Nexus Summit Professional Posters
Welcome to the Virtual Professional Poster Session in the Nexus Summit 2020! You may view all posters below. Please note that each poster has three elements:
- Poster video presentation
- Poster PDF
- Comments section
We encourage you to view the poster PDFs and video presentations below. You may interact with poster presenters by clicking on the name of the poster, and adding a comment to the blue comments section at the bottom of each poster page. Poster presenters will be checking their comments sections frequently throughout the meeting to respond to your questions and comments.
Displaying 31 - 40 of 54
Background: Longitudinal feedback from students collected by The Campbell University Office of IPE (CUIPE) has indicated a need for direct learning pertaining to the roles and responsibilities of the different health sciences professionals on the healthcare team. In response, CUIPE created a new event called REPS: Reflect, Engage, Practice, & Summarize, which would give students the much-needed opportunity to increase their understanding of the roles and responsibilities of various…
Shelene
Thomas,
PT, DPT, EdD
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Bianca
Calderon,
PharmD, BCPS
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Stephanie
Cradick,
DNP, MS, RN, APRN, CCNS, ACNS-BC
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Susan
Dalbey,
DNP, RN
To meet the demands for an evolving interprofessional (IP) healthcare practice, health profession (HP) students are expected to learn about, from, and with each other through interprofessional education (IPE) initiatives in their educational settings. The Interprofessional Education Collaborative (IPEC) was formed among Regis University’s five Health Professions Schools and Divisions with fundamental goals to facilitate team-based healthcare approaches, to optimize healthcare outcomes and to…
Background: assessment tools for measurement of interprofessional education interventions are often deployed surrounding discrete learning activities, lacking baseline and longitudinal assessments. Pharmacy and medical students participated in three interprofessional learning experiences within the first two curricular years. Our specific aim was detection of longitudinal change of medical and pharmacy student responses at three time points between program years 1 and 2 using the validated…
Background: All first-year medical students at Duke are required to participate in an Inter-professional Education (IPE) Experience. Students then return in their 3rd and 4th years of training. The Duke IPE Experience allows multiple pre-licensure professional programs, including MD, PA, DPT, BSN, and NP, to work together seeing patients in the acute care setting of the emergency department (ED), Monday-Thursday from 5-9 pm. The composition of the students varies each session due to size…
Magdalena
Lukaszewicz,
MHS, CHSE, PA-C
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Kimberly
Hartmann,
PhD, OTR/L, FAOTA
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Matthew
Mills,
MA, LAT, ATC
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Katherine
Grevelding,
PT, EdD, DPT, OCS, ATC
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Barbara
Glynn,
DNP, RNBC
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Julie
Booth,
PT, DPT, PCS
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Tania
Grgurich,
DHSc, MHS, RT(R)(M)(CT) ARRT
Quinnipiac University’s (QU) Center for Interprofessional (IP) Healthcare Education offers over 40 experiences serving over 3500 students annually. However, due to the COVID-19 Pandemic in the Spring of 2020, QU transitioned to online education and all scheduled on-ground IP events were canceled. Despite the immediacy of the transition, the faculty recognized the need to prioritize and offer IP education (IPE). Understanding that use of technology can enhance interprofessional collaboration…
Background. This poster presents a Open Education Resource (OER) that sustains the material implemented in a foundational IPE course. The initial collection of material was developed by 14 interdisciplinary faculty teams. The framework for the content was based on the Interprofessional Education Collaborative (IPEC) sub-competencies of Values/Ethics, Roles/Responsibilities, Interprofessional Communication, and Teams/Teamwork as well as leadership, shared decision-making, conflict, and…
Meredith
Quinene,
DHSc, MPAS, PA-C, DFAAPA
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Le'Keisha
Johnson,
MBA
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Moshtagh
Farokhi,
DDS, MPH
—
Lark
Ford,
PhD, MA, MSN, RN
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Keith
Krolick,
PhD
—
Temple
Ratcliffe,
MD, FACP
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Joseph
Zorek,
PharmD, BCGP
BACKGROUND: COVID-19-associated social distancing practices necessitated significantly altering a previously planned large-scale interprofessional education (IPE) activity for approximately 1000 students at the University of Texas Health Science Center at San Antonio. As a result, we developed and piloted an innovative, self-directed online learning experience emphasizing student engagement.
DESIGN: We partnered with the family of a child in the local community with complex…
Kimberly
Smith,
PT, DPT
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Wendy
Stav,
PhD, OTR/L, FAOTA
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Nardia
Aldridge,
Ph.D., OTR/L
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Rania
Massad,
PT, DPT, NCS
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Sarah
Blaylock,
Ph.D., OTR/L
Background: Interprofessional education and collaborative practice are recognized as means to reduce medical errors, improve quality of care, improve health outcomes, and manage healthcare costs. Multiprofessional colleges lend themselves to creating opportunities for interprofessional education to develop the Interprofessional Education Collaborative (IPEC) core competencies and satisfy accreditation standards. The aim of this study was to assess whether Interprofessional Education (IPE)…
Background: Motivational interviewing (MI) is an evidence-based process for eliciting behavior change and is taught across health professions. In practice, promoting health behavior change is the responsibility of many members of the care team. Preparing students for collaborative MI requires that they have an understanding of their own and others’ roles/responsibilities and that they are able to communicate effectively with patients, families, and other professionals. …
Nicholas
Hudak,
MPA, MSEd, PA-C
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Elizabeth
Ross,
PT, DPT, MMSc
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William
Bynum,
MD
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Betsy
Melcher,
MS, ATC, MHS, PA-C
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Nadia
Pasha,
MD
—
Beth
Phillips,
PhD, RN, CNE
Background: Interprofessional education (IPE) is a major priority for health professions education programs preparing learners for professional team-based practice. Clinical settings have been recognized as the ideal context for learners’ development of interprofessional attitudes and competencies. A recent IPE practice guideline for interprofessional teaching concludes “faculty development to enhance existing skills is desirable and should combine a hands-on workshop with demonstration and…