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Nurse Practitioner Students, Optometry Students, and Faculty Members Engage in Community-Based Interprofessional Practice
Abstracts / Journal of Interprofessional Education & Practice 1 (2015) 48e77
courses within the curriculum. An important additional goal of the CPS courses is to effectively serve as an integrated educational bridge between the didactic and clinical courses within a health professions curriculum.
Purpose In 2014, an important component of the interprofessional education (IPE) initiatives at Salus University was launched: a pilot IPE component of the CPS courses involving students from optometry, audiology and the physician assistant program who were engaged in case-based discussions. This pilot was very successful and has set the stage for continued IPE-based expansion of the CPS course offerings on our campus. Consonant with this very successful IPE CPS course pilot, our goal is to incorporate a greater patient-centered aspect to the CPS course offering in the Pennsylvania College of Optometry as a pilot in 2015.
53
Purpose The Salus University Pennsylvania College of Optometry and the La Salle University School of Nursing and Health Sciences have partnered in health professional education and collaborative patient care by developing and implementing an interprofessional healthcare model in which graduate nursing students participate in eye and vision patient care at The Eye Institute, a community-based healthcare facility of Salus University. Methods/Design Beginning in August 2013, graduate nursing students have been assigned to The Eye Institute (TEI) on a voluntary basis for active clinical observation. The clinical observation activity is scheduled in the Primary Care Optometric Suites and one or more Specialty Services at TEI.
Methods/Design
Results/Findings
Two faculty members from the College of Optometry and the College of Education and Rehabilitation are actively collaborating to design this project: one serves as a CPS Facilitator and Course Coordinator; the other will serve as the patient whose case will be discussed in the course as well as a discussant during the CPS sessions pertaining to the case. Clinical data will be collected on the faculty member-patient in order to fully design the CPS case. All efforts will be HIPAA- and IRB-compliant.
A total of 66 graduate nursing students have participated in this clinical educational program to date. The optometry students, graduate nursing students, and faculty members collaborate in the assessment and care of patients with hypertension, diabetes, and other systemic conditions, including ocular manifestations of systemic disease; the differential diagnosis of patients with ocular urgencies; the clinical presentation and management of glaucoma; and, the ophthalmic evaluation of the pediatric patient. Students in the Family Nurse Practitioner program who responded to a survey in AY 2013 e 14 (n ¼ 13) rated the experience favorably (4.4, scale 1 e 5), highlighting the knowledge level of the providers (4.6), the ease with which their questions were answered (4.7), and the applicability of this clinical experience to their roles as nurse practitioners (4.2).
Results/Findings Typically, a Facilitator assumes the role of the patient during the CPS case discussions. For this project, the actual faculty member-patient will be present, providing the students with a more authentic experience in history-taking and patient education under the guidance of the Facilitator, as well as an educational experience that more closely approximates what students engage in during their assigned patient-care activities.
Conclusions/Lessons Learned The purposeful engagement and collaboration of faculty members across the University's programs and colleges has been essential to cultivate a mutual understanding of how each discipline/profession can and does contribute to team-based client- or patient-centered health care. The involvement of a faculty member-patient in the CPS course is anticipated to enhance the authenticity of the course as an important segue between the didactic and clinical components of the optometric curriculum at Salus University. NURSE PRACTITIONER STUDENTS, OPTOMETRY STUDENTS, AND FACULTY MEMBERS ENGAGE IN COMMUNITY-BASED INTERPROFESSIONAL PRACTICE Linda Casser OD, FAAO, FNAP, Mary Ann Dugan DNP, CRNP, FNPBC, Elizabeth Eisenhart MPH, Mary Wilby PhD, MSN, RN, Aliceanne Manning.
