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Interprofessional Education

Our Mission

The Ross and Carol Nese College of Nursing is preparing health professions’ learners through interprofessional education (IPE) with innovative strategies to effectively collaborate, communicate, and care for each other as well as individuals, families, and communities.

Our Vision

We are transforming nursing education using IPE to enable learners to provide compassionate person-centered care through the development of:

  • Competency-based education
  • Clinical judgement
  • Interprofessional collaboration
  • Evidence-based practice
  • Advocacy of diverse populations

IPE Initiatives

Explore our diverse IPE programming designed to foster collaboration, enhance communication, and improve outcomes across various disciplines. To learn more about any of our IPE initiatives, please contact Dr. Leslie Womeldorf.

Communication and Conflict

Learners will begin asynchronously exploring the Canvas course shell, reviewing content, and participating in small, pre-assigned groups involving two low-stakes discussion boards. This asynchronous time is designed to ensure all learners have the same basic level of knowledge pertaining to communication and conflict styles.  All learners then participate synchronously (via Zoom or in-person) with large group presentation followed by their small pre-assigned groups to collaborative complete learning activities that pertain to communication strategies, conflict style approaches, and a team-based care scenario.  Each small group includes a faculty/clinician facilitator to assist with questions and debrief at the end of session time.

In Her Shoes® IPV Simulation

In Her Shoes® provides an experiential learning opportunity for increasing awareness and empathy for survivors of domestic and intimate partner violence (DV/IPV). Learners will begin asynchronously exploring the Canvas course shell, reviewing content, and participating in small, pre-assigned groups involving low-stakes discussion board. This asynchronous time is designed to ensure all learners have the same basic level of knowledge of DV/IPV. All learners then participate synchronously (via Zoom or in-person) in a small group immersive In Her Shoes® simulation. After the approximate 2-hour simulation, learners participate in a debriefing session.

Poverty Simulation

Learners will begin asynchronously exploring the Canvas course shell, reviewing pre-simulation content, and participating in small, pre-assigned groups involving a low-stakes discussion board. This asynchronous time is designed to ensure all learners have the same basic level of knowledge pertaining to poverty’s complex challenges. All learners then meet in-person to participate in a 3-hour simulated event to “walk a month in the shoes of someone who is facing poverty and realize how complex and interconnected issues of poverty really are” (Missouri Action Coalition Network, 2023). Ideally, this immersive simulation runs with approximately 80 learners and 25 volunteers. Pre-training for volunteers takes approximately one hour. A large, one-level conference room is the required space for this in-person event. After the simulation, learners divide into small groups for a debrief session.

Say Hello® Conversation Activity IPE

Say Hello® IPE is designed to assist health professions learners develop knowledge and skills for having intimate conversations with patients and families about living and dying and what matters most. Learners will begin asynchronously exploring the Canvas course shell, reviewing content, and participating in small, pre-assigned groups involving a low-stakes discussion board. This asynchronous time is designed to ensure all learners have the same basic level of knowledge pertaining end-of-life (EOL) terminology and palliative care professional roles and a preparedness for exploring one’s beliefs and values of EOL. All learners then participate synchronously (via Zoom or in-person) with large group introduction followed by their small pre-assigned groups to collaboratively participate in the Hello conversation game and discussion regarding palliative and EOL care.

SDOH Obstetrics Case Study

Learners will begin asynchronously exploring the Canvas course shell, reviewing content, and participating in small, pre-assigned groups with a low-stakes discussion board. This asynchronous time is designed to ensure all learners have the same basic level of knowledge pertaining to social determinants of health (SDOH) and family health. All learners then participate synchronously (via Zoom or in-person) with large group introduction followed by their small pre-assigned groups to collaboratively complete case study activities that pertain to a young, single parent with newborn encountering complex barriers. Each small group includes a faculty/clinician facilitator to assist with questions and support the debrief at the end of session time.

