Terry Eggenberger, PhD, RN, NEA-BC, CNE, CNL, FNAP
Director Interprofessional Education & Practice
Florida Atlantic University
Dr. Terry Eggenberger, PhD, RN, NEA-BC, CNE, CNL, FNAP is the Director of Interprofessional Education and Practice, in the Office of the Provost at Florida Atlantic University. She is a Professor in the Christine E. Lynn College of Nursing, and a Clinical Affiliate Professor in the Charles E. Schmidt College of Medicine. She has been leading interprofessional (IP) education and practice endeavors since 2008. She completed the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) master trainer course, Primary Care TeamSTEPPS training, and the TeamSTEPPS Advanced Master Training Course as a foundation for designing Interprofessional Collaborative Practice (IPCP) programs. A Macy’s Presidential Grant (2015) supported Dr. Eggenberger and associates as they endeavored to strengthen IP relationships and communication in an acute care setting with frontline providers, addressing the IP education practice gap. Her IP team worked with frontline providers, including a new physician residency program in Internal Medicine; nursing, pharmacy, and social work to hardwire TeamSTEPPS at the point of care. She was Director of Interprofessional Student Engagement (2014), and PI (2017), for a NEPQR IPCP HRSA grant that advanced IP teambuilding in the delivery of diabetes mellitus and mental health care to an underserved population. She has published on IP initiatives, and presented nationally and internationally on team science and communication.

Presenting at the Nexus Summit:

After a decade of collaboratively providing interprofessional education, Florida Atlantic University and Palm Beach Atlantic University, identified a need to focus on the clinical learning environments to model the competencies in practice. While advances in clinical practice have been made to foster effective healthcare teams, students reflected that they often did not see the IPE core competencies modeled in practice. Educators surmised this might be due to discipline specific educational differences or by providers who did not get any exposure in their educational programming/training…