EUE Proposal FY2015 - siue. · PDF fileoverall behavior assessment of the error disclosure process will be conducted by viewing the ... nursing,andpharmacystudents ... recording/reflection’

EUE Proposal FY2015

Project ID# 15_007 Project Title Interprofessional Patient Error Disclosure Simulation Training for Dental Medicine, Nursing, and Pharmacy Students Project Director ID Number Telephone Email Ann Popkess 618-650-3992 [email protected] Department Campus Box School/College Primary Care/Health Systems

1066 Nursing

Course or Program Schools of Nursing (salary) School of Pharmacy (Student wages, travel, commodities and contractual services) Project Co-Director ID Department Email

Terri Poirier School of Pharmacy [email protected] Christine Durbin School of Nursing [email protected] Toni Roucka School of Dental Medicine [email protected] Miranda Wilhelm School of Pharmacy [email protected] Katie Ronald School of Pharmacy [email protected] Multiple Submission Priority: 1 Summary: Interprofessional education is defined by the World Health Organization (WHO) as äóìwhen students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes (2010).äóù Interprofessional education in the health professions is essential to building teamwork, enhancing communication among providers and patients, and ensuring patient safety. Widespread patient error in U.S. hospitals associated with substantial preventable mortality and morbidity, as well as major quality issues, has revealed the inadequacies in costly systems of care delivery (IOM, 2000, 2003). Developing effective teams and redesigned systems is critical to achieving care that is patient-centered, safer, timelier, and more effective, efficient, and equitable (IOM, 2000). In fact, most medical error with patients occur as a result of poor communication (Agency for Healthcare Research and Quality, Patient Safety Primers, http://psnet.ahrq.gov/primerHome.aspx). As a result of a new era of transparency in healthcare safety and quality, when errors do occur, the healthcare team must be adequately prepared to disclose rather than to disguise them. To date, few studies have been conducted with interprofessional teams using error disclosure teaching methods. This study will engage healthcare teams of dental medicine, undergraduate nursing, and pharmacy

students in an interprofessional education simulation focused on error disclosure. Error disclosure simulations based on best practices in education will be developed. The simulations will use SIUE theater students as standardized patients in the simulations. Participant students will review required preparatory materials on error disclosure, be assembled into teams, and work through error disclosure simulations that will be video-taped. The teams will be de-briefed by faculty immediately following the simulation. Evaluation of student knowledge, attitudes, and self-awareness regarding error disclosure will be measured before and after the simulation. An overall behavior assessment of the error disclosure process will be conducted by viewing the video-taped encounters with the students. Students will be asked to write a guided reflection describing their responses to the experience of error disclosure within two weeks of the experience. Project Budget Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total 4550 800 0 0 375 1700 0 0 0 7425 Cost-Sharing Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total 0 0 50 0 200 0 0 0 0 250

Project Narrative Interprofessional Patient Error Disclosure Simulation Training for Dental Medicine, Nursing and Pharmacy Undergraduate Students

General Information: Project Director/Co-‐Directors Name Title Contact Information Ann Popkess-‐ Project Director

RN PhD Assistant Professor SON

Ah 3332 [email protected] 650-‐3992

Terri Poirier –Co Director PharmD, MPH Professor & Associate Dean SOP

200 UP [email protected] 650-‐5155

Toni Roucka-‐Co Director RN, DDS, MA Associate Dean for Academic Affairs

2800 College Ave. Alton, IL [email protected] 618-‐474-‐7174

Christine Durbin Co Director RN JD PhD Assistant Professor

AH 3334a [email protected] 650-‐5672

Miranda Wilhelm Co Director

PharmD, Clinical Assistant Professor

0220, UP [email protected] 650-‐5131

Katie Ronald Co Director PharmD, Clinical Associate Professor

2208 UP [email protected] 650-‐5131

Interprofessional Patient Error Disclosure Simulation Training for Dental Medicine, Nursing, and Pharmacy Students Project Summary Interprofessional education is defined by the World Health Organization (WHO) as “when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes (2010).” Interprofessional education in the health professions is essential to building teamwork, enhancing communication among providers and patients, and ensuring patient safety. Widespread patient error in U.S. hospitals associated with substantial preventable mortality and morbidity, as well as major quality issues, has revealed the inadequacies in costly systems of care delivery (IOM, 2000, 2003). Developing effective teams and redesigned systems is critical to achieving care that is patient-‐centered, safer, timelier, and more effective, efficient, and equitable (IOM, 2000). In fact, most medical error with patients occur as a result of poor communication (Agency for Healthcare Research and Quality, Patient Safety Primers, http://psnet.ahrq.gov/primerHome.aspx). As a result of a new era of transparency in healthcare safety and quality, when errors do occur, the healthcare team must be

adequately prepared to disclose rather than to disguise them. To date, few studies have been conducted with interprofessional teams using error disclosure teaching methods. This study will engage healthcare teams of dental medicine, undergraduate nursing, and pharmacy students in an interprofessional education simulation focused on error disclosure. Error disclosure simulations based on best practices in education will be developed. The simulations will use SIUE theater students as standardized patients in the simulations. Participant students will review required preparatory materials on error disclosure, be assembled into teams, and work through error disclosure simulations that will be video-‐taped. The teams will be de-‐briefed by faculty immediately following the simulation. Evaluation of student knowledge, attitudes, and self-‐awareness regarding error disclosure will be measured before and after the simulation. An overall behavior assessment of the error disclosure process will be conducted by viewing the video-‐taped encounters with the students. Students will be asked to write a guided reflection describing their responses to the experience of error disclosure within two weeks of the experience. NARRATIVE AND BUDGET JUSTIFICATION Priorities for funding EUE

This proposed Excellence in Undergraduate Education (EUE) project addresses the

following priority areas: 1) programs that develop and share innovative pedagogies; and

2) programs that develop experiential learning strategies and activities. The project also

addresses the new curricular expectations of health professional education through

development of an interprofessional education simulation focused on patient safety.

Background

Interprofessional education is defined by the World Health Organization (WHO) as

“when students from two or more professions learn about, from and with each other to enable

effective collaboration and improve health outcomes (2010).” Interprofessional education in the

health professions is essential to building teamwork, enhancing communication among

providers and patients, and ensuring patient safety. Widespread patient error in U.S.

hospitals associated with substantial preventable mortality and morbidity, as well as major

quality issues, has revealed the inadequacies in costly systems of care delivery (IOM, 2000,

2003). Developing effective collaborative, health professional teams and redesigned

systems is critical to achieving care that is patient-‐centered, safer, timelier, and more

effective, efficient, and equitable (IOM, 2000). However, expecting health professionals to

work together if they are not educated together proves challenging.

It is estimated that greater than 100,000 patients per year suffer from some

medical error while hospitalized (Institute of Medicine (IOM), To Err is Human, 2000).

Medical and patient error reporting is discussed in the literature; however, the topic of full

disclosure of a medical error to patients is new. Health professionals often fear disclosing

errors to patients due to legal, professional and administrative repercussions (Robinson &

Hughes, 2008). There is also little reported on undergraduate health professions training

related to patient error disclosure (Mazor, Simon, & Guwitz, 2004; Noland, & Rickles, 2009;

Thompson & Tilden, 2009). Much of the literature reflects training with medical students

and physicians (Barrios et al., 2009; Brewster et al., 2005; Gilles, Speers, Young, & Fly,

2011; Gunderson, Smith, Mayer, McDonald, Centomani, 2009; Halbach & Sullivan 2005).

