Implementation and Efficacy of Interprofessional Education (IPE) Initiatives
Entry Level Capstone
Doctor of Occupational Therapy (OTD)
Elizabeth Swann, PhD, ATC
Thomas Decker, EdD, OTD, OTR/L
The literature demonstrates many benefits of interprofessional education (IPE) simulations in various types of formats that facilitate greater student knowledge and understanding of professions outside their own (O’Hara et al., 2018; Clauser et al., 2020; Cooper, Spencer-Dawe & Mclean, 2005; Djukic et al., 2015; Lazinski et al., 2021). The goals of my doctoral capstone experience (DCE) were to: 1) Develop IPE curriculum and active learning sessions along with assessment plans for professional programs on the Nova Southeastern University (NSU) – Tampa Bay Regional Campus with emphasis on advocacy for the occupational therapy (OT) profession, 2) Lead educational opportunities for students within the Contextual Analysis course through discussions, hands-on activities, reviewing of assignments, and facilitation of peer-to-peer interactions, 3) Provide 2-3 educational sessions for Doctor of Occupational Therapy (OTD) students along with other professional programs on the importance of occupation—human participation in meaningful activities—for individuals, groups, and populations, and 4) Develop IPE and educational initiatives focusing on integration of OT and occupation-based principles within a multi-professional group of students. The results of these endeavors included a virtual IPE Case Simulation experience for students of three different healthcare professions, structuring of course materials, and facilitation of learning experiences for first year OTD students in the class of 2024. Students interested in continuing these projects should consider the fast-paced nature of IPE programming and education, in addition to developing strong rapport and communication within the OTD department.
Javed A. Mohammed. 2021. Implementation and Efficacy of Interprofessional Education (IPE) Initiatives. Capstone. Nova Southeastern University. Retrieved from NSUWorks, . (52)