Jennifer
Jessen,
EDD, RN, CNOR, FNAP
Executive Director of CIPER
Creighton University
Dr. Jennifer Jessen serves as Executive Director for the Center of Interprofessional Practice, Education, and Research (CIPER) at Creighton University. With over a decade of experience as a nurse educator, she has actively engaged with students, faculty, and clinicians to develop effective instructional strategies in both didactic and clinical environments. Dr. Jessen has created various in-class and online learning experiences, simulated clinical scenarios, and practical learning opportunities for students and clinicians. In her role at CIPER, she provides valuable resources for enhancing interprofessional education (IPE) among students, faculty, and clinicians. Dr. Jessen's leadership efforts in the assessment and evaluation of interprofessional skills and programming have earned her recognition as a Fellow in the National Academies of Practice. She contributed significantly to the design of Creighton's interprofessional health sciences building and led the team that recently launched an interprofessional journal dedicated to IPE research.
Presenting at the Nexus Summit:
In the ever-evolving landscape of Interprofessional Practice and Education (IPE), it is crucial to prioritize the systematic and longitudinal assessment of IPE program/curricula effectiveness. This approach to assessment is necessary to demonstrate that minimum accreditation standards have been met; but further, it is essential for gathering empirical evidence to inform evidence-based practice and to refine IPE initiatives for quality improvement that meet evolving needs of learners, patients and caregivers. This seminar offers a comprehensive exploration of strategies to best navigate…
Background: Interprofessional education (IPE) is explicitly mandated across most health professions to foster collaborative practice among healthcare professionals. However, the absence of a standardized approach for developing and implementing IPE curricula, as well as for identifying and assessing appropriate learning outcomes, has resulted in significant variation both within and across different health professions. Understanding how educational institutions with nationally-recognized IPE centers and programs implement their IPE curricula and assessment practices is crucial for gaining…
The goal of this seminar is to provide attendees with a strong understanding of educational scholarship and provide them with concrete next steps for development and implementation of a scholarly project using their own research ideas. While there is no dearth of literature on interprofessional education (IPE), there is a need for rigorous IPE studies that: (1) measure effects on behaviors, organizational change, and delivery of care, (2) develop a firmer understanding of the teaching and learning processes, (3) measure the processes and products of IPE using standardized models, (4) measure…
The objective of this national study was to examine the interprofessional education (IPE) curricula and assessment methods in health profession colleges/schools and academic health centers. A 55.6% response rate was obtained (n=69). Data was analyzed descriptively with frequency counts and means as appropriate. The open-ended questions were analyzed by three researchers using a qualitative content analysis process.
Presenting the results of a national survey on IPE will offer a comprehensive snapshot of the current landscape of IPE curricula and assessment practices across various…