Some problems that once forced people out of their homes and into assisted living can now be overcome with “smart home” technology that automates tasks, responds to voice commands, controls devices, and more. In this interprofessional simulation, students and elders/disabled investigated what types of technology might best help people live independently. As a result, students were able to:
• Gain a greater understanding of the everyday challenges faced by clients who are aging or who live with physical and/or cognitive limitations
• Increase their self-awareness of how they interact with such clients
• Increase their ability to collaborate effectively in teams by learning to value the knowledge and experience of clients and other health care professionals outside their field
The simulation took place in a specially-designed house on the campus of University of Southern Indiana (USI) that was built to serve as a smart home technology incubation lab.
During orientation to the simulation, students from Health Informatics, Occupational Therapy Assistant, Medicine, and Food/Nutrition were divided into six interprofessional teams. Each team was paired up with one of three standardized patients (SPs) and caregivers, who were the center of care. One SP was living with Parkinson’s disease and one was blind, while one SP played the role of a wheelchair user. During the simulation, each team accompanied an SP as he/she performed activities of daily living (ADLs) at four stations in the house �" the kitchen, bathroom, bedroom, and living-dining area. SPs and students evaluated the difficulties SPs experienced that could be remedied with technology and made recommendations.
Students provided qualitative feedback on the learning experience and rated their interprofessional competencies before and after the exercise using the Interprofessional Collaborative Competency Attainment Survey (ICCAS). In 19 of the 20 competencies, the survey revealed a statistically significant improvement in interprofessional skills.
This activity has been planned and implemented by the National Center for Interprofessional Practice and Education. In support of improving patient care, the National Center for Interprofessional Practice and Education is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), the American Nurses Credentialing Center (ANCC), and the Association of Social Work Boards (ASWB) to provide continuing education for the healthcare team.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credits™.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded up to 1.0 contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists: This activity is approved for 1.0 contact hours (.1 CEU) UAN: JA4008105-0000-20-065-H04-P; JA4008105-0000-20-065-H04-T
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive up to 1 continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive 1.0 Interprofessional Continuing Education (IPCE) credits for learning and change
In accordance with the Accreditation Council for Continuing Medical Education’s Standards for Commercial Support, adopted by the Joint Accreditors for Interprofessional Continuing Education, the National Center for Interprofessional Practice and Education has a conflict of interest policy that requires that all individuals involved in the development of activity content disclose their relevant financial relationships with commercial interests. All potential conflicts of interest that arise based upon these financial relationships are resolved prior to the educational activity.
Elizabeth Tanner, Lisa Pierce, Meghan Weber, Brad Stoecker, Lisa Hiley, Ruth Metzger, Gabriela Mustata Wilson
declare no vested interest in or affiliation with any commercial interest offering financial support for this interprofessional continuing education activity, or any affiliation with a commercial interest whose philosophy could potentially bias their presentation.