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National Interprofessional Education Consortium (NIPEC)

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The National Interprofessional Education Consortium (NIPEC) invites all ACAPT individual members who are involved with or interested in interprofessional education (IPE) to join our consortium - for free!

NIPEC PURPOSE

  1. The NIPEC shall advance physical therapy as an integral component of interprofessional education and practice through collaboration with other organizations nationally and internationally.
  2. The consortium shall serve as a resource and forum for faculty at member institutions involved in interprofessional education efforts.
  3. The consortium shall promote interprofessional education and collaborative practice within the physical therapy community through the ACAPT.

NIPEC GOALS

  • Coming soon

*For issues or suggestions on the NIPEC website, please contact Samantha Brown (skbrownPT@gmail.com)

NIPEC OBJECTIVES

Support ACAPT's mission to promote excellence in physical therapy education by:

  1. Disseminating information on IPE and collaborative practice among physical therapy education programs.
  2. Providing a mechanism for engaging academic and clinical educators to address matters related to integration of interprofessional education into academic physical therapy (Cultural Transformation)
  3. Fostering a culture of innovation, intellectual engagement, and leadership among faculty in interprofessional education (Cultural Transformation)
  4. Facilitating collaboration with other health professions educational programs for education, practice and scholarly activity related to interprofessional education (Cultural Transformation)
  5. Developing mechanisms for enabling entry-level physical therapists to meet the core competencies for interprofessional collaborative practice as a coordinated effort with the ACAPT and the APTA. (Excellence)1
  6. Disseminating information related to interprofessional collaborative practice to the physical therapy community in coordination with the ACAPT.
  7. Serving as a resource related to interprofessional collaboration to the ACAPT and to the national associations of schools of the health professions to promote and advance IPE experiences in education and practice.

What is Interprofessional Education?

"Interprofessional education (IPE) occurs when students, or members from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes and services. Interprofessional education is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs. A collaborative practice-ready health worker is someone who has learned how to work in an interprofessional collaborative team and is competent to do so." Source: World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice

What are the four IPEC IPE Core Competency Domains:

  1. Values/Ethics for Interprofessional Practice
  2. Roles/Responsibilities
  3. Interprofessional Communication
  4. Teams and Teamwork

See the IPEC Core Competencies for Interprofessional Collaborative Practice.

NEWS

See consortia election results 

Nominating Committee:
         Beth Davis, PT, DPT, MBA, Co-chair
         Brandy Schwarz, PT, DPT, OT, MBA, EdD, Co-chair
         Laura Gras, PT, DPT, DSc, MS
         Amy F. Croker, PT, DPT

 

Check out the National Center of Interprofessional Practice and Education You Tube channel

 

Interprofessional Education Collaborative (IPEC) - archive of free webinars 

 

IPEC hosts two annual team-based faculty development institutes to identify and plan institutionally-based projects that embed interprofessional education within their health professions schools. This free collection includes posters describing the development and implementation of these projects.

 

RECENT IPE PUBLICATION SPOTLIGHT

See updated IPE resources & articles at acapt.org/ipe

 

An interprofessional teaching approach for medical and physical therapy students to learn functional anatomy and clinical examination of the lower spine and hip

This study presents a model that brings together an interprofessional team of experts to teach functional and clinical anatomy of the lower spine and hip area to medical and physical therapy students. Two groups of medical students (n=60) and physical therapy students (n=77) were designated to two interprofessional clusters, with each cluster of students participating in three workshops, each lasting 40min. Workshops were guided by university anatomists, an orthopedic physician and physical therapists, and each provided. Study results demonstrated an increase in subject-specific competencies in functional and clinical anatomy of the lower spine and hip. Sub-question analyses showed that students learned from each other as well as from an interprofessional team of guiding experts/instructors, though mostly from the latter.

Implications:

This course offers an appropriate and effective model that brings together an interprofessional team of experts to teach functional and clinical anatomy to medical and physical therapy students. All students learned from the exchange with interprofessional group members as well as the instructors.

Reference:

González Blum C, Richter R, Fuchs R, Sandeck F, Heermann S. An interprofessional teaching approach for medical and physical therapy students to learn functional anatomy and clinical examination of the lower spine and hip. Ann Anat. 2020. doi: 10.1016/j.aanat.2020.151534. Epub 2020 May 23. PMID: 32450130.

