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Peripheral Artery Disease (PAD) is characterized by narrowed arteries that diminish blood flow to the extremities. Effective management of PAD requires an interprofessional approach involving various healthcare professionals. The critical aspects of interprofessional care for PAD patients focus on risk factor modification, drug therapy, exercise therapy, nutrition therapy, critical limb ischemia care, and interventional radiology and surgical procedures.The primary treatment goal for PAD...
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Transforming Health Care Through Interprofessional Graduate Education.

Lora Humphrey Beebe1, Marian Roman1, Hollie Raynor1

  • 1University of Tennessee, Knoxville, Tennessee, USA.

Perspectives in Psychiatric Care
|September 28, 2016
PubMed
Summary
This summary is machine-generated.

Graduate students in psychiatric mental health nursing, pharmacy, nutrition, and exercise physiology positively experienced interprofessional education. This interprofessional learning enhances team concepts and prepares graduates for team-based care.

Keywords:
Educationgraduateinterprofessional

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Area of Science:

  • Interprofessional Education (IPE)
  • Distance Education
  • Psychiatric Mental Health (PMH) Nursing

Background:

  • The need for interprofessional collaboration in healthcare.
  • The growing demand for mental health services.
  • The challenges of providing specialized training in distance education settings.

Purpose of the Study:

  • To describe the Recovery-based Interprofessional Distance Education (RIDE) rotation.
  • To outline the curriculum and experiences offered to graduate students.
  • To highlight the involvement of faculty from nursing, pharmacy, nutrition, and exercise physiology.

Main Methods:

  • Implementation of a distance education rotation.
  • Integration of interprofessional learning activities.
  • Focus on recovery-based principles in mental health care.

Main Results:

  • Positive student and faculty reception of the RIDE rotation.
  • Enhanced understanding of interprofessional roles and collaboration.
  • Development of team concepts among participants.

Conclusions:

  • Interprofessional education is effective in preparing students for team-based care.
  • IPE fosters positive attitudes towards collaboration among future healthcare professionals.
  • The RIDE model offers a viable approach to interprofessional training in distance education settings.