Professional development in integrative health through an interprofessional online course in clinical settings

Audrey J. Brooks; Victoria Maizes; John Billimek; Jennifer Blair; Mei Kuang Chen; Elizabeth Goldblatt; David Kilgore; Maryanna Klatt; Benjamin Kligler; Mary S. Koithan; Mary Jo Kreitzer; Jeannie K. Lee; Ana Maria Lopez; Douglas Taren; Patricia Lebensohn

doi:10.1016/j.explore.2020.02.014

Professional development in integrative health through an interprofessional online course in clinical settings

Audrey J. Brooks, Victoria Maizes, John Billimek, Jennifer Blair, Mei Kuang Chen, Elizabeth Goldblatt, David Kilgore, Maryanna Klatt, Benjamin Kligler, Mary S. Koithan, Mary Jo Kreitzer, Jeannie K. Lee, Ana Maria Lopez, Douglas Taren, Patricia Lebensohn

Academics (Nursing)

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

Background: Although there is mounting clinical and cost-effectiveness evidence supporting integrative healthcare (IH), a significant knowledge gap hinders widespread adoption by health professionals. Intervention: Foundations in Integrative Health (FIH), a 32-h online competency-based interprofessional course to address this knowledge gap. Methods: The course was pilot-tested by an interprofessional sample of providers in various clinical settings as professional and staff development. Outcome Measures: Prior to and following the course, participants completed an IH knowledge test, an IH self-efficacy self-assessment, and validated measures of burnout, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement. Evaluation surveys were administered following each unit and the course. Results: Thirty-one percent of the participants (n = 214/690) completed the course. Pre/post course improvements were found in IH knowledge, IH self-efficacy, attitudes towards IH and interprofessional teams, and several wellness behaviors. The course was positively evaluated with 81% of the participants indicating interest in applying IH principles in their practice and 92% reported that the course enhanced their clinical experience. Conclusion: This study demonstrates the outcomes of a multi-site, online IH curriculum offered to a diverse group of health professionals in various clinical settings. This course may allow clinical settings to offer an interprofessional, IH curriculum even with limited on-site faculty expertise.

Original language	English (US)
Pages (from-to)	505-512
Number of pages	8
Journal	Explore
Volume	17
Issue number	6
DOIs	https://doi.org/10.1016/j.explore.2020.02.014
State	Published - Nov 1 2021

Bibliographical note

Funding Information:
This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Grant Number UE1HP27710 National Coordinating Center for Integrative Medicine for $2,029,411. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

Funding Information:
The University of Arizona Andrew Weil Center for Integrative Medicine (AWCIM), in collaboration with the Academic Consortium for Integrative Medicine & Health (The Consortium), established the National Center for Integrative Primary Healthcare (NCIPH) with funding from the Health Resources and Services Administration. The goal of NCIPH is to transform primary care health professional education to include an emphasis on providing an integrative approach to patient care utilizing an interprofessional collaborative team. A collaborative process involving a diverse interprofessional team was used to develop IH competencies across primary care professions ( Table 1 ). 9 Team members represented nursing, primary care medicine specialties, pharmacy, public health, acupuncture, naturopathy, chiropractic, nutrition, and behavioral health. Based on a needs assessment 10 and the core IH competencies, a 32-h online interprofessional IH course, Foundations in Integrative Health (FIH), was developed and evaluated in a group of health professions students from across the U.S. 11 The purpose of this paper is to describe the FIH course outcomes delivered in diverse clinical settings as professional and staff development. The evaluation of outcomes included: an IH knowledge test, an IH efficacy self-assessment, and validated measures of burnout, resiliency, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement.

