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Journal of Interprofessional Education & Practice

December 2018 Volume 13, Number 1

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Table of Contents

Number of articles: 16

  1. Interprofessional and collaborative care planning activities for students and staff within an academic nursing home

    Heidi M. Lauckner, School of Occupational Therapy, Canada; Christy Nickerson Rak, Shannex Inc, Canada; Ellen M. Hickey, School of Communication Sciences and Disorders, Canada; Jennifer E. Isenor, College of Pharmacy, Canada; Anne L. Godden-Webster, Faculty of Health, Canada

    With an aging population, there is an increasing need for health professionals interested and trained in collaborative geriatric care and long term care (LTC). The development of academic nursing... More

    pp. 1-4

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  2. Report on a pilot study using a serious game combined with simulated practice for interprofessional health training curriculum

    Pierre Bellemare & Françoise Cinter, School of Health Sciences, Switzerland; Elisabeth Van Gessel, University of Geneva, Switzerland; Petra Mèche & Adeline Paignon, School of Health Sciences, Switzerland

    Interprofessional education has become a prerequisite to ensure high-quality care. To enhance interprofessional education, we proposed the use of a serious game to prepare students for subsequent... More

    pp. 5-7

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  3. Design and impact of an orientation for an interprofessional education program

    Pamela Waynick-Rogers, Vanderbilt University School of Nursing, United States; Melissa Hilmes, Vanderbilt University School of Medicine, United States; Shannon Cole, Vanderbilt University School of Nursing, United States; Allison Provine, Lipscomb University College of Pharmacy, United States; Rebecca Lofton, Vanderbilt Program in Interprofessional Learning, United States; Donna Rosenstiel & Heather Davidson, Vanderbilt University School of Medicine, United States

    Students who participate in the Vanderbilt Program for Interprofessional Learning are required to attend Immersion, our program of orientation for teams of interprofessional students. Medical,... More

    pp. 8-11

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  4. Standardized patient scenarios: Preparing interprofessional teams for working with veterans

    Jane Anthony Peterson, Margaret Brommelsiek & Tracy Graybill

    Military veterans may have complex physical and mental health problems, many of which health professionals are unfamiliar and may feel unprepared to provide care. A need for health care providers... More

    pp. 12-14

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  5. A scoping review to understand simulation used in interprofessional education

    Crystal A. Lee, Kimberly Pais & Sarah Kelling, University of Michigan, United States; Olivia S. Anderson, University of Michigan, School of Public Health, United States

    The purpose of this scoping review is to describe professions engaged in interprofessional education-focused simulations, characterize the types of simulations, and review common facilitators and... More

    pp. 15-23

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  6. Attitudes toward interprofessional education improve over time

    Gary L. Beck Dallaghan, University of North Carolina Chapel Hill School of Medicine, United States; Teresa Barry Hultquist, University of Nebraska College of Nursing, United States; Devin Nickol, University of Nebraska College of Medicine, United States; Dean Collier, University of Nebraska College of Pharmacy, United States; Jenenne Geske, University of Nebraska College of Medicine, United States

    For health care providers to fully contribute to interprofessional teams, training should be embedded within health care education curriculum. Yet barriers may hinder successful interprofessional... More

    pp. 24-26

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  7. What drives members of an interprofessional care team: A sense of self

    Valerie Terry, Dept of Psychiatry, United States; Adrian Sandoval, Dept of Family and Community Medicine, United States; Jesus Garza, Unimóvil, United States; John Lowdermilk, College of Education & P-16 Integration, United States; Eunice Lerma, Dept of Counseling and Guidance, United States; Stefanie Lapka, Aaronson Library, United States; Arden D. Dingle, Dept of Psychiatry, United States; Eron G. Manusov, Dept of Human Genetics, United States

    The purpose of this study is to identify what motivates practitioners who provide integrated, interprofessional, team-based care for triply-diagnosed adolescents: mental illness, medical illness... More

    pp. 27-32

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  8. The pharmacy clinical experience: A physician-pharmacist trainee collaboration

    Farida Esaa Hakim, University of Chicago Pritzker School of Medicine, United States; Jiz Thomas, Department of Pharmacy, United States; Katherine Thompson, Section of Geriatrics & Palliative Medicine, United States; Jason Poston, Section of Pulmonary Medicine/Critical Care, United States; Stacie Levine & Tia Kostas, Section of Geriatrics & Palliative Medicine, United States