Currently, in the United States, health professions students are trained in professional

“silos”, absent a team or collaborative approach. Recently, healthcare safety organizations

have advocated for a focus on enhancing quality and patient safety education in pre-‐

licensure health professions students (IOM, Health Professions Education: A bridge to

quality, 2003). Six health professions organizations have described interprofessional core

competencies to guide the development of learning experiences across health disciplines

(Interprofessional Education Collaborative Expert Panel, 2011). Despite these efforts,

presently there is a dearth of literature to describe or evaluate an interprofessional

approach to teaching about medical error disclosure to patients by dental medicine,

nursing, and pharmacy students. The use of standardized patients in a simulated setting

could provide authentic student training and assessment of skills and attitudes towards

error disclosure and has demonstrated positive, though often non-‐generalizable, outcomes

(Madigosky, Headrick, Nelson, Cox & Anderson, 2006; Varkey, 2007; Wayman et al., 2007).

The IPE simulation proposed in this EUE project would represent one of the first to

include three health professions disciplines in a shared experiential pedagogy to teach

undergraduate and pre-‐professional students how to approach patient medical error

disclosure. As a group, the project directors bring shared experiences and expertise in

their disciplines, in simulation learning, and interprofessional collaboration. However,

none of the project directors have experience in teaching patient error disclosure training.

Therefore, it is critical to seek expert consultation in the development of this

interprofessional simulation and the materials to implement and assess this experiential

pedagogy.

Current Situation

The SIUE Schools of Dental Medicine (SDM), Nursing (SON) and Pharmacy (SOP)

have collaborated to develop other interprofessional curricular activities. In 2012, the SDM

and SOP developed interprofessional ethics training sessions. In 2013, interprofessional

cross cultural communication sessions were developed between the SOP and SON faculty.

In the fall of 2013, the SOP collaborated with St John’s School of Nursing and Lincoln Land

Community College Respiratory Therapy in Springfield, IL to develop an interprofessional

acute care simulation. As a result of the successes with these initial interprofessional

programs, faculty in dental medicine, nursing and pharmacy have explored other areas for

collaboration. Medical error disclosure training presented a common gap in all

professional school’s curricula. There is also a recent requirement by several accrediting

organizations to enhance patient safety teaching in health profession’s education. Each

school currently teaches patient safety, quality and communication skills through didactic

lectures in various courses. These courses, however, represent intra-‐disciplinary

approaches and do not teach components of teambuilding, interprofessional

communication or the unique aspects of patient error disclosure.

Proposed Project

The project directors from the Schools of Dental Medicine, Nursing and Pharmacy

have engaged in a collaborative effort to develop the following proposal for Excellence in

Undergraduate Education funding with the following objectives:

The Interprofessional Patient Error Disclosure Simulation Training will:

I. Provide training for the project directors and other invited faculty by experts educated through the Macy Foundation Grant and the University of Washington on patient medical error disclosure.

II. Design, implement, and evaluate an interprofessional patient error disclosure simulation training for dental medicine, nursing and pharmacy students.

A. Develop the case scenarios, simulation training and content for the simulation

B. Adapt a knowledge and attitude and skill instruments to assess student knowledge, attitudes and self-‐awareness of error disclosure and student satisfaction with the IPE simulation training scenario (Madigosky, et al., 2006).

III. Develop a sustainable, interprofessional pedagogical model for training pre-‐licensed health professions students using an experiential learning strategy.

Project Director and Faculty Training

Project directors/co-‐directors require training in order to teach error disclosure

skills. Regional faculty consultants will be invited to train the faculty. The consultants are

two experts, one nurse and one pharmacist. The consultants will provide advice on the

logistics and training materials for the project, and will also pilot and critique the case

scenario and assessment tools to be used for the educational project. They will provide a

four hour onsite training course for the investigators and SIUE faculty involved with the

simulation event. This training will include actual practice with error disclosure and

debriefings. An outline for the proposed half-‐day training and consultant letter of

agreement is included in the document provided by the consultants (Appendix).

Develop Materials for Simulation

The project directors will collaborate with the consultants to develop the necessary

materials and lesson plan for the education session. Content to provide the basics of patient

error disclosure, communication and teambuilding, as well as simulation writing/scripting

and debriefing questions will be developed during the summer 2014. Learning assessments

will be adapted from the literature (Madigosky, Hendrick, Nelson, Cox & Anderson, 2006;

Halbauch & Sullivan, 2005; Barrios, et al., 2009). Assessments will include:

1. Student knowledge/attitudes assessment 2. Checklist for the simulation assessment (behaviors) 3. Student Self-‐evaluation of error disclosure training (reflection)

Simulation Design Implementation

The Interprofessional Patient Error Disclosure Simulation Training will involve

50 dental students, 80 senior nursing students, and 80 third year pharmacy students

enrolled in major courses in the spring, 2015 semester. These courses will be identified by

faculty as appropriate for this content and approved by the respective school’s

Deans/Associate Deans. Students will be randomized to interprofessional teams of up to 5

students consisting of: one dental medicine student and one or two nursing and pharmacy

students. There will be 42 teams formed in total. A mock schedule is provided as an

appendix.

Seven theater students will be recruited in fall, 2014 to serve as the standardized

patients in the simulation exercise. They will be scripted and asked to simulate a patient

receiving the error disclosure notice. Each student will be expected to participate in two

hours of training prior to the simulation and eight hours over the course of the 2-‐day

Interprofessional Patient Error Disclosure Simulation Training.

The two day Interprofessional Patient Error Disclosure Simulation Training is

planned for February 26th and 27th, 2015 in the School of Nursing Simulation Learning Lab

In Alumni Hall. The simulation schedule of activities is detailed in the chart below. Each

simulation will be video recorded using digital video cameras provided by the SOP. Fifteen

data storage will be purchased for use in this project. Students will be asked to review

their team video after the event and provide self-‐reflections and evaluation as part of their

respective course requirement.

A graduate assistant (health professions student) will be hired to assist with

development and coordination of the simulation and quantitative data entry and analysis at

10 hours per week for the spring, 2015 semester.

Simulation Schedule Day /Time Icebreaker/Pre-‐

Assessments Simulation Debriefing/Post

Assessment View Video recording/reflection

Day 1 * Performed within 2 weeks of completion of simulation. Video is posted to course BB site Reflection will be assessed by course faculty

08:00-‐08:30 Groups 1-‐5 ( 25 students)

0840-‐910 Groups 6-‐10 Groups 1-‐5 ( 25 students)

0920-‐0950 Groups 11-‐15 Groups 6-‐10 Groups 1-‐5 ( 25 students)

1000-‐1030 Groups 16-‐20 Groups 11-‐15 Groups 6-‐10 1040-‐1110 Groups 21-‐24 Groups 16-‐20 Groups 11-‐15 1120-‐1150 Groups 21-‐24 Groups 16-‐20 1200-‐1230 Groups 21-‐24

*Repeat schedule on Day 2 with groups 25-‐42 as necessary Project Timeline

Date Milestone July 2014 Develop/adapt error disclosure training case scenarios; develop further

error disclosure training materials including content debriefing sessions and assessment instruments in collaboration with consultants

August 2014 Project director and faculty error disclosure training facilitated by regional expert consultants (Nurse and Pharmacist).

