Poster Presentation

A Comprehensive Profile of Interprofessional Education (IPE) in Health Science Programs in Eastern North Dakota

- CDT
Room: Grand Central Foyer
Sclinda Janssen, PhD, OTR/L, CLA, FAOTA
University of North Dakota
Eric Johnson, MD
University of North Dakota
Track:
  • Innovative Approaches to Interprofessional Pedagogy and Education Science
Interprofessional education (IPE) is a core construct threaded throughout projects associated with the HRSA funded Geriatric Workforce Enhancement Program grants because interprofessional collaborative practice (IPCP) enhances consumer satisfaction (Morgan, Sofia Barroso, Bateman, Dixson, & Conroy Brown, 2020) and safety (Hameed Amarneh, 2022). Many researchers examined IPE in a variety of academic programs; however, only 2-3 professions are reflected in most studies. There is limited research that showcases a comprehensive profile about how IPE is implemented in a wide variety of healthcare programs. The research question for this study is: How is IPE integrated throughout a wide variety of professional healthcare programs in Eastern North Dakota University System?

Methods: This is a mixed methods report that includes questionnaires, surveys, and focus groups distributed to faculty and students. To model IPCP, faculty respondents were invited to serve as contributing authors. The faculty questionnaire targeted IPE competencies, curricular threads, and learning objectives; teaching strategies; assessment methods; and innovative approaches in development. Institutional review board approval was obtained for student surveys and focus groups, which solicited their perspectives about IPE experiences of which they have engaged. The ecological model of human performance [EHP] (Dunn, 2017) guided data analysis, which consisted of descriptive statistics for quantitative methods and coding, categorization, and development of thematic and essence statements for qualitative methods (Creswell, 2007). EHP originated for interprofessional collaboration in education systems, using transferable terms, like person and task, that are grounded in a variety of contexts (e.g. physical, social).

Results: The results answered the research question by providing a comprehensive profile about how 13 health science programs integrate IPE into their teaching and learning experiences at two Universities within the Eastern part of the North Dakota University System. Programs included: Sports Medicine/Athletic Trainer Masters, Medicine, Physician Assistant, Physical Therapy, Speech Language Pathology, Nutrition and Dietetics, Occupational Therapy, Nursing (DNP/FNP), Nursing (BSN), Social Work, Medical Lab Science, ND Simulation Center, and Dakota Geriatrics Workforce Enhancement Program. Findings show that IPE is integrated in the didactic classroom setting/assignments (e.g. discussions, active learning, labs, simulations), clinical rotations, extra-mural activities, initiatives, and infrastructure such as the physical and social environments and grant funding. Innovations in IPE include involvement with more professions and other universities; a student-led, multi-experiential IPE event; IPE micro-credentials through a badge system; and continuing education for faculty.

Conclusion: The North Dakota University System health science programs offer a wide variety of experiences for IPE. Although there is momentum to incentivize IPE activities through micro-credentialing in a couple of programs, further efforts are needed to embed IPE in all training programs. Innovative and pioneering IPE projects will likely mechanize ongoing development of IPE across the nation when faculty integrate more teaching and learning strategies to prepare the healthcare workforce. This comprehensive profile of IPE can serve as a model to expand IPE in universities across the nation.

References

Creswell, J. W. (Ed). (2007). Qualitative inquiry & research design (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Dunn, W. (2017). The Ecological Model of Human Performance. In J. Hinojosa, P. Kramer & C.

Brasic Royeen (Eds.), Perspectives on Human Occupation – Theories Underlying Practice

(2nd ed., pp. 207-235). F.A. Davis Company.

Hameed Amarneh, B. & Al Nobani, F. (2022). The influence of physician-nurse collaboration on patient safety culture. Heliyon, 8. doi: 10.1016/j.heliyon,2022.e10649

Morgan, K.H., Sofia Barroso, C., Bateman, S., Dixson, M., & Conroy Brown, K. (2020). Patients’ experiences of interprofessional collaborative practice in primary care: A scoping review of the literature. Journal of Patient Experience, 7(6), 1466-1475. doi: 10.1177/2374373520925725

Learning Objectives

  • Identify effective and inspiring IPE methods that overlap in multiple health profession programs
  • Describe innovative IPE experiences to adopt into health profession programs

References

  • Creswell, J. W. (Ed). (2007). Qualitative inquiry & research design (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
  • Dunn, W. (2017). The Ecological Model of Human Performance. In J. Hinojosa, P. Kramer & C.
  • Brasic Royeen (Eds.), Perspectives on Human Occupation – Theories Underlying Practice
  • (2nd ed., pp. 207-235). F.A. Davis Company.
  • Hameed Amarneh, B. & Al Nobani, F. (2022). The influence of physician-nurse collaboration on patient safety culture. Heliyon, 8. doi: 10.1016/j.heliyon,2022.e10649
  • Morgan, K.H., Sofia Barroso, C., Bateman, S., Dixson, M., & Conroy Brown, K. (2020). Patients’ experiences of interprofessional collaborative practice in primary care: A scoping review of the literature. Journal of Patient Experience, 7(6), 1466-1475. doi: 10.1177/2374373520925725