Health, Interprofessional Practice and Education

Journal Information
EISSN : 2641-1148
Current Publisher: Pacific University Library (10.7710)
Total articles ≅ 19

Latest articles in this journal

Cindy Jean Hadenfeldt, Heather M Naylor, Jennifer Lynn Jessen, Sara Banzhaf, Kate Martens-Stricklett
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2131

INTRODUCTION Opioid use disorder impacts families in the United States from all walks of life with premature loss of life and devastating financial and social consequences. An online interprofessional program was designed and implemented to assist pre-licensure health professions students to understand the complexities of the opioid epidemic. The program included information related to the epidemic’s impact on individuals, patients, families and the community, solutions to this crisis, and the benefit of interprofessional care in to addressing the epidemic. METHODS The purpose of this study was to explore students’ perceptions of individuals experiencing opioid use disorder and the value of interprofessional care. There were 217 students of medicine, dental, nursing, emergency medical services, and physical therapy who participated in the discussion-board format activity that enabled them to acquire new knowledge and apply it to two unfolding case studies of individuals experiencing opioid use disorder. RESULTS Thematic analysis was applied to the discussion that was generated from the activity. Six themes were identified from the discussion board responses: 1) Opioid use disorder can happen to anyone, 2) Mismanaged health care contributes to opioid addiction, 3) Overwhelming life stressors can impact opioid use, 4) Seeking relief from chronic pain can dominate a person’s life, 5) A strong sense of empathy and compassion is essential for health professionals, and 6) Interprofessional collaboration improves outcomes. CONCLUSION This educational strategy was an effective approach to engage students in informed discussions regarding the complexities of the epidemic and to appreciate the benefit of interprofessional care in addressing opioid use disorder.
Laura Romito, Brittany J Daulton, Cynthia Stone, Andrea L Pfeifle
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2126

BACKGROUND The Peer Led Team Learning (PLTL) instructional model utilizes Peer Leaders, advanced students who mentor and guide student teams to collaborate on applied course concepts. PURPOSE To apply a modified PLTL model in the university’s foundational, longitudinal, competency-based interprofessional education (IPE) curriculum. METHODS Twelve Peer Leaders were selected, trained, and deployed as facilitators for interprofessional teams of students during the IPE curriculum’s first three large-scale learning events. Peer Leaders completed an evaluation of training, a facilitation skills survey, and participated in a semi-structured focus group interview process. RESULTS After participating in the PLTL program, Peer Leaders reported increased confidence in their interprofessional knowledge and facilitation skills. The primary challenge for Peer Leaders in facilitating teams was lack of student engagement (n=7, 58%). CONCLUSION PLTL is a feasible model for IPE settings. It has the potential to both increase facilitator capacity in interprofessional learning activities and have a positive impact on Peer Leaders.
Emily L. Fedor, MaryCatherine E. Heighton, Victoria L. Freniere
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2121

Interprofessional education encourages collaboration between several student healthcare professionals to provide experiences crucial to their success after graduation. Incorporating interprofessional education into the curriculum can be challenging, however it strengthens students’ skills to work in a team and establishes understanding of roles and responsibilities. An interprofessional course, created by faculty from multiple institutions, effectively taught students through online learning modules as well as hands-on experiences such as simulations and communication activities. Activities included an identification questionnaire, TeamStepps paper chain, ambulatory care simulation, and a poverty simulation day. Throughout this course students learned about their roles, other professionals' roles, the importance of verbal and nonverbal communication, and the impact effective teamwork has on patient care.
Chiamaka C Okeke
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2125

Dentistry is treated as a separate entity from the main healthcare systems in America. Specifically, there is a distinct disconnect between dental students and interprofessional education. This detachment is problematic because dentists utilize interprofessional collaboration to accomplish complex patient care. Interprofessional education is an important part of the Doctor of Dental Surgery curriculum because consideration of both oral and systemic health is necessary during dental treatment. Interprofessional education provides opportunities to educate dental students about other disciplines, educate other disciplines about dentistry, and foster collaboration between healthcare students.
McKinley Thomas, Paula Tillman, Janet Buelow
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2113

