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Community-Based Integrative Health Interprofessional Practice Microcredential

This microcredential certifies that the earner has completed all three badges in the Community-Based Health Interprofessional Practice microcredential series. The three badges included in this series are:

  1. Client-Centered Integrative Approach to Health Badge
  2. Interprofessional Practice in a Medically Underserved Community Badge
  3. Interprofessional Health Literacy Education and Practice Badge

Students completing the Community-Based Integrative Health Interprofessional Practice Badge will have the necessary skills to provide patient-centered care as part of an interprofessional team, develop and implement integrative health interventions with patients, and utilize health literacy best practices in client interactions.

Client-Centered Integrative Approach to Health Badge

The Client-Centered Integrative Approach to Health Badge represents health science professionals who are equipped with the necessary tools to provide interprofessional patient-centered care, which is proven to improve patient satisfaction, reduce overall cost of care and improve the health of the general population. Badge recipients have not only received education on the interprofessional integrative approach to health, but have also spent time in a medically-underserved community setting applying integrative health and interprofessional skills with a real client on a team with other health professional students at the United Community Center (UCC) Senior Center. To earn this badge, students must complete the following:

  1. Successfully complete the National Care for Integrative Primary Healthcare “Foundations in Integrative Health” online curriculum. https://nciph.org/curriculum.html
    • Demonstrate improvement in the “Foundations in Integrative Health-Knowledge Examination” which measures relevant medical knowledge retention after curriculum completion as well as in the “Foundations in Integrative Health-Self Assessment Tool”, which measures changes of interest in integrated health, attitudes towards integrated health, attitudes towards interprofessional learning, resiliency/well-being, patient-centeredness and empathy.
  2. Produce a comprehensive case study offering multiple perspectives on interprofessional teams with 7-8 other health professional students (Physician Assistant, Physical Therapy, and Occupational Therapy).
    • Apply integrative health concepts in submitted case study report on community-dwelling Hispanic clients after participation in the first semester of the interprofessional experience at the United Community Center’s Senior Center.
  3. Identify integrative health opportunities to enhance client wellness based in three categories of social determinants of health: physical environment, social environment and individual characteristics/behaviors. 

Interprofessional Practice in a Medically Underserved Community Badge

The Interprofessional Practice in a Medically Underserved Community Badge represents health science professionals who have performed as a member of interprofessional practice (IPP) teams that included three disciplines at the United Community Center (UCC) Senior Center and enhanced the integrative health of a Hispanic senior. Badge recipients implemented and assessed an integrative health intervention with a community-dwelling Hispanic senior and presented a professional poster about the process and outcomes on IPP teams with 7-8 other health professional students (Physician Assistant, Physical Therapy and Occupational Therapy). To earn this badge, students must complete the following:

  1. Present the process and outcomes of the integrative health intervention for their UCC client which demonstrates their knowledge and application of the core competencies of interprofessional collaborative practice.
    • The IPP team’s poster and presentation must be reviewed by an interprofessional team of faculty reviewers.
    • Teams are evaluated on their demonstrated ability to provide interventions as part of an IPP team, communicate as an IPP team, and describe the roles/responsibilities of each team member.
  2. Demonstrate improvement in Readiness for Interprofessional Learning Scale (RIPLS) which measures teamwork/collaboration, negative/positive professional identity, and roles/responsibilities and/or in Interprofessional Collaborative Competencies Attainment Scale (ICCAS) which measures communication, collaboration, roles/responsibilities, patient-centered approach, conflict management and team functioning before/after the IPP experience.

Interprofessional Health Literacy Education and Practice Badge

The Interprofessional Health Literacy Education and Practice Badge represents health science professionals who have received training on health literacy best practices and used best practices for client interactions. Badge recipients received health literacy training to inform their written and verbal communications while working with United Community Center (UCC) Senior Center clients on interprofessional practice (IPP) teams. Recipients assessed UCC clients’ health literacy levels and adjusted client communication accordingly while implementing an integrative health intervention. To earn this badge, students must complete the following:

  1. Demonstrate IPP team improvement in an original health literacy evaluation tool developed specifically to measure the learning outcomes of the health literacy education.
  2. Successfully and appropriately asses, with their IPP teams, the health literacy of their UCC Senior Center client for a baseline reading of their health literacy level using the Short Assessment for Health Literacy (Spanish & English).
    • Based on findings, subsequent written and oral communication was adjusted for the client’s health literacy using: plain language, ask me 3, teach-back, and chunk-and-check.
  3. IPP teams report on the health literacy competencies and considerations used with their UCC Senior Center client in a final IPP poster and presentation.
    • Final posters and presentations are reviewed by an interprofessional team of faculty reviewers. Teams are evaluated on their demonstrated ability to evaluate and incorporate health literacy concepts as well as their use of data to drive the structure of wellness care and health literacy education programming.
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