Background Salus University, named for a Latin word meaning health and well-being, is a diversified, globally recognized, professional academic center of learning that offers a wide range of accredited post-graduate degree programs in Optometry, Audiology, Physician Assistant Studies, Public Health, Education and Rehabilitation of the Blind and Visually Impaired, Biomedicine, Occupational Therapy, and Speech-Language Pathology (anticipated launch in 2015). The mission of the La Salle University School of Nursing and Health Sciences is to provide excellent education and service programs to facilitate students' development as caring healthcare professionals prepared for lives of service and continued learning. It is a leader in the implementation of curricula in Nursing, Nutrition, Communication Science and Disorders, Public Health, and Health Studies that are based on the health needs of populations and that mobilize social, political, healthcare, and educational resources aimed at the welfare of vulnerable, underserved, and diverse populations through educational and service programs.
Conclusions/Lessons Learned This initiative has provided an opportunity for students from the professions of optometry and nursing to gain a more direct understanding of each profession's contribution to patient care. Salus University and La Salle University remain committed to the enhancement and expansion of effective community-based health professions education, interprofessional education, and collaborative patient care. PEDIATRIC WEIGHT MANAGEMENT: AN INTERPROFESSIONAL TEAM MAKES A DIFFERENCE Patricia R. Castillo MD, Cary Kreutzer EdD, MPH, RD, Jazminne Orozco OTD, Alexis Deavenport DrPH, Larry Yin MD, MSPH.
Background Childhood obesity is a complex disease that requires a socio-ecological approach to combat obesogenic environments (Foltz, 2012). In California, over 46% of Latino children and adolescents are overweight or obese (California Center for Public Health Advocacy 2011). In underserved communities, there is a disproportionate prevalence of obesity and increased barriers to healthy behaviors. Interventions must provide culturally-relevant, family-centered approaches (Shik, 2012). Pediatric weight management programs, using interprofessional and multi-level approaches, can leverage the strength of individual disciplines to support parents and children as they prepare for, and implement, behavior change strategies (Braden, 2014).
Purpose Using an interprofessional family-centered approach to pediatric weight management may increase parents' readiness to change behaviors, improve knowledge of healthy eating and physical activity, and increase self-efficacy in making these changes. The program goal is to stabilize pediatric weight status in an urban, hospital-based out-patient, federallyqualified health center (FQHC), reaching a predominately underserved, Latino population.
courses within the curriculum. An important additional goal of the CPS courses is to effectively serve as an integrated educational bridge between the didactic and clinical courses within a health professions curriculum.
Purpose In 2014, an important component of the interprofessional education (IPE) initiatives at Salus University was launched: a pilot IPE component of the CPS courses involving students from optometry, audiology and the physician assistant program who were engaged in case-based discussions. This pilot was very successful and has set the stage for continued IPE-based expansion of the CPS course offerings on our campus. Consonant with this very successful IPE CPS course pilot, our goal is to incorporate a greater patient-centered aspect to the CPS course offering in the Pennsylvania College of Optometry as a pilot in 2015.
53
Purpose The Salus University Pennsylvania College of Optometry and the La Salle University School of Nursing and Health Sciences have partnered in health professional education and collaborative patient care by developing and implementing an interprofessional healthcare model in which graduate nursing students participate in eye and vision patient care at The Eye Institute, a community-based healthcare facility of Salus University. Methods/Design Beginning in August 2013, graduate nursing students have been assigned to The Eye Institute (TEI) on a voluntary basis for active clinical observation. The clinical observation activity is scheduled in the Primary Care Optometric Suites and one or more Specialty Services at TEI.
Methods/Design
Results/Findings
Two faculty members from the College of Optometry and the College of Education and Rehabilitation are actively collaborating to design this project: one serves as a CPS Facilitator and Course Coordinator; the other will serve as the patient whose case will be discussed in the course as well as a discussant during the CPS sessions pertaining to the case. Clinical data will be collected on the faculty member-patient in order to fully design the CPS case. All efforts will be HIPAA- and IRB-compliant.
