Purpose The purpose of this study was to evaluate the effectiveness of an annual oral‐systemic health interprofessional education (IPE) clinical simulation and case study experience with nurse practitioner/midwifery (NP/MW), dental (DDS), medical (MD), and pharmacy (PharmD) students. Methods The Interprofessional Collaborative Competency Attainment Scale (ICCAS) was used to measure students’ self‐reported attainment of interprofessional competencies before and after the IPE experience. Pre‐ and post‐test surveys were completed by NP/MW, DDS, MD, and PharmD student cohorts from 2017 to 2019. Students also had the opportunity to provide qualitative feedback about their experience at post‐test. Data were collected from IPE faculty facilitators to assess their perception of the value of the Teaching Oral‐Systemic Health (TOSH) program. Results Student ICCAS results demonstrated statistically significant improvement in self‐reported interprofessional competencies among all types of students across all 3 years (P < 0.001); qualitative student comments reflected positive experiences with the TOSH program. Survey data from IPE faculty facilitators supported the value of the IPE experience for all students. Conclusions The findings demonstrate the effectiveness of the TOSH program in using oral‐systemic health as a clinical exemplar to develop interprofessional competencies. The 2017–2019 data reinforce the credibility of scaling the TOSH model for developing interprofessional competencies with students from different health professions.
The current article highlights an interprofessional, older adult oral health community program, created through an Accelerating Interprofessional Community-Based Education and Practice grant from the National Center for Interprofessional Practice and Education, designed to address the gap between older adult health education and care delivery. This project developed an advanced practice, nurse-led partnership among The Hartford Institute for Geriatric Nursing and the Oral Health Nursing Education and Practice Program (both located at New York University Rory Meyers College of Nursing), New York University College of Dentistry, and Regional Aid for Interim Needs (RAIN), a community service organization for older adults in the Bronx. Teams of nursing ( n = 26), nurse practitioner ( n = 16), and dental ( n = 64) students provided oral health education and oral hygiene instruction using Tooth Wisdom ® educational materials to older adults, home health aides (HHAs), and volunteers in nine RAIN senior centers. Students demonstrated increases in their self-reported interprofessional competencies based on the Interprofessional Collaborative Competency Attainment Survey. Results also revealed that older adults ( n = 500), HHAs ( n = 142), and volunteers ( n = 21) at the RAIN senior centers who attended the Tooth Wisdom presentation demonstrated an increase in oral health knowledge. [ Journal of Gerontological Nursing, 46 (8), 37–45.]
There is a paucity of research that systematically examines how food behaviors play a role in intimate partner violence (IPV). Therefore, this qualitative study aims to answer the broad question, what role do food behaviors play in intimate relationships? Food behavior narratives emerging from participants of court-mandated domestic violence (DV) offender treatment programs were analyzed using grounded theory methods. Five themes emerged. Two described inflammatory/harmful roles: (1) food as a trigger for anger and violence and (2) food as a mechanism of “othering.” One theme described the role of food behaviors in promoting unequal and equal relationships: (3) food as an embodiment of gender roles. Two themes described reconciliatory/beneficial roles: (4) food as a mechanism of recognition and (5) and food as a representation of group rapport. Food behaviors can escalate into conflicts but can also be used as a tool to resolve conflicts. Limitations and the need for future research are further discussed.
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