Sessions

This presentation reports the findings of a literature review to understand the landscape of debriefing among pre-licensure healthcare students after interprofessional experiential activities (IPEAs). Given the gaps uncovered, the U-M Center for Interprofessional Education shares how they developed the TEAMS REFLECT Tool to facilitate interprofessional debriefing among students after IPEAs.

The C-ICE 2. aligns with the 2023 IPEC Core Competencies to assess interprofessional team behaviors. This presentation highlights updates to the tool, reliability and validity testing results, and its implications for advancing interprofessional education.

This review explores the mental health and well-being challenges faced by refugee women involved in sex work, identifying five key themes: fear, mental health, social well-being, economic stability, and spiritual struggles. Findings highlight the need for interprofessional collaboration in creating supportive policies, programs, and interventions tailored to these women’s unique needs.

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 presentation introduces the Professional Humility Scale, highlighting its development and validation through expert feedback and construct testing with healthcare professionals. Attendees will explore the scale's role in promoting interprofessional collaboration and ethical practice, alongside its potential applications in enhancing teamwork, patient care, and interprofessional education in diverse healthcare contexts.

This concept analysis defines transnational healthcare as the practice of individuals seeking healthcare from their country of origin while living abroad. Using Walker and Avant’s framework, researchers reviewed literature to outline attributes, case examples, and implications. A clear definition aids in addressing health disparities and promoting interprofessional collaboration for migrant healthcare.

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.

This session explores the design and implementation of an interprofessional escape room activity involving nurse practitioner and paramedicine students. Attendees will learn how this innovative approach enhances teamwork, communication, and role understanding in acute care settings, fostering essential skills for effective interprofessional collaboration in healthcare.