The Health Mentors
Program (HMP)
Year One Overview
[insert date here]
Goals for Today’s Session
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Why Interprofessional Education?
Why health mentors?
Review logistics for Health Mentor Program
Start to learn about roles of healthcare team
members
Get to know your interprofessional team
Understand ICF terms and prepare for your
first Health Mentor meeting
Why Interprofessional
Education (IPE)?
The Quality Chasm—Institute of
Medicine, 2001
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“Safety and quality problems exist because of
system problems…browbeating health
professionals to just try harder is not the answer”
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“Quality problems are occurring in the hands of
health professionals highly dedicated to doing a
good job, but working within a system that does
not adequately prepare…or support them…to
achieve the best for their patients.”
Institute of Medicine,
2003
“Once in practice, health professionals are asked to work in
interdisciplinary teams, often to support those with chronic
conditions, yet they are not educated together or trained in
team-based skills.”
Health
professionals are well meaning, but often do not use
a common language and misunderstand each other
is not simply about being “nice”—effective
teamwork requires training and practice
Teamwork
IOM Recommendations,
2003
To
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reduce the Quality Chasm:
“All health professionals should be educated to deliver
patient-centered care as members of an
interdisciplinary team, emphasizing evidence-based
practice, quality improvement approaches, and
informatics.”
What is IPE?
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“When students from two or more professions
learn about, from and with each other to
enable effective collaboration and improve
health outcomes.” (WHO, 2010)
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IPE is now a part of accreditation standards
IPE Core Competencies, May 2011

Developed by American Association of Colleges of Nursing, American Association of Colleges of
Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education
Association, Association of American Medical Colleges, Association of Schools of Public Health
Why do we need IPE?
To Prepare for Collaborative Practice
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IP Collaborative Practice:
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“When multiple health workers from different
professional backgrounds work together with
patients, families, carers [sic], and communities to
deliver the highest quality of care” (WHO, 2010)
Improves patient outcomes!!!
Increases patient and provider satisfaction
Decreases costs
Why Health Mentors?

Health Mentors Program helps students to:
• Learn, as a team, what patients need and how
to work together for and with them
• Learn from each other about the point of view
and expertise of our variety of professional
colleagues
• Develop an understanding from the patient’s
perspective of what it is like to live with chronic
conditions
Why Health Mentors?
Patient-Centered Care
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Our common goal is to improve the health, wellbeing and function of our future patients
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Only our patients know what is really important
to them, and how the system (and we) impact
them – for better or for worse!
Why Health Mentors?
Understanding Roles
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Understanding healthcare roles takes time and effort
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We recognize that you may not know all of the
details of your own roles yet, let alone those of other
disciplines
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But, you do know why you entered your profession—
start here!
As you learn more about your chosen profession
over the next few years, you will able to share your
growing knowledge and expertise with your
teammates.
Understanding Roles, cont.
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By the end of this program, we hope that you
will:
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Have an appreciation that you do not work in isolation
Understand that you do not need to or cannot possibly know
everything and that other team members can support your
care of patients
Have a beginning knowledge about other professions’ roles
and training that you can apply in future care settings
Recognize that roles will continue to change as healthcare
changes and put ongoing effort into understanding these
changes
Practice using a common language across disciplines
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HMP Logistics
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Each module is centered on an
interprofessional team visit with your health
mentor
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Your team will visit with your Health Mentor:
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2 times this year [insert year here]
2 times next year [insert year here]
All modules are followed by team and
individual assignments as well as facultyfacilitated IPE small group sessions
HMP Logistics
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Modules are required parts of your coursework
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Course information is available online through
[insert location here]
Your Health Mentor contact information and date
for your first pre-arranged mentor visit on
campus is posted on your Team Wiki Site 1:
Administrative Information
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Navigating HMP on Pulse
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Log onto Pulse
Click [insert location here]
Left Menu Bar options:
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Announcements
Faculty & Staff information
Y1 HMP Orientation
Module 1 curriculum [insert semester and year
here]
Module 2 curriculum [insert semester and year
here]
Team Wikis
Team Survey
Student Leaders
Team Wikis
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Each team has access to 2 team wiki sites:
 Site 1 (Administrative Information) includes:
 Team Contact Information
 Health Mentor Information
 Meeting Date/Time/Location information
 Site 2 (Team Assignments) includes:
 Submit your team assignments here
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If you are not sure how to navigate a WIKI, please see the wiki
demo. [insert location here]
Who are our Health Mentors?
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Community-based volunteers who are living and
coping with one or more chronic health
conditions or impairments.
Examples:
Hypertension
Diabetes Mellitus
Spinal Cord Injury
Cerebral Palsy
Coronary Artery Disease
Roles and Responsibilities
of Students
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Dress in professional attire and wear your
name badge when meeting your health
mentor (no white coat necessary)
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Be respectful of your Health Mentor’s time
and privacy.
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If Health Mentors do not want to answer any
specific questions, that is OK
They are volunteer “teachers” not patients
Roles and Responsibilities
of Students
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Student Liaison:
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Each team will designate a student liaison
later today who will serve as the point
person of communication between the
team and the Health Mentor
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Liaison should contact health mentor
before each scheduled visit to confirm
meeting time, location, and details of visit
Roles and Responsibilities
of Students
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Remember you are NOT yet a licensed
professional
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If your health mentor asks you questions
about their diagnosis or care, ALWAYS
refer them to their own healthcare
professionals
Roles and Responsibilities
of Mentors
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Health Mentors have agreed to complete all 4
visits with your team over 2 years
Health Mentors should NOT ask students to
answer health-related questions or provide
them with health care
Health Mentors should be respectful of
students’ privacy and time
If any concerns about your mentors arise,
please contact HMP staff immediately
Roles and Responsibilities
of Health Mentors
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Health Mentors should contact faculty if
they have any questions or concerns
about the program
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Health Mentors should notify us if health
or other reasons make them unable to
continue in the program - we will match
you with a new Health Mentor!
