Sharing Our Journey: Implementing a Multicounty Substance Use Prevention Program in Area Schools.

The purpose of this article is to describe an interprofessional, evidence-based, nurse-led, substance use prevention program implemented in local and surrounding county school settings by university nursing and other health science students and to explore these students' perceptions of their training and implementation of the program. This program was developed from a community assessment revealing the rise of adolescent substance use and the need for ongoing substance use prevention. This program's journey encompasses a 4-year period with feedback from students in four university departments (nursing, psychological and brain sciences, public health, and social work) who learned and implemented the Say It Straight program targeting elementary and middle school-aged children. This program was taught over six weeks, with 45-minute lessons per week. Feedback collected over the period of the program reveals what is felt to be the most useful parts of the training, as well as the strengths and weaknesses of the model implementation. School nurses are child advocates and often serve as leaders in developing health policies and programs in the school setting. This nurse-led, interprofessional, health promotion project can be viewed as a model for school nurses in establishing university partnerships to address community health needs.

Nursing and medical students teaming up: Results of an interprofessional project.

Health professions programmes are increasing the number of interprofessional events in their curricula. Many of these programmes are grounded in case study or simulation events in order to prepare students for eventual practice. We designed an interprofessional education collaborative practice (IPECP) that provides direct interprofessional practice experience while students are still in their health profession programmes. In our programme, teams of senior baccalaureate nursing and third-year medical students provided health coaching to patients in need of chronic disease management. The purpose of the project and study was to determine whether repeated exposure to opportunities for interprofessional communication would lead to improvement in the individual and team communication skills. Teams met with their assigned patients monthly to provide coaching and had follow-up conversations with the patients between meetings. Faculty were present at each meeting to review the healthcare and coaching plans, observe the teams' interactions, and provide a debriefing after each meeting. Results demonstrated that both individual and team communication skills significantly increased over time. The IPECP project was successful in providing a context where students could develop and improve upon key interprofessional communication skills.

Team-Based Learning for Nursing and Medical Students: Focus Group Results From an Interprofessional Education Project.

Past research indicates that inadequacies in health care delivery create substantial preventable quality issues that can be addressed through improving relationships among clinicians to decrease the negative effects on patient outcomes. The purpose of this article is to describe the implementation of an interprofessional education project with senior nursing and third-year medical students working in teams in a clinical setting. Results include data from focus groups conducted at the conclusion of the project.