Transgender Health IPE Case Study

This learning experience explores challenges common to the care of a transgender youth and his family while providing exposure to current trends and evidence in LGBTQIA+ health. Learners will begin asynchronously exploring the Canvas course shell, reviewing content, and participating in small, pre-assigned groups’ involving a low-stakes discussion board. This asynchronous time is designed to ensure all learners have the same basic level of knowledge pertaining to LGBTQIA+ terminology and family health dynamics. All learners then participate synchronously (via Zoom or in-person) with large group introduction followed by their small pre-assigned groups to collaboratively complete case study activities that pertain to an adolescent exploring his identity with the support of his blended family. Each small group includes a faculty/clinician facilitator to assist with questions and support the debrief at the end of session time.

NURS 497: Exploring Interprofessional Palliative Care Course (Spring Semester, First 7 Weeks)

Register via LionPath. This is a 1-credit course that alternates weeks meeting synchronously via Zoom and then asynchronously. The student will incorporate interprofessional (team-based) care and culturally sensitive practices when compassionately caring for patients, (persons) and their loved ones navigating a serious illness and the multidimensional suffering that often accompanies it.

Rural Emergency Management

Penn State Mont Alto held their IPE on April 26th on the Mont Alto Campus from 8-12 noon. This event was a joint adventure with the Mont Alto campus and community agencies. Those involved were: the Nursing Program faculty and staff, IT department, Mont Alto Fire and EMS, WellSpan ALS, I-81 Air medical, EMA mobile unit, and WellSpan Waynesboro Hospital. All levels of the nursing program were involved. The 4th year students were the Emergency Department staff and wrote the scenarios for the event. Nursing faculty provided moulage for the second injured individual at the sawmill. The 3rd year students were the confederate actors and hospital staff. The 2nd year students watched the event and completed the case study (see attached). A debriefing was conducted after the event with refreshments provided. Everyone involved in the event was provided an evaluation to complete about their role in the IPE. Everyone found the event very beneficial. The biggest barrier was communication-there were several breakdowns throughout the event.

Understanding Key Terminology

Discover brief definitions of key terms and phrases in the IPE discipline by perusing the glossary below.

Cultural Humility

Defintion TK

Debriefing

“The debriefing encourages learners’ reflective thinking and can be integrated at designated points within an SBE activity or as a post-scenario activity” (Healthcare Simulation Standards of Best Practice (INASCL, 2021, p.27).

Diversity

“References a broad range of individual, population, and social characteristics, including but not limited to age; sex; race; ethnicity; sexual orientation; gender identity; family structures; geographic locations; national origin; immigrants and refugees; language; physical, functional, and learning abilities; religious beliefs; and socioeconomic status” (Adapted from the AACN DEI Faculty Tool Kit, August 2021)

Equity

“Is the ability to recognize the differences in the resources or knowledge needed to allow individuals to fully participate in society, including access to higher education, with the goal of overcoming obstacles to ensure fairness” (Adapted from the AACN DEI Faculty Tool Kit, August 2021)

Inclusion

“Represents environmental and organizational cultures in which faculty, students, staff, and administrators with diverse characteristics thrive. Inclusive environments require intentionality and embrace differences, not merely tolerate them. Everyone works to ensure the perspectives and experiences of others are invited, welcomed, acknowledged, and respected in inclusive environments” (Adapted from the AACN DEI Faculty Tool Kit, August 2021)

Interprofessional Education (IPE)

“…occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. Professional is an all-encompassing term that includes individuals with the knowledge and/or skills to contribute to the physical, mental and social well-being of a community” (WHO, Framework for Action…..p. 13, 2010).

Interprofessional Collaborative Practice (ICP)

“…occurs when multiple health workers from different professional backgrounds provide comprehensive services by working with patients, their families, carers and communities to deliver the highest quality of care across settings. Practice includes both clinical and non-clinical health-related work, such as diagnosis, treatment, surveillance, health communications, management and sanitation engineering” (WHO, Framework for Action…..p. 13, 2010).

 

Nese College of Nursing named a National League for Nursing Center of Excellence