Virtual Interprofessional Education (VIPE) Information & Introduction
World Health Organization Definition of Interprofessional Education (IPE) and Collaborative Practice:
· “Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.
· Interprofessional education is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs.
· A collaborative practice-ready health worker is someone who has learned how to work in an interprofessional team and is competent to do so.
· Collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, careers and communities to deliver the highest quality of care. It allows health workers to engage any individual whose skills can help achieve local health goals”
Goal of VIPE:
To provide virtual healthcare students from multiple universities with an interprofessional orientation and virtual training experience , with an emphasis in promoting their physical, psychological, social and spiritual well-being through collaborative health care practices.
VIPEC Learning Objectives: This experience will allow participants to work towards competency in the following interprofessional objectives derived from the IPEC Core Competencies for Interprofessional Collaborative Practice. https://www.ipecollaborative.org/resources.html
Embrace the cultural diversity and individual differences that characterize patients, populations, and the health team.
Communicate one’s roles and responsibilities clearly to patients, families, community members, and other professionals.
Listen actively, and encourage ideas and opinions of other team members.
Explain the roles and responsibilities of other providers and how the team works together to provide care, promote health, and prevent disease.
Integrate the knowledge and experience of health and other professions to inform health and care decisions, while respecting patient and community values and priorities/preferences for care.
Students will work in interprofessional (IP) teams that include a faculty preceptor and a number of health profession students in a virtual online setting to:
(1) learn the fundamentals of interprofessional care
(2) understand the role of health-care disciplines and when to refer
(3) examine and define the roles healthcare professionals across a spectrum of care settings
(4) understand why follow-up care is important
(5) understand the role of health-care reimbursement
· Work in student teams, representing health disciplines from multiple universities
· Be assigned an IPE faculty mentor
· Attend an online virtual Interprofessional education session
· Engage in a simulation/discussion of Interprofessional care through a case vignette
· Students will complete pre-test and post-test surveys, IPAS, ICCAS surveys
1. Mary Showstark, Yale University, firstname.lastname@example.org (Principal Investigator)
2. Esmeralda Ricks, Nelson Mandela University, Port Elizabeth, Eastern Cape Province, South Africa, Esmeralda.email@example.com
3. Andrew Wiss, GW Milken Institute School of Public Health,
4. Suzanne Dworak-Peck, USC School of Social Work,
5. Dawn Joosten-Hagye, USC,
6. Cheryl Resnik, PT, DPT, FNAP, FAPTA firstname.lastname@example.org
7. Kaprea Johnson, Virginia Commonwealth University, JohnsonKF@vcu.edu
8. Norbert Boruett, Amref University, Nairobi, Kenya, Norbert.Boruett@amref.ac.ke
9. Farhin Delawala, North-West University, South Africa, email@example.com
10. Nhlanganiso Nyathi, ARU Cambridge, UK, (Zimbabwe), Nhlanganiso.Nyathi@anglia.ac.uk
11. Hanlie Pitout, Sefako Makgatho Health Sciences University in South Africa, firstname.lastname@example.org
12. Mary Anri-Amponsah, Ghana, email@example.com
13. Benson Milimo, Moi University, Kenya, firstname.lastname@example.org
14. Margaret M. (Peg) Slusser, Stockton University; Margaret.Slusser@stockton.edu
15. Patricia Q. McGinnis, Stockton University: Patricia.Mcginnis@stockton.edu
16. Linda Lukolo, Namibia; email@example.com
17. Champion Nyoni, School of Nursing, University of the Free State in Bloemfontein South Africa; firstname.lastname@example.org
18. Gérard Filies, University of the Western Cape, Western Cape, SA email@example.com