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226問 • 1年前

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A powerful portal to professional life where students begin their formation of professional identity and habits of mind

Interprofessional education

Begin where interprofessional interaction occurs naturally, and allow educator efforts to develop in areas such as community-engaged learning in medically underserved communities where health-related concerns typically exceed the needs capacity of any single discipline to help

Foster organic development of interprofessional interaction

Administrative authority is a critical factor for success, and it must include the right combination of educators capabke of the grassroots collaboration fundamental to IPE and IPP

Foster connections between educator and administration levels

Linked to curricular and course-related outcomes, and include a visible reqard structure such as certification programs or awards that reflect participation or mastery

Build educational expectations for students

Reinforcing conditions for IPE should be reflected in the educator role and reward structure, such as promotion and tenure documents, internal grant guidelines, and specific interprofessional awards not only to incentivize IPE but also to ensure that educators may successfully meet scholarship requirements

Encourage wider educator adoption

A health progessional working independently to care for a patient

Unidisciplinary

Students from 2 or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes

Interprofessional education

Multiple health workers from different professional backgrounds working together with patients, families, caregivers, and communities

Interprofessional collaborative practice

Level of cooperation, coordination and collaboration that are central to relationships between professionals in patient-centered care

Interprofessional teamwork

Integrated enactment of knowledge, skills and values/attitudes that define working together across professions, with other health care workers, with patients, families, and communities to improve health outcomes

Interprofessional competencies in health care

Various disciplines are brought together to understand a particular problem or experuence and offer different perspectives on the problem.

Multiprofessional education

Health professional team members become familiar enough with the concepts and approaches of colleagues that thet can “blur the lines” and the team can focus pn collaborative analysis and decision-making

Transdisciplinary

A trainer develops a cohort of educators who become the trainers for select groups

Train the trainer

Select educators are invited to one or more sessions that addresses a particular topic

Invited educators development sessions

Educators are invited as a whole to development sessions to address a particular topic

Voluntary educator development sessions

A workshop is held and facilitated by an expert

Workshops with internal or external speakers

Can be synchronous or asynchronous session that uses technology to offer a development session

Webinar

Materials are collected and offered to educators for study on individual basis

Self study

Educators choose professional conferences to attend that focus on interprofessional education

Attendance at conferences

Topics for educator development on IPE

Interprofessional roles and responsibilties, Professionalism, Communication, Pedagogy, Assessment

Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needw of the patients and populations served

Roles and responsibilities

Communicate with patients, families, communities and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease

Communication

Works with individuals of other professions to maintain a climate of mutual respect and shared values

Values and ethics

Apply relationship-building values and the principles pf team dynamics to perform effectively in different team roles to plan and deliver patient- and population-centered care that is safe, timely, efficient, effective and equitable

Teams and teamwork

This is an additive approach, not an integrative approach

Multiprofessional education

Those expected of health professionals and are sometimes overlapping

Common competencies

May produce interprofessional tension at tumes because they are not identified as exculusive to a specific profession’s scope of practice

Common competencies

Augment of improve the outcomes of other professions involved in providing care

Complementary competencies

Skills that members of each profession need in order to function with others at a broader level, beyond interaction with other healthcare practitioners

Collaborative competencies

Consists of 19 items anchored on a five-point Likert scale

RIPLS

Is an 18-item self-report of attitudes toward interprofessional teamwork

IEPS

Sage on stage

Academic faculty

A guide by the side

Clinical educators

Higher education

Academic education

Practice environment

Clinical education

Primary purpose is to provide cost-effective and high-quality care and education for patients, clients, their families and their caregivers

Clinical education

Primary purpose is to educate stidents to attain core knowledge, skills and behaviors

Academic education

Occurs in predictable classroom environment characterized by measures of assessing a student’s clinical readiness for clinical practice

Academic education

Dynamic and flexible clinical classroom

Clinical education

Unpredictable and time-constraint

Clinical education

Continuous learning

Clinical education

Measured through patient and client care

Clinical education

Resources: journal articles, discussions, collaborative and mentored learning

Clinical education

Contribute to the effectiveness of clinical learning experience

Academic faculty

Seeks to understand how their classroom experience relate to student performance in the clinic

Academic faculty

Allows students to apply theory and didactic knowledge to the real world of clinical practice

Clinical educators

Must comprehend how and what information presented in the classroom experiences relateds to the clinical education process

Clinical educators

True messenger of clinical education

Students

Provides feedback to all stakeholders

Students

Bears heavy burden

Students

Can articulate their needs to the CI on a daily basis

Students

Must actively engage in the decision making process of clinical site selection

Students

Must feel comfortable providing constructive feedback to academic and clinical faculty

Students

Self-accountability for behavior and actions is critically important

Students

Responsibilities are related to administration and management, teaching and service