Interprofessional education (IPE) in healthcare training strives to create a collaborative healthcare workforce for the betterment of patient care. One of the aims of IPE experiences is to challenge healthcare hierarchies, with the focus being on fluid leadership amongst healthcare team members. In this talk, researchers will discuss their analysis of the impact of IPE in a simulation experience for students of various healthcare professions. In this study, it was hypothesized that the student physicians would dominate the conversation, following the traditional hierarchy of medicine, and there would be minimal to moderate growth in team collaboration between the two sessions.
Researchers analyzed the interactions between student healthcare professionals in an Interprofessional Team Immersion (IPTI) simulation sponsored by the University of New England and Rosalind Franklin University. In the IPTI simulation activity, a standardized patient was assessed by an interprofessional (IP) student team over two sessions. IP student teams debriefed after each session to discuss their experiences and create a treatment plan. Debrief sessions were transcribed and coded using Interprofessional Education Collaborative core competencies as guiding themes to highlight group processes. Critical Discourse Analysis was employed as a methodology to identify the power relations between healthcare professionals and how collaborative interprofessional teamwork and patient health outcomes are impacted.
Researchers found that the student teams modeled Emancipatory and Utilitarian discourses to structure team debriefs. The first debrief session operated through Utilitarian discursivity, demonstrating instances of individual insecurity, slow team growth, and less coordinated patient care. Analysis of the second debrief session demonstrated use of Emancipatory discourse through the presence of more team cohesiveness, less focus on self, and greater collaborative focus on patient care. Furthermore, analysis suggests no dominant, healthcare profession-specific hierarchy.
After attending this talk, listeners will understand how employing a critical discursive lens in healthcare education can help students challenge power imbalances and shift towards fluid leadership and increase team cohesion between all healthcare professionals. Ultimately, these findings highlight how IPE leads to greater collaboration between IP student team members, dispels hierarchy, empowers individual health professionals, and creates space for improved patient outcomes and patient-healthcare professional relationships.
This Lighting Talk meets the criteria of preparing students for interprofessional collaborative practice by evaluating the impact of early interprofessional experiences on team collaboration and patient-centered care. Further, this research highlights how early interprofessional experiences promote fluid leadership between healthcare students, thus limiting the perpetuation of healthcare hierarchies.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
