Interprofessional Education in a Rural Community-Based Falls Prevention Project: The CHAMP Experience

Abstract

Background and Purpose. The complex health care challenges facing our nation demand a paradigm shift to an interprofessional approach to the education of health professionals. Interprofessional learning experiences in nontraditional, community-based settings are especially critical for preparing a workforce to meet the needs of vulnerable populations such as older adults and those living in rural areas. The purpose of this paper is to describe interprofessional, rural community-based education as implemented during the first 2.5 years of a falls prevention project called the Community Health and Mobility Partnership (CHAMP). Case Description. The CHAMP project began in a rural Appalachian county in western North Carolina in 2009. Interprofessional health care teams, including physical therapy, nursing, and emergency medical services personnel, conducted in-depth screenings for falls risk and provided advice and individualized exercise recommendations to program participants. Physical therapist (PT) and physical therapist assistant (PTA) students, faculty, and clinicians performed standardized assessments of strength, balance, and mobility and provided instruction in home program exercises or referral to local health care providers as appropriate. Outcomes. Program providers held 53 events for falls risk screening and management for a total of 173 older adults over the 2.5-year period. Twenty-eight PT students and 75 PTA students participated, along with approximately 40 nursing students. PT and PTA students reported that the experience reinforced what they had learned in the classroom and provided opportunities for learning about other health professionals and about the needs of older adults living in rural communities. Discussion and Conclusion. Interprofessional education as part of an academiccommunity partnership provided benefits for participants, faculty and students, and the community. These types of learning experiences can help prepare PT and PTA students as collaborative team members.