The Interprofessional Education Exchange: The Impact of a Faculty Development Program in Interprofessional Palliative Oncology Education on Trainee Competencies, Skills, and Satisfaction.

The interprofessional education exchange (iPEX) provides education, training, and mentoring to select interprofessional faculty trainee teams for development and implementation of interprofessional education (IPE) in palliative oncology. To evaluate the impact of the iPEX project on trainees' self-efficacy in IPE skills and IPE competencies. A pre-/post-test design was used to evaluate trainees' progress.

"Opening eyes to real interprofessional education": results of a national faculty development initiative focused on interprofessional education in oncology palliative care.

The purpose of this study was to evaluate participants' feedback related to their experience in the Interprofessional Education Exchange (iPEX) program, a training initiative for faculty development in interprofessional oncology palliative care education. Participants voluntarily submitted a written reflection using a guide. The research team used qualitative content template analysis techniques to determine codes and categories based on the reflections and selected representative quotations (meaning units) from the data.

The development of an outcome oriented and research informed spiritual care assessment and documentation form for the electronic health record in an adult hospital setting.

Standards for professional chaplaincy expect chaplains to document their work in patients' medical records, but no agreed upon standard for the content or format of such documentation exists. With the adoption of Electronic Health Records (EHRs) in many hospitals, chaplains may utilize a provided electronic form or one that can be customized from a basic format to departmental specifications. Ideally, the documentation form supports and reflects the work of chaplains in their specific clinical context.

Evaluation of an Interdisciplinary Curriculum Teaching Team-Based Palliative Care Integration in Oncology.

For students of the health care professions to succeed in today's health care environment, they must be prepared to collaborate with other professionals and practice on interdisciplinary teams. As most will care for patients with cancer, they must also understand the principles of palliative care and its integration into oncology. This article reports the success of one university's effort to design and implement an interdisciplinary curriculum teaching team-based palliative care in oncology which was mandatory for medical, nursing, social work, and chaplaincy students.

"Look at me, but don't!"--Revisiting the narcissistic dilemma in clinical pastoral supervision.

Clinical Pastoral Education is a shame-sensitive endeavor. This article discusses the impact of shame in supervision by considering students' experiences of shame as well as the supervisor's shame and their resulting dilemmas. Exploring the paradox of shame from a psychological and theological perspective, the author suggests that shame can serve students' self-discovery, if it is engaged through pastoral confirmation and transformative interventions.

The Interdisciplinary Curriculum for Oncology Palliative Care Education (iCOPE): meeting the challenge of interprofessional education.

Unlabelled: Background: Interprofessional education is necessary to prepare students of the health professions for successful practice in today's health care environment. Because of its expertise in interdisciplinary practice and team-based care, palliative care should be leading the way in creating educational opportunities for students to learn the skills for team practice and provision of quality patient-centered care. Multiple barriers exist that can discourage those desiring to create and implement truly interdisciplinary curriculum.

"For the hatching of our hearts": friendship, pastoral care, and the formation for ministry.

The author explores the notion of friendship by drawing on personal and ministry experience, as well as on philosophical and biblical insights, in order to suggest a dynamic practice of pastoral care and a process of ministry formation which transcends the professional paradigm and the peership principle. He suggests that the power to bless, the ability to extend grace, and the potential for change are dynamics of friendship which are effective both in pastoral care and in ministry formation.