Barbara Heise, PhD, APRN, CNE, Associate Professor, College of Nursing, Brigham Young University
- Katreena Collette Merrill RN PhD, Assistant Professor, College of Nursing
- Len B. Novilla, MD, MPH, Associate Professor, Department of Health Science, College of Life Sciences
- Pauline Williams, PhD, RDN, CD, Assistant Teaching Professor , Department of Nutrition, Dietetics and Food Science
- William Zundel, MS, Associate Teaching Professor, Department of Microbiology & Molecular Biology
Evaluation of Academic Objectives
We proposed to develop documentary videos on each discipline to highlight their strengths and what that discipline can bring to a team.
We also proposed to add an IPE course that would include TeamSTEPPS and crucial conversations education, approach other disciplines and work with our community partners.
Because of the MEG grant we were able to create a one credit course (STDEV- 214R Interprofessional Education in the health professions/cross listed as NDFS 631R). The course was offered in fall 2014 and fall 2015 with 22 and 38 students enrolled respectively. Students were from public health, dietetics, medical lab science, exercise science, nursing, pre-professional and more.
We worked with our community partners and students we developed a video on the interprofessional aspect of public health. The video was used as part of our course in fall 2015.
To include TeamSTEPPS we invited students to make their own interprofessional videos where they used TeamSTEPPS.
In fall 2014, we had BYU human resources teach the students crucial conversations. In fall 2015, we collaborated with the author of the book (Kerry Patterson) and he came to our class to work with the students.
We were fortunate to have several community and university partners present and work with our students. These partners included CEO of Intermountain South Region Steve Smoot, Dr. Brent Ward from the University of Michigan, a respiratory therapist, social worker and clinical psychologist. Our final included a collaboration with the new Nursing Learning Center to participate in a domestic violence simulation.
Evaluation of Mentoring Environment
This project resulted in a great mentoring environment. Students from all over the university interacted with faculties from five different disciples. Further, during the mentoring experiences, the students were able to collaborate on projects and across disciplines. We were able to create community partnerships that were very valuable for our senior students. Many of our students were in the process of applying for medical and dental school. The experiences learned in this class helped with the application process and interviews.
List of Students Mentored
- Boyd, Clark
- Bullock, Taylor Albert
- Cetraro, Zachary Adam
- Clawson, Kyle Stuart
- Clemens, Kessa Rose
- Exstrom, Drake Warren
- Figueroa, David Antonio
- Hawks, Andrew Russell
- Hine, Adam Michael
- Howell, Forrest Joon-Ho
- Hurley, Joseph Tyler
- Kener, Kyle Bitter
- Lake, Ian McAllister
- Lott, Trevor Matthew
- McGuire, Tanner Ross
- McMaster, Zachary Todd
- Miner, Marshall John
- Myers, Jessica
- Orr, Kathryn Hanks
- Parry, Mark James
- Powell, Alex David
- Roberts, Michael Evan
- Sands, Daniel Carlin
- Simmons, Kelsey Larson
- Soelberg, Megan Nicole
- Stone, Anna Alisia
- Swanson, Matthew Robert
- Tyler, Austin Michael
- Weed, Brittany
- Wood, Devon Matthew
- Ehlers, Kemais Burtenshaw
- Graham, Ryan Curtis
- Hall, Quincy
- Jordan, Clinton James
- Lee, Eugene Jung
- Lowe, John Thomas
- Pyper, Rachel Merrill
- Rossi, John Dominick
- St Laurent, Michael David
- Strike, Margaret Leone
- Tukuafu, Eleni Sentilani
- Volcy, Navirlene L
- Welling, Kamila Jane
- Woodward, Tauna
Williams, P., Collette-Merrill, K., Heise, B, & Novilla, L. (2014). Implementing interprofessional education at a university without an academic health center. Journal of American Nutrition and Dietetics. Revise and resubmitted.
Heise, B., Collette-Merrill, K., Novilla, L.B., & Williams, P. (2014). Lessons learned starting interprofessional education at a non-medical school university. Conducted at National Gerontology Nurses Association. San Antonio, TX: October, 2014
Williams, D.P., Merrill, K., Heise, B., Novilla, L.B. (2014). Integrating interprofessional education into dietetics, nursing, and public health curriculum. Journal of Academy of Nutrition and Dietetics, 114(S2):A68.
The MEG was accompanied by an IRB approved study. At the beginning of the semester and at the end, students completed a questionnaire that included three valid and reliable instruments combined into one on-line survey. Instruments included the attitudes towards healthcare teams, the University of West England interprofessional questionnaire and the communication and teamwork scale. The questionnaire results showed that 76% of students indicated that their interprofessional impressions have changed. They felt that it was valuable to learn about other professions and their individual biases.
Qualitative results from the public health video: Students were overwhelming positive about the message of interprofessional collaboration displayed in the video. Below are two student comments.
“The video struck a chord within me because I believe that it masterfully demonstrates the importance of communication within individuals in the health professions as well as communication as a community and nation.”
“Working together as a team will enable us to truly make a difference in the general health of the public. And I need to be a part of the change that is happening! Organized dentistry should go hand in hand with organized health care, and I now have responsibility to the community to promote that.”
|Research Assistant: $12/hour x 3 hours/week = $144/month x 12 months||= $1728.00|
|Materials/Supplies for educational materials/videos/flyers for IPE classes||= $772.00|
|Documentary film about Public Health:||$15,000.00|
|Dissemination of Research Presentation at Conferences||= $ 5,000.00|