IPE in Health Professions Training An Effective AHEC Clinical Experience

1. IPE in Health Professions Training An Effective AHEC Clinical Experience Lynn Olszewski, RN, MSA Richard D. Kiovsky, MD, FAAFP IRHA 2012 Statewide Meeting

2. Objectives • Understand the current academic interest in InterProfessional Education in Indiana • Learn what components need to be reflected in IPE-focused clinical experience • Learn about a successful AHEC Clinical IPE Experience in an underserved community health center • Hear from Health Profession Students on the benefits of interprofessional collaborative practice

3. Area Health Education Centers (AHEC) Purpose The mission of the Indiana AHEC Network is to improve health by recruiting, educating and retaining health care professionals in underserved communities. Objectives focus on: • primaryand preventive care • medically underserved rural andurban • improving the distribution and diversity of health care professionals • improving health care qualitythrough community/academic educational partnerships.

4. IN-AHEC Network

5. What is IPE???? Interprofessional Education is when “two students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes…” World Health Organization 2010

6. InterprofessionalTeam-based Care “Care delivered by intentionally created, usually relatively small work groups in health care, who are recognized by others as well as by themselves as having a collective identity and shared responsibility for a patient or group of patients, e.g., rapid response team, palliative care team, primary care team, operating room team” (Interprofessional Education Collaborative Expert Panel, 2011)

7. AHEC Academic Committee -- IPE Guidelines 2010 • Planning team (at least 2 disciplines) • Shared learning objectives (1) for all trainees. • At least one learning objective is designed to accomplish one or more of the IPE competencies • Content documents that include an emphasis on interprofessional team development. (e.g., syllabus, readings/texts, assignments, case-based conferences, evaluation, testing, and grading protocols and instruments) • Trainee evaluation activities assess at least one of the following: 1) mastery of common learning objectives, 2) ability to function as a member of an interprofessional health care team.

8. 7 Health Profession Schools at IU Academic HC: IPE TEAM Curriculum IPE Simulation Center in Columbus, Indiana

9. Three Women on a Mission! • Lynn Olszewski, RN, MSA – Director, Northwest Indiana AHEC Regional Center • Jennifer Anderson, MSW – Faculty, Social Work, IU Northwest • Sandy Behrens, RN, MBA – Director, La Porte Community Health Centers • 18 months of planning • Shared Learning Objectives Developed

10. Shared Learning Objectives • Support the ongoing mission and vision of AHEC • Enhance the existing organizational culture; its commitment to quality care and improved patient outcomes • Structure the learning process around IPE competencies • Meet the operational definitions of IPE • Collaboratively develop a plan of care based on the individual needs of patients and families • Implement the model with a sensitivity for potential replication in similar yet diverse settings

11. The Intent of the Learning Model Implementation of a structured framework for simultaneous learning in a community health setting using shared competencies for interprofessional collaborative practice… What is it that students need to learn with, from, and about each other?

12. (Expertise - Toronto)IPE Competencies & Domains

13. La Porte Community Health Center

14. Academic Partners • Indiana University School of Medicine, Indianapolis MS3 Student during their scheduled Family Medicine Clerkship • Indiana University School of Dentistry, Indianapolis Fourth year students clinical rotations • Purdue University School of Pharmacy, West Lafayette Fifth year Pharm D student in an ambulatory care rotation • Indiana University Northwest, Masters in Social Work, Gary Medical Social Work Student during a clinical rotation • Purdue University Calumet School of Nursing, Hammond Family Nurse Practitioner Student during a clinical rotation BSN Student during their community nursing rotation

15. Interprofessional Education Orientation Clinic Director Nurse Practitioner AHEC Director Dentistry Social Worker Medicine Nursing Pharmacy Dentistry

16. Listing their perceptions of the roles of the other students’ professions

18. At the Center of the ProcessIPE Care Conferences • A practical approach in a real world setting, not simulated • Patient specific • Leader – present the case • Facilitator - oversee the discussion • Rotation of roles How will you as a nurse, pharmacist, physician, medical social worker, family nurse practitioner, or dentist assess, approach, contribute to the plan of care for this patient?

20. Lessons Learned • Partners • Roles and responsibilities • Strengths and challenges • Ownership • Preceptors • Old school • Not part of academia • Staff • Inform, involve, appreciate • Students • Professionals, bonding, recruitment

21. Student Perspectives on IPE Curriculum • Students VALUE personal interaction with other professional students • They desire EXPERIENTIAL learning • Lecturing or modules on IPE will not be regarded highly by students • Interactive case-based learning; avoid writing assignments, etc. • Insight: HOW healthcare SHOULD be practiced • SW students seem to be the “cohesive glue” that binds all professions.

22. Summary of Effective IPE IPE needs to be longitudinal, highly experiential, detail scope of practice of each profession, built upon trust moving forward, and standardized.

23. Next Steps • Expand IPE Clinical Training into other AHEC Regions • Focus on Underserved CHC’s and RHC’s • Align with Curricular Objectives being developed by 7 HP Schools • Continue working across institutional boundaries to support IPE? • Support Statewide IPE Planning Models