Integrating Interprofessional Collaboration: Immersion 2

Facilitator Guide

Introduction
Welcome to Integrating Interprofessional Collaboration (Immersion 2). This IPE experience is designed
to bring professions and sectors together for the common goal of improving health outcomes. You will
work in teams that include a patient/client to identify pressing problems, build upon existing assets, and
provide education or information related to initial plan to improve patient/client/population outcomes.
In this experience, you will face and resolve barriers to effective interprofessional team performance.
Facilitators will evaluate your effectiveness as a team through this simulation and to provide direct
feedback to you on your participation in the scenario.

As a healthcare professional, you may be faced with situations where your patient/client comes to you
with health information they’ve researched themselves. This information may or may not be reputable,
and could require you to find and cite evidence-based information to clarify your patient’s/client’s
concerns AND effectively communicate that information to the patient/client and/or your other health
team members. In this activity, you will practice your own research and communication skills to help
your patient/client and team members navigate the scenario with Jay Doe.

***In addition to the information in this document, it is HIGHLY recommended that you review the
Integrating Interprofessional Collaboration (Immersion 2) Canvas site to familiarize yourself with
information and expectations communicated to the students***

Learning Objectives

1. Use effect communication tools and techniques to facilitate improved team function
2. Engage other professionals appropriate to the specific practice situation to participate in shared
patient-, client-, community- and population-focused problem solving.
3. Communicate information with patients, families, community members and health team
members in a manner that is understandable, avoiding discipline-specific terminology when
possible.
4. Search for evidence-based research articles to clarify information found by your patient/client
5. Share commonalities and differences across the gathered evidence-based research from
different professions

Requirements
To receive full credit for Immersion 2, students will complete each of the following components:
● Complete all Canvas pre-work prior to your live session
● Review Jay Doe’s history and their current healthcare situation or concerns
● Attend and actively participate in the Immersion 2 live event
○ Address Jay Doe’s health and wellness concerns with them during a face-to-face
meeting
○ Discuss Jay Doe’s case and teamwork during a faculty-led debrief
● Complete the post event evaluation (at the event, before leaving)
 INFORMATION COMMUNICATED TO STUDENTS/POSTED ON CANVAS PRIOR TO THE EVENT

Canvas Pre-Work
Before you attend your live event, you should complete all review and pre-work content, familiarize
yourself with Jay Doe, and learn more about Jay Doe’s current health and wellness concerns. Each of
these components will prepare you to work collaboratively with your team and provide Jay Doe with the
best possible care and considerations.

Jay Doe’s Medical History

Jay Doe has been interested in seeking solutions to the various health concerns with which they have
been diagnosed. Specifically, they’re interested in finding solutions to improve (and hopefully cure) their
Type 2 Diabetes. They are also concerned about their periodontal gum disease, deteriorating vision due
to diabetic retinopathy, and alternative treatment or preventative options for COVID-19. They are
particularly interested in hydroxycholoroquine and ivermectin as these are both options they have seen
on the news, or known people who had COVID and seemed to quickly get better after taking them. Jay
Doe knew they were going to be able to meet with different health professionals as part of their visit
today, and sent you ahead of time some of the information they found through their own online
searching.

Item Name Description

Jay Doe’s medical ● Has Type 2 Diabetes and has not been managing diet, exercise,
history or testing blood sugar regularly
● Has constant foot pain, described as “pins and needles, and
sharp pains” for past seven months
● Has been diagnosed with high blood pressure
● Has periodontal/gum disease, with bleeding gums and loosening
of teeth, pain with chewing or eating
● Complains of jaw pain, says it hurts to talk and eat, thus often
avoids eating
● Has shown symptoms of depression, reports not feeling
motivated to get out of bed and feels trapped in their lifestyle
with no viable options to get better
● Wants to eat better, but can’t because of reported jaw pain, lack
of access to a full grocery store, and difficulty affording healthy
food options
● Understands the need to take medications, but they can be
difficult to afford depending on insurance coverage and how
much money they have left from their monthly check by the
time it’s ready to purchase their prescriptions
● Blurred vision for at least 3 months, with a gradual decrease in
vision such that it is difficult to watch TV or read the newspaper.
Can’t use a computer without a screen magnifier
● Has been admitted to the hospital three times in the past 12
months due to complications with diabetes and high blood
pressure
Financial resources/ ● Due to Jay Doe’s low income and disabilities, they qualify for
Insurance both Medicaid and Medicare insurance. They find that this dual
coverage allows them to afford and have access to most needed
health services
● Medicaid makes them eligible for the Indiana Lifeline Discount
Program to provide discounted internet service through Frontier
Communications
(https://frontier.com/resources/discountprograms/lifelineprogra
m/indiana).

