IPE workshops help learners build clinically relevant teamwork skills that they can apply to their care of patients.
Workshops are integrated during each year of training in the Schools of Medicine and Nursing. Several are required components of nursing clinicals and medical clerkships. Others are elective and several are designed and led by students.
Cells to Society is an introductory course for new medical and nursing students at the University of Virginia. Using diabetes as a model, the course is intended to inspire and motivate students to learn the knowledge, skills, and values needed for practice and to introduce important learning experiences as opportunities to learn about diabetes and its impact on patients and society. Activities include patient interactions, small group work, case-based study, simulation, self-direct learning, and self-reflection.
Every February, all third year nursing and medical students are brought together prior to their year-long series of clinical IPE learning activities. They are introduced to basic IPE principles, learn about nursing and medical roles and responsibilities, and work together in small interprofessional groups to analyze a clinical case and discuss challenging narratives about teamwork. The students also learn to use the SBAR communication tool and to describe positive interprofessional behaviors.
Rising third year medical students are assigned to groups of 15–18 students. Each group rotates through 9 skills including: intravenous catheter placement, phlebotomy, interpreting arterial blood gases, aseptic and OR techniques, basic suturing, pharmacy emergencies, cardiac exam, neuro exam, and pulmonary exam. The goal is to make students safer, more proactive, more confident, and better able to learn the skills when they reach their clinical rotations. The interprofessional nature of the course promotes effective collaboration between medical students and nurses as well as other healthcare professionals including respiratory therapists, operating room technicians, clinical pharmacists, phlebotomists, acute care nurse practitioners, or teams of medical and nursing faculty.
This workshop involves a simulated family meeting scenario in which medical and nursing students are taught to collaborate in helping a family member make end of life decisions. Standardized patients help students appreciate the difficulty in conveying information in a compassionate and clear way. Students learn how helpful it is to work together in effectively accomplishing such an important clinical activity.
This workshop brings medical and nursing students together to engage in a case involving critical illness using high-fidelity simulation (“mannequins”) in the Simulation Center. Students learn how to communicate clearly and efficiently during in a high-stress critical care environment.
In this workshop nursing and medical students work together to develop a shared care plan based on transitions in care for an elderly patient from hospital to home and then to a long term care facility. Students also learn how to communicate with an Alzheimer patient and her family.
Nursing and medical student groups work in interprofessional teams to develop a collaborative treatment plan for an 11 year old boy with Duchenne Muscular Dystrophy. Students also learn how to help a parent cope with the many challenges inherent in raising child with disabilities .
Medical and Nursing students are given an opportunity to experience what it is like to adhere to a complicated medication regimen. They then come together in interprofessional small groups to discuss barriers to adherence and team-based approaches to helping patients to take their medications properly.
This student-run program aims to improve the participants’ knowledge about hospice referral and palliative care; make them better able to engage in shared decision making with other health care professionals; and develop strategies to mitigate their personal grief as well as that of colleagues, patients, and the patient’s family members. Watch a fascinating discussion with nursing and medical professionals as they reflect upon the program's initial year. Please check out a description of the 2016-2017 HeArt of Medicine initiative.
This student-run program brings students together to discuss their own experiences of interprofessional teamwork. The unique format is facilitated by the Deans of the Schools of Medicine and Nursing and Health System leaders. Students are asked to “Commit to Change” and incorporate more teamwork in their own clinical settings.
Actors play the part of standardized patients, nurses and physicians engaged in a clinical scenario that requires optimal teamwork. These workshops provide undergraduate students with the opportunity to demonstrate their teamwork skills. The standardized patients and providers score the students, and the students also score themselves, using Collaborative Behaviors Observational Assessment Tools created at UVA to provide objective formative and summative student evaluation.
Fourth year medical student Andy Starr and third year nursing student Jane Muir are collaborating to bring five educational and experiential workshops to medical and nursing students through their Student Ambassadors of Resiliency program. The program, funded by the Lown Institute, aims to educate student clinicians about the importance of inter-professional collaboration, appreciate inquiry, mindfulness and awareness in decreasing overuse in the health care setting.