Evidence-based Practice Support for a Health Information Technology-Focused Interprofessional Education (IPE) Program

Monday, 18 November 2013: 3:35 PM

Mari Tietze, BSN, MSN, PhD
College of Nursing, Texas Woman's University, Dallas, TX
Karen Pancheri, PhD, RN
Nelda C. Stark College of Nursing, Texas Woman's University, Houston, TX
Elizabeth B. Restrepo, PhD, RN
College of Nursing, Texas Woman's University, Denton, TX
Gayle Hersch, PhD, OTR
School of Occupational Therapy, Texas Woman's University, Houston, TX

Learning Objective 1: Describe the process for using matrix-based content in support of evidence-based practice associated with an interprofessional education health information technology program

Learning Objective 2: Explore relationship between student-based outcomes and effectiveness of course content assimilation throughout the program

Informatics, defined as the exploration, application, and evaluation of the transformation of data to knowledge and subsequent wise application to human health, is an ideal educational connection among health care professionals from different disciplines.  This project explores the application of informatics as an instructional bridge to foster interprofessional education and collaboration among masters and doctoral students of physical therapy, nursing, occupational therapy, and nutrition science.  A critical component for the success of this interprofessional educational design is the use of technology to support patient care delivery.  The use of data and data bases, the creation and use of software applications, the understanding of basic and advanced informatics, the testing and evaluation of interface design, and the application of telehealth technology to reach rural and other isolated patients represent the basic components of this program.  These activities include didactic content basic to health informatics:  privacy and security, patient safety and quality, clinical decision support and patient engagement.  Thus, based on an overarching matrix of course content, each interprofessional instructional bridge module is assigned components of the matrix.  Additionally, for example, in the telehealth course, PT, OT, nutrition and nursing professionals plan care delivery based on the case study that is used throughout the program courses.  The case study, which describes a young man recovering from traumatic injuries and his current living environment, calls for the students to collectively address his safety, quality of life, and technology needs.  Technology essentials used to bring health professionals together will be described along with research involving evidence-based practice health information technology aimed at supporting the program courses.