Social Context/ Living ● Older Adult, retired from sales for 6 years
Arrangements ● Does not have any children
● Does have an ex-spouse (divorced for 15 years) who stays in
touch but is not in good health and never visits
● Lives alone in subsidized housing on the south side of
Indianapolis where they have been a resident for many years
● Lives in a one level home with 4 steps/handrail at front entry and
6 steps with handrail at back entry
● Limited mobility
● No grocery stores within walking distance, only a gas station or
convenience store, which has remained open during the COVID-
19 pandemic
● Does not drive, primarily walks from place to place. But, reports
that walking is becoming more difficult and loss of balance is
becoming a problem. The bus is running, but they are nervous
about public transportation during the COVID-19 pandemic
● Getting increasingly difficult to rise out of a chair
● Aside from a nearby church community that takes interest in Jay
Doe and that they occasionally attend, Jay lives a relatively
isolated existence with no family support or close community
ties. Now that church services have been moved online during
the COVID-19 pandemic, they prefer to watch Sunday service by
streaming on their computer
● Sporadically engages with neighborhood church members when
they reach out, but no longer attends service in person (for at
least the past 12 months)
● Has obtained a personal home computer and screen magnifier
for the visually impaired from their occupational therapist when
leaving their last hospital discharge
● Spends some time each day online reading news, listening to
music, engaging on social media, and watching recorded Sunday
services of their church
 Current Assessment ● Last discharged from the hospital about 4 months ago due to
complications from Diabetes and High Blood Pressure
● Has found exercise videos that they can access online but is
having difficulty knowing which ones are most appropriate for
their health conditions. They have difficulty getting up and down
from the floor, thus exercise is more challenging.
● Still experiencing foot pain, that they describe as “pins and
needles.”
● Forgot about the last two appointments scheduled at the clinic
and didn’t get them rescheduled
● Did follow up with a dentist since last discharge from the
hospital. Started restorative treatment which was helping to
alleviate some jaw pain. Also, started therapy to address
periodontal disease, but due to multiple factors, the dental office
has canceled the last 2 appointments. Unsure when or if
continued care will resume
● Medications and Allergies (MAR): Prescribed insulin and
metformin to manage Type 2 diabetes
● Would like to better manage diabetes with diet and exercise

Jay Doe’s Research

Source: Health Concern: Questions from Jay Doe:

Should off-label drugs be Preventative use of ivermectin. ● Can I get ivermectin

allowed in the fight against This article states that we
COVID-19? should follow the science, yet
the research shared here has
been disregarded
prescribed to me so I
can take it and avoid
getting COVID?
● If I can’t get ivermectin,
can I get an off-brand
that will do the same
job?
● Will this impact my
diabetes or vision?

Use of Xylitol in toothpaste to Jay Doe has been interested in
help with dental care and Jay easy swaps that could improve
Doe is wondering if there would their health. One idea Jay has is
be other benefits  incorporating Xylitol toothpaste
to improve overall care of their
teeth.
· Is the use of Xylitol
toothpaste
recommended?
· Are there other benefits
to using Xylitol and is
this backed up by
reputable information?

Miracle Diabetes Curing Diet Pill Jay Doe loves watching Shark ● How long do I have to
Tank and recently found an take StrictionD before I
article claiming that two sisters start noticing a
created a pill to regulate blood difference in my blood
 sugar and reverse insulin sugar levels?
resistance ● Will taking this also
make it easier for me to
breathe and walk,
similar to what Kathy
shared in the article?
● Are there other
supplements I should be
taking in addition to
StrictionD?

Does a new study really show
hydroxychloroquine might be
effective against Omicron?
Jay Doe recently found an
article suggesting there’s
renewed interest in using
hydroxychloroquine to treat
the omicron variant. They’re
exploring any and all options to
keep safe from COVID.
● When will I know if it’s
safe to use
hydroxychloroquine if I
get COVID?
● If I can’t get
hydroxychloroquine,
what other options do I
have?
● Will this improve other
areas of my health? I
read that
hydroxychloroquine
helps with arthritis.
● Are there any concerns
or ‘things I would need
to get checked’ if I use
hydroxychloroquine?

Independent Literature Searching

You have now had the chance to review Jay Doe’s Past Medical History and literature search results.
Prior to attending your in-person session for Immersion 2, you will need to conduct your own literature
search using evidenced-based medicine search strategies you have been taught. As a resource to get
started, listed below are examples of discipline-specific databases that can be used in your search. Each
student should find at least one evidence-based article that addresses the points of interest for Jay Doe
(i.e. those listed above in the Table: Jay Doe’s Research).

