Silos to Synergy: Effective Faculty Collaboration Facilitates Students' Experience and Outcomes of Interprofessional Collaborative Learning
- Innovative Approaches to Interprofessional Pedagogy and Education Science
Simulation-based learning (SBL) has been utilized across healthcare disciplines and has been found to be highly effective in building students’ competence and skills for their profession. SBL has also been used as an effective interprofessional education (IPE) experience, bringing learners from two or more professions together to learn with and from each other.Implementation: Faculty from graduate Nursing and Social Welfare programs worked collaboratively over 3 semesters developing, delivering, and evaluating an IPE SBL experience for students. Student and faculty feedback was integrated to improve consecutive events.
The faculty planning team encountered several challenges:
Building effective simulations across programs requires faculty to think beyond professional silos.
Shifting focus from clinical learning to social determinants of health and IP team competencies can be challenging.
Planning an event for students from different programs presented logistical issues to consider.
Addressing these challenges required ongoing planning, open communication, and a commitment to creating a respectful, inclusive environment for faculty and students.Evaluation plan: 97 MSN and 136 MSW students participated in the IPE SBL over the 3 semesters. Mixed methods outcome data will be presented for Spring 2024, Fall 2024, and Spring 2025. Outcomes for AY 24-25 also include findings on the Extended Professional Identity Scale (Reinders & Krijnen, 2023).Outcome(s) and significance: Outcome and Significance:
Most students rated themselves confident or strongly confident in each of the interprofessional learning outcomes. Additionally, most students rated themselves as agreeing or strongly agreeing with items on the EPIS, interprofessional identity scale. Qualitative data include statements demonstrating improved knowledge of roles and responsibilities and value for the knowledge and skills of other professions.
Learning Objectives
- Participants can articulate the importance of effective faculty collaboration across disciplines to create meaningful interprofessional learning experiences.
- Participants can articulate the effectiveness of SBL as a tool for developing interprofessional team competencies.
- Participants can articulate how SBL IPE can enhance students’ interprofessional identity development.
References
- Lee, C. A., Pais, K., Kelling, S., & Anderson, O. S. (2018). A scoping review to understand simulation used in interprofessional education. Journal of Interprofessional Education & Practice, 13, 15–23. https://doi.org/10.1016/j.xjep.2018.08.003
- Noureddine, N., Hagge, D. K., & Ofstad, W. (2022). Interprofessional education toolkit: Practical Strategies for program design, implementation, and assessment. Plural Publishing, Inc.
- Nundy S, Cooper LA, Mate KS. (2022). The quintuple aim for healthcare improvement: A new imperative to advance health equity. Journal of the American Medical Assoc, 327(6), 521–522. doi:10.1001/jama.2021.25181
- Reinders, J. J., & Krijnen, W. (2023). Interprofessional identity and motivation towards interprofessional collaboration. Medical education, 57(11), 1068–1078. https://doi.org/10.1111/medu.15096
- World Health Organization (WHO). (2010). Framework for action on interprofessional education and collaborative practice. 2010. http://www.who.int/hrh/resources/framework_action/en/index.html.