Interprofessional education (IPE) prepares students for interprofessional collaborative practice, and interprofessional competence requires scaffolding of learning and the opportunity to engage in interprofessional education, which should begin early and occur at multiple points across the curriculum. These IPE experiences can help guide and build communication and collaboration with other disciplines. However, one of the most challenging components of incorporating IPE is knowing where to begin. Considerations when developing IPE experiences include schedules, prior clinical experiences, exposure to interdisciplinary teams, and progression in the program; each component impacts the ability of students of different disciplines to find common ground, but using a common experience can support student learning.
As part of the graduate health sciences curriculum, students were invited to participate in an educational experience based on a common reading assignment. Each student read Five Days at Memorial: Life and Death in a Storm-Ravaged Hospital (Fink, 2013). This book presented ethical dilemmas healthcare workers faced during and after Hurricane Katrina. Graduate students and faculty members in Occupational Therapy, Nursing, Speech-Language Pathology, Athletic Training, and Kinesiology participated in the experience. Placed in smaller groups and guided by a faculty member, students engaged in three interprofessional online discussion groups throughout the semester. Topics addressed during the discussion groups incorporated the Interprofessional Education Collaborative (IPEC) core competencies. Accordingly, discussion topics progressed from basic communication skills and healthcare roles and responsibilities to more intensive discussions involving ethical decision-making, mercy killing, racial inequity, and discrimination.
The educational experience was designed with several goals in mind. Firstly, it aimed to allow students to delve into complex healthcare issues, hear diverse viewpoints, and practice respectful communication in an interprofessional setting. Secondly, it evaluated the impact of a shared reading experience on students' comfort levels in future interactions with healthcare professionals. Lastly, the experience allowed students to interact at various levels of skill development and interprofessional exposure, fostering a deeper understanding of their own discipline and others.
Upon conclusion of the experience, students reported feeling more comfortable collaborating on difficult topics with others who had different viewpoints and experiences. The students learned from one another and appreciated the different perspectives across disciplines. Interestingly, the graduate nursing students, all clinically practicing, became leaders in the discussion groups, offering insights based on real-world experiences. However, as an introductory IPE experience, the common book read was not based on technical skills application and, therefore, was relevant to all students.
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.
