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Improving Pharmacy Education and Patient Centered Care Through Virtual Reality
Get PDFThis qualitative research explored the impact of immersive virtual reality (VR) experiences on student pharmacist knowledge, attitudes, and anticipated behaviors, when used as a supplement to traditional didactic education. Participants completed one or more simulated VR experiences role-playing a person with Alzheimer\u27s Disease, which included experiencing realistic visual and auditory disturbances, struggling with language comprehension, and displaying symptoms of aphasia. Post experience, students completed several short essay prompts. Overall, the study assessed student\u27s self-perceived empathy and anticipated changes to provision of patient care as a result of this activity. Major categories of themes that emerged included 1.) the dementia experience (communication and isolation, feeling like a burden, scared and helpless, confused, altered perception), 2.) importance of patient centered care (patient centered care, pharmacist perception, importance of caregiver care and inclusion, empathy), and 3.) resultant changes in practice (approach slowly and calmly, regimen simplicity and total medication care, monitor signs and symptoms, trust and rapport).https://dune.une.edu/cecespring2022/1014/thumbnail.jp
Multidisciplinary Telehealth Care Approach for our Patient with Long COVID
No full textThis poster is a reflection and summary of our multidisciplinary telehealth approach to caring for a Long-COVID patient. Students in Allopathic Medicine, Osteopathic Medicine, Physician Assistant, Physical Therapy, Occupational Therapy, Dentistry, Social Work, Nursing and Pharmacy programs at UNE & Rosalind Franklin University collaborated as a virtual primary care team. Our goal was to create a holistic plan of care that sought to address the most distressing concerns of both our patient and her spouse. An overview of our patient, approach to the case, treatment plan, unexpected obstacles, and take always are discussed here.https://dune.une.edu/cecespring2022/1002/thumbnail.jp
UNE-WHA Wellness Fairs: Insight Into Aging Culture From An Interprofessional Student Team Perspective
Get PDFA poster highlighting the work of three interprofessional groups of students with the common goal to provide engaging, informative, and fun events to the residents of the Westbrook Housing Authority (WHA) in Westbrook, ME. Each interprofessional team worked together to plan a Mini-Wellness Fair at various Westbrook Housing buildings during the Summer and Fall of 2021, and the current team is in the process of planning the Spring 2022 event. This presentation will showcase the breadth of activities planned for the residents to help combat the isolation felt throughout the COVID-19 pandemic. We also hope this presentation provides a gateway to the implementation of similar events for other isolated groups in the Greater Portland area. Students from various health professional programs, including social work, occupational therapy, physical therapy, nursing, dental, and allopathic medicine came together to create these events with help from faculty and staff from UNE and WHA.
Funding for this activity provided by the Center for Excellence in Collaborative Education. Special thanks to the Office of Research and Scholarship and Brian and Deborah Dallaire for their support.https://dune.une.edu/cecespring2022/1015/thumbnail.jp
Client Centered Care through a Collaborative Lens to treat symptoms of Long Haul Covid
Get PDFResearch poster reflecting on the benefits and challenges of interprofessional collaboration in caring for a patient dealing with long term COVID-19 via simulated Telehealth appointments. Multiple discoveries were made as different professions worked together to overcome technological and educational barriers to care for a patient diagnosed with a poorly understood and novel medical condition. Health professions Involved included: Allopathic Medicine, Osteopathic Medicine, Physician Assistant, Occupational Therapy, Pharmacy, Dental Hygiene, Social Work, Physical Therapy, and Nursing.https://dune.une.edu/cecespring2022/1004/thumbnail.jp
Adaptations of Public Health Problem Solving Paradigm in Interprofessional Training (PHIT): Gender Affirming Care
No full textTaylor Nichols is a fictional patient seeking gender affirming care in the Portland area. Our inter-professional team worked though her case using a public health problem solving paradigm, to assess needs of the patient
Adaptation of Public Health Problem Solving Paradigm in Interprofessional Training (PHIT)
No full textThis semester we were part of the PHIT program which was an interprofessional program where we collaborated to create a patient case in order to explore how the social determinants of health and various factors can impact a patient. We were team number 1 in this course.https://dune.une.edu/cecefall2022/1001/thumbnail.jp
Healthcare Student Perceptions of Interprofessional Collaboration Experience
No full textPoster representing the collaboration of Physical Therapy and Pharmacy students interprofessional experience while working with older adults. Students were given an opportunity to practice skills within their scope of practice, while practicing multidisciplinary care.https://dune.une.edu/cecefall2022/1002/thumbnail.jp
Interprofessional Collaboration to Overcome Patient Hesitancy & Increase Engagement
Get PDFResearch poster detailing the results of interprofessional case collaboration simulation. During the simulation, an interprofessional team learns to pivot their recommendations to best serve a patient who is reluctant to use traditional medical interventions. Physical therapy, osteopathic medicine, and nutrition recommendations were stressed in the care plan for this patient in search of a more natural approach to treating her long covid symptoms.https://dune.une.edu/cecefall2022/1000/thumbnail.jp
Understanding The Perceived Impact Of Social And Emotional Learning Interventions On High School Student Success
Get PDFIntegrating social and emotional learning (SEL) skills into instructional practices and academic content has become a priority in many school districts (CASEL, 2018). While educators and clinical professionals alike have made strides in recognizing the importance of SEL, the level of implementation across districts varies greatly (CASEL, 2018). This qualitative program evaluation explored whether school staff at a public suburban high school in the Northeastern United States perceived the implementation of various interventions aimed at increasing SEL skills of students to be successful. This study utilized semi-structured interviews to identify which interventions had been implemented by a group of school professionals, the Intervention Team, and whether school staff perceived the implemented interventions to have positive, neutral, or negative impacts upon the SEL skills of students. Results indicated that 17 different interventions were mentioned at least once as being implemented by the Intervention Team over the course of interviews with eight participants. Interviewees expressed which interventions they felt positively impacted areas of social and emotional learning. Interviewees reported self-awareness to be positively impacted by six distinct interventions, self-management to be positively impacted by two distinct types of interventions, responsible decision- making to be positively impacted by four distinct types of interventions, and social awareness to be positively impacted by two types of interventions. Additionally, interventions perceived to have a negative impact were explored. Potential remedies to increase the likelihood of intervention success were also offered by staff. Several areas in need of further study were identified based on the results of the present study. The specific impacts of SEL interventions upon those with mental health diagnoses and interventions implemented to target areas identified as weaknesses in social and emotional learning after assessment of social and emotional learning competency area skills in individuals are recommended areas of future study
Storytelling of Interprofessional Teamwork
Get PDFWe are an interprofessional team that worked together to discuss and treat a patient suffering from Long COVID-19. At the beginning, we came in with assumptions of other professions and carried our biases into the group. However, as we witnessed these professions interact with our Long COVID-19 patient, Amanda, our views and biases began to change. We were privileged to see how interprofessional teams interact and come together for the betterment of our patient.https://dune.une.edu/cecespring2022/1012/thumbnail.jp