September to October 2014

Recruit standardized patients from CAS Theatre Department Revise scenarios and tools based on expert critique

November 2014

Submit proposal to collect assessment data to SIUE IRB for approval

January 2014 • Train faculty and standardized patients for their respective roles within the simulation.

• Recruit and hire Graduate Assistant ( 10 hours/week) February 2015

Implement the error disclosure training simulation program for students. 210 students will complete the program over two days.

March to June 2015

Data entry and analysis.

July 2015 Manuscript preparation and submission for poster presentations. Submit final project report to EUE coordinator.

Evaluation and Dissemination

The following outcomes demonstrating excellence in undergraduate education will

be assessed through instruments adapted by faculty project directors. A knowledge

assessment instrument (pre and post) will be designed based on the content developed.

Student attitudes and self-‐awareness regarding patient error disclosure will be assessed

pre and post-‐simulation using an instrument designed by the project directors. Students

will submit a reflection on their own and the group’s performance after viewing the video.

Finally, faculty will view videos and provide feedback to students on their performance.

The project directors will submit a final report to the EUE committee jointly. At

least one collaborative abstract for an interprofessional conference, such as the Institute

for Healthcare Improvement, will be submitted. Individual directors may also submit to

their respective professional organizations for meeting presentation. At least one

manuscript for publication to an appropriate journal will also be prepared.

Budget and Budget Justification Two schools will share the EUE funding of this proposal. Salary will be provided to SON to reimburse faculty as noted. The remaining funds will be provided to the SOP for Consultant, Graduate Student Salary, Student workers wages and commodities. School of Nursing Salary One week salary for two project directors from the SON is requested to support faculty on 9 month contracts during summer, 2014. Each project director will be expected to contribute one week of effort toward the development of training materials, scenario and assessments prior to the consultant’s arrival for training. Summer salary is not necessary for the Dental Medicine and Pharmacy faculty as they are on 12-‐month contracts. School of Pharmacy Consultants Faculty require training in order to effectively conduct this type of interprofessional simulation. There are regional experts who have been contacted and have agreed to come on site to provide training and testing of a scenario that will be developed by the project directors. The training will be open to all SDM, SON and SOP faculty who wish to attend, in addition to the faculty who will be involved in the courses and project directors. Engaging consultants to assist the SIUE faculty is critical to the effective implementation of this project ( See letter in Appendix. Graduate Assistant To be hired in Spring, 2015. Health professions student, preferably. Assist with preparation of documents/learning activities prior to simulation and coordination during simulation. Data entry of assessment instruments and qualitative data entry and assist with analysis of videos. Estimated at 25% or 10 hours per week. Student Wages (Theatre Students) Seven theater students will be recruited in fall, 2014 to serve as the standardized patients in the simulation exercise. They will be scripted and asked to simulate a patient receiving the error disclosure notice. Each student will be expected to participate in two hours of training prior to the simulation and eight hours over the course of the 2-‐day Interprofessional Patient Error Disclosure Simulation Training. The hourly rate for hire of these students is estimated at $10.00 based on current undergraduate student wages at $8.25. Since these students provide a special skill, and will be taxed on their earnings, we request the 10.00 per hour rate in order to recruit the most qualified students for this project. Commodities Purchase of 15, 16 GB cards for data storage in the digital cameras will be necessary to provide adequate recording time for each simulation. The approximate cost of a card is $25.00 In kind/cost sharing: The Schools of Dental Medicine, Nursing and Pharmacy will provide in kind support of the project through the following means. Estimated $250.00 for incidentals and travel.

-‐ Use of simulation lab facilities at the SON and lab coordinator -‐ Use of digital recording equipment (cameras) provided by the SOP

-‐ Refreshments for training and during the simulation (theater students) will be provided by SDM/SON/SOP

-‐ Travel to and from airport and other incidentals will be shared by SDM/SON/SOP

Item Description Estimated Cost Salary Faculty (School of Nursing) Graduate Assistant (School of Pharmacy) Student Wages Students (School of Pharmacy)

One week summer salary for 2 faculty ( 9 month appointments in SON) (2 weeks total) for development of assessment instruments, training materials. @ call staff rate of $5500.00 per month 25% assignment (10 hours per week/Spring 2015 semester) (4 months at $450.00 per month) Cost for payment for time during the simulation as well as training for 7 theater students to serve as standardized patients ($10 per hour X 8 students X 10 hours)

$2750 $1800 $800.00

Contractual Services Faculty consultants-‐ Error Disclosure training experts (School of Pharmacy)

Cost for honorarium and travel expenses related to two consultants $350.00 honoraria per consultant = $700.00 $500.00 travel per consultant (day trip)

$1,700

Commodities

#15-‐ 16 GB data storage cards for digital cameras 15 x $25.00 each

$375

TOTAL $7425.00

References

Barrios, L., Tsuda, S., Derevianko, A., Barnett, S., Moorman, D., Cao, C.L. …Jones, D.B., (2009). Framing family conversation after early diagnosis of iatrogenic injury and incidental findings. Sugical Endoscopy, 23, 2535-‐2542. Brewster, L. P., Risucci, D. A., Joehl, R.J., Littooy, F.N., Temeck, B.K., Blair, P.G., Sachdera, A.K., (2005). Management of adverse surgical events: A structure education module for residents. American Journal of Surgery, 190, 687-‐690.

Committee on Quality of Healthcare in America (2000). To Err is Human: Building a safer healthcare system. L.T. Koh, J.M. Corrigan, & M.S. Donaldson. Institute of Medicine. Washington D.C.: National Academy Press Committee on the Health Professions Education Summit (2003). Health Professions Education : A bridge to quality. Ann C. Greiner, & Elisa Knebel (Eds). Institute of Medicine. Washington D.C.: National Academy Press. Gilles, R.A., Speers, S.H., Young, S.E. & Fly, C., (2011). Teaching medical error apologies: Development of a multi-‐component intervention. Family Medicine, 43(6), 400-‐406. Gunderson, A.J., Smith, K.M., Mayer, D.B., McDonald, T., Centomani, N., (2009). Teaching medical students the art of medical error full disclosure: Evaluation of a new curriculum. Teaching and Learning in Medicine, 21 (3), 229-‐232. Halbach, J.L., & Sullivan, L.L., (2005). Teaching medical students about medical errors and patient safety: Evaluation of a required curriculum. Academic Medicine, 80, 600-‐606. Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. Madigosky, W.S., Hendrick, L. A., Nelson, K., Cox, K.R., & Anderson, T., (2006). Changing and sustaining medical students’ knowledge, skills and attitudes about patient safety and medical fallibility. Academic Medicine, 81, 94-‐101. Mazor, K.M., Simon, S.R. & Guwitz, J.H. (2004). Communicating with patients about medical errors. Archives of Internal Medicine 164( 23), 1690-‐1697. Noland.C.M.,& Rickles, N. M., (2009). Reflection and analysis of how pharmacy students learn to communicate about medication errors. Health Communication, 24, 351-‐360. Robinson Wolf, Z. & Hughes, R.G., (2008), Chapter 35: Error Reporting and Disclosure. In Hughes, R.G. (Ed), Patient safety and quality: An evidence-‐based handbook for nurses, (1-‐47). AHRQ Publication No. 08-‐0043. Rockville, MD: Agency for Healthcare Research and Quality. Thompson, S. A. & Tilden, V.P. (2009). Embracing quality and safety education for the 21st century: Building Interprofessional education. Journal of Nursing Education, 48(12), 698-‐701. Varkey, P. (2007). The objective structured, clinical examination as an educaiton tool in patient safety. The Joint Commission’s Journal of Quality and Patient Safety, 33, 48-‐53. Wayman, K. I., Yeager, K.A., Shareh, P.J., Trotter, S. , Wise, L., Flora, J.A., Halamek, L.P., (2007). Simulation –based medical error disclosure training for pediatric healthcare professionals. The Journal of Healthcare Quality, 29 (4),12-‐19.