Disciplinary Program Relevant Databases

Medicine Pubmed, Embase, Scopus, Ovid

Dentistry Pubmed, Embase, Scopus, Ovid

Health & Human Sciences Pubmed, CINHAL, Health and Wellness (GALE), Alt
Healthwatch
 Nursing Pubmed, CINHAL, Embase, UpToDate

Optometry Pubmed, CINHAL, SPIE Digital Library, Embase

Public Health Pubmed, Medline Plus, Health and Wellness

(GALE), SPORTdiscus

Social Work Academic Search (EBSCO), Social Work Abstracts,

Social Services Abstracts, Pubmed

Pharmacy Programs Pubmed, International Pharmaceutical Abstracts

Here are a few search strategies to aid in your process:

● Identify two to three keywords to use in your search. Don’t use unnecessary words and phrases.
For example, instead of searching “Resources about Ivermectin and Covid-19” search
“Ivermectin AND COVID-19”
● In a library database, you can control your results by connecting keywords with AND, OR, NOT,
and by using other search strategies like putting "quotation marks" around phrases to keep
them together in the search.
Use AND to narrow your results. Your results must include each term.
Use OR to broaden your results. Your results could include any one of the terms.
Use NOT to exclude terms from your results.
● Click the "peer-reviewed" button on the left-hand side to show resources that have been
reviewed by other professionals in the field. Clicking this box will get rid of dissertations and
popular literature (magazines, newspapers, etc.)
● Pay attention to source type. You can specify whether you are looking for journal articles, books,
dissertations, etc. Clicking "scholarly journals" will reduce the amount of resources to skim
through.
● Publication date can also be important. If you are looking for recent literature, you want to
change the year range to reflect the last five years or so. However, if you are looking for theory
literature or a historical look at a treatment, disease, etc. then an older range might make sense.
● Other filters include: subject and classification (could be useful for identifying additional
concepts), as well as population, age group, methodology, and language.

Each student must individually complete the Literature Search Document and bring a copy to your in-
person Immersion 2 session. You do NOT have to upload this to Canvas, but will need access to this
document during your in-person discussions. This document will allow you to log your search strategies
and results, and share these with your patient/client, team members, and/or facilitator(s).

In-Person Immersion 2 Session

Once you have done your literature searching and have completed your Literature Search Document,
you are now ready to participate in your in-person Immersion 2 session. Please make sure you are
familiar with the literature you have found and can share this with your patient/client, team members,
and/or facilitator(s) during your in-person session.

INFORMATION BELOW THIS POINT IS PART OF IN-PERSON EVENT MATERIALS

Event Structure
  10 minutes: Welcome and Introduction
 5 minutes: Travel to breakout rooms
 30 minutes: Team Huddle
 30 minutes: SP Interactions
 20 minutes: Debrief
 10 minutes: Wrap Up/Evaluations

Team Huddle
Students have all completed their Literature Search Document prior to attending this in-person session
and will now meet in a team huddle to review/discuss their findings. After reviewing Jay Doe’s cursory
research and completing their own disciplinary literature searching, they will now participate as a
member in a team huddle to discuss findings related to their discipline and Jay Doe’s research. Your
interprofessional team will view each condition within the lens of each profession represented in your
team. Following this team huddle, each of team will have the chance to meet with Jay Doe and share the
discussion/findings of the group.

Goals for the Team Huddle, Interaction with Jay Doe, and Facilitator Debrief:
● Discuss common concerns different team members identified through Jay Doe’s initial research.
As a group, what did you notice about the type of information Jay Doe was locating? Where did
you look for evidence-based resources and how did you break down your search in order to
capture information that could help inform next steps for Jay Doe’s care?
● Recognize and discuss as a group health challenges or concerns from Jay Doe’s searching from
your respective health discipline. Are there particular ‘red flags’ that you noticed on behalf of
your profession? How might this information impact Jay Doe’s health improvement?
● Synthesize the group’s independent research to form more holistic care considerations for Jay
Doe
● Identify common threads between all of your searching and curate potential sources to share
with Jay Doe
● Educate Jay Doe about how to interpret the scientific information they found online and ensure
they are reviewing reputable information about topics of interest in the future
● Participate in a facilitator-led debrief to review/discuss all aspects of this activity (i.e. searching
for evidence-based medicine, and effectively sharing this information with colleagues and the
patient/client
Interaction with Jay Doe
Once students have finished their team huddle, they will be divided into two sub-groups, each of whom
will have the opportunity to interact with an SP (who is playing the part of Jay Doe). To facilitate
conversation with the SP, only half of your student team (i.e. one sub-group) will interact at once using
the structure described below:

