Despite decades of research touting the value of interprofessional education (IPE), as well as the inclusion of tenets of interprofessional competencies into various heath profession education accreditation standards, there continues to be a hesitancy for organizations to authentically and consistently integrate IPE and collaborative-learning experiences into curriculum and training of their respective health profession programs. Time, space, and (negative) perceptions of learning with and from other health professions continue to serve as persistent challenges to realized IPE opportunities – which, in turn, continue to thwart education-to-practice initiatives and team-based healthcare delivery.
A micro-level theory prominent in the stress and health literature, Conservation of Resources theory (COR), emphasizes that individuals have a basic motivation to obtain, retain, foster, and protect those things they centrally value – their resources. Moreover, according to COR theory, psychological stress occurs when individuals are: 1.) threatened with resource loss, 2.) lose resources, or 3.) fail to gain resources following resource investment. Although the categories of “resources” outlined by COR are focused on the individual (e.g. Objects (car, house); Conditions (good marriage, job security); Personal Characteristics (high self-esteem); Energies (credit, money)) – COR can be explored through a more meso, organizational-level lens to examine the motivations of health professions programs (i.e. Medicine, Nursing, PA, PT, OT, Dental, etc.) to conserve valued organizational-level resources such as course-time, physical space, occupational status, uni-professional identity, and uni-professional curriculum, among others. From this perspective, in this talk I argue that although explicitly stated as valued and important by program leadership, interprofessional education and collaborative–learning opportunities are actually implicit threats and stressors to profession/program-specific resources, and in turn, not consistently promoted, protected, or sustained.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.