Curriculum Vitae Ann M. Popkess PhD RN

Southern Illinois University Edwardsville Box 1066 Alumni Hall

Edwardsville, Illinois 62026 Phone: (618) 650-3992

Email: [email protected] Education: Degree Ph.D. MSN BSN

Year 2010 1992 1983

Institution Indiana University St. Louis University University of Iowa

Location Indianapolis, IN St. Louis, MO Iowa City, IA

Major Nursing Education/Leadership Nursing Administration Nursing

Employment History Year-Year Position Institution Location 2012-present Assistant Professor Southern Illinois University Edwardsville, IL Graduate II status Edwardsville 2011-2012 Assistant Professor Southern Illinois University Edwardsville, IL Graduate I status Edwardsville 2000-2002 Interim Director, Southern Illinois University Edwardsville, IL Undergraduate Prg Edwardsville 1998-2000, Instructor, SON Southern Illinois University Edwardsville, IL 2002-2010 Edwardsville PUBLICATIONS Refereed Journal Articles Popkess, A. & McDaniel, A. (2011). Are Nursing Students Engaged in Learning? Nursing Education Perspectives, 32(2). National League for Nursing, New York:NY. Burruss, N. & Popkess, A. (2012). The Diverse Learning Needs of Students. In Billings, D. and Halstead, J.. Teaching in Nursing (4th ed). St. Louis: Elsevier. Reviewer/Editorial Boards 2010 Abstract reviewer, Midwest Nursing Research Society Annual Research Conference;

Education section Guaranteed Symposium Research Grants- Funded Year Grant 2013 School of Nursing External Grant Award, $1000.00 (Dr. Luebbert/Dr. Popkess) 2010- STEP (Seed Grants for Transitional and Exploratory Projects, FY 11-12)

2011 The Influence of Teaching Method on Nursing Student Assessment of Suicide Risk, Co- Principal Investigator, $13,475.

2008-2009

Indiana University SON: Graduate Research Award, The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and use of Active Learning Strategies in the Classroom, Dissertation, $1200.00

Project Grants/Fellowships- Funded Year Project 2011 Illinois Board of Higher Education, Nurses Educator Fellowship Award, Competitive,

$10,000. 2002 Excellence in Undergraduate Education Grant (EUE),.Development of a Web-based

Course for the RN-BS Curriculum. EUE project #02-40. Project Director, Partially funded.

2000 Excellence in Undergraduate Education Grant (EUE). Development of Web-based Self-Directed, Modular Nursing Skills Course, Co–Project Director. Funded.

Relevant Academic Leadership (past 5 years) Year Committees 2009-Present 2012-2013

Course Leader, N 482 Transition to Professional Role; N 481 Leadership and Management in Nursin RN-MSN Curriculum Development Task Force (invited)

2011-present

SON Nursing Program Quality Improvement Committee, (elected, Chair, 2011),

International/National Presentations Popkess, A. & Luebbert, R. The Influence of Teaching Method on Assessment of Suicide Risk. November, 2013. Paper Presentation. Sigma Theta Tau International Biennial Meeting,

Indianapolis, IN. Popkess, A. Luebbert, R., The Influence of Teaching Method on Assessment of Suicide Risk.

April 12, 2012. Poster presentation. Annual Conference of the Midwest Nursing Research Society, Detroit, Michigan.

Popkess, A., The Relationship Between Undergraduate, Baccalaureate Nursing StudentEngagement and Use of Active Learning Strategies in the Classroom. April , 8, 2010. Poster Presentation. Annual Conference of the Midwest Nursing Research Society, Kansas City, KS.

Popkess, A. & McDaniel, A. Baccalaureate Nursing Student's Responses to the National Survey of Student Engagement, March 28, 2008. Annual Conference of the Midwest Nursing Research Society, Indianapolis, IN.

Relevant Regional Presentations Popkess, A. Clinical and Academic Partnerships: Promoting quality patient outcomes. Keynote

address, SSM Health System 2011 Nursing Congress. Beatty, M. & Popkess, A. Integrating Human Patient Simulation (HPS) into a Young-Middle Age

Adult Nursing Course,November 8, 2008. IUPUI Clinical Education Redesign Conference, Indianapolis IN.

CURRICULUM VITAE Therese I. Poirier, Pharm.D., MPH, FASHP, FCCP, BCPS

Current Positions: Professor, Pharmacy Practice and Associate Dean for Education and Academics Southern Illinois University Edwardsville Educational Background:

• B.S. in Pharmacy (Summa Cum Laude), Albany College of Pharmacy, 1977 • Doctor of Pharmacy, University of Michigan, 1979 • Certificate of Residency in Hospital Pharmacy, University of Michigan Hospital, 1979 • Master of Public Health, University of Pittsburgh, Health Services Administration, 1985 • Board Certified Pharmacotherapy Specialist, l994; recertification 2001-2008 and 2008-2015

Previous Positions: • Associate Dean for Academic Affairs, Southern Illinois University Edwardsville 2004-2012 • Professor of Pharmacy Practice and Director of Life Long Learning, Duquesne University 1993-

2004 • AACP and AAAS Congressional Fellow, Office of Senator Arlen Specter 1996-97 • Associate Professor of Clinical Pharmacy, Duquesne University 1983-93 • Assistant Professor of Clinical Pharmacy, Duquesne University 1979 -83

Relevant Experiences for EUE Project: • Developed and facilitated new educational endeavors in the SIUE School of Pharmacy including

developing new curriculum, design of teaching and learning methods for numerous new courses, and use of instructional technology

• Developed and coordinates education specialization in the School of Pharmacy that includes teaching of orientation to teaching, instructional and assessment strategies, and elective education advanced pharmacy practice experiences.

• Developed and facilitates inter0professional education (IPE) endeavors in the School of Pharmacy including the pharmacy-dental ethics course, pharmacy-nursing cross cultural communication experience, and IPE faculty development seminar

• Leading interprofessional team developing an online global health course • Developed and directed non-traditional online Doctor of Pharmacy program

Previous Grants Relevant to EUE Project:

1. International Experiential Component in an Education Concentration for PharmD Students”.

Grant SIUE Excellence in Undergraduate Education, 2008 - $8560 (co-collaborator)

2. “Designing an Interprofessional Education Program on Culturally Competent Communication for Students in Nursing and Pharmacy”, SIUE Excellence in Undergraduate Education, 2012 – $7306 (co-collaborator)

3. “Scholarship of Assessment, Learning and Teaching (SALT) Interprofessional Education Collaborations”, SIUE Graduate School Assessment Funds, $7296.90 (co-investigator)

Relevant Presentations:

1. Interprofessional Ethics Learning Between Schools of Dental Medicine and Pharmacy”, (Poster Presentation) American Dental Education Association Annual Meeting, Seattle, WA, March 2013 and AACP Annual Meeting, Chicago, IL, July 2013.