BACKGROUND Teaching emerging health care professionals the importance of addressing social determinants of health is an important step toward equitable care. To this end, students need both an understanding of the narrative of those living with limited healthcare access and the opportunity to reflect upon how experiential learning impacts their views on health care services and professional development. PURPOSE The purpose of the study was to assess experiential self-reflections among health professions students after participating in an interprofessional, community-based program designed to provide much-needed health care to vulnerable populations. METHODS After participation, students provided reflections regarding their views on 1) individuals receiving care, 2) community needs and resources, and 3) their own interprofessional growth. A qualitative, iterative process was used to identify emergent themes. RESULTS Themes specific to both participants and community resources centered on poor access to care, dental and vision needs, and limited awareness of available resources. Those specific to students’ interprofessional experience and professional growth include patient outcomes, understanding community characteristics, communication skills, and an appreciation of interprofessional, multi-level delivery of services. CONCLUSIONS Consideration of social determinants of care is an important conduit toward clarifying one’s views of vulnerable populations and as a means of enhancing professional growth and development.
Judi Schack-Dugre, Jordan Hamson-Utley, Karen Snyder
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2111

Introduction Identified challenges of successful implementation of IPE include logistics and resources. Online non-technical SIM-IPE is a scalable, low-cost educational strategy that lacks representation in the literature. To measure the effectiveness of online non-technical skill (ONTS) SIM-IPE to change attitudes toward interprofessional teams and team approach to care. Methods A quasi-experimental pre/post-test design using an online survey explored the effectiveness of ONTS SIM-IPE. Graduate health professions students’ attitudes toward interprofessional teams and team approach to care was measured using the SPICE-R2. Results Post-test scores on the SPICE-R2 revealed significant differences in the following subscales: Roles/Responsibility (Z=-.313, p
Lisa De Saxe Zerden, Brianna M Lombardi, Erica L Richman, Anjalee Sharma
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2114

INTRODUCTION The current opioid crisis in the U.S. has led to an increased number of office-based opioid treatment (OBOT) programs that provide medication for opioud use disorder (MOUD) in primary care settings. MOUD (formerly known as medication assisted treatment) requires a medication and psychosocial component of care and thus, expertise from multiple types of providers. To help inform workforce development policies and strategies to train the future OBOT workforce, this study examined: (1) the provider composition of OBOT teams, (2) team members’ respective duties, and (3) communication patterns. METHODS Interviews with a convenience sample (N=12) of providers working as members of OBOT teams in outpatient primary care settings across the U.S. Interviews were recorded and transcribed. Qualitative coding was used to identify patterns relevant to study objectives. RESULTS OBOT teams always included (1) a Drug Enforcement Administration (DEA)-waivered prescriber (typically physicians) as is mandated federally. However, other team members included; (2) a behavioral health provider (typically licensed clinical social workers); (3) a MOUD registry coordinator (varied in degree/background); and (4) other operational staff (typically medical assistants). OBOT clinics offering therapeutic behavioral interventions were more likely to employ multiple behavioral health providers, though there was variation in the types of behavioral health interventions utilized. CONCLUSION The demand for OBOT treatment teams presents a significant opportunity for interprofessional training of health professionals. Educators, policymakers, and researchers should evaluate the composition and service capacity of the current OBOT workforce in order to develop comprehensive interprofessional training programs that address the physical, psychopharmacological, behavioral health, and psychosocial components of care necessary for OUD treatment and recovery.
Tricia S. Barker, Heather B. Allen, Elizabeth G. Levitzky, Tina Patel Gunaldo
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2116