Funding Information:
The authors would like to thank the site leaders and participants at the pilot sites for supporting and collaborating on this project. We would also like to thank Irene Sandvold, DrPH, FACNM, FAAN, our HRSA project officer for her support and guidance on this project, Paula Cook for project coordination and data management assistance, Robert Rhode, Ph.D. for contributions to the curriculum content and Integrative Health competencies development process, the Andrew Weil Center for Integrative Medicine web team for programming and delivering the online content and providing technical support, and Janice Curtis for assistance with manuscript preparation. Preliminary results of this study were presented at the International Congress on Integrative Medicine & Health in Baltimore, MD; in May 2018. This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Grant Number UE1HP27710 National Coordinating Center for Integrative Medicine for $2,029,411. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

Publisher Copyright:
© 2020 Elsevier Inc.

Keywords

Clinical setting
Healthcare provider wellbeing
Integrative health
Interprofessional education
Online education

PubMed: MeSH publication types

Journal Article

Access

10.1016/j.explore.2020.02.014

OpenUrl availability

Full text

Cite this

Brooks, A. J., Maizes, V., Billimek, J., Blair, J., Chen, M. K., Goldblatt, E., Kilgore, D., Klatt, M., Kligler, B., Koithan, M. S., Kreitzer, M. J., Lee, J. K., Lopez, A. M., Taren, D., & Lebensohn, P. (2021). Professional development in integrative health through an interprofessional online course in clinical settings. Explore, 17(6), 505-512. https://doi.org/10.1016/j.explore.2020.02.014

Brooks, AJ, Maizes, V, Billimek, J, Blair, J, Chen, MK, Goldblatt, E, Kilgore, D, Klatt, M, Kligler, B, Koithan, MS, Kreitzer, MJ, Lee, JK, Lopez, AM, Taren, D & Lebensohn, P 2021, 'Professional development in integrative health through an interprofessional online course in clinical settings', Explore, vol. 17, no. 6, pp. 505-512. https://doi.org/10.1016/j.explore.2020.02.014

@article{a6d564c7c90f4f7ba50e9a766626531c,

title = "Professional development in integrative health through an interprofessional online course in clinical settings",

abstract = "Background: Although there is mounting clinical and cost-effectiveness evidence supporting integrative healthcare (IH), a significant knowledge gap hinders widespread adoption by health professionals. Intervention: Foundations in Integrative Health (FIH), a 32-h online competency-based interprofessional course to address this knowledge gap. Methods: The course was pilot-tested by an interprofessional sample of providers in various clinical settings as professional and staff development. Outcome Measures: Prior to and following the course, participants completed an IH knowledge test, an IH self-efficacy self-assessment, and validated measures of burnout, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement. Evaluation surveys were administered following each unit and the course. Results: Thirty-one percent of the participants (n = 214/690) completed the course. Pre/post course improvements were found in IH knowledge, IH self-efficacy, attitudes towards IH and interprofessional teams, and several wellness behaviors. The course was positively evaluated with 81% of the participants indicating interest in applying IH principles in their practice and 92% reported that the course enhanced their clinical experience. Conclusion: This study demonstrates the outcomes of a multi-site, online IH curriculum offered to a diverse group of health professionals in various clinical settings. This course may allow clinical settings to offer an interprofessional, IH curriculum even with limited on-site faculty expertise.",

keywords = "Clinical setting, Healthcare provider wellbeing, Integrative health, Interprofessional education, Online education",

author = "Brooks, {Audrey J.} and Victoria Maizes and John Billimek and Jennifer Blair and Chen, {Mei Kuang} and Elizabeth Goldblatt and David Kilgore and Maryanna Klatt and Benjamin Kligler and Koithan, {Mary S.} and Kreitzer, {Mary Jo} and Lee, {Jeannie K.} and Lopez, {Ana Maria} and Douglas Taren and Patricia Lebensohn",

