Development and Preliminary Assessment of Interprofessional Education Focused on Vulnerable Populations
With the current state of the U.S. healthcare system, interprofessional collaborative practice (IPCP) has never been more important. Health professions educators are increasingly incorporating interprofessional education (IPE) in their curricula in order to prepare students for IPCP. The Health-Focu...
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| Veröffentlicht in: | Journal of allied health 2018-10, Vol.47 (3), p.75E-81E |
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| container_end_page | 81E |
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| container_issue | 3 |
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| container_title | Journal of allied health |
| container_volume | 47 |
| creator | Pechak, Celia Summers, Connie Schoen, Barbara Padilla, Margie Lara, Patricia Velasco, Joanna Capshaw, Stephanie |
| description | With the current state of the U.S. healthcare system, interprofessional collaborative practice (IPCP) has never been more important. Health professions educators are increasingly incorporating interprofessional education (IPE) in their curricula in order to prepare students for IPCP.
The Health-Focused IPE Community of Practice (representing nursing, occupational therapy, pharmacy, physical therapy, rehabilitation counseling, social work, and speech-language pathology) at the University of Texas at El Paso has created a unique IPE model centered on vulnerable populations.
The purposes of this paper are to describe the early development of this innovative IPE model and present findings from an evaluation of an IPE learning experience focused on a case involving a transgender individual. The evaluation of the first IPE activity demonstrated that the students'
knowledge and attitudes related to interprofessional collaboration improved for all participating professions. Additionally, the post-training evaluation revealed that students were more comfortable providing services to transgender individuals than interacting with them. This IPE model has
leveraged the strengths of community-engaged faculty in order to infuse content related to vulnerable populations across multiple curricula. This holistic approach models to the students that complex problems require multifaceted solutions generated by IPCP. |
| format | Article |
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The Health-Focused IPE Community of Practice (representing nursing, occupational therapy, pharmacy, physical therapy, rehabilitation counseling, social work, and speech-language pathology) at the University of Texas at El Paso has created a unique IPE model centered on vulnerable populations.
The purposes of this paper are to describe the early development of this innovative IPE model and present findings from an evaluation of an IPE learning experience focused on a case involving a transgender individual. The evaluation of the first IPE activity demonstrated that the students'
knowledge and attitudes related to interprofessional collaboration improved for all participating professions. Additionally, the post-training evaluation revealed that students were more comfortable providing services to transgender individuals than interacting with them. This IPE model has
leveraged the strengths of community-engaged faculty in order to infuse content related to vulnerable populations across multiple curricula. This holistic approach models to the students that complex problems require multifaceted solutions generated by IPCP.</description><identifier>ISSN: 0090-7421</identifier><identifier>EISSN: 1945-404X</identifier><language>eng</language><publisher>Washington: The Association of Schools of Allied Health Professions</publisher><subject>Accreditation ; Attitudes ; Collaboration ; College faculty ; Colleges & universities ; Communities of Practice ; Community Relations ; Comptrollers ; Counseling ; Counselor Role ; Curricula ; Dentistry ; Education ; Elective Courses ; Evaluation ; Gender identity ; Health care ; Health Occupations ; Health services ; Holistic Approach ; Homeless people ; Interdisciplinary aspects ; Interprofessional education ; Language ; Learning Experience ; Literature Reviews ; Medical personnel ; Nurses ; Nursing ; Occupational therapy ; Outreach Programs ; Patients ; Pharmacy ; Physical therapy ; Physical training ; Populations ; POTENTIAL PATTERNS ; Professional Education ; Professional Training ; Professions ; Public health ; Rehabilitation ; Rehabilitation Counseling ; Sexual Identity ; Social work ; Speech ; Speech Language Pathology ; Speech therapy ; Speeches ; Student attitudes ; Students ; Teacher Effectiveness ; Teachers ; Teaching Methods ; Training evaluation ; Transgender persons ; Vulnerability</subject><ispartof>Journal of allied health, 2018-10, Vol.47 (3), p.75E-81E</ispartof><rights>2018 Association of Schools of Allied Health Professions</rights><rights>Copyright Association of Schools of Allied Health Professions Fall 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/48722093$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/48722093$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27344,33774,58017,58250</link.rule.ids></links><search><creatorcontrib>Pechak, Celia</creatorcontrib><creatorcontrib>Summers, Connie</creatorcontrib><creatorcontrib>Schoen, Barbara</creatorcontrib><creatorcontrib>Padilla, Margie</creatorcontrib><creatorcontrib>Lara, Patricia</creatorcontrib><creatorcontrib>Velasco, Joanna</creatorcontrib><creatorcontrib>Capshaw, Stephanie</creatorcontrib><title>Development and Preliminary Assessment of Interprofessional Education Focused on Vulnerable Populations</title><title>Journal of allied health</title><description>With the current state of the U.S. healthcare system, interprofessional collaborative practice (IPCP) has never been more important. Health professions educators are increasingly incorporating interprofessional education (IPE) in their curricula in order to prepare students for IPCP.
