IPE Funding Opportunities
The IPEO at GVSU offers the MIPERC Mini-Grant to support interprofessional scholarship. Additional opportunities providing support for interprofessional scholarship will be posted as they become available.
Each year, the Midwest Interprofessional Practice, Education, and Research Center (MIPERC) announces a Call for Proposals for three mini-grants (up to $1,000 each) to be awarded in the fall. We will announce the Fall 2022 Call for Proposals next spring!
The purpose of the mini-grant funding is to add to the body of knowledge for interprofessional education and collaborative practice. To be eligible for a mini-grant, the proposed project must be interprofessional in nature. Preference may be given to multi-institutional collaborations. Research should support the mission of MIPERC in identifying ways that the members can develop collaborative, innovative, and interprofessional initiatives across disciplines, learning institutions, and health care systems. Research should also align with one priority identified by the National Center for Interprofessional Practice and Education:
➢ Improve the triple aim outcomes at an individual and population level
➢ Result in sustainable and adaptive infrastructure that supports the triple aim outcomes of both education and practice
➢ Identify ecological factors essential for achieving triple aim outcomes
➢ Identify factors essential for systematic and adaptive infrastructure in the transformation of the process of care and education
➢ Identify changes needed in policy, accreditation, credentialing, and licensing for health care provision and education
➢ Establish a causal connection between health outcomes, education, and collaborative practice
The proposed work should be completed within a 1-year time period. Eligibility criteria requires that individuals are an employee (faculty, staff, administrator, practitioner), student, or intern of a MIPERC academic or practice partner member organization. See the MIPERC website for a list of current partner members. Note: MIPERC Author Guidelines may be referenced on the MIPERC Member-only webpage.
MIPERC 2021 Mini-Grant Award Recipients
JYOTSNA PANDEY, CENTRAL MICHIGAN UNIVERSITY
Title: Interprofessional Education and Student Understanding of Their Future Roles and Responsibilities as Health Professionals
Research Team: Andrew Nowak, JD, MS2: CMU College of Medicine Student Collaborator Britanny Hamama, MS2: CMU College of Medicine Student Collaborator Gabrielle Kennelley, MSc, MS2: CMU College of Medicine Student Collaborator Jyotsna Pandey, MD, PhD: CMU College of Medicine, Mentor and Principal Investigator
Interprofessional education (IPE) brings together students from different disciplines so that they can learn more about one another’s roles and responsibilities in their future professional fields. IPE is especially important for students entering the healthcare field, wherein patient care and outcomes are dependent upon the collaboration of numerous care providers, including physicians, nurses, physician associates, and physical therapists, among others. Each care provider offers a unique set of skills and knowledge. Because high-quality patient care is dependent upon the efficient and productive teamwork of various disciplines, IPE should be included in the curriculum for health professions students. IPE allows students to gain a greater understanding of their future peers from other disciplines while also building trust, respect, and appreciation among team members. IPE also allows students to better understand their own roles and responsibilities on a healthcare team, as well as those of others. Additionally, students will be better prepared to voice their ideas, prevent, or resolve team conflicts, and collaborate to reach a common goal—improved patient care. After undergoing our own IPE training and developing a greater appreciation of the role and responsibilities of other healthcare disciplines, we recognized the importance of researching the ideas and attitudes of other students regarding IPE. Such knowledge can assist in the continued development of IPE programs, which will better prepare students to work with diverse colleagues in a patient-centered team setting.
DAWN DEVRIES, GRAND VALLEY STATE UNIVERSITY
Title: Nursing and Recreational Therapy Approach to Restorative and Falls Prevention in a Skilled Nursing Facility
Older adults who fall are more likely to experience life-limiting injuries and even death, with one in three nursing home residents falling two or more times a year (AHRQ, 2017). A variety of reasons contribute to falls and one solution to reduce the risk of falls is a falls prevention program that includes strength, balance, and range of motion exercises. For the proposed project, Nursing and Recreational Therapy will together create and implement a Restorative Nursing program in a skilled nursing facility. The shared objective, to reduce and prevent falls among older adults, will be achieved through shared decision-making and responsibility, which will be supported by this $1,000 mini-grant request. Staff at Mission Point of Belding and GVSU Recreational Therapy faculty will collaborate to overcome barriers to interprofessional care and develop exercise and walking programs where restorative nursing aides and the recreational therapist work together twice a week to improve the functioning of older adults. Program criteria, goals, assessment procedures, and intervention protocols will be developed for this fall prevention program. The facility will be able to sustain the program, and potentially replicate it to other Mission Point facilities.
DENISE LUDWIG, GRAND VALLEY STATE UNIVERSITY
Title: An Examination of Instructional Strategies Used in Interprofessional Education
The purpose of this project is to examine the instructional strategies used to teach health and education profession students about the roles of health care and education professionals using interprofessional [IPE] case study simulation events. (IPEC 2016) Interprofessional education andragogy requires adherence to principles of alternative instructional methods, repetition, and feedback. The goals of this project are to examine and compare the pedagogical approaches that are perceived as effective in preparing health profession and education students to participate in a workforce that requires interprofessional collaborative practice and to evaluate the effectiveness of instruction methods using comparative learning data. Two IPE case study simulation events will be provided in both a virtual/remote format and an in-seat format, as allowed. The project includes the use of three instructional strategies to be evaluated for effectiveness by students from the Colleges of Health Professions, Education, and Community and Public Services.