Nexus Summit Professional Posters
Displaying 41 - 50 of 62
Sarah
Ailey,
PhD, RN, PHNA-BC CNE CDDN FAAN
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Suzanne
Smeltzer,
EdD, RN, ANEF, FAAN
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Beth
Marks,
PhD, RN, FAAN
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Dianne
Cooney Miner,
PhD, RN, FAAN
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Renata
Ticha,
PhD
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Brian
Abery,
PhD
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Jasmina
Sisirak,
PhD, MPH
Individuals with intellectual and developmental disabilities (IDD) experience health disparities and inadequate healthcare due partially to lack of knowledge about IDD among healthcare professionals. The Partnering to Transform Health Outcomes with Persons with Intellectual Disabilities (PATH-PWIDD) Consortium, funded by the Administration for Community Living, is developing and integrating high-impact inclusive curricular materials and strategies into community-academic interprofessional…
Karen
Dickinson,
MBBS, BSc, MD, MEd, FRCS
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Wendy
Ward,
PhD, ABPP, FAPA, FNAP
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Kathryn
Neill,
PharmD, FNAP
The COVID-19 pandemic has necessitated a pedagogical change with many learning events now virtual or hybrid in nature. Simulation events are particularly affected due to their hands-on nature. Traditionally, an in-person Facilitator Training and IPE Event Training Design course is held at our university. This has been adapted to a virtual Facilitating Virtual Simulations Crash Course, addressing the format/objectives/expectations and strategies for facilitators of virtual IP simulations.…
Margaret
Robinson,
MEd
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Raina
Leckie,
LCSW, OSW-C
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Denise
Bender,
PT, JD, MEd, FNAP
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Sarah
Cable,
BBA
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Misty
Miller,
PharmD, BCPS, AAHIVP
The COVID pandemic disrupted many long established interprofessional experiences that had been designed for traditional in-person delivery. When mandatory shutdowns began in April 2020, our campus IPE team was already in the midst of planning an in-person All Professions Day 1 (Fall 2020) and 2 (Spring 2021) that would each involve more than 1200 students and faculty from across three campuses. We decided to use our existing technology to produce these IPE events as planned. Immediate…
The expansion of our digital audience and brand has been critical in matching the Center’s growth in recent years. CAIPER has expanded its network and connections to national and international IPE centers, professional, academic and research organizations while seeing daily growth on each of its four social media platforms. We will share interprofessional practices for presence on social media and what we do to grow our target audiences.In this poster, we will:1.) demonstrate…
Hector
Chapa,
MD, F.A.C.O.G.
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Christine
Kaunas,
MPH
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Gerard
Carrino,
PhD, MPH
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Asim
Abu-Baker,
PharmD
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Janice
Kintzer
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Sharon
Dormire,
PhD, RN
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Frank
North,
Pharm.D., M.P.A.
Background Data conf that high functioning, interprofessional teams improve health outcomes (Interprofessional Education Collaborative, 2016). However, academic health institutions traditionally provide education uniprofessionally where students from a single profession learn together in parallel or interactively (Freeth, et al 2008). Therefore, academic health institutions must provide an interprofessional education (IPE). However, executing interprofessional learning experiences…
The global pandemics of Ebola, Zika, and now the novel coronavirus (SARS-CoV-2) crisis, have driven a surge of interest in the area of One Health. One Health is defined as a collaborative, multisectoral, and transdisciplinary approach – working at the local, regional, national, and global levels – with the goal of achieving optimal health outcomes recognizing the interconnection between people, animals, plants, and their shared environment. Implementing this approach requires breaking…
Background/Aims
Interprofessional Education (IPE) is an essential cornerstone of health care enabling health professionals to learn and practice collaborative care to improve healthcare outcomes. Our task was to train students from the Schools of Medicine, Nursing, and Public Health amid a pandemic. We describe the program that leveraged our in-person IPE experience, existing on-line modules, and was adopted to create a longitudinal remote, small-group educational experience.
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BackgroundWhile new models of intentional interprofessional education activities continue to be developed, delivering high quality interprofessional experiential education remains a challenge. The Accreditation Council for Pharmacy Education (ACPE) Standard 25.6 requires schools of pharmacy to assess the preparedness of all students to function effectively and professionally on an interprofessional healthcare team, but minimal guidance is provided on assessment methods or tools to…
Baccalaureate nursing program cohort numbers continue to increase while clinical site availability decreases, especially in psychiatric settings. To address this issue, faculty sought to incorporate meaningful simulation learning experiences to supplement hospital-based learning experiences. Scaffolding simulation experiences were incorporated into a nursing curriculum to allow students to progress in their learning despite the lack of in-person clinical experiences. Mental health patient…
Background: Interprofessional (IP) champions of SHOW designed a experiential-learning course (the second in a three course series) in collaboration with a local hospital’s emergency department (ED) to support student and client led interventions aimed at addressing social determinants of health (SDoH) with high utilizers. Student teams collaborate with clients to provide better care for complex health and social needs.1 As students build on IP team competencies, the teams meet with clients…