 

ADDITIONAL RECENT PUBLICATIONS:

Other Relevant Recently Published Literature on IPE/C    

COVID-19 Interprofessional Considerations
Journal of Interprofessional Care Volume 34 Issue 5
https://www.tandfonline.com/toc/ijic20/34/5 

The 24 papers included in this themed issue tackle diverse but complementary topics. Early and mid-career researchers may find the discussion papers in this themed issue of particular value, since these help navigate the new normal of interprofessional health and social care education and research; as well as offer tools, guidance and advice on taking future steps in this field. The reports included in this themed issue exemplify the diverse nature of interprofessional initiatives, concerns and critical discussions that surfaced during the COVID-19 pandemic.

Karpa, K. (2021). Tips for converting interprofessional education sessions from in-person to remote synchronous formats for experiential learning. Journal of Interprofessional Education & Practice 22: 100408. OPEN ACCESS

Overcoming logistical hurdles is not new when planning interprofessional education (IPE) activities. When COVID-19 forced students out of traditional educational environments into learning remotely, additional challenges were thrust upon IPE. This article provides tips to help faculty who must rapidly transition what had been in-person, face-to-face IPE activities to remote, synchronous instructional modes that are interactive, engaging, meet objectives, and encourage subsequent application of knowledge learned. It is hoped that the practical tips presented here will serve as a guide for others to implement effective and engaging IPE sessions delivered remotely to learners.
https://doi.org/10.1016/j.xjep.2020.100408 

Woltenberg, L. N., et al. (2020). Fostering an interprofessional learning community of scholars: A model for contemporary faculty development. Journal of Interprofessional Education & Practice: 100390.

Inspired by learning communities, an evidence-based solution to combat faculty burnout, the University of Kentucky Center for Interprofessional Health Education's Faculty Fellows and Associates Program offers a novel approach to contemporary faculty development. The Program utilizes minimal financial resources and modest staff support to accomplish its main objectives: identify and recognize IPE champions, promote and support faculty interprofessional education (IPE) contributions, and demonstrate ongoing institutional commitment to faculty development, engagement, and support. This model simultaneously honors faculty IPE contributions and offers robust professional development, while effectively promoting IPE broadly. To date, members from thirteen different colleges and departments have leveraged the program to create numerous scholarly presentations and publications as well as a broad variety of other creative work. The benefits of the Fellows and Associates Program extend to the next generation of health care providers, the students ultimately inspired by these IPE champions.
https://doi.org/10.1016/j.xjep.2020.100390

Sherman, E., et al. (2020). Does mode matter? Perception of student competence following an IPE communication experience. Journal of Interprofessional Education & Practice 21: 100363.

Background Previous research suggests many of the key competencies comprising effective interprofessional collaboration (IPC) can be improved through interprofessional experiences. However, the optimal design of such experiences remains unclear. Purpose The purpose of this study was to compare the effects of a simulated IPC experience using videoconference versus audio only communication on self-rated interprofessional collaborative competence (ICC) in doctoral nursing and physical therapy students. Methods Students from each cohort were randomized into pairs, receiving either the videoconference or audio only experience during a simulated case. Students completed the Interprofessional Collaborative Competencies Attainment Survey-Revised (ICCAS-R) pre- and post-experience. Discussion Overall, students improved ICCAS-R scores from pre to post (p < .001); however, significant effects for group (p = .713) and group by time (p = .541) were not observed. Conclusion Both methods were effective at enhancing self-reported ICC. Future research should continue to explore optimizing IPC experiences.
https://doi.org/10.1016/j.xjep.2020.100363

 

Other Relevant Recently Published Literature on IPE/C:

Hermes C, Nydahl P, Blobner M, Dubb R, Filipovic S, Kaltwasser A, Ulm B, Schaller SJ. Assessment of mobilization capacity in 10 different ICU scenarios by different professions. PLoS One. 2020 Oct 15;15(10):e0239853. doi: 10.1371/journal.pone.0239853.OPEN ACCESS

Witt Sherman D, Flowers M, Alfano AR, Alfonso F, De Los Santos M, Evans H, Gonzalez A, Hannan J, Harris N, Munecas T, Rodriguez A, Simon S, Walsh S. An Integrative Review of Interprofessional Collaboration in Health Care: Building the Case for University Support and Resources and Faculty Engagement. Healthcare (Basel). 2020 Oct 22;8(4):418. doi: 10.3390/healthcare8040418.. OPEN ACCESS

Santucci NM, Jellin J, Davenport TE. Dental and physical therapy faculty collaborate in assessing and educating dental students on musculoskeletal disorders. J Dent Educ. 2020 Aug 24. doi: 10.1002/jdd.12387

Hsia S, Tran DN, Beechinor R, Gahbauer A, Fitzsimmons A, Brock T. Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students. Curr Pharm Teach Learn. 2020 Oct;12(10):1252-1257. doi: 10.1016/j.cptl.2020.05.010.


