Academic journal article Journal of Cultural Diversity

Interprofessional Collaborative Practice in Nursing Education

Academic journal article Journal of Cultural Diversity

Interprofessional Collaborative Practice in Nursing Education

Article excerpt

Developments in health care delivery practices are motivating educators to evolve students from providing care to managing care, which includes creating opportunities for students to practice in interprofessional environments. As outlined by the Affordable Care Act (АСА, 2013), the Institute of Medicine (IOM, 2015), the World Health Organization (WHO, 2010) and the Institute for Healthcare Improvement (IHI), a comprehensive model to prepare health professionals must comprise training and education that emphasizes Interprofessional Collaborative Practice and Interprofessional Education (IPCP / IPE). This model of education and care delivery is an approach for improving healthcare quality and patient satisfaction, and decreasing costs (Bridges, Davidson, Odegard, Maki, & Tomkowiak, 2011; Hoffman, S., Rosenfield, D., Gilbert, J., & Oandasan, I. (2008).

Interprofessional education in community settings has been isolated from practice, and curricula often lack relevant content and guidelines for implementation (Interprofessional Education Collaborative Expert Panel, 2011). Integrating evidence-based practice (EBP) as a problem solving approach within an IPE educational format in community settings has been minimally described.

At the National University School of Health and Human Services, nursing faculty are afforded the opportunity to participate in the utilization of an IPCP / IPE innovative model of learning. This unique integration of multiple competencies into healthcare professional programs prepares graduates to navigate successfully the complex, healthcare setting throughout their careers. This article addresses the integration between theory and practice to dismantle silos within the curriculum. Utilizing an IPE model consisting of a didactic, simulation and clinical component, health professionals and students from eight disciplines, including nursing, collaborated in the design and development of processes and protocols to improve health outcomes for clients enrolled in a nationally funded nurse-managed clinic project located in the community of Watts in Los Angeles, California.

THE INTERPROFESSIONAL COLLABORATIVE PRACTICE AND EDUCATION MODEL

Interdisciplinary education is defined by the World Health Organization (WHO) as an opportunity "...when students from 2 or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes" (WHO, 2010). To prepare for the IPCP/IPE practice experience, health professionals and students participated as a team in a 12-week online synchronous bi-weekly workshop. The team included physicians, healthcare administrators, clinical lab scientist, clinical affairs regulators, informatics specialists, data analysts, nurses, integrative practitioners, and community and public health practitioners and students from each of these disciplines. The team was tasked with developing processes and protocols based on the needs assessment of the community and reflective of the interprofessional and interdisciplinary (IDT) approach. RN to BSN students were to develop protocols for clients with diabetes onsite throughout the medically underserved and underrepresented community of Watts.

The organizational chart in Appendix A depicts the relationship among the National University Nurse Managed Clinic (NUNMC) project personnel and the respective academic departments in the School of Health and Human Services (SHHS): Department of Nursing, Department of Community Health, and the Department of Health Sciences. Faculty students and practitioners engage in team building activities guided by interprofessional principles designed to develop expertise in the ability to work in an interprofessional environment. The Project Coordinator provides direct faculty oversight for the student clinical experiences and collaborates with the Project Director and Project Manager in the implementation of learning activities described below. …

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