    Adverse drug reactions are a common and preventable cause of hospitalizations in older adults. Therefore, educating physicians and trainees on appropriate medication management is a priority. The... More

    pp. 33-38

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  9. Teaching SBIRT through simulation: Educational case studies from nursing, psychology, social work, and medical residency programs

    Lucía L. Neander, Bridget L. Hanson, Alexandra E. Edwards, Ryan Shercliffe, Emilie Cattrell, Jodi D. Barnett, Amanda L. Zöld & Diane K. King, University of Alaska Anchorage, United States

    The prevalence of substance use disorders remains high in the United States and healthcare professionals are largely ill-equipped to intervene with patients experiencing substance misuse or use... More

    pp. 39-47

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  10. Experiential learning exercise to achieve objective assessment of interprofessional education

    Kimberly A. Kilby, Department of Surgery, United States; Annette M. Grajny, Department of Emergency Medicine, United States; Anthony J. Guarino, MGH Institute of Health Professions, United States; Linda A. Paniszyn & Mara McErlean, Department of Medical Education, United States

    At the undergraduate medical education level, many U.S. medical students have only experienced interprofessional patient care by observation or intermittent discussion-based educational activities.... More

    pp. 48-50

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  11. Creating a sustainable assessment tool and follow-up plan to improve care transitions for the frail elderly patient population: The TPRAS project

    Rebecca Ramsden, 10 North/ACE unit, Canada; Lydia Chan & Cassandra Rassinger, Social Work Department, Canada; Sabrina Gaon, Health Disciplines, Social Work and Clinical Nutrition Departments, Canada; Katherine McQuaid-Bascon, Health Disciplines, Rehabilitation and Respiratory Therapy Departments, Canada; Sharon Currie, Health Disciplines, Canada; Lianne Jeffs, Research and Innovation Lead and Scholar in Residence, Canada

    A variety of health care professionals effectively collaborating is often required to successfully coordinate care transitions of complex, frail older adult patients who are experiencing co... More

    pp. 51-55

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  12. The effects of interprofessional collaboration on nurse managed warfarin program

    Carol Braungart, Acuitas Health, United States; Alexandra Watson, Capital Care Medical Group, United States; Rochel Rubin, Acuitas Health, United States

    Warfarin is an effective, inexpensive therapy for thromboembolic prevention and treatment which requires oversight of the International Ratio (INR) to prevent injury due to clotting or bleeding.... More

    pp. 56-58

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  13. Implementation and evaluation of a longitudinal multisession interprofessional education course designed for foundational learners

    Grishondra Branch-Mays, A.T. Still University, United States; Sophie Gladding, Department of Medicine, United States; Brian Sick, Interprofessional Academic Deputy, United States

    Implementation of introductory IPE learning experiences can be designed to develop a basic understanding of IPE using a variety of learning experiences that can nurture shared values for health... More

    pp. 59-64

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  14. Perceptions of interprofessional collaboration with integrated behavioral health providers in a family medicine clinic: Insights from residents, physicians, and pharmacists

    Keri D. Hager, Department of Pharmacy Practice and Pharmaceutical Sciences, United States; Joseph Merighi, University of Minnesota School of Social Work, United States; Carolyn O'Donnell, Department of Pharmacy Practice and Pharmaceutical Sciences, United States; Stacy Remke, University of Minnesota School of Social Work, United States

    A growing number of health systems in the United States have integrated behavioral health team members to expand their capabilities and clinical effectiveness.To explore perceptions of... More

    pp. 65-72

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  15. Readiness to Collaborate Scale: How ready are obstetrical practitioners to participate in an interprofessional healthcare team?

    Jennifer Murdoch, Gail Tomblin Murphy, Robert Alder, John Gilbert, Katherine Fierlbeck & Audrey Steenbeek

    A gap has been identified in the literature regarding available approaches, and instruments, to measure and/or assess the readiness of post-licensure healthcare providers to participate effectively... More

    pp. 73-80

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  16. Investigating the utility of medication reviews amongst elderly home care patients in Norway - An interprofessional perspective

    Eines Trude Fløystad, Måløy Elfrid & Ødegård Atle

    Age-related changes in pharmacokinetics and pharmacodynamics, together with comorbidity and polypharmacy, require increased attention to handling medications of elderly patients receiving home care... More

    pp. 83-89

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