Series Description

Waves of interest and excitement in Interprofessional Education (IPE) are sweeping across health science schools, accrediting bodies, and national health agencies. In just the past two years in the US, national objectives have been produced and several centers for IPE have been created to assist faculty and practitioners in designing curricular programs and extending the outcomes into interprofessional practice. The Spring IAMSE webcast seminar series brings together a collection of leaders and programs that have implemented successful IPE activities and/or have unique approaches to addressing challenges that IPE may be facing in healthcare delivery.   The series will begin with an overview of IPE trends in health care and a description of strategies to address these issues. Other sessions include descriptions of specific programs that have successfully integrated IPE into large health science campuses, faculty development programs that focus on continuing interprofessional education, and unique barriers to successful implementation of interprofessionalism principles into clinical practice.  This series will extend the IAMSE series from Winter  2012, available on our website, by providing the latest insight into this ever-expanding field of health sciences education and practice.

Webinar Description

The marginalization of affective domain learning - learning concerned with values - forms a significant barrier to effectively preparing health professionals for practice and impedes inter-professional education and true cross-professional collaboration. Although it is thought by many to form the basis for effective learning in all domains, attending to students’ identification with, development, and articulation of values is difficult within the boundaries of traditional curricula. This neglect of the affective domain is particularly concerning in health professions education since these students will be called upon in their work to enact the values internal to their professions both as individuals and as members of interprofessional teams. Most health professions share many values including compassion, empathy, and service. Yet students often are left to interpret, reconcile, and integrate values - their own and those of their colleagues - without direct guidance.

This webinar describes the background and process of developing a process-based course focused on affective domain learning for nursing, medical and physical therapy students. The course employs guided reflection, drawing writing, collage and sharing in small interprofessional groups to guide students in articulating their own values and recognizing the values shared across professions.

Target Audience

DMU faculty and staff.

Speaker

Lisa Day, PhD, RN
Associate Professor, Duke University School of Nursing 

Professional Education

• 1984, AS, Nursing, Long Beach City College, Long Beach, CA
• 1990, BSN, University of California, San Francisco School of Nursing
• 1993, MS Nursing (Adult Critical Care CNS), University of California, San Francisco
• 1999, PhD Nursing, University of California, San Francisco

Dr. Day has worked as a staff RN in post-anesthesia recovery, cardiac medicine, and neuroscience, and as a clinical nurse educator and neuroscience clinical nurse specialist. Dr. Day has taught in the accelerated second degree Master’s Entry Program in Nursing (MEPN) at the University of California, San Francisco School of Nursing and is currently an assistant professor at Duke University School of Nursing in Durham, North Carolina. Dr. Day has consulted on many nursing education-related projects including the current National League for Nursing (NLN) Think Tank on LP/VN Education; the 2008 NLN Think Tank on Transforming Clinical Nursing Education; the first phase of the Robert Wood Johnson-funded project Quality and Safety Education in Nursing (QSEN); the Carnegie Foundation for the Advancement of Teaching’s National Study of Nursing Education (Patricia Benner, director). She is one of the co-authors of the landmark publication Educating Nurses: A Call for Radical Transformation reporting the results of the Carnegie study, and has provided faculty development workshops for schools of nursing in the US and Canada. She is certified as a Nurse Educator (CNE) by the NLN and was one of five faculty members from Schools of Nursing and Medicine in the US selected to participate in the Josiah Macy Foundation Faculty Scholar Program, 2013-15.