• Same-Day Dental Procedures with Questions Requiring Immediate Responses: An IPE Assignment

      Hall, Mellissa; Coan, Lorinda; Holt, Emily
      Research Question/Context Does an interprofessional assignment support learning between two student groups: Dental Hygiene/Dental Assisting and graduate nursing students in a family nurse practitioner specialty? The interprofessional assignment was developed to simulate a real-life experience using a “patient” waiting for a dental procedure. The goal of the assignment was to emphasize shared patient responsibility between dental and primary care professionals. Clinical scenarios included commonly encountered concerns: uncontrolled diabetes, uncontrolled blood pressure, or daily use of medications associated with bleeding risk. Grounding The theoretical foundation of the assignment was derived from E.E. Bayles’ discussion of theories supporting learning (1966). Bayles’ emphasized five tenets of learning: learning as a mental discipline, learning as conditioning, learning as preparation for life, learning as development of insight, and learning as operant conditioning. The interprofessional assignment focused on the third and fourth tenets as presented by Bayle. Students were assigned commonly presenting patient scenarios they will deal with daily in their professional lives. With the patient scenario, students were led to develop insight on how to ask or provide answers supported by current literature/standards of patient care. Methods An interprofessional site was opened through the Blackboard Learning Management System for both dental hygiene/assistant students and graduate nursing students. IRB ruling was received from the University of Southern Indiana. The Blackboard site provided details about the assignment for both student groups and explained informed consent. Students could opt out of the study, but all were required to complete the assignment. The pre/post questionnaires focused on the value of the IPE assignment (King, Shaw, Orchard & Miller, 2010). Data from pre and post questionnaires were compared to determine the effectiveness of the assignment. Pre-IPE assignment responses (N = 71) and post-IPE responses (N = 50) were compared. Discussion/Lessons Learned Pre and post student surveys included quantitative and qualitative questions. Findings from the quantitative questions supported > 98% of students reported the IPE assignment was of value and helped them to understand the other profession’s role in patient care. The majority of both students groups responded the assignment helped understand how classroom content would be applied to their future work setting. Most qualitative responses were positive as well. Other disciplines could adapt a similar IPE assignment based upon anticipated collaboration between professions and the necessity for timely answers to assure patients/customers receive appropriate and timely services. References Bayles, E. (1966). Theories of Learning and Classroom Methods. Theory Into Practice, 5(2), 71-76. King, G., Shaw, L. Orchard, C.A. & Miller, S. (2010). ISVS: The interprofessional socialization and valuing scale: A tool for evaluating the shift toward collaborative care approached in health care settings. Work, 35 (1), 77-85.