The Health-Focused IPE Community of Practice (representing nursing, occupational therapy, pharmacy, physical therapy, rehabilitation counseling, social work, and speech-language pathology) at the University of Texas at El Paso has created a unique IPE model centered on vulnerable populations.
The purposes of this paper are to describe the early development of this innovative IPE model and present findings from an evaluation of an IPE learning experience focused on a case involving a transgender individual. The evaluation of the first IPE activity demonstrated that the students'
knowledge and attitudes related to interprofessional collaboration improved for all participating professions. Additionally, the post-training evaluation revealed that students were more comfortable providing services to transgender individuals than interacting with them. This IPE model has
leveraged the strengths of community-engaged faculty in order to infuse content related to vulnerable populations across multiple curricula. This holistic approach models to the students that complex problems require multifaceted solutions generated by IPCP.</description><subject>Accreditation</subject><subject>Attitudes</subject><subject>Collaboration</subject><subject>College faculty</subject><subject>Colleges & universities</subject><subject>Communities of Practice</subject><subject>Community Relations</subject><subject>Comptrollers</subject><subject>Counseling</subject><subject>Counselor Role</subject><subject>Curricula</subject><subject>Dentistry</subject><subject>Education</subject><subject>Elective Courses</subject><subject>Evaluation</subject><subject>Gender identity</subject><subject>Health care</subject><subject>Health Occupations</subject><subject>Health services</subject><subject>Holistic Approach</subject><subject>Homeless people</subject><subject>Interdisciplinary aspects</subject><subject>Interprofessional education</subject><subject>Language</subject><subject>Learning Experience</subject><subject>Literature 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the U.S. healthcare system, interprofessional collaborative practice (IPCP) has never been more important. Health professions educators are increasingly incorporating interprofessional education (IPE) in their curricula in order to prepare students for IPCP.
The Health-Focused IPE Community of Practice (representing nursing, occupational therapy, pharmacy, physical therapy, rehabilitation counseling, social work, and speech-language pathology) at the University of Texas at El Paso has created a unique IPE model centered on vulnerable populations.
The purposes of this paper are to describe the early development of this innovative IPE model and present findings from an evaluation of an IPE learning experience focused on a case involving a transgender individual. The evaluation of the first IPE activity demonstrated that the students'
knowledge and attitudes related to interprofessional collaboration improved for all participating professions. Additionally, the post-training evaluation revealed that students were more comfortable providing services to transgender individuals than interacting with them. This IPE model has
leveraged the strengths of community-engaged faculty in order to infuse content related to vulnerable populations across multiple curricula. This holistic approach models to the students that complex problems require multifaceted solutions generated by IPCP.</abstract><cop>Washington</cop><pub>The Association of Schools of Allied Health Professions</pub></addata></record> |
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| identifier | ISSN: 0090-7421 |
| ispartof | Journal of allied health, 2018-10, Vol.47 (3), p.75E-81E |
| issn | 0090-7421 1945-404X |
| language | eng |
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| source | Sociological Abstracts; JSTOR Archive Collection A-Z Listing |
| subjects | Accreditation Attitudes Collaboration College faculty Colleges & universities Communities of Practice Community Relations Comptrollers Counseling Counselor Role Curricula Dentistry Education Elective Courses Evaluation Gender identity Health care Health Occupations Health services Holistic Approach Homeless people Interdisciplinary aspects Interprofessional education Language Learning Experience Literature Reviews Medical personnel Nurses Nursing Occupational therapy Outreach Programs Patients Pharmacy Physical therapy Physical training Populations POTENTIAL PATTERNS Professional Education Professional Training Professions Public health Rehabilitation Rehabilitation Counseling Sexual Identity Social work Speech Speech Language Pathology Speech therapy Speeches Student attitudes Students Teacher Effectiveness Teachers Teaching Methods Training evaluation Transgender persons Vulnerability |
| title | Development and Preliminary Assessment of Interprofessional Education Focused on Vulnerable Populations |
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