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Ten Lessons Learned in the Implementation of Mobile, Community-Based Interprofessional Clinics
Jeanna Sewell1, Sarah Owens Watts, Andrew Dandridge Frugé
1About the Authors Jeanna Sewell, PharmD, is a clinical assistant professor, Auburn University Harrison College of Pharmacy, Auburn, Alabama. Sarah Owens Watts, PhD, RN, is an assistant professor, Auburn University College of Nursing. Andrew Dandridge Frugé, PhD, MBA, RD, is an assistant professor, Auburn University College of Nursing. Kathy Jo Ellison, PhD, RN, is a professor emerita, Auburn University College of Nursing. Kristen Helms, PharmD, is assistant dean of faculty development, Alabama College of Osteopathic Medicine, Dothan, Alabama. Eva Jean Dubois, EdD, FNP-BC, is clinical professor emerita, Auburn University College of Nursing. Emily W. Myers, MSW, LICSW, PIP, is associate clinical professor emerita, Department of Sociology, Anthropology, and Social Work, Auburn University College of Liberal Arts. For more information, contact Dr. Watts at Sow0002@auburn.edu .
Abstract:
Incorporation of interprofessional activities within health profession programs is critical to prepare students for practice. Faculty at our institution saw a need to incorporate interprofessional education in the nursing, pharmacy, social work, and dietetics program curricula. We collaborated with a medical school in the area to develop a mobile, community-based interprofessional clinic to deliver care and education and address the needs of older adults while also providing unique, meaningful learning opportunities for students. We describe several lessons learned from our experience of developing and implementing this interprofessional clinic.
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