note = "Funding Information: This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Grant Number UE1HP27710 National Coordinating Center for Integrative Medicine for $2,029,411. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. Funding Information: The University of Arizona Andrew Weil Center for Integrative Medicine (AWCIM), in collaboration with the Academic Consortium for Integrative Medicine & Health (The Consortium), established the National Center for Integrative Primary Healthcare (NCIPH) with funding from the Health Resources and Services Administration. The goal of NCIPH is to transform primary care health professional education to include an emphasis on providing an integrative approach to patient care utilizing an interprofessional collaborative team. A collaborative process involving a diverse interprofessional team was used to develop IH competencies across primary care professions ( Table 1 ). 9 Team members represented nursing, primary care medicine specialties, pharmacy, public health, acupuncture, naturopathy, chiropractic, nutrition, and behavioral health. Based on a needs assessment 10 and the core IH competencies, a 32-h online interprofessional IH course, Foundations in Integrative Health (FIH), was developed and evaluated in a group of health professions students from across the U.S. 11 The purpose of this paper is to describe the FIH course outcomes delivered in diverse clinical settings as professional and staff development. The evaluation of outcomes included: an IH knowledge test, an IH efficacy self-assessment, and validated measures of burnout, resiliency, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement. Funding Information: The authors would like to thank the site leaders and participants at the pilot sites for supporting and collaborating on this project. We would also like to thank Irene Sandvold, DrPH, FACNM, FAAN, our HRSA project officer for her support and guidance on this project, Paula Cook for project coordination and data management assistance, Robert Rhode, Ph.D. for contributions to the curriculum content and Integrative Health competencies development process, the Andrew Weil Center for Integrative Medicine web team for programming and delivering the online content and providing technical support, and Janice Curtis for assistance with manuscript preparation. Preliminary results of this study were presented at the International Congress on Integrative Medicine & Health in Baltimore, MD; in May 2018. This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Grant Number UE1HP27710 National Coordinating Center for Integrative Medicine for $2,029,411. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. Publisher Copyright: {\textcopyright} 2020 Elsevier Inc.",

year = "2021",

month = nov,

day = "1",

doi = "10.1016/j.explore.2020.02.014",

language = "English (US)",

volume = "17",

pages = "505--512",

journal = "Explore",

issn = "1550-8307",

publisher = "Elsevier Inc.",

number = "6",

}

TY - JOUR

T1 - Professional development in integrative health through an interprofessional online course in clinical settings

AU - Brooks, Audrey J.

AU - Maizes, Victoria

AU - Billimek, John

AU - Blair, Jennifer

AU - Chen, Mei Kuang

AU - Goldblatt, Elizabeth

AU - Kilgore, David

AU - Klatt, Maryanna

AU - Kligler, Benjamin

AU - Koithan, Mary S.

AU - Kreitzer, Mary Jo

AU - Lee, Jeannie K.

AU - Lopez, Ana Maria

AU - Taren, Douglas

AU - Lebensohn, Patricia

N1 - Funding Information: This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Grant Number UE1HP27710 National Coordinating Center for Integrative Medicine for $2,029,411. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. Funding Information: The University of Arizona Andrew Weil Center for Integrative Medicine (AWCIM), in collaboration with the Academic Consortium for Integrative Medicine & Health (The Consortium), established the National Center for Integrative Primary Healthcare (NCIPH) with funding from the Health Resources and Services Administration. The goal of NCIPH is to transform primary care health professional education to include an emphasis on providing an integrative approach to patient care utilizing an interprofessional collaborative team. A collaborative process involving a diverse interprofessional team was used to develop IH competencies across primary care professions ( Table 1 ). 9 Team members represented nursing, primary care medicine specialties, pharmacy, public health, acupuncture, naturopathy, chiropractic, nutrition, and behavioral health. Based on a needs assessment 10 and the core IH competencies, a 32-h online interprofessional IH course, Foundations in Integrative Health (FIH), was developed and evaluated in a group of health professions students from across the U.S. 11 The purpose of this paper is to describe the FIH course outcomes delivered in diverse clinical settings as professional and staff development. The evaluation of outcomes included: an IH knowledge test, an IH efficacy self-assessment, and validated measures of burnout, resiliency, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement. Funding Information: The authors would like to thank the site leaders and participants at the pilot sites for supporting and collaborating on this project. We would also like to thank Irene Sandvold, DrPH, FACNM, FAAN, our HRSA project officer for her support and guidance on this project, Paula Cook for project coordination and data management assistance, Robert Rhode, Ph.D. for contributions to the curriculum content and Integrative Health competencies development process, the Andrew Weil Center for Integrative Medicine web team for programming and delivering the online content and providing technical support, and Janice Curtis for assistance with manuscript preparation. Preliminary results of this study were presented at the International Congress on Integrative Medicine & Health in Baltimore, MD; in May 2018. This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Grant Number UE1HP27710 National Coordinating Center for Integrative Medicine for $2,029,411. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. Publisher Copyright: © 2020 Elsevier Inc.

