1. Diane R. Maydick, EdD, RN, ACNS-BC, CWOCN - Assistant Professor of Nursing
Stephen R. Marrone, EdD, RN-BC, NEA-BC, CTN-A - Associate Professor of Nursing
Harriet Rothkopf Heilbrunn School of Nursing, Long Island University, Brooklyn, New York
Communication failure has been identified as the leading root cause of sentinel
events and a primary contributing factor of adverse events and near misses in the
clinical setting1,2.
Although each health profession identifies patient-centeredness as a core value, each
has its own values, beliefs, norms, and practices that vary sufficiently to potentially
create role conflict and communication failure when delivering patient care.
To address the need for improved communication the paradigm in our health care
delivery system is shifting from individual to team effectiveness and is now the
dominant culture in health care delivery models. Now it is necessary to prepare a
“collaborative practice-ready” workforce3.
Communication failure has been identified as the leading root cause of sentinel
events and a primary contributing factor of adverse events and near misses in the
clinical setting1,2.
Although each health profession identifies patient-centeredness as a core value, each
has its own values, beliefs, norms, and practices that vary sufficiently to potentially
create role conflict and communication failure when delivering patient care.
Background
Thus we are seeing trends in health professions education in academic and practice
settings which support the benefits of interprofessional collaboration in both
education and practice4.
This addresses the IOM5 mandate that health care workers must be more than
professional; they must be interprofessional.
Ideally, socialization of professionals happens early in the pre-professional period of
their education with IPE, which lead to creation of IPE events at our University.
Pre-Professional Interprofessional
Education Student Events
Goal
Improve health professions students’ understanding of their own as well
as other health professions professional cultures, values and ethics,
roles and responsibilities, and communication strategies that advances
interprofessional collaborative practice across diverse clinical settings.
Evolution of IPE
Faculty and student
events…
Lead to relationship
building and
thinking “outside
the box”…
Developed other
IPE collaborative
projects including…
IPE implementation
in the clinical
setting
(2013-present)
IPE Student
Interview Project
January 2015
Disseminating IPE
experiences
Lessons Learned
• Training for faculty who serve as facilitators is essential.
• Administrative support is imperative during the event planning
process.
• Large venue needed to accommodate large student volume
• Financial support necessary (chair rental, printing, room
reservation); although return on investment is elusive.
• Outcome evaluation is crucial.
Next Steps
• Cross-campus programs
• Online modules (2016-IPE grant-Josiah Macy Foundation)
• Simulation
• Additional student workshops
• Additional facilitator workshops
• Partner with healthcare facilities
– IPE initiatives
– follow-up with graduates
• Disseminate findings
Process
• IPE events focusing on Interprofessional Collaborative Practice Competency
Domains were offered over a period of two academic years.
• Students from various health professions programs were invited to participate
and were pre-registered.
• Groups of 10 students representing different health professionwere assigned
in advance and lead by a faculty facilitator.
• All teams worked on a case scenario aimed at fostering shared decision-making
and consensus regarding a particular patient care issue and/or decision.
• Debriefing protocol: How the group came to consensus; how health
professionals contributed to solve the problem; and how patients and families
were included in the decision making process.
• Student’s pre- and post-event perceptions of their understanding of the
culture, values and ethics for interprofessional practice, team roles and
responsibilities, interprofessional communication, and teamwork were
collected electronically and analyzed.
Core
Competencies
Teamwork
Roles/
Responsibilities
Values/
Ethics
Communication
Work with individuals of
other professions to maintain
a climate of mutual respect
and shared values.
Utilize knowledge of the
professions to assess and
address the health care
needs of the patients/
populations served.
Apply relationship-building
values and the principles of
team dynamics to perform,
plan and deliver care that
is safe, timely, efficient,
and equitable.
Communicate responsibly
with patients, families,
communities, and
professionals to support
health maintenance &
treatment of disease.
The purpose of this presentation is to describe the design,
implementation, and ongoing evaluation of IPE initiatives at an
academic health sciences center, Long Island University.
Long Island University, in Brooklyn, is part of an ethnically
diverse, multi-campus, teaching intensive community (urban,
suburban, global) with over 18 degree granting programs in the
health professions.