A total of 66 graduate nursing students have participated in this clinical educational program to date. The optometry students, graduate nursing students, and faculty members collaborate in the assessment and care of patients with hypertension, diabetes, and other systemic conditions, including ocular manifestations of systemic disease; the differential diagnosis of patients with ocular urgencies; the clinical presentation and management of glaucoma; and, the ophthalmic evaluation of the pediatric patient. Students in the Family Nurse Practitioner program who responded to a survey in AY 2013 e 14 (n ¼ 13) rated the experience favorably (4.4, scale 1 e 5), highlighting the knowledge level of the providers (4.6), the ease with which their questions were answered (4.7), and the applicability of this clinical experience to their roles as nurse practitioners (4.2).
Results/Findings Typically, a Facilitator assumes the role of the patient during the CPS case discussions. For this project, the actual faculty member-patient will be present, providing the students with a more authentic experience in history-taking and patient education under the guidance of the Facilitator, as well as an educational experience that more closely approximates what students engage in during their assigned patient-care activities.
Conclusions/Lessons Learned The purposeful engagement and collaboration of faculty members across the University's programs and colleges has been essential to cultivate a mutual understanding of how each discipline/profession can and does contribute to team-based client- or patient-centered health care. The involvement of a faculty member-patient in the CPS course is anticipated to enhance the authenticity of the course as an important segue between the didactic and clinical components of the optometric curriculum at Salus University. NURSE PRACTITIONER STUDENTS, OPTOMETRY STUDENTS, AND FACULTY MEMBERS ENGAGE IN COMMUNITY-BASED INTERPROFESSIONAL PRACTICE Linda Casser OD, FAAO, FNAP, Mary Ann Dugan DNP, CRNP, FNPBC, Elizabeth Eisenhart MPH, Mary Wilby PhD, MSN, RN, Aliceanne Manning.
Background Salus University, named for a Latin word meaning health and well-being, is a diversified, globally recognized, professional academic center of learning that offers a wide range of accredited post-graduate degree programs in Optometry, Audiology, Physician Assistant Studies, Public Health, Education and Rehabilitation of the Blind and Visually Impaired, Biomedicine, Occupational Therapy, and Speech-Language Pathology (anticipated launch in 2015). The mission of the La Salle University School of Nursing and Health Sciences is to provide excellent education and service programs to facilitate students' development as caring healthcare professionals prepared for lives of service and continued learning. It is a leader in the implementation of curricula in Nursing, Nutrition, Communication Science and Disorders, Public Health, and Health Studies that are based on the health needs of populations and that mobilize social, political, healthcare, and educational resources aimed at the welfare of vulnerable, underserved, and diverse populations through educational and service programs.
Conclusions/Lessons Learned This initiative has provided an opportunity for students from the professions of optometry and nursing to gain a more direct understanding of each profession's contribution to patient care. Salus University and La Salle University remain committed to the enhancement and expansion of effective community-based health professions education, interprofessional education, and collaborative patient care. PEDIATRIC WEIGHT MANAGEMENT: AN INTERPROFESSIONAL TEAM MAKES A DIFFERENCE Patricia R. Castillo MD, Cary Kreutzer EdD, MPH, RD, Jazminne Orozco OTD, Alexis Deavenport DrPH, Larry Yin MD, MSPH.
Background Childhood obesity is a complex disease that requires a socio-ecological approach to combat obesogenic environments (Foltz, 2012). In California, over 46% of Latino children and adolescents are overweight or obese (California Center for Public Health Advocacy 2011). In underserved communities, there is a disproportionate prevalence of obesity and increased barriers to healthy behaviors. Interventions must provide culturally-relevant, family-centered approaches (Shik, 2012). Pediatric weight management programs, using interprofessional and multi-level approaches, can leverage the strength of individual disciplines to support parents and children as they prepare for, and implement, behavior change strategies (Braden, 2014).
Purpose Using an interprofessional family-centered approach to pediatric weight management may increase parents' readiness to change behaviors, improve knowledge of healthy eating and physical activity, and increase self-efficacy in making these changes. The program goal is to stabilize pediatric weight status in an urban, hospital-based out-patient, federallyqualified health center (FQHC), reaching a predominately underserved, Latino population.