Interprofessional Education Preparing a health professionals for 21 st Century Practice

1. Interprofessional EducationPreparing a health professionals for 21st Century Practice

2. Questions What competencies and skills will distinguish UNE’s graduates from those of other health science universities? How do we build bridges between quality health professions education and best clinical practice? What resources and supports are needed to create sustainable best practice IP models? How do we discover and disseminate IPE/C knowledge?

3. What is Interprofessional Education? Interprofessional education is defined as faculty, students, and clinicians from two or more health professions learning about, with and from each other in shared academic and clinical activities.

4. What is IP Clinical Collaboration Interprofessional clinical collaboration is defined as an active relationship between two or more professionals working together to optimize patient-centered health care. It is distinguished from multidisciplinary practice as it emphasizes communication and team-based competencies.

5. Why IPE/P is important to 21st Century Health Professions Education • Institute of Medicine Reports • WHO Global Health Report • Patient Protection and Affordable Care Act • IPEC Expert Panel Report (May 2011) • Student Demographic: Communicative Competency • Patient Demographic: Chronic Care

6. National Interprofessional Collaborative • IPE pedagogy must be required from the onset of student education • Models must bridge undergraduate education through to continuing education and practitioner coaching • Must connect education to practice; health systems leaders do not believe students are ‘collaborative-practice ready’

7. Core Competency Domains for Interprofessional Practice (Expert Panel 5/2011)

8. Best Practice: From Campus to Community • Institutional: Commit to sustained change and take risks; those at the top must model the change they want to see happen – transparency and engagement; build trust • Educators: Model change; think broadly about who are the leadership associations and get them on board (common accreditation standard) • Frontline: Patients and families must be engaged in the change process; empower practitioners and clients; no longer willing to be victims of a broken system; IP continuing education; mentorship of practitioners in willing sites

9. UNE: InterProfessional Culture • UNE Vision 2017 states Institutional Support for the Development of the IPE Undergraduate Common Curriculum • IPEC • Institutional Support for Building IPE Intentional & Integrated Curriculum • Development of IPE/P Community Partnerships (MGH; Penobscot, MMC) • Dedicated Teaching Health Center

10. What competencies and skills will distinguish UNE’s graduates from those of other health science universities?

11. Undergraduate Academic Curriculum (2011-2012)

12. Inter-Professional Education Graduate Student OrientationAugust 30, 2011 All entering UNE graduate and professional students were required to participate in an IPE case study exercise. The case focused on Rita, a woman newly diagnosed with rheumatoid arthritis. A simulation with actors was used as a focal point for IP discussion.

13. Spring Symposium 2011Veterans Health & WelfareStudents from across the University participated in a shared case-based learning experience using interprofessional simulation with standardized patients.

14. Shared Coursework: Transdisciplinary Playgroup Occupational and Physical Therapy, Social Work , and Nursing students participated in a course on early childhood development. The course was developed and co-taught by faculty from each of these disciplines with the assistance of community partners.

15. IP Service Learning: Oxford Street ShelterStudents from the colleges of health professions and pharmacy offer clinics every third week at Oxford Street Shelter, a residence for men who are homeless.

16. Interprofessional Transcultural Immersion The Ghana Health Mission brings UNE students and other health and academic partners to West Africa for 2 weeks where they participate in shared learning opportunities in community and public health. (Sekondi & Kansa, 3/2011)

17. How do we build bridges between quality health professions education and best clinical practice? • Sustaining & Disruptive Innovations In IPE/P • Learn from National Models • Become IPP Workforce training leader • Strengthen and broaden relationships with existing partners • Establish clinical sites committed to reshaping best practice models • Teaching Health Center Model: Provide sustainable exchange between academic clinical training site and community partners

18. Barriers to Innovation “In the spirit of honoring tradition, universities hang on to past practices to the point of imperiling their futures. When reduced budgets force them to cut costs, they trim but rarely make hard trade-offs. Nor do they reinvent their curricula to better prepare students for the increasing demands of the world of work.” Christenson & Eyring, 2011, p. xxii

19. Fairview Health Services is one of the largest not-for-profit health care systems in Minnesota. FHS is redefining the delivery of health care through an integrated health network, providing care from prevention and disease management to health maintenance.

20. What resources and supports are needed to create sustainable best practice IP models?

21. Bingham Program Grant THE BINGHAM PROGRAM OF MAINE AWARDS UNE’S IPEC $20,000 TO FUND ONLINE INTERPROFESSIONAL TRAINING The Bingham Program, a charitable endowment established in 1932 to promote health and advance medicine in Maine, has awarded the University of New England’s Interprofessional Education Collaborative (IPEC) a $20,000 grant to create an online learning tool designed to introduce all incoming graduate students and new faculty to interprofessional competencies and practices.

22. How do we discover and disseminate IPE/C knowledge? • Proposed Center for Excellence in Interprofessional Education & Practice 2012 • CAB Conference 2014 • WORK Journal 2012 • TeamSTEPPS Training • Networking with National & International Universities & Programs (MUSC; UT; UW) • Publications • Editorships with Peer-reviewed Journals

23. CAB Presentations 2011 • Simulation for interprofessional education with first year students – DM Dunbar (Nursing) & C Rizzo (AT) • Interprofessional education: Developing the context for organizational change – SC Konrad (SSW) & K Pardue (AD) • Theater, interprofessional practice, & eating disorders – C Plourde (Add Verb), SC Konrad (SSW), DM Dunbar (Nursing) • Coming together, teaching together: Using appreciative inquiry to design & implement and interprofessional curriculum – K Pardue (AD), L Coplon (Nursing), DM Dunbar (Nursing), K Loukas (OT), Jane Walsh (DH) • Transcultural healthcare immersion: Learning about collaborative practice in global primary care settings – J Morton (Nursing), SC Konrad (SSW), T Mason (Service Learning) • First year students’ perceptions of interprofessional learning and collaborative working – K Pardue, Associate Dean • Reader’s Theater: Using innovative pedagogy to promote interprofessional collaboration – UNE Faculty

24. Collaborating Across BordersTucson, November 2011 Twelve University of New England  faculty/administrators participated in the international interprofessional education conference, “Collaborating Across Borders,” in Tucson, Ariz., November 19-22.  Educators, clinicians, researchers, policymakers and students gathered to discuss and share best practices in interprofessional education, practice and policy, including competitive, peer-reviewed papers/posters.