INTRODUCTION Most interprofessional education (IPE) research has measured student perceptions using pre/post-surveys during a single IPE activity or from a longitudinal assessment. It is important to begin to search for other educational attributes having an impact on student perception outcomes. This study reports IPE perceptions using the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 (SPICE-R2) for two dental hygiene cohorts engaged in different IPE and intraprofessional experiences over a period of an academic year/two semesters. METHODS First year dental hygiene students (DH I) and second year dental hygiene students (DH II) were asked to complete a survey including the SPICE-R2 instrument at the beginning and end of the 2017-18 academic year. The pre/post session paired analyses were performed using the Wilcoxon signed-rank test. The analysis comparing the DH I to DH II SPICE-R2 pre, post and overall factor mean scores was also done using the Wilcoxon signed-rank test. Cohen’s d was used to calculate effect sizes. RESULTS Fifty-seven paired data sets were analyzed, thirty-one students were in the first year and twenty-six were in the second year of the dental hygiene program. Results indicated a decrease in mean scores for the total SPICE-R2 and for both the Teamwork and Roles/Responsibilities factors for both DH I and DH II students. DH I students had a statistically significant decrease in the Teamwork and Roles/Responsibilities factors of the SPICE-R2. CONCLUSION This study adds to the current literature by noting a statistically significant decrease in SPICE-R2 scores by early learners. Timing of the introduction of curriculum can be a contributing factor; however, it will be important for researchers to focus on components of curricula design to determine factors which impact student IPE learning, perceptions, and outcomes.
Paul F Franco, Deborah A DeLuca
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2107

OBJECTIVE The purpose of this research was to explore practitioners’ awareness of Complementary and Alternative Medicine (CAM), broadly, and Music Therapy (MT) activity, specifically, within their healthcare institutions. The goal of this was to better evaluate their level of knowledge and understand their recommending practices of these modalities within their roles as interdisciplinary healthcare team (IDHT) members in those institutions for optimization of patient care decision-making. DESIGN A quantitative, descriptive, exploratory and cross-sectional research design was used to measure practitioners’ awareness of CAM and MT in their healthcare institution utilizing a principal investigator-created valid and reliable tool entitled the “Global Complementary/Alternative and Music Therapy Assessment (GCAMTA)." SETTING/LOCATION Data were collected electronically using various social media platforms and from several professional healthcare associations. SUBJECTS A sample of 499 healthcare practitioners participated. RESULTS Solo/group practitioners of small, private practices revealed high awareness (82-94%) of institutional CAM being provided and recommended as opposed to practitioners in larger institutions. Almost half of practitioners (48%) in larger hospital institutions are unaware if CAM is being recommended to patients. Although practitioners have positive or neutral overall impressions of MT, 83% of practitioners do not recommend MT in their current practice. Results of the Chi-Square Analysis were significant; practitioners in smaller, private practices are more aware of their institutional CAM as opposed to practitioners in larger hospital settings (p χ2= 67.0531, 37.3433). In institutions providing CAM services, practitioners are highly apt to recommend these services to patients. In institutions not providing CAM services, practitioners may still recommend external CAM services if there is high awareness/knowledge (p χ2= 229.0602) of CAM. No associations were found between institution type/size and overall impression of MT (p=0.604306, α = 0.05, χ2= 1.0074) or between institution type/size and whether the practitioner recommends MT (p=0.08286, α = 0.05, χ2= 4.9812). CONCLUSION A disconnect exists between practitioners’ knowledge and awareness of institutional CAM activities and IDHT utilization/effectiveness of CAM in patient care. The effectiveness is reliant on intra-organizational awareness of CAM activities (e.g. MT). Focus on holistic education early in career and institution-wide educational workshops initiated by knowledgeable healthcare practitioners may prove beneficial in remedying this problem to improve patient outcomes.
Hayley Dunnack
Health, Interprofessional Practice and Education, Volume 4; doi:10.7710/2641-1148.2105

BACKGROUND With the evolving complexity surrounding cancer care, interprofessional education through simulation must be examined as a novel pedagogy. OBJECTIVE To provide a systematic review by way of an evolutionary concept analysis of interprofessional oncology simulation to advance understanding of its antecedents, attributes, and consequences. DESIGN Rogerian evolutionary concept analysis method. DATA SOURCES A convenience sample of peer-reviewed publications were retrieved from MEDLINE, CINAHL and PsycINFO from 2002-2019. RESULTS Literature investigating interprofessional oncology simulation is growing. Findings (N=16 articles) revealed congruent antecedents, while attributes included: (1) realistic oncology care scenarios, (2) training in complex oncology care, and (3) oncology care communication. The conceptual consequences were identified as improved interprofessional team, trainee, and patient care outcomes. CONCLUSIONS Findings advance knowledge in the growing area of interprofessional oncology simulation by providing conceptual clarification for healthcare providers. As professional organizations continue to emphasize interprofessional educational methods, additional research is critical in furthering this area of knowledge development.
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