 Sub-group 1 (Practitioners): SP Interaction

o 10 minutes in length
o Sub-group 2 (Observers) will be in the breakout room, but will not interact at this time
 Once sub-group 1 (Practitioners) have completed their interaction, the roles will switch
 SPs will be asked (by Facilitator) to leave room for 5 minutes to complete CARE form, while the
team and Facilitator briefly discuss the interaction
 After 5 minutes, Facilitator will ask SP to come back in the room
 Sub-group 2 (Observers): SP Interaction
o 10 minutes in length
o Sub-group 1 (Practitioners) will be in the breakout room, but will not interact at this
time
 Once sub-group 2 (Observers) have completed their interaction, all learners will participate in
the facilitator-led debrief (SPs may be excused at this time)
Debrief
Now that both sub-groups have completed their team huddle and interaction with the SP, you will
facilitate a debrief to help explore and clarify key learning points for this activity. You are welcome to
structure this debrief however you see best, but are welcome to use the questions below as a guide for
your discussion:

Questions
1. Initial Perceptions–WHAT?
a. What did you notice in Jay Doe’s research compilation?
b. What did you observe in your team during initial discussions about the resources Jay
Doe sent to your team?
c. How did your team feel after reading through Jay Doe’s resources?
d. What were the initial thoughts, perspectives, or comments conveyed by team
members?
2. Roles & Responsibilities
a. What part of Jay Doe’s research stood out most to each team member? (Be sure to
consider each profession represented in your group and the piece(s) of the case they
found most immediately relevant to them).
b. Based on considerations for the question above, were there any part(s) of Jay Doe’s
sources that another profession thought of that surprised you (i.e. it made a team
member say, “I didn’t even think of that” or “I never thought of it that way”)?
c. In terms of your scope of practice, how well suited was your team to work with Jay Doe
to advance their health and health care goals? Did it make sense for each team member
to be a part of this team? Why or why not?
3. Teams and Teamwork
a. Briefly describe at least 1-2 strengths of your team or things they did well during this
activity.
b. Briefly describe at least 1-2 examples of things that worked well during your team
huddle.  
i. What were your indicators/signals that this was working well?
c. Briefly describe at least 1-2 examples of things that did not work as well during your
team huddle.
i. What were your indicators/signals that this was not working?
ii. If you could go back and participate in the team huddle again, what would you
do differently? 
4. Interprofessional Communication
a. How did your team think about communicating concerns to Jay Doe? How might mode
of communication impact how Jay Doe reacted to the various concerns you had as
medical professionals?
b. What communication tools, techniques, or strategies did your team use to work with
each other? Were these similar or different than strategies used to communicate with
Jay Doe?
5. Values/Ethics for Interprofessional Practice 
a. Now that you read through the materials sent by Jay Doe and discussed these during
your team huddle, how can (or did you) show Jay Doe had a valued role on this team
and was integrated into the interprofessional care?
 b. What questions or concerns did you have as a group when it came to potentially sharing
information with Jay Doe (i.e. what if you disagreed with one of their references, or
wanted to communicate to them that it wasn’t from a reputable source)? 
c. What strategies can you use to communicate this information without potentially or
inadvertently insulting the patient/client? 
6. Overall Learning Experience and Team Sharing
a. Take a moment to think back about Jay Doe and your team huddle. What moment(s) or
interaction(s) was the most significant for you as a learner (each learner should identify
at least one)?  
b. As a professional, how can you help aid the patient’s/client’s understanding when
information is everywhere, easily accessible online, and best practices can shift or
evolve over time?
c. What concerns do you have about communicating with the patient/client and/or your
other team members? Do you think certain modes of sharing might be better received?
Why or why not?

Wrap Up/Evaluations
Thank you for serving as a facilitator for Integrating Interprofessional Collaboration (Immersion 2). While
participating in the event, students had a post-event evaluation emailed to them from the IU IPE Center
(ipectr@iu.edu). Please allow the students 5-10 minutes at the end of this session to complete this
evaluation BEFORE they are dismissed. This evaluation would have been emailed to the same email
address they used to register for the IPE event. If they can’t find the email, have them check their junk
mail, and if still unable to locate it, have them enter the following Bitly link into their browser
https://bit.ly/Imm2SP22.

You will also receive a facilitator post-event evaluation sent to your email from the IU IPE Center. Please
use the same time during the event to complete this, or you can do so at your earliest convenience
following the event.