Sessions

This study examines baseline leadership and conflict styles among health science students, utilizing Path-Goal Theory and TKI frameworks. Findings reveal critical insights into the interplay between leadership and conflict resolution in interprofessional education, informing strategies for developing effective collaborative practices among students in preparation for practicing in healthcare settings.

This presentation explores behavioral determinants influencing leadership engagement among health profession students and highlights the role of structured leadership programs in fostering collaborative leadership within interprofessional teams. Attendees will gain insights into addressing barriers, enhancing self-efficacy, and integrating shared leadership models to prepare students for effective, patient-centered healthcare collaboration.

This study was created by a health sciences student and provided to other health sciences students with inputs from various faculty members. The survey assessed the knowledge students have of the education, licensure, and clinical responisbilities of the 9 health professions represented at Creighton University. Subjective questions elucidate the preferences of students for the setting of interprofessional education.

This study demonstrates that interprofessional collaboration enhances patient outcomes in critical care. Structured interprofessional practices involving broad based education, delineation of roles and responsibilities, teamwork, and shared decision-making frameworks improve safety and alignment with patient goals, reducing complications, improving efficiency, and reducing expenditures. This approach offers scalable benefits for advancing holistic, patient-centered care across healthcare systems.

Ratings of teamwork for a student-led Interprofessional clinic were compared across student, facilitator, and client for correlation. Similarly, client ratings of teamwork and healthcare goal attainment were assessed for correlation.