CHCS - Perspectives - Summer/Fall 2014

PERSPECTIVES • SUMMER–FALL 2014 13 The Interprofessional Education Sub Taskforce consisted of Stanley Wilson Ed.D., CHCS dean, Robin Schugar, M.S.P.A.S., D.H.Sc., PA-C, clinical director and assistant professor of the Fort Laud- erdale PA program, Jacqueline Reese-Walter, Ph.D., OTR/L, assistant professor of occupational therapy, and Sandee Dunbar, D.P.A., OTR/L, FAOTA, assis- tant dean of professional development and education. The group was responsible for reviewing literature related to interprofessional education and practice in the areas of academic/organizational initiatives, cur- riculum design, and clinical education and training. In addition, the sub-taskforce group interviewed CHCS directors and chairs to assess the current status of interprofessional education in our college. Lastly, recommendations were provided for improving inter- professional activities to move toward best practice in this area. Although teamwork activities among health profes- sionals date back to the early 1900s, increased special- ization and separate educational programs have created a need to be more intentional about teaching interprofessional skills. Achieving competence in vari- ous interprofessional approaches to client care has been clearly identified as best practice in the litera- ture. The literature search revealed that when multi- ple professions work collaboratively, optimal client-care outcomes are produced, including im- proved client satisfaction, higher quality of care, and reduced cost of care. The World Health Organization (2010) defines in- terprofessional education (IPE) as students from at least two professions learning about and with each other in a collaborative way to improve health out- comes. All the CHCS departments identified some level of IPE activity, but based on the literature, most of these efforts are at lower levels of educational prac- tice and there is much room for improvement. Faculty members and administration are responsive to this need, and new initiatives have already started. These include collaboration with the NSU Center for Interprofessional Education and Practice, interprofes- sional seminars, case-study class with students from two different departments, and many other projects. The recent culmination of the second year of the In- terprofessional Diabetes Education and Awareness (IDEA) project is a good example of how CHCS stu- dents and faculty members can come together to make a difference in clients’ lives. Current recommendations for increasing IPE ac- tivity in the college include establishing a theoretical framework for IPE activities, initiating research proj- ects related to IPE, continuing collaboration with the NSU Center for Interprofessional Education and Practice, and integrating more IPE aspects into curricula. Reference World Health Organization (WHO). (2010). Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization. Retrieved April 11, 2011, from http://whqlibdoc.who.int/hq/2010/WHO_HRN_HPN_10.3_eng.pdf. Core Competencies for Interprofessional Collaborative Practice. Best Practices Initiative BesT PRACTICes InTeRPROFessIOnAL eDUCATIOn Sub Taskforce By Jacqueline Reese-Walter Ph.D., OTR/L Assistant Professor of Occupational Therapy, and sandee Dunbar, D.P.A., OTR/L, FAOTA Assistant Dean of Professional Development and education