Teaching Strategies for Wellness Promotion Through Interprofessional Education

Abstract

Interprofessional education occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes (World Health Organization, 2010). The purpose of this interprofessional educational opportunity was to engage students in the core competencies of interprofessional education and practice. Wellness coaching is becoming more recognized in health professions with certifications specific to diseases and nursing. Wellness coaching encompasses a holistic approach through mind, body, spiritual, emotion, and social approach. There is a gap in the literature on interprofessional wellness coaches and coaching. The College of Nursing and Health Professions Spring Wellness Program offered a health fair, wellness program including wellness coaching, and brown bag lunch and learns offered for faculty, staff, and students. Interprofessional disciplines of nursing, nutrition, occupational therapy, respiratory therapy, and kinesiology collaborated and promoted health education during the one-day health fair. All disciplines were invited to participate in the TeamStepps™ training prior to the health fair. In addition, nutrition and nursing students received training for wellness coaching training and provided coaching over an 8-week period. Brown bag lunch and learns were scheduled and provided by occupational therapy, nursing, nutrition, and kinesiology on stress and chronic diseases management. The purpose of the lightning presentation is to encourage participants to appraise the value of student-led interprofessional education opportunities. Key take-aways include Other professions can provide opportunities for students, preparing them for a variety of career experiences. Well-designed programs need clear directions and expectations outlined by the faculty with faculty oversight. Reference World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. https://apps.who.int/iris/handle/10665/70185.