Socializing Health Professions Students to Interprofessional Practice: A Case Study

Joanne K. Singleton PhD, RN, CNL, FNP-BC, FNAP, FNYAM, FAAN Prof, Pace University, College of Health Professions Lienhard School of Nursing, Department of Graduate Studies, USA

Christine Lazaros Amendola, MS, PA-C Associate Clinical Professo, Pace University, College of Health Professions Chair Program Director and Clinical Coordinator Pace University-Pleasantville Physician Assistant Program, USA

Abbey L. Berg PhD, CCC-A, FNAP Professor, Pace University College of Health Professions, Communication Sciences & Disorders Program, USA

Lucille Ferrara, EdD, RN, FNP-BC, MBA, FNYAM, FNAP Professor, Pace University, College of Health Professions Lienhard School of Nursing, Department of Graduate Studies, USA

Elijah A.J. Salzer, DMSc, PA-C, NYSAFE, C-EFM Clinical Associate, College of Health Professions Pace University-Lenox Hill Hospital Physician Assistant Program, USA

Abstract
According to the World Health Organization (WHO, 2010), interprofessional (IP) practice is vital to safe, high quality, accessible, patient-centered care. Interprofessional practice requires the competency to engage in teamwork to support patient outcomes, which begins with the education of health professions students. Yet, myriad barriers and challenges to providing learning opportunities to socialize health professions students have been identified. The purpose of this paper is to provide an overview of how a core group of interprofessional faculty developed a commitment to initiatives and strategies in support of interprofessional education and practice. Framed by the Interprofessional Core Competencies (IPEC, 2016), students attend a masterclass in which participants learn about individuals with disabilities teamed with a service dog. Following the masterclass, students bring their knowledge and disciplinary perspectives to an interprofessional case patient discussion. Students over three years consistently highly rank the importance of an interprofessional team approach to the care of this cultural community. IP faculty are champions who embrace the Interprofessional Education Collaborative (IPEC) core competencies, possess creativity, and maintain flexibility, to overcome the known challenges to IP education to provide meaningful experience for students to help socialize them for IP practice.
Highlights:
  Experiential learning of non-disciplinary specific content in the form of case studies promotes and enhances collaborative work across the disciplines.
  Integrating best practices across curriculum increases student confidence in content and interprofessional application.
  Students in the health professions recognize the value of the interprofessional educational approach regarding the role of assistance animals in the care of and for patients with disabilities.
  Interprofessional faculty committed to supporting and modeling for their students in their education can be facilitators for interprofessional practice.

Keywords
Interprofessional Education and Practice, Assistance Animals, Palliative Care

Cite this paper
Joanne M. Knoesel PhD, RN-BC, CNE, FNAP Assistant Professor, Joanne K. Singleton PhD, RN, CNL, FNP-BC, FNAP, FNYAM, FAAN Prof, Christine Lazaros Amendola, MS, PA-C Associate Clinical Professo, Abbey L. Berg PhD, CCC-A, FNAP Professor, Lucille Ferrara, EdD, RN, FNP-BC, MBA, FNYAM, FNAP Professor, Elijah A.J. Salzer, DMSc, PA-C, NYSAFE, C-EFM Clinical Associate, Socializing Health Professions Students to Interprofessional Practice: A Case Study , SCIREA Journal of Clinical Medicine. Volume 7, Issue 2, April 2022 | PP. 94-106. 10.54647/cm32783

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