In response to the NEXUS 2020 retrospective pre-test discussion, a focused presentation will examine the benefits and limitations of the retrospective pre-test compared to the traditional pre-test post-test. As demonstrated in the body of literature, there is a potential overutilization of the traditional pre-post survey methodology that may be adding to the inconsistent findings of IPE efficacy. IPE researchers may not be aware of the alternate survey design options that may optimize…

There are many reasons why assessment is critical to healthcare educators, but chief among them is how assessment drives growth and meaningful change in learners. Carefully designed measures and regular performance reflection are transformative for both learners and organizations. Most of the published IPE assessment tools take the form of surveys, which are efficient to deliver and analyze, but lack the benefits of qualitative and thematic findings from guided reflection with open-ended…

Entry level occupational therapy (OT), occupational therapy assistant, and nursing students participated in two three-hour activities involving pre-simulation work, pre-briefing, simulation activities, and debriefing facilitated by OT and nursing faculty. Activities were developed by faculty to align with the INACSL Standards of Best Practice in Simulation. An electronic health record was utilized by students during their pre-simulation and post-debrief learning activities. Student outcomes…

The University of New England and Rosalind Franklin University of Medical Sciences collaborated on a longitudinal co-curricular immersive telehealth experience via Zoom that ran from September 2020 through March 2021. Ten interprofessional (IP) student groups, comprised of 10 different professions took part in training sessions for motivational interviewing and telehealth before the simulation. Health professions faculty facilitated the interprofessional teams of students, representing 10…

Introduction: Assessing the impact of interprofessional education (IPE) on health systems is needed. Objective: To assess the impact of IPE at the University of Kansas Medical Center (KUMC) on workforce recruitment, collaborative practice, and culture through a mixed-methods analysis of responses from graduating students, new alumni, residency program directors (RPDs), and employers.Methods: Voluntary participants included graduating health professions students, alumni, RPDs, and employers…

The World Health Organization (WHO) states that interprofessional collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, and communities to deliver the highest quality of care. There is increasing evidence that healthcare delivery through interprofessional practice (IPP) improves patient outcomes. Rosalind Franklin University of Medicine and Science (RFUMS) is a leader in the field of interprofessional…

While simulation educators have been consulted and called upon to quickly transition in-person interprofessional education to the online environment, the burden on simulation educators and support staff is often overlooked. The charge to create distance healthcare simulation also creates faculty development needs, including: acceptance of abrupt change and the ability to adapt to online environments and technology. With new resources appearing in peer-reviewed literature, listservs, and…

The International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice in Simulation (2016) are foundational to optimize innovative interprofessional (IPE) simulation-based learning. These are often perceived to be nursing focused in application and have not been more broadly disseminated across various healthcare professional disciplines. The St. Catherine University Henrietta Schmoll School of Health (HSSH) represents 28 Nursing and Health…