Interacollaborative Practice: Training Today’s Health Profession Students Health Education Committee Presentation November 9, 2011 Kara Anastasiou, APRN-BC, Generations Family Health Center Petra Clark-Dufner, MA, CT AHEC

Learning Objectives Define IC Practice Describe recommendations presented by the Interprofessional Education Collaborative in May 2011 Identify competencies, challenges and opportunities leading to Intercollaborative Practice Review examples of ICP/IPE/Service Learning for health professions students at UConn and Quinnipiac University PA Program enrolled in the Urban Service Track Program.

Defining ICP The World Health Organization defines Interprofessional Collaborative Practice as… “When multiple health workers from different professional backgrounds work together with patients, families, carer (sic) and communities to deliver the highest quality of care”

Why ICP Now? Why not? Our health care system is faultering and policy makers are looking for ways to improve the overall system. ICP is seen as key to the safe, high quality, accessible, patient-centered care desired by all. Achieving this vision requires reframing how healthcare providers operate and how health profession students are trained.

Panel of Experts In May 2011 a panel of experts were charged with identifying individual-level interprofessional competencies for future health professionals in training.

Who Is Endorsing The Report? American Association of Colleges of Nursing American Association of Colleges of Osteopathic Medicine American Association of Colleges of Pharmacy American Dental Education Association Association of American Medical Colleges Association of Schools of Public Health

ICP Competencies 4 MAIN DOMAINS 1.Values/Ethics for Interprofessional Practice 2.Roles/Responsibilities 3.Interprofessional Communciation 4.Teams and Team Work

Barriers/Challenges to ICP and IPE Institutional Level Challenges Lack of Institutional Collaborators Faculty Development Issues Assessment Issues and Lack of Regulatory Expectations

How HP Training Programs Can Integrate ICP Identify faculty from across disciplines to teach in mainstream curriculum Integrate curriculum that embraces ICP and IPE Provide faculty and support staff training to support ICP knowledge

Identify clinical and community training sites that model and ICP Identify evaluation components for ICP

ICP in Health Profession Training Programs

Opportunities for ICP

Steps That Promote ICP Enhanced Learning Opportunities Interprofessional teams of faculty Role modeling “Real world” application Reflection and Evaluation

Steps That Promote ICP At Community Outreach Activities IEP Team Leadership IEP Teams Clinical Primer or Info Session Clinical Preceptors from multiple disciplines Evaluation & Debriefing

Community Service Activities Embraced by UST KEEP Screenings Healthy Hartford Campaign Migrant Farm Worker Clinic CT MOM CARES Free Clinic Smiling Seniors Wheeze to Breeze Program Spring Forward – Don’t Fall Back National Primary Care Week Health Fairs

National Primary Care Week The focus of NPCW at UConn is to 1)raise awareness about primary care 2)increase health profession student knowledge about issues related to health care access and delivery and 3)bring awareness of primary care to underserved communities by sponsoring community based health fairs.

Typical NPCW Activities Retreat in the Berkshires Banquet with keynote speaker Lunch and Learns Afternoon of Service – Community Health Fairs

Leadership & Funding Provided by CT AHEC with support from the UConn health profession schools and Quinnipiac University PA Program Dollars received by multiple donors, including private, public and non-profit partners 11 community health fair sites are supported reaching almost 300 people, annually.

Composition of Health Fair Teams

Community Based Health Fairs

For More Information contact: Kara Anastasiou, Petra Clark-Dufner,