The Health Professions Accreditors Collaborative's (HPAC) guidance document on developing quality interprofessional education (IPE) for the health professions underscores the importance of utilizing shared terminology, providing clear rationale, and intentionally and longitudinally integrating interprofessional learning activities into professional curricula. To provide a consistent method for all health professions students to receive common foundational knowledge of IPE and collaborative practice (CP), an interprofessional team at the Jefferson Center for Interprofessional Practice and Education created three online modules and an associated knowledge assessment. These modules expose learners to basic principles of IPCP before immersing them in interprofessional settings. These modules will help learners attain foundational knowledge about IPE and other health professions and foster positive attitudes toward IPE and CP before engaging in immersive learning activities with learners from other professions.
In this talk, we will describe the modules and their aims to: 1) expose students to this content at the outset of their training to affect earlier understanding of, and appreciation for, IPCP; 2) provide an introductory learning experience that functions as a sustainable foundation for future interprofessional experiences, allowing increasing numbers of students to receive the same content while conserving limited resources; 3) create an inclusive learning experience that reflects the multiple professional and personal identities on CP teams; and 4) respond to frequent student requests for formal education regarding roles and responsibilities of other healthcare disciplines.
As a pilot, the modules were embedded into a class for nursing and medical imaging & radiation sciences students (n=34). Students and faculty from additional professions (including medicine and couple & family therapy) voluntarily completed the modules and knowledge assessment (n=11). Median completion time was 90 minutes, and 97% of students scored above 80% on the knowledge assessment. Evaluation feedback was positive, with both stakeholder groups commenting on the relevance and added value of the content and the interactivity of the modules. Constructive feedback was related to formatting and learner instructions. Changes were made based on feedback from the pilot and the final modules are currently deployed.
This presentation aligns with the conference theme “The Classroom and Beyond: Preparing Students for CP” because it describes how an JCIPE will deliver foundational content to over 1,500 learners annually, scaffolding an organizing structure and providing common terminology for IPE as recommended by HPAC. It also provides a clear rationale for IPE, which is critical for generating buy-in and relating it to future practice.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