Stutzbach J, Jones J, Taber A, Recicar J, Burke RE, Stevens-Lapsley J. A Systems Approach is Needed for In-Hospital Mobility: A Qualitative Metasynthesis of Patient and Clinician Perspectives. Arch Phys Med Rehabil. 2020 Sep 20:S0003-9993(20)30938-2. doi: 10.1016/j.apmr.2020.09.370.

 

Meet the NIPEC Leadership Team

NIPEC Leadership and Board Member Information

NIPEC Leadership Team

    Directors-at-Large

 

 

 

   Nominating Committee

   NIPEC Website 

   ACAPT Liaison

   APTA Liaison

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Leadership Team Positions

The ACAPT National Interprofessional Education Consortium (NIPEC) holds elections in the spring-summer during the ACAPT election cycle.  If you are a member of NIPEC, you are registered to vote. If you have not yet joined NIPEC, do so now by clicking on the "Request to Join" box above. As with any organization, formation of a leadership team is representative of its members who vote.

Persons elected to a leadership position are expected to attend the annual ACAPT Education Leadership Conference where the NIPEC annual business meeting will be held, in addition to monthly teleconferences.

NIPEC Leadership Positions and Description of Responsibilities

Chair:
The Chairperson shall preside at all meetings of the Consortium and shall be an Exofficio member of all committees except the Nominating Committee. S/he shall be the designated liaison to the ACAPT Board of Directors unless otherwise determined by the NIPEC Board of Directors. The Chairperson will assure currency of essential information on the ACAPT NIPEC Website and attend the ACAPT annual meeting.

Vice Chair:
The Vice Chairperson shall assume the duties of the Chairperson at the request of the Chairperson or in the absence or incapacitation of the Chairperson and oversee NIPEC ad hoc committees as a voting committee member.  The Vice Chair shall serve as the Parliamentarian during the Annual and Special meetings. The Vice Chair shall represent the NIPEC related to any Program Planning responsibilities for ELC. 

Secretary:
The Secretary shall be responsible for keeping the minutes of all NIPEC and Board meetings; notify NIPEC members of the date, time, and place of NIPEC meetings; maintain the NIPEC’s archives and correspondence; and make NIPEC’s minutes and rules and regulations available to the membership and to ACAPT’s executive office. 

Nominating Committee Member:
The Nominating Committee shall consist of three (3) members.  Those eligible to serve are NIPEC members elected by the membership for three (3) year terms, with one (1) member being elected each year.  The senior member of the committee shall serve as Committee Chair for the last year of his/her term.

The nominating committee shall prepare a slate of one (1) or more names for each office to be filled.  The slate (i.e. list of candidates) shall be published on the NIPEC website and distributed to the membership prior to the election.  The Nominating Chair will provide the slate, together with the information on each candidate, at least 30 days in advance of the election.

Directors-At-Large:

Chair will provide the slate, together with the information on each candidate, at least 30 days in advance of the election The Directors at Large shall serve on the Board of Directors to provide broad-based input into the decision making process of the leadership team and assist with dissemination of information to the membership. They will serve as a liaison where assigned and perform such other duties as may be applicable to the office or as directed by the Chair and Vice Chair of the Consortium.

NIPEC's annual membership meeting

Takes place at the Educational Leadership Conference (ELC)

Please see IPE resources here for a list of organizations that hold regular conferences and workshops for the most up-to-date information.


NIPEC MEETING MINUTES

2019

  • NIPEC BoD Meeting Minutes 1.4.19
  • NIPEC BoD Meeting Minutes 2.1.19
  • NIPEC BoD Meeting Minutes 3.1.19
  • NIPEC BoD Meeting Minutes 4.5.19
  • NIPEC BoD Meeting Minutes 6.7.19
  • NIPEC BoD Meeting Minutes 8.2.19

 

2018

 

2017

 

2016

 

2015

 

2014

NIPEC Members


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