Year One Timeline
Module Topic
Scheduled Mentor
Visit and IPE
session time
Assignment
Due Date/
Small Group
Session
1
Obtaining a
Comprehensive Life
and Health History
[insert dates here]
[insert date
here]
[insert time
here]
2
Preparing a Wellness
Plan
[insert dates here]
[insert date
here]
[insert time
here]
Module 1: Life and Health
History (insert semester and
year )
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Meet on pre-arranged date with team and
Health Mentor
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Obtain comprehensive life and health history
from your Health Mentor
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Complete the following assignments on [insert
date] [insert time]
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Comprehensive Life and Health History Form (Wiki)
 ICF grid (Wiki)
 Self and Peer Evaluations (Pulse)
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Present and discuss Comprehensive Health
History during interprofessional small group
session on [insert time]
Module 2: Wellness Plan
(insert semester and year)
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Meet on pre-arranged date with team including
Health Mentor
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Complete the following assignments on
[insert date and time]:
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Evidence-Based Wellness Plan (Wiki)
Updating ICF Grid (Wiki)
Team Performance Scale (Pulse)
Present and discuss Wellness Plan during
interprofessional small group session on
[insert date]
Online IPE Small Group
Sessions
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As a team, you may choose to participate in online
interprofessional discussion groups, instead of face-to-face
sessions, in November and March
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If your entire team would prefer to opt-in to these online
discussion groups for this year, email [insert contact
information] by [insert date].
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Space is limited for the online discussion groups, but we
will try our best to accommodate your teams’ request
Program Evaluation and
Feedback
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After orientation and at the end of each
semester, we will solicit your feedback
through formal program evaluations
Please be sure to complete these surveys
and to let us know what is working and what
is not, so we can continue to improve the
program
Course Contact Information
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[insert name], [insert job title]
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[insert name], [insert job title]
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Email: [insert email address]
Email: [insert email address]
EMAILS
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Please be sure to put your Team Number in the
subject heading of your email
Why do we need a
common language?
Introduction to ICF
Words have different meanings for
different people
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“Functional problem”
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Without a common language, this term can refer to
multiple different items – such as osteoarthritis,
knee pain, inability to walk, trouble getting to the
doctors office, etc
“Trauma”
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For some, trauma means damage to tissues at the
cellular level or from an accident; for others, it
represents emotional trauma or abuse, etc.
People use different words for a
similar concept
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IADLs (Instrumental Activities of Daily Living,)
Participation, Roles…
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All refer to involvement in life situations, but use
often varies by discipline
Patient, Client, Mentor, Participant…
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All refer to the same person, but use often varies by
discipline
World Health Organization
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WHO created the International Classification
of Functioning, Disability, and Health (ICF) to
serve as a common language for clinicians
and researchers
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ICF serves as a companion to the
International Classification of Diseases (ICD)
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World Health Organization. Towards a Common Language for Functioning, Disability and Health (ICF Beginner’s Guide) Available
at http://www.who.int/classifications/icf/training/icfbeginnersguide.pdf.Accessed June 11, 2010.
WHO International Classification of Functioning,
Disability and Health
ICF
Health Conditions
(disease or disorder)
(Impairment of)
Body function
and structures
Participation
Activity
(Limitation)
Environmental
Factors
(Restriction)
Personal
Factors
(Strengths and Weaknesses)
Using the ICF Framework
• Some students have already had a lecture
on this topic and are familiar with these
terms
• They have used this framework to
organize patient information
• Team members can look to each other for
explanation and guidance
ICF Case Study- Lily
ICF
Right hemiparesis
Dysphagia
Aphasia
Visual field cut
Impaired cognition
Health Conditions
Body function
Activity
and structures
Can’t eat
Can’t cook
Can’t walk
Can’t communicate
wants and needs
Environmental
Bathroom on 2nd floor Factors
Husband
Lots of family nearby
Health Insurance
Left brain
stroke
Matriarch
Wife
Homemaker
Participation
Can’t attend church
Can’t shop or drive
Personal
Factors
Determination
Faith
Independent
Likes Control
ICF
Health Conditions
(disease or disorder)
(Impairment of)
Body function
and structures
Participation
Activity
(Limitation)
(Restriction)
Personal
Factors
Environmental
Factors
(Strengths and Weaknesses)
=
Quality of Life
Impact of Health Conditions
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Body Function and Structure level
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Activity level
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Participation level
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Environment including people and structures
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Person’s adjustment to everything changing in
the person’s world
Conclusion
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Why Interprofessional Education?
 IPE is central to the future delivery of high quality, team
based, patient-centered care
Why health mentors?
 To begin to understand person-centered care and
roles/expertise of team members
Why do we need a common language?
 To understand each other and communicate more
effectively for our patients
What is the ICF framework?
 A system to organize concepts across disciplines and to
promote team based, patient-centered care
ICF Case Study
Each team will now review the
ICF case and answer questions
ICF Case Study: Answers
ICF
1. Rheumatoid
Arthritis
Health Conditions
Body function
Participation
Activity
and structures
3. Carrying the baby
Parent
2. Pain in her hands
(a specific activity she
Single mom
(impairment of immune
has carrying out)
system causing
inflammation of joint
linings)
Environmental
Personal
Factors
Factors
5. Lack of family