Programs include undergraduate and graduate baccalaureate,
masters, doctoral, post-doctoral, and continuing education in
nursing, pharmacy and health professions (athletic training and
exercise, diagnostic medical sonography, occupational therapy,
physical therapy, physician assistant, public health, social work,
surgical technology).
Purpose and Setting
Outcome
Students reported that attending one or more IPE events led to:
• Understanding of the culture, values, and ethics of their own
profession as well as other health professions,
• Understanding of the unique as well as shared roles and
responsibilities among the different health professionals within
their work team, and
• Greater appreciation related to shared decision-making,
improved communication, and teamwork among the health
professions within their work teams.
Implications
IPE is becoming a more common component of school curricula
in the United States and is increasingly viewed as a means to
reduce medical errors, and improve health care systems.
Long Island University will continue to expand IPE initiatives to
provide faculty and students with opportunities to improve their
understanding of interprofessional education and practice and
aloes support the process of integrating IPE competencies into
the professional curricula currently offered.
References
1. Joint Commission. (2010). Patient safety. Retrieved from
http://www.jointcommission.org/topics/patient_safety.aspx
2. U.S. Department of Veterans Affairs. (2011). VA National Center for Patient Safety. Retrieved from
http://www.patientsafety.va.gov/professionals/publications/handbook.asp
3. World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice.
Geneva: WHO.
4. Josiah Macy Jr. Foundation. (2013). Conference recommendations on Transforming patient care: Aligning
interprofessional education with clinical practice redesign. Atlanta, GA: Josiah Macy Jr. Foundation.
5. Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: National
Academies Press.
6. Health and Human Services. (2015). The affordable care act. Retrieved from
http://www.hhs.gov/healthcare/rights/index.html
7. Interprofessional Education Collaborative (2013). Core competencies for interprofessional collaborative practice.
Retrieved from https://ipecollaborative.org/uploads/IPEC-Core-Competencies.pdf
8. Gropack, S., Goldman, K.D., Nathan, J., Maydick, D., Kirschenbaum, H., Flower, S., Salzer, E., Nogid, A., Dimitropoulou,
K., & Krase, K. (2013). Investigation of interprofessional education. Poster presented at Discovery Day 2013,
Brooklyn, New York, March, 2013.
9. Gropack, S., Kirschenbaum, H., Nogid, A., & Maydick, D. (2013) Faculty workshops to introduce interprofessional
education (IPE) among 12 disciplines. Podium presentation at the Association of Schools of Allied Health Professions
Annual Conference, Orlando, Florida October 24-25, 2013.
10. Jaffee-Gropack, S., Beric, B., Maydick, D., Nogid, A. (2014). A faculty development workshop: Aligning
interprofessional education with practice. Podium presentation at the Association of Schools of Allied Health
Professions Annual Conference, Las Vegas, NV, October 22-24, 2014.
11. Dimitropoulou, K., Goldman, K., Gropack, S., Krase, K., Maydick, D, Nogid, A. (2013) Student IPE event opens doors!
Podium presentation at the Associations of Schools of Allied Health Professions Annual Conference Orlando, Florida,
October 24-25, 2013.
12. Marrone, S. R., Maydick, D., Jaffee-Gropack, S., Beric, B, & Gordon-Handler, L (2015) The interprofessional health
care team: Understanding the culture of interprofessional collaborative practice. Podium presentation at the 41st
Annual Conference of the Transcultural Nursing Society, Interprofessional Approaches to Health Care:
Transcultural Nurses Leading the Way, October 28-31, 2015, Portland, OR, October 28-31, 2015.
Interprofessional Education (IPE)
• IPE occurs “when students from two or more professions
learn about, from, and with each other to enable effective
collaboration and improve health outcomes.” 3
• The aim of interprofessional learning is to prepare health
professions students for deliberatively working together within a
patient-centered, community/population-oriented healthcare
system.
• IPE events were designed based on the four interprofessional
collaborative practice domains.
• The framework developed by IPEC to support patient-centered
team-based care, promote delivery reform and foster
interprofessional experiences was used as a guiding framework.3
Structure IPEC Core Competencies: Four Domains