An interprofessional active-learning laboratory on urinary incontinence for pharmacy, nursing, and occupational therapy students

• Published in: Journal of interprofessional education & practice 2024-06, Vol.35, p.100697, Article 100697
• Main Authors: Donohoe, Krista L., Van Tassell, Benjamin, Gregory, Allison, Burns, Dana, Mader, Kerry, Lee, Sera, Bitor, Raelyn, Peron, Emily P.
• Format: Article
• Language: English
• Subjects: Interprofessional education; Nursing; Occupational therapy; Pharmacy; Urinary incontinence
• ISSN: 2405-4526; 2405-4526
• DOI: 10.1016/j.xjep.2024.100697

This article describes a novel interprofessional approach to urinary incontinence education. Faculty from the Doctor of Pharmacy, Master of Science in Nursing and Doctor of Nursing Practice, and Doctor of Occupational Therapy programs collaborated to create an active-learning session for their students. Small interprofessional groups were assigned to one of three 2-h lab sessions, during which they rotated through five stations (durable medical equipment, catheters, medications, non-pharmacologic interventions, and absorbent products) then debriefed as a large group. A total of 210 students participated. Most survey respondents (89.2 %) rated the activity as “excellent” or “very good.” A majority endorsed that learning from interprofessional faculty and working with interprofessional students enhanced their learning experience (93.6 % and 90.8 %, respectively). Knowledge and confidence scores improved overall from before-to-after the session; however, profession- and station-specific variability was noted for several knowledge questions. Implementation challenges included scheduling logistics, differences in foundational knowledge by degree program, and fidelity of the learning experiences. Urinary incontinence is a relevant topic for all health professions students. Urinary incontinence care and education are ripe for interprofessional collaboration. Novel approaches to urinary incontinence education are not well-documented. Interprofessional approaches to urinary incontinence education are not well-described. Providing interprofessional urinary incontinence education is feasible and effective. Urinary incontinence education is enhanced by interprofessional faculty and students. Perceived relevance of specific urinary incontinence topics may vary by profession. Perceived value of urinary incontinence educational activities may vary by profession. Differences in professional experiences among student and faculty may impact fidelity. Profession-specific experiences and professional expertise may impact fidelity. Operating multiple versions of the same station simultaneously may impact fidelity.