2. “Interprofessional Education (IPE) Innovations at Southern Illinois University Edwardsville”, (Poster Presentation) AACP Annual Meeting, Chicago, IL, July 2013.

3. “Setting the Stage”, SIUE/SIU Interprofessional Education Conference, May 14, 2013.

4. “Opportunity for IPE: Error Disclosure Training”, SIUE/SIU Interprofessional Education Conference, May 14, 2013.

5. “Thematic Round Tables”, SIUE/SIU Interprofessional Education Conference, May 14, 2013.

Relevant Publications: 1. Interprofessional Ethics Learning Between Schools of Pharmacy and Dental Medicine”,

Am J Pharm Educ 2013;77(5) Article 109. 2. “Interprofessional Education (IPE) Innovations at Southern Illinois University

Edwardsville”, Am J Pharm Educ 2013;77(5) Article 109. 3. Poirier T, Wilhelm M. Interprofessional Education: Fad or Imperative. Am J Pharm

Educ 2013;77(4) Article 68. 4. Poirier T, Wilhelm M. An Interprofessional Faculty Seminar Focused on

Interprofessional Education. Am J Pharm Educ 2014 (in press). 5. Wilhelm M, Poirier T, Otsuka A, Wagner S. Interprofessional Ethics Learning between

Schools of Pharmacy and Dental Medicine. J Interprofessional Care (in press) 6. Liu M, Poirier T, Butler L, Comrie R. Design and Evaluation of Interprofessional Cross-

Cultural Communication Sessions. J Interprofessional Care (in process)

Curriculum Vitae Christine R. Durbin, PhD, JD, RN

Education Degree Year Institution Location Major PhD 2007 University of St. Louis MO Nursing MO St. Louis JD 1993 St. Louis U. St. Louis MO Law MSN 1983 St. Louis U. St. Louis MO Nursing BSN 1976 St. Louis U. St. Louis MO Nursing Employment Years Position Institutions Location 2008- Asst. Prof. Nursing SIUE Edwardsville IL Present 1998-2009 Director, SIUE Edwardsville IL Community Nsg. Services 1996-2008 Lecturer, Nursing SIUE Edwardsville IL 1996- In-house Present Consultant St. Louis Hills St. Louis MO Internal Medicine 1994-1996 Attorney Legal Services St. Louis MO Eastern Missouri Publications Durbin, C. (2013). Legal principles in nursing. In Potter & Perry, Nursing Essentials, 8th ed. (Chapter 5). St. Louis: Elsevier. Durbin, C. (2011). When a family contests a living will. The Nurse Practitioner (36)8, 9-10. Durbin, C. (2010). Legal issues in nursing practice. In Perry & Potter, Basic Nursing, 7th ed. (Chapter 4). St. Louis: Elsevier. Durbin, C. (2009). Legal implications of nursing practice. In Perry & Potter, Fundamentals of Nursing Practice, 8th ed. (Chapter 23). St. Louis: Elsevier. Durbin, C. (2006). Legal issues in nursing practice. In Perry & Potter, Basic Nursing, 6th ed. (Chapter 4). St. Louis: Mosby. Durbin, C. (2004). Legal implications of nursing practice. In Potter & Perry, Fundamentals of Nursing Practice, 6th ed. (Chapter 22). St. Louis: Mosby. Durbin, C. (2003). Hospital breaches of confidentiality. CHART: Journal of Illinois Nursing. Grants Funded 2013 Missouri Baptist Health Center, $15,555. Protocol Development to Measure Nursing Electronic Health Record Usability. 2010 Illinois Board of Higher Education Nurse Educator Fellowship, $10,000. Presentations

Durbin, C., Kelly, K. (November, 2012). Trends in Nursing Malpractice, Continuing Education, SIUE SON. Durbin, C. (October, 2011). Legal and Ethical Issues in Nursing. Invited Lecture, N 233, SIUE, SON. Durbin, C. (May, 2011). Talking the Talk or How to Never Underestimate the Power and Effectiveness of Nursing Communication. Keynote address at the Twentieth Annual Katherine Belmont Leidenfrost Nursing Conference, St. Luke’s Hospital, St. Louis, MO. Durbin, C. (March, 2011). Nursing Practice and the Law. Invited Lecture, N 481, SIUE SON. Durbin, C. (April, 2010). School Nurse Legal Issues. Invited Lecture, Madison County School Nurse Association, Edwardsville, IL. Durbin, C. (2004). The Alphabet Soup of School Health Law: HIPAA and FERPA. School Nurse Symposium, SIUE SON. Durbin, C. (September, 2003). Facts, Myths, and Practice Implications of HIPAA. Invited lecture, Illinois Society of Advanced Practice Nursing, Peoria, IL. Durbin, C. (1998). Advance Practice Nursing and the Law. Invited Lecture, N 507, SIUE SON.

CURRICILUM VITAE

Toni M. Roucka, R.N, D.D.S., M.A. Associate Professor Associate Dean

Southern Illinois University School of Dental Medicine

1. EDUCATION

2007 M.A. Medical College of Wisconsin

Milwaukee, Wisconsin Population Health / Bioethics 1990 D.D.S. University of Illinois College of Dentistry Chicago, Illinois 1982 A.A.S, R.N. College of DuPage Glen Ellyn, Illinois

2. LICENSURE

1995 -‐ Present Licensed to practice Dentistry in Wisconsin 1990 – 1998, 2013-‐Present Licensed to Practice Dentistry in Illinois 1982 -‐ 1992 Licensed to Practice Nursing in Illinois

3. MILITARY SERVICE

08/90 -‐ 08/98 Dental Officer, United States Navy active duty ‘90 -‐‘93 and IRR ’93-‐’98. Provided direct patient care to active duty as well as reserve, and retired military personnel and dependents. Achieved rank of Lieutenant Commander.

08/93 – 04/96 National Health Service Corp. Spang Center for Oral Health, Chicago, Il. General Dentistry Position

4. FACULTY APPOINTMENTS

09/13 – Present Associate Professor with Tenure Department of Restorative Dentistry. Southern Illinois University School of Dental Medicine

07/10 – 08/13 Assistant Professor, Program Director for General

Dentistry Department of General Dental Sciences. Tenure Track. Reported to Chair, General Dental Sciences. Full-‐time. Responsible, with Chair, for Predoctoral Curriculum in General Dental Sciences. Responsible for the design, direction, and remediation plans for courses for pre-‐doc students as well as faculty development and calibration.

03/09 – 06/10 Clinical Assistant Professor and Comprehensive Patient

Management Group Leader. Clinical Track. Marquette University School of Dentistry, Department of General Dental Sciences. Responsible for students and patients in one of eight groups within the dental school.

08/08-‐ 03/09 Clinical Assistant Professor, Advanced Care Clinic.

Marquette University School of Dentistry. Full-‐time faculty position overseeing students and AEGD Residents providing care to emergency and special care patients.

01/04-‐ 08/08 Clinical Assistant Professor and Director of the Johnston

Clinic and Parkway Dental Clinics. These two clinics are community outreach clinics of Marquette University School of Dentistry. Involved all aspects of clinic administration including direct supervision, evaluation and hiring of staff and part-‐time faculty, supervising and assisting students with treatment planning and direct patient care, as well as maintaining working relationships with other community partners.

