Professional Wellness has been a hot topic across professions for a decade, and recent events such as the COVID-19 pandemic and rising racial tensions have made self-care all that much more important. Further, a wholistic approach to patient care that includes a wellness assessment and key strategies to improve wellness can improve patient care quality and experience, prevent illness and injury, and promote wellbeing. As such, there is an opportunity to intermingle a critical professionalism topic with team skill building using IPE methodology. During this IPE competence workshop, interprofessional teams of students from colleges of medicine, nursing, pharmacy, public health, and health professions, reviewed the SAMHSA wellness domains and stressors related to each from the experience of being a student and an emerging health care professional. These teams then discussed potential self-care opportunities in each domain and individually completed SMART goal plans. The teams then discussed the wellness domains in relationship to patients and their families in the context of both illness/injury and health promotion/prevention. Finally, teams discussed the responsibility team members have to reach out to their colleagues if they notice signs of potential stress, how to have these conversations sensitively and appropriately, and the spectrum of referral options available if needed. Quantitative and qualitative data will be presented, including engagement, attendee satisfaction, and impact on attendees’ skills related to communication, role clarity, team process, and team culture. A sampling of the pictures of the teams’ shared wellness domain work will be presented and lessons learned discussed.
Disclosures:
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.
Lolita O’Donnell, LaDonna King, Barbara Anderson, Wendy Ward, Kathryn Neil, Diana McNeil, Shelley Cohen Konrad
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.