PY - 2021/11/1

Y1 - 2021/11/1

N2 - Background: Although there is mounting clinical and cost-effectiveness evidence supporting integrative healthcare (IH), a significant knowledge gap hinders widespread adoption by health professionals. Intervention: Foundations in Integrative Health (FIH), a 32-h online competency-based interprofessional course to address this knowledge gap. Methods: The course was pilot-tested by an interprofessional sample of providers in various clinical settings as professional and staff development. Outcome Measures: Prior to and following the course, participants completed an IH knowledge test, an IH self-efficacy self-assessment, and validated measures of burnout, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement. Evaluation surveys were administered following each unit and the course. Results: Thirty-one percent of the participants (n = 214/690) completed the course. Pre/post course improvements were found in IH knowledge, IH self-efficacy, attitudes towards IH and interprofessional teams, and several wellness behaviors. The course was positively evaluated with 81% of the participants indicating interest in applying IH principles in their practice and 92% reported that the course enhanced their clinical experience. Conclusion: This study demonstrates the outcomes of a multi-site, online IH curriculum offered to a diverse group of health professionals in various clinical settings. This course may allow clinical settings to offer an interprofessional, IH curriculum even with limited on-site faculty expertise.

AB - Background: Although there is mounting clinical and cost-effectiveness evidence supporting integrative healthcare (IH), a significant knowledge gap hinders widespread adoption by health professionals. Intervention: Foundations in Integrative Health (FIH), a 32-h online competency-based interprofessional course to address this knowledge gap. Methods: The course was pilot-tested by an interprofessional sample of providers in various clinical settings as professional and staff development. Outcome Measures: Prior to and following the course, participants completed an IH knowledge test, an IH self-efficacy self-assessment, and validated measures of burnout, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement. Evaluation surveys were administered following each unit and the course. Results: Thirty-one percent of the participants (n = 214/690) completed the course. Pre/post course improvements were found in IH knowledge, IH self-efficacy, attitudes towards IH and interprofessional teams, and several wellness behaviors. The course was positively evaluated with 81% of the participants indicating interest in applying IH principles in their practice and 92% reported that the course enhanced their clinical experience. Conclusion: This study demonstrates the outcomes of a multi-site, online IH curriculum offered to a diverse group of health professionals in various clinical settings. This course may allow clinical settings to offer an interprofessional, IH curriculum even with limited on-site faculty expertise.

KW - Clinical setting

KW - Healthcare provider wellbeing

KW - Integrative health

KW - Interprofessional education

KW - Online education

UR - http://www.scopus.com/inward/record.url?scp=85082520219&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85082520219&partnerID=8YFLogxK

U2 - 10.1016/j.explore.2020.02.014

DO - 10.1016/j.explore.2020.02.014

M3 - Article

C2 - 32229083

AN - SCOPUS:85082520219

SN - 1550-8307

VL - 17

SP - 505

EP - 512

JO - Explore

JF - Explore

IS - 6

ER -

Professional development in integrative health through an interprofessional online course in clinical settings

Abstract

Bibliographical note

Keywords

PubMed: MeSH publication types

Access

OpenUrl availability

Other files and links

Fingerprint

Cite this