04/01 -‐ 12/03 Adjunct Assistant Professor, Marquette University

School of Dentistry. Involved in the departments of Screening and Emergency 04/01 -‐ 10/01, Isaac Coggs Clinic 10/01 -‐ 12/03. Part-‐time faculty position involving direct supervision of dental students providing comprehensive patient care.

08/94 –04/96 OTHER EMPLOYMENT

08/01 – 02/09 Dentist, Kenosha Community Health Center, Kenosha

Wisconsin

11/95 – 04/03 Dentist / Owner, Salem Dental S.C., General Dental Practice,

Salem, Wisconsin 08/93 – 04/96 Dentist, Spang Center for Oral Health, Chicago, Illinois. A

clinicdedicated to the treatment of HIV positive individuals

1983 – 1989 Registered Nurse, University of Illinois Hospital, Chicago, Illinois. Staff nurse in Neonatal Intensive Care.

1982 – 1983 Registered Nurse, Loyola University Hospital, Maywood,

Illinois. Staff nurse in Neonatal Intensive Care.

Miranda J. Wilhelm, Pharm.D.

Southern Illinois University Edwardsville School of Pharmacy

200 University Park Drive, Campus Box 2000 Edwardsville, Illinois 62026 (618) 650-5124

[email protected]

EDUCATION:

2002 – 2003 University of Kansas Community Pharmacy Residency B&K Prescription Shop, Salina, Kansas

1996 – 2002 Doctor of Pharmacy University of Kansas School of Pharmacy, Lawrence, Kansas

RELEVANT PROFESSIONAL EXPERIENCE: 2008 – Present Clinical Assistant Professor

Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, Illinois Education – Didactic

Coordinate, develop and teach didactic lectures and laboratory sections; Develop exam questions; Proctor and grade exams, homework assignments, and laboratory write-ups.

Education – Experiential Develop activities for pharmacy students on a Community Advanced Pharmacy Practice Experience; Precept and evaluate pharmacy students on a Community Advanced Pharmacy Practice Experience; Mentor pharmacy students during Capstone Senior Projects.

Clinical Services – Schnucks Pharmacy Develop and implement clinical services for Schnucks Pharmacy in Edwardsville, Illinois; Develop and implement corporate immunization program and diabetes education program; Perform blood pressure, blood glucose, hemoglobin A1c, cholesterol, osteoporosis, and spirometry screenings; Administer influenza, H1N1, hepatitis B, pneumococcal, and shingles vaccinations; Develop and precept pharmacy students during the Schnucks Pharmacy Summer Intern Program; Answer drug information questions.

RELEVANT INTERNAL FUNDING: Wilhelm M. ENRICH Course Enhancement Grant for Interprofessional Education Day. $500 from the Southern Illinois University Edwardsville Office of Student Affairs. August 2013.

Wilhelm M, Poirier T, Rotter B, Comrie R, Montgomery L. Scholarship of Assessment, Learning and Teaching (SALT) Interprofessional Education Collaborations. $7,296.90 from the Southern Illinois University Edwardsville Graduate School. February 2012.

RELEVANT PUBLICATIONS: Wilhelm M, Poirier T, Otsuka A, Wagner S. Interprofessional ethics learning between schools of pharmacy and dental medicine. J Interprof Care. (accepted).

Poirier T, Wilhelm M. Interprofessional Education: Fad or Imperative. Am J Pharm Educ 2013; 77(4) Article 68. RELEVANT POSTER PRESENTATIONS: NATIONAL POSTER PRESENTATIONS: Poirier T, Wilhelm M, Otsuka A, Wagner S, Rowland K, Lynch C, Siganga W. Interprofessional Ethics Learning Between Schools of Pharmacy and Dental Medicine. American Association of Colleges of Pharmacy Annual Meeting. July 2013. Chicago, Illinois.

Wilhelm M, Poirier T, Butler L. Interprofessional Education Innovations at Southern Illinois University Edwardsville. American Association of Colleges of Pharmacy Annual Meeting. July 2013. Chicago, Illinois.

STATE / REGIONAL POSTER PRESENTATIONS: Wilhelm M, Poirier T, Otsuka A, Wagner S, Rowland K, Lynch C, Siganga W. Interprofessional Ethics Learning Between Schools of Pharmacy and Dental Medicine. Southern Illinois University Edwardsville/Southern Illinois University Interprofessional Education Conference. May 2013. Edwardsville, Illinois.

Wilhelm M, Herndon C. Hospice Volunteer Initiative. Southern Illinois University Edwardsville/Southern Illinois University Interprofessional Education Conference. May 2013. Edwardsville, Illinois.

Petkewicz K, Wilhelm M, Kerr J. Interprofessional Collaboration to Optimize Influenza Immunization Efforts. Illinois Pharmacist Association Annual Meeting. October 2009. Peoria, Illinois.

RELEVANT SEMINAR PRESENTATIONS: NATIONAL SEMINAR PRESENTATION: Wilhelm M. Interprofessional Ethics Seminars between Schools of Pharmacy and Dental Medicine Round table. American Association of Colleges of Pharmacy Annual Meeting. July 2013. Chicago, Illinois.

STATE / REGIONAL SEMINAR PRESENTATIONS: Poirier T, Wilhelm M. School of Pharmacy Opportunity for Interprofessional Education Experience. Continuing Education Presentation for the Southern Illinois University Edwardsville/Southern Illinois University Interprofessional Education Conference. May 2013. Edwardsville, Illinois.

Comrie R, Durbin C, Montgomery L, Rowland K, Wilhelm M. Interprofessional Education: Setting the Stage. Continuing Education Presentation for the Southern Illinois University Edwardsville/Southern Illinois University Interprofessional Education Conference. May 2013. Edwardsville, Illinois.

RELEVANT LEADERSHIP AND COMMITTEES: Southern Illinois University Edwardsville 2012 – 2013 Southern Illinois University Edwardsville / Southern Illinois University

Interprofessional Education Conference Task Force, Member Southern Illinois University Edwardsville School of Pharmacy 2010 – 2013 Interprofessional Education Task Force, Chair

Katie E. Ronald, Pharm.D., BCPS 701 N. First St., Rm C412

PO box 19636 Springfield, IL 62794

Office: 217-‐545-‐6851 E-‐mail: [email protected]

PROFESSIONAL EXPERIENCE July 2013-‐ Clinical Associate Professor Present Southern Illinois University Edwardsville School of Pharmacy

Department of Pharmacy Practice, Edwardsville, IL August 2007-‐ Clinical Assistant Professor June 2013 Southern Illinois University Edwardsville School of Pharmacy

Department of Pharmacy Practice, Edwardsville, IL August 2007-‐ Assistant Professor of Pharmacology (secondary appointment) Present Southern Illinois University School of Medicine

Department of Internal Medicine Division of Pulmonary and Critical Care, Springfield, IL

TEACHING EXPERIENCE Pharm.D. Didactic PHPT 726 Integrated Pharmacotherapeutics: Endocrine/Metabolic/Nutrition (4 credits) Lecturer – Fall 2007-‐2013 (8-‐12 contact hours/year)

PHPT 725 Integrated Pharmacotherapeutics: Infectious disease (5 credits) Lecturer – Spring 2008-‐2014 (2 contact hours/year)

PHEL 763 Drug-‐induced disease (2 credits) Lecturer – Spring 2008 -‐ 2014 (2 contact hours/year) PHPT 727 Integrated Pharmacotherapeutics: GI/Rheumatology/Pulmonary (4 credits) Lecturer – Spring 2008 -‐2010 (8-‐10 contact hours/year)

