An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care

Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance...

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Bibliographic Details
Published in:The Journal of nursing education 2010-12, Vol.49 (12), p.696-699
Main Authors: Dacey, Marie, Murphy, Judy I, Anderson, Delia Castro, McCloskey, William W
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Behavior
Behavioral Medicine - education
Cardiovascular disease
Colleges & universities
Control Groups
Cooperative Behavior
Core competencies
Core curriculum
Curriculum
Education, Medical, Undergraduate - organization & administration
Education, Nursing, Baccalaureate - organization & administration
Education, Pharmacy - organization & administration
Educational Environment
Health Insurance Portability & Accountability Act 1996-US
Health psychology
Humans
Interprofessional Relations
Nursing
Nursing education
Older people
Organizational Objectives
Outcomes of Education
Patient Care Team - organization & administration
Patient-Centered Care - organization & administration
Pilot Projects
Problem-Based Learning - organization & administration
Professions
Program Evaluation
Research Methodology
Service learning
Student attitudes
Teaching Methods
Undergraduate Students
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Summary:Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered.
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20100831-09