Exploring Transitions of Care Through an Interprofessional Education Track

Authors

  • Rhonda Nelson University of Utah
  • Beth Cardell University of Utah
  • Justin Rigby University of Utah

DOI:

https://doi.org/10.18666/TRJ-2025-V59-I2-12596

Keywords:

Interprofessional Education, Therapeutic Recreation, Recreational Therapy, Simulation, Team-based Learning

Abstract

Interprofessional education (IPE) is critical to the development of a collaborative practice-ready workforce, yet implementation of high-quality IPE that is meaningful to students is recognized as challenging. The use of IPE tracks as part of a larger IPE program can be an effective approach to navigating implementation barriers. As the Therapeutic Recreation/Recreational Therapy (TR/RT) profession looks to identify best practices in IPE, scholars have noted that documentation and evaluation of existing programs is critical. This project documented and evaluated a Transitions of Care IPE track offered at one university as part of a larger IPE program. To provide a comprehensive overview of this IPE experience, it was documented in terms of three key elements: (a) the Transitions of Care IPE structure, (b) administrative supports and IPE infrastructure, and (c) use in undergraduate and graduate RT curriculums. It was evaluated in terms of (a) student attitudes toward IPE following the experience, and (b) RT faculty perspectives.

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Published

2025-05-14

Issue

Vol. 59 No. 2 (2025): Interprofessional Therapeutic Recreation/Recreational Therapy Practices and Education: Focus on Health and Quality of Life

Section

Special Issue

License

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