PHPT 743 Integrated Pharmacotherapeutics: Eyes/Ears/Derm/Other (2 credits) Lecturer – Spring 2011-‐2014 (4 contact hours/year)

PHEL 774 Advanced Infectious Disease Pharmacotherapy (2 credits) Lecturer – Fall 2008-‐ 2013 (2 contact hours/year) PHEL 776 Critical Care Pharmacotherapy (2 credits) Lecturer – Spring 2009 -‐ 2014 (24 contact hours/year) Course Coordination PHEL 776 Critical Care Pharmacotherapy Elective: Coordinator (Spring 2009-‐2014) PHEL 763 Drug-‐induced Diseases Elective: Co-‐Coordinator (Spring 2010-‐2014) PHEP 746 Pharmacy Rounds II: Co-‐coordinator (Fall 2013)

Clinical Teaching Advanced Pharmacy Practice Experience (APPE) -‐ Patient Care Elective – Critical Care (5 weeks)

Academic Year 2008-‐2009 – 11 students Academic Year 2009-‐2010 – 10 students Academic Year 2010-‐2011 – 6 students Academic Year 2011-‐2012 – 13 students Academic Year 2012-‐2013 – 5 students Academic Year 2013-‐2014 – 9 students

Capstone Mentor Academic Year 2008-‐2009 – 1 student

Academic Year 2009-‐2010 -‐ 4 students Academic Year 2012-‐2013 – 2 students

RELATED PRESENTATIONS

Vogler C, Ronald K, Arnoldi J, Brummer G. Interprofessional Education Event Implementation Involving Three Non-‐affiliated Health-‐science Programs Located Across an Expanded Region. Poster presented at: American Associate of Colleges of Pharmacy (AACP) Annual Meeting, Chicago, IL; July 2013. Pending Presentation: Ronald K and Wilhelm M. Interprofessional Education (IPE) experiences involving three non-‐affiliated programs: Navigating Potential Roadblocks. Mini-‐session to be presented at: American Associate of Colleges of Pharmacy (AACP) Annual Meeting, Dallas, TX; July 2014.

UNIVERSITY SERVICE

SIUE School of Pharmacy Committees/Task Forces Member, Experiential Education Committee – July 2012-‐Present Performance Based Assessment Subcommittee – December 2010-‐Present Interprofessional Education Task Force – December 2010-‐Present Member, Pharmacy Practice Department Chair Search Committee – July 2012-‐May 2013 Chair, Admissions Committee – July 2010-‐June 2011 Member, Outcomes Assessment Committee – July 2009 –June 2012 Co-‐chair, Admissions Committee – July 2009-‐ June 2010 Member, Admissions Committee – July 2008-‐Present

Non-‐SIUE Relevant Committees Member, St. John’s college Interprofessional Education Steering Committee -‐-‐ July 2013-‐ Present CLINICAL SERVICE Memorial Medical Center, Springfield, IL – Medical Intensive Care Unit

o Participate in daily patient care rounds at Memorial Medical Center in Springfield, IL with the multidisciplinary Medical ICU team, which includes an attending physician from the Division of pulmonary and critical care medicine, 2nd year medical residents, nurses, medical students, pharmacy students (~ 20 hrs per week), dieticians, and social workers

HONORS and AWARDS 2009 SIUE School of Pharmacy Faculty Preceptor Award 2010 SIUE School of Pharmacy Capstone Poster Presentations – Honorable Mention

[Otsuka S, Ronald K. The impact of antibiotic administration time in sepsis patients.] 2011 SIUE School of Pharmacy – Teaching Distinction Award 2012 SIUE Teaching Distinction Award

School of Nursing, Alumni Hall, Room 2117, Box 1066, Edwardsville, Illinois 62026-1066, 618/650-3956, Fax: 618/650-3854

January 29th

, 2014

Wayne A. Nelson

Department of Educational Leadership

Southern Illinois University Edwardsville

Edwardsville, IL 62026

Dear Dr. Nelson and EUE Committee:

I am writing this as a letter in support of the Excellence in Undergraduate Education

(EUE) proposal: Inter-professional Error Disclosure Simulation Training for Dental

Medicine, Nursing and Pharmacy Students. Without a doubt, this proposal meets the

purpose of the EUE program. In specific, the proposal addresses the EUE program’s

high priority objectives of, teaching improvements, improvement in general education

outcomes, and interdisciplinary-curriculum development.

Dr. Durbin and Dr. Popkess are outstanding School of Nursing (SON) faculty members

and I am confident their results will enhance future learning opportunities for SON,

Dental Medicine and Pharmacy students.

It is my pleasure to fully support this proposal. I will help in any way that I can to

facilitate completion of the project. If you have any questions or concerns, please feel

free to contact me.

Respectfully,

Andrew Griffin, CRNA, PhD, APN

Interim Department Chair Primary Care and Health Systems

Assistant Professor &

Nurse Anesthesia Program Director

School of Nursing


[email protected]

618-650-2182

mailto:[email protected]


Wayne Nelson

EUE Coordinator

Office of the Provost

SIUE

Dear Wayne and Committee Members:

This is a letter of support for the Excellence in Undergraduate Education (EUE) proposal:

Inter-professional Error Disclosure Simulation Training for Dental Medicine,

Nursing and Pharmacy Students. This proposal meets two funding priorities: 1)

Programs that develop innovative pedagogies and 2) Programs that develop experiential

learning strategies.

To meet these priorities, this proposal designs and inter-professional education simulation

focusing on patient safety and error disclosure. Inter-professional education is essential to

building teamwork, enhancing communication among healthcare providers and patients,

and ensuring patient safety. When errors occur, the healthcare team must be adequately

prepared to disclose rather than to disguise medication errors. This study will engage

healthcare teams of dental medicine, undergraduate nursing, and pharmacy students in an

inter-professional education simulation focused on patient safety.

The salary request for nursing is appropriate for the work effort associated with this

proposal. It is my pleasure to support this proposal and I look forward in seeing the

outcome of inter-professional education in a simulated learning environment for students

in Dental Medicine, Nursing, and Pharmacy. I will insure the availability of the School

of Nursing Simulated Learning Center and related resources as in kind support for the

implementation of this experiential learning simulation.

Sincerely,

Anne G. Perry, EdD, RN, FAAN

Interim Dean and Professor


SCHOOL OF PHARMACY

Friday, January 31, 2014

Excellence in Undergraduate Education (EUE) Program Review Committee



Dean EUE Review Committee,

I am pleased to write this letter of support for the "Interprofessional Error Disclosure

Simulation Training for Dental Medicine, Nursing and Pharmacy Students" proposal for the

Excellence in Undergraduate Education Program. Interprofessional Education is a critical

part of the learning process which allows students from the various health professional

programs to learn from and with each other therefore preparing them to enter the workplace

ready to provide team-based patient care.

The Southern Illinois University Edwardsville School of Pharmacy has a history of

collaboration with other health disciplines on implementing large, complex projects such as

the one proposed here. I have no doubt the group will be able to lead this project to fruition.

I also agree to provide financial support for the project to fulfill cost sharing measures

between the Schools of Dental Medicine, Nursing and Pharmacy.

