Introduction to Multi-professional Team Practice in Community-based Care

Course With Service Learning

COURSE LOCATION: Center for Healthy Communities, 140 E. Monument Avenue, Dayton, OH 45402, (937) 775 1114
MEETING TIMES: Fridays, 1:00 4:00 PM (January March)

FACULTY: Meetings by appointment

Annette Canfield, MS, RNC Bob Nelson, LISW
Director, Health Professions Education Visiting Associate Professor
Center for Healthy Communities WSU, Department of Social Work
Clinical Instructor, WSU, CoNH Phone: 775 2751
Phone: 775-1117 E mail: robert.nelson {at} wriqht(.)edu
EMail: annette.canfield {at} wright(.)edu

Cheryl Meyer, PhD, JD Kate Cauley, PhD
Associate Professor Director, Center for Healthy Communities
WSU, School of Professional Psychology Associate Professor
Phone: 775-3300 WSU, School of Medicine
Email : chervl.meyer {at} wright(.)edu Phone: 775 1114
EMail: katherine.cauley {at} wright(.)edu

Michele Schwegman, PAC, MS Kay Vorholt, RN, MS
Physician Assistant Program Associate Professor, Department of Nursing
Kettering College of Medical Arts Kettering College of Medical Arts
3737 Southern Blvd. 3737 Southern Blvd.
Kettering, OH 45429 Kettering, OH 45429
Phone: 298-3399, ext 55667 Phone: 395 8619 ext 55624
Email: michele.schwegman {at} kmca(.)edu E mail: kay.vorholt {at} kcma(.)edu

COURSE DESCRIPTION
Students from health professions disciplines will be introduced and exposed to conceptual models of multiprofessional (MP) practice in community settings. This course will be taught utilizing the principles of Service Learning in relationship to MP practice.

CREDIT ALLOCATION/SERVICE HOURS
As determined by the specific health professions school or department. Number of on site service hours to be determined by individual MP team faculty.

COURSE OBJECTIVES
During or at the completion of this course, the student, individually, or as a member of a multiprofessional team, will be able to:

1. Demonstrate competence in multiprofessional team approaches to community based primary health care with an emphasis on Health Promotion and Disease Prevention.
2. Develop awareness of barriers to health, well being, and primary health care access
3. Become aware of the impact of diverse health beliefs and practices on individuals, families, and communities.
4. Identify, discuss and apply knowledge of community resources in maintaining individual, family and community health.
5. Reflect on how service learning enhances more collaborative practice

REQUIRED READINGS

1. Walbroehl, G. (2000). Service Learning in health professions education: A multi-professional example. Academic Exchange, Winter, 2000.

2. Rice, A., (2000). Interdisciplinary collaboration in health care: Education, practice, and research. National Academies of Practice Forum, 2 (1), 59 73.

3. Casto R. M., Julia M. C., Platt L. J., Harbaugh G. L., Waugaman W. R., Thompson A., Jost T. S., Bope E. T., Williams T. & Lee D. B. (1994) (Commission on Interprofessional Education and Practice) Interprofessional care and collaborative practice. Pacific Grove, CA: Brooks/Cole Publishing Co., Chapters 4

4. "Group Process and Interprofessional Teamwork" by Julia & Thompson, Chapter 5 "Essential Elements of Interprofessional Teamwork: Task and Maintenance Functions" Julia & Thompson.

5. Eyler, J. & Giles, D. (1999). "Engagement, curiosity, and reflective practice" In Where's the learning in service learning? Jossey Bass: San Francisco, CA.

TEACHING STRATEGIES
Service Learning, team building, reflection, discussion, community partners/sites, required readings, guest speakers and others as appropriate.

COURSE REQUIREMENTS

1. Course attendance and participation – required in this course and comprise 30% of your course grade. If there is more than one unexcused absence, you will be dropped from the course.
2. Assigned readings and exercises - must be completed prior to each class.
3. Multiprofessional Team Service Learning Project - Community partners will be invited to the class to present information about their agency/organization to students. The focus of the presentation will be a service opportunity appropriate for implementation by a MP team of students. Students will be asked to identify their top two choices of agencies. Faculty will select multiprofessional teams to work with each agency. Teams will be representative of the health professions student population. Each team will have an academic and community faculty for the duration of the project. See attached guidelines.

   Writing the Community Development Mini Grant: Each MP team will have the opportunity to write for a mini grant, using the Request For Proposal (RFP) in the packet, for $750 to support their SL project. Community and academic faculty will provide guidance for this project. A draft copy is due by Week Five in order for the funds to be dispersed in a timely fashion.

   Team Presentation Week TEN: Each MP team will make a 10-15 minute presentation highlighting their SL project. Each team member must participate. Creativity is encouraged (ex: short video, PowerPoint). Community and academic faculty will be present.

   (The above three components of the class are part of the Multiprofessional Service Learning Team Project identified below and constitute 50% of the points earned in the course.)

4. Reflection Assignment – There will be a weekly reflective question assigned (See class schedule). The student will email their reflections to their discipline faculty, to the MP Team faculty, to the community faculty, and to the course coordinator (Annette Canfield).
5. Active email account – All students will have an active email account that is accessed on a regular basis. This will serve as primary method of communication between community and academic faculty and students, and students with each other.

EVALUATION/GRADING
Class Attendance and Participation 30%
Multiprofessional Service Learning Team Project 50%
Reflection Assignment 20%

Total 100%