Health Sciences Education Symposium
Presentation Format
Poster
Type of Activity
Innovation
Original Presentation Date
2023
Date of Submission
March 2023
Abstract/Short Description
Background/Objectives:Urinary incontinence (UI) is a common syndrome with peak prevalence in older adulthood. Involuntary loss of urine from the bladder may be due to physical abnormalities, pelvic floor dysfunction, or reversible causes, like medication or infection.1 UI is an underreported and underdiagnosed geriatric syndrome that significantly impacts quality of life, increases risk of institutionalization, and contributes to significant patient- and system-level healthcare expenditures.1 Healthcare practitioners require knowledge and skills necessary to provide quality care to older adults with UI. The National Institute of Diabetes and Digestive and Kidney Diseases, National Institute on Aging, and American Geriatrics Society recommend the healthcare workforce work collaboratively and interprofessionally to meet the needs of those with UI.2,3 Occupational therapy (OT) practitioners assist individuals with activities of daily living, including self-care activities like toileting, health management, and social participation. UI content is necessary and important for OT students seeking to work in any setting of care.4 Nurse practitioner (NP) students often bring some experience with UI from their nursing background. NP students often lack familiarity with absorbent products and devices that many of their patients use at home. Across diverse care settings, nurse practitioners are tasked with helping patients manage UI. Understanding the benefits and drawbacks of non-pharmacologic interventions will be critical to providing high quality healthcare.5
Methods/Innovative Practice: Faculty from the Schools of Pharmacy and Nursing and the College of Health Professions Department of OT collaborated to expand a UI focused hands-on learning activity to incorporate interprofessional collaboration. In Fall 2022, a combined 94 students from the family NP and OT programs participated in a 2-hour active-learning laboratory session. The session consisted of five stations – pelvic floor musculature, absorbent products, urinary catheters, pharmacological treatment, and durable medical equipment (DME) for continence support – and concluded with a large group debriefing session. Students completed a pre- and post-lab assessment on knowledge, skills, and attitudes regarding UI. Students also evaluated the UI laboratory. This project bridges educational gaps in UI among health professions students at VCU. Funds from a Geriatric Training and Education grant and a small grant offered by the Department of OT were used to purchase UI supplies such as absorbent products and home catheters.
Results: Ninety-four students attended the lab session in fall 2023: 47 OT and 47 NP students. 90 students completed the post-lab assessment (95.7%). Preliminary data analysis indicates that the students felt the activity was effective and an enjoyable way to learn about UI. Self ratings of confidence improved from baseline; however, content knowledge scores did not. NP students ranked the absorbent products and pharmacological treatment stations as the most helpful while OT students ranked the DME and catheter stations as the most helpful.
Conclusion:Active learning and interprofessional educational activities provide opportunities for health science students to bridge gaps in knowledge. Team teaching allows for synergy among the programs and also allows students to learn from other health profession educators. While educators need to be aware that each discipline has unique strengths and learning needs, mixing groups provides for peer teaching across disciplines and further reinforces the goal of interprofessional practice. Future plans include condensing the pelvic floor and DME stations into one station, increasing the time for each station, and ensuring adequate physical space for noise control.
References
1. Gilbert JH, Yan J, Hoffman SJ. A WHO report: framework for action on interprofessional education and collaborative practice. J Allied Health. 2010;39 Suppl 1:196-197.
2. van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020;20(Suppl 2):455. Published 2020 Dec 3. doi:10.1186/s12909-020-02286-z
Rights
© The Author(s)
Is Part Of
VCU Medical Education Symposium
First Author Information
Krista L. Donohoe, PharmD, BCPS, BCGP, VCU School of Pharmacy