Participation in this collaborative project is an exciting and important opportunity for our

Doctor of Pharmacy students. Learning to disclose a medical error is an important skill

pharmacists need to develop and material related to this topic is currently lacking from our

curriculum. Collaborating with the Schools of Dental Medicine and Nursing will provide a

team-based real world practical application of learning for disclosure of an error.

Thank you for your consideration ofthis proposal. Please do not hesitate to contact me

should I be of any additional assistance in your evaluation of this proposal.

Sincerely,

Gireesh V. Gupchup, PhD,

FAPhA Dean and Professor


School of Pharmacy

Southern Illinois University Edwardsville School of Pharmacy

200 University Park Drive, Campus Box 2000, Edwardsville, Illinois 62026


January 21, 2014

Excellence in Undergraduate Education (EUE) Program

Review Committee



Dear EUE Review Committee,

I wholly support this lnterprofessional Education Initiative. Southern Illinois

University School of Dental Medicine (SIUSDM) is committed to collaborating with

other professional schools at SlUE to provide experiences that enrich the educational

environment, provide better outcomes for patients and prepare students for a

collaborative work environment in the future. The topic of error disclosure is an

important one. Delivering bad news to patients is unfortunately a reality of

professional practice. This exercise will engage students in a realistic scenario that

will prepare them to handle such situations more effectively and with minimal

collateral damage.

lnterprofessional education is essential to building teamwork, enhancing

communication, and ensuring patient safety. Southern Illinois University Edwardsville

has a strong history of educating health care professionals to provide high quality

care. In a changing national health care climate, health professional students must be

prepared to function, and in fact thrive, in an interconnected, interprofessional world

if the growing healthcare needs of our citizens are to be optimally met. This proposed

program will help support that aim. SIUSDM is fully committed to the success ofthis

EUE Program and will support it fully, including cost sharing as outlined in the budget.

Dean

Southern Illinois University

School of Dental Medicine

Office of the Dean, Building 273, 2800 College Avenue, Alton, Illinois 62002-4700, 618/474-7120, Fax: 618/474-7249


January 17, 2014

To: Miranda Wilhelm, SIUE School of Pharmacy

From: Chuck Harper, SIUE Department of Theater and Dance

Associate Professor, Head of Performance

Re: EUE Application

I am writing to express the enthusiastic support of the Department of Theater and

Dance, specifically the Performance Area, for your EUE application. The Dept. of

Theatre and Dance agrees to provide seven or eight upper level performance students to

act as standardized patients for a pilot program of inter-professional medical error

training for students in the Schools of Nursing and Pharmacy.

These Performance students will receive training from faculty in the Pharmacy program

and will then play the role of standardized patients so that teams of nursing and

pharmacy students can practice disclosing medical errors. The performance students

will be compensated for their participation at the rate of $150 per student.

I am very pleased that you have offered our students this excellent educational

opportunity. Standardized patient work is a viable means for early-career actors to earn

income (in fact, we currently have alumni working at both Washington University and

SLU in this capacity) and this experiential training will help prepare our current students

if and when that opportunity presents itself.

Best of luck with your application.

College of Arts and Sciences, Department of Theater

and Dance

Katherine Dunham Hall, Room 1031, Edwardsville, Illinois 62026-1777,

618/650-2773


January 25, 2014

Dr. Poirier:

Thank you for the invitation to speak at the Southern Illinois University

Edwardsville campus on interprofessional error disclosure and simulations. It

would be my pleasure to lead a faculty development workshop to help the

faculty implement an error disclosure event at SlUE. Please see the following

proposal for a half-day workshop. Let me know if you have any questions.

Sincerely,

Sarah Shrader, PharmD,BCPS, CDE

Clinical Associate Professor/Director of lnterprofessional Education

University of Kansas School of Pharmacy


WORKSHOP PROPOSAL Date: TBD either August 7th or 14th from 1-5pm Consultants: Sarah Shrader, PharmD, BCPS, CDE – pharmacy faculty and nursing faculty TBD

(contacting colleague at University of Missouri with similar experience)

Qualifications for Sarah Shrader:

Clinical Associate Professor at University of Kansas, previous position at the South Carolina

College of Pharmacy- MUSC Campus.

Currently Director of IPE at KU School of Pharmacy (also held the same position at MUSC).

Variety of peer-reviewed publications related to IPE work and numerous national presentations.

Consultant at other universities regarding faculty development workshops for IPE.

IP Error Disclosure: (1) Participant in Faculty Development Macy Grant and attended conference

at University of Washington (2) Participated at University of Washington in the simulation (3)

Adopted and modified the exercise for ~500 students at MUSC for annual “Interprofessional

Day” (4) Adapted the exercise for selected students at KU and currently run it on 6-week block

rotation for ~25 students each rotation (5) Poster presentation at AACP meeting (6) Workshop

at All Together Better Health IPE meeting this summer (6) Currently working with the original

collaborative group (Washington, North Dakota, Missouri) to submit a manuscript to the Journal

of Interprofessional Care.

The 4-hour workshop will include tips regarding logistics of running a simulation, tips on the

topic of error disclosure, faculty development needs for facilitators and training of standardized

patients. Will conclude with running the simulation with faculty.

Agenda:

1) Tips on the logistics for conducting the error disclosure simulation including tips for training SPs, the mechanics of conducting the simulation including the debriefing

2) Evaluation/assessment instruments 3) Appropriate way to conduct the simulation 4) Recommended resources for student prep before the experience 5) Actual simulation and debriefing (faculty will participate as the students) Fees: $350 per consultant for a half-day (4 hour session) Travel Expenses: traveling from KC, MO could drive (~5-6 hours plus mileage) and an overnight hotel

stay or could fly into St Louis and could likely do this all in one day so overnight hotel stay may not be needed

Prior EUE Support Project Director Project Number Award Amount Project Dates Terri Poirier 13-14 7306 2013 Prior Results 2013 - Designing and Interprofessional Education Program on Culturally Competent Communication for Students in Nursing and Pharmacy Min Liu Project Dir, Lakesha Butler, Rhonda Comrie, Terri Poirier The project designed, implemented and assessed an IPE program focusing on Culturally Competent Communication for students in Nursing 244 and PHPR 744. The program engaged students in two 2-hour sessions of team-based learning on the topic, using lectures, case studies, educational videos, and reflective activities. These were designed to increase competencies in culturally competent communication, interprofessional communication, and team work. The project was implemented in the Spring 2013. The project proposed to develop, implement, and assess an interprofessional education (IPE) program focusing on culturally competent communication for students in Nursing and Pharmacy. This IPE program was the first such collaborative program between the two schools involved. The assessments indicated that the innovative program met the learning benchmarks. Specifically, the IPE program significantly increased studentsäó» cultural competency; student self-report data indicated that the IPE sessions provided students an engaging experience of learning from, with, and about each other. The project is now sustainable and the activities continue in both nursing and pharmacy. A manuscript is in revision for the Journal of Interprofessional Care. One presentation was made: / Comrie, R., Liu, M., Butler, L., & Poirier, T. (2013). An Innovative IPE Program to Target Culturally Competent Communication for Students in Nursing and Pharmacy, International Conference on Communication in Healthcare, Montreal, Quebec, Canada, September 30, 2013. Additional Information on Prior Projects

Documents

EUE Proposal FY2015 - siue. · PDF fileoverall behavior assessment of the error disclosure process will be conducted by viewing the ... nursing,andpharmacystudents ... recording/reflection’