Nazareth College
|
|
The School of Health and Human Services (SHHS) at Nazareth College is committed to IPE. SHHS faculty have become agents in the overall mission to support and practice IPE. As a result of our work at the 2007-2008 APTR Institute, we have made significant progress in advancing IPE.
The Interprofessional Steering Committee was formed to explore IP interactions as they existed, identify best practices in the delivery of IPE, and develop an action plan to expand and enhance IP activities campus-wide. The committee conceived a developmental model of IPE which addressed knowledge, skills and attitudes through academic course work, clinical education opportunities, and research activities.
Presently, all students in the SHHS programs (Art and Music Therapy, Nursing, Occupational and Physical Therapy, Social Work, and Speech and Language Pathology) engage in IPE during their academic programs. A significant number of students also engage in interprofessional collaborative practice (IPCP). The SHHS Mission statement on Student Outcomes and Education Strategies includes a requirement that students, “Effectively collaborate in the delivery of interprofessional services and that professional programs expose students to a broader range of HHS professions, and increase current interprofessional academic and clinical activities”.
Since Fall 2012, a one credit, hybrid introductory IPE course has been offered for seven consecutive semesters. To date, more than nine hundred students from across seven professional programs have participated. The course continues to evolve with each semester. Course and faculty evaluations are administered and analyzed each semester.
(See Resources)
In 2013 the Interprofessional Practice Steering Committee (IPSC) was formalized in order to provide a structure and ongoing support for IP clinical activities. Although the various professional programs had successful histories of IP collaborations, there was not an overarching framework or committee to review policies and practices. The IPSC has built upon the significant IP clinical interactions, and through its work has expanded the opportunities to benefit our students, clients and the community. To date, there are several identified IP clinical activities both on-campus and in community out-reach programs. Examples include:
On-Campus:
Nazareth is committed to and invested in the education of our health professionals. To that end, the College raised $16 million dollars to build the York Wellness and Rehabilitation Institute (YWRI). Opening in Fall 2015, the building was designed expressly to promote interprofessional education and collaborative clinical practice.
The Interprofessional Steering Committee was formed to explore IP interactions as they existed, identify best practices in the delivery of IPE, and develop an action plan to expand and enhance IP activities campus-wide. The committee conceived a developmental model of IPE which addressed knowledge, skills and attitudes through academic course work, clinical education opportunities, and research activities.
Presently, all students in the SHHS programs (Art and Music Therapy, Nursing, Occupational and Physical Therapy, Social Work, and Speech and Language Pathology) engage in IPE during their academic programs. A significant number of students also engage in interprofessional collaborative practice (IPCP). The SHHS Mission statement on Student Outcomes and Education Strategies includes a requirement that students, “Effectively collaborate in the delivery of interprofessional services and that professional programs expose students to a broader range of HHS professions, and increase current interprofessional academic and clinical activities”.
Since Fall 2012, a one credit, hybrid introductory IPE course has been offered for seven consecutive semesters. To date, more than nine hundred students from across seven professional programs have participated. The course continues to evolve with each semester. Course and faculty evaluations are administered and analyzed each semester.
(See Resources)
In 2013 the Interprofessional Practice Steering Committee (IPSC) was formalized in order to provide a structure and ongoing support for IP clinical activities. Although the various professional programs had successful histories of IP collaborations, there was not an overarching framework or committee to review policies and practices. The IPSC has built upon the significant IP clinical interactions, and through its work has expanded the opportunities to benefit our students, clients and the community. To date, there are several identified IP clinical activities both on-campus and in community out-reach programs. Examples include:
On-Campus:
- Kids Club – children with developmental disabilities
- Brain Injury Clinic – adults with a range of neurological impairments
- Life Prep – transition-age young adults with developmental disabilities
- Epilepsy - PRALID – language and social enrichment for adults with acquired and developmental disabilities
- Mary’s Place – children and adults from refugee backgrounds
- Hickok Center for Brain Injury – adults with a range of acquired brain injuries
Nazareth is committed to and invested in the education of our health professionals. To that end, the College raised $16 million dollars to build the York Wellness and Rehabilitation Institute (YWRI). Opening in Fall 2015, the building was designed expressly to promote interprofessional education and collaborative clinical practice.
impact
|
Raised $16 million to build York Wellness and Rehabilitation Institute. |
Created IPE Steering Committee. |
|
1-credit hybrid introductory IPE course taken by 250 students per year. Since 2012, 900 students across 7 health professions programs. |
Students participate in on-campus and community outreach interprofessional clinical experiences, and can take a 3-credit interprofessional research course. |
2007/2008 APTR IPE INSTITUTE Project
|
The Nazareth College team wanted to attend the APTR Institute for the following reasons: 1) to help us define an overall structure or model for our interprofessional on-campus and outreach programs so that we could expand these educational opportunities, 2) to help us develop the content and delivery of our curriculum (e.g., interprofessional courses, minors, seminars), and 3) to help us write a successful grant application to expand our scholarly outreach. Our objectives were in synchrony with APTR: improving the health status of Americans through more and better integrated interdisciplinary health care education and services.
|
Sustained the post-institute IPE activity or project after the initial year of implementation: Yes but with major modifications |
There is a major initiative in our community entitled “The Prevention of Childhood Overweight and Obesity in Monroe County, NY. 2007-2017” sponsored by the Greater Rochester Health Foundation. We believed that this initiative calls for an interprofessional approach and that we could demonstrate the potential contribution of an academic rehabilitation and wellness center to these prevention programs.
CURRENT IPE ACTIVITY/PROJECT DESCRIPTION
The School of Human Services (SHHS) at Nazareth College is committed to IPE. For the past eight years interprofessional collaborative practice (IPCP) and interprofessional education (IPE) have been an important part of the lived experience for faculty and students in the SHHS.
A key impetus to this interprofessional initiative was our faculty’s attendance at the 2007-2008 APTR Institute. As a result of our foundational work at the Institute, we have made significant progress in advancing IPE at Nazareth College. IPE is recognized as an essential element of what we do in the SHHS. Further, IPE is recognized at the institutional level as critical to the College’s mission and the College has provided the financial support to make this happen now and for years to come. A recent affirmation of this institutional support was the appointment of Dr. Lisa Durant-Jones as the Kilian J. and Caroline Schmitt endowed chair position for 2017-2019. During this time, Dr. Durant-Jones will focus on further advancement of a variety of IPE initiatives particularly in the areas of scholarship and clinical innovations.
A key impetus to this interprofessional initiative was our faculty’s attendance at the 2007-2008 APTR Institute. As a result of our foundational work at the Institute, we have made significant progress in advancing IPE at Nazareth College. IPE is recognized as an essential element of what we do in the SHHS. Further, IPE is recognized at the institutional level as critical to the College’s mission and the College has provided the financial support to make this happen now and for years to come. A recent affirmation of this institutional support was the appointment of Dr. Lisa Durant-Jones as the Kilian J. and Caroline Schmitt endowed chair position for 2017-2019. During this time, Dr. Durant-Jones will focus on further advancement of a variety of IPE initiatives particularly in the areas of scholarship and clinical innovations.
Current IPE Initiatives:
- I credit Introductory IPE Course
- 3 credit IP Research Course
- Targeted on-campus and community outreach IP clinical experiences
- IPE Steering Committee
- IPCP Steering Committee
- New Wellness and Rehabilitation Institute to support IPE mission and initiatives
Future IPE Initiatives:
- Expansion of IP clinical experiences regionally and rural areas
- Additional IPE academic offerings
- Development of an IP research agenda
- Sharing our challenges and developmental model through publications and presentations
|
IPE OFFERINGS INCLUDE:
ACADEMIC LEVELS TARGETED:
|
PROFESSIONS/DISCIPLINES/SCHOOLS INVOLVED:
|
COURSE DETAILS:
- Number of students enrolled in IPE course during the most recent academic year: 250
- Is this a shared/cross-listed course? Yes
- Title of Course(s): HHS 598 Contemporary Issues in Interprofessional Team Practice
- Number of credits offered: 1
|
PLACEMENT SITES FOR ANY SERVICE-LEARNING COMPONENTS:
|
EVALUATION METHODS USED FOR THE SUBGRANT PROJECT:
|
LESSONS/RESULTS/OUTCOMES
Lessons Learned:
Our ability to advance IPE has required the dedication and unwavering support of a core group of faculty. The results of our efforts over a number of years has resulted in a broader 'buy-in' at the institutional level. It is the institutional level support that will sustain our efforts as we move to a new phase of IP initiatives. We have also learned that we must keep IPE in the forefront of department chair’s agendas. As faculty change we risk losing momentum if IPE is not well integrated into how we operate in the SHHS.
Our ability to advance IPE has required the dedication and unwavering support of a core group of faculty. The results of our efforts over a number of years has resulted in a broader 'buy-in' at the institutional level. It is the institutional level support that will sustain our efforts as we move to a new phase of IP initiatives. We have also learned that we must keep IPE in the forefront of department chair’s agendas. As faculty change we risk losing momentum if IPE is not well integrated into how we operate in the SHHS.
Evaluation Results: (HHS 598 Contemporary Issues in Interprofessional Team Practice)
Favorable evaluations from students over the past seven semesters have steadily increased. Quantitatively, students initially rated the overall course between 2.7 and 3.0 out of a scale of 5. Over the past five semesters, our ratings have hovered around 3.5. While this increase has held for numerous semesters, we believe that there are a number of confounding variables that will impact our ability to break a ceiling much above the 3.5 rating. Those variables include:
Evaluation Results: (Clinical and Other Collaborative Experiences)
Student evaluations, informal and formal, consistently report that working collaboratively is an extremely positive IPE experience, and wish for additional opportunities.
Favorable evaluations from students over the past seven semesters have steadily increased. Quantitatively, students initially rated the overall course between 2.7 and 3.0 out of a scale of 5. Over the past five semesters, our ratings have hovered around 3.5. While this increase has held for numerous semesters, we believe that there are a number of confounding variables that will impact our ability to break a ceiling much above the 3.5 rating. Those variables include:
- Extremely diverse student cohorts due to the placement of this course in the professional curriculum (upper level undergraduates and graduate students)
- Various degree of student preparedness prior to the course (preparation to learn from professional faculty from other programs)
- Required of all SHHS students; no matter the content or the application, there are students who do not want to take a course that is not purely related to their field of study
- Course rating is an overall rating and includes course components that the students rate lower (e.g., assignment on professional code of ethics and evidence-based practice), which pulls down other aspects of the course that students rate significantly higher (i.e., faculty facilitators, case studies, simulations)
Evaluation Results: (Clinical and Other Collaborative Experiences)
Student evaluations, informal and formal, consistently report that working collaboratively is an extremely positive IPE experience, and wish for additional opportunities.
Unexpected Outcomes:
The complexity of arranging for meaningful and extended IPE experiences has required significant uncompensated coordination. As such, some key faculty who have championed this effort are experiencing some degree of frustration. Despite the institutional level support, the IPE effort needs to have dedicated resources commensurate with the number of students and faculty involved.
The complexity of arranging for meaningful and extended IPE experiences has required significant uncompensated coordination. As such, some key faculty who have championed this effort are experiencing some degree of frustration. Despite the institutional level support, the IPE effort needs to have dedicated resources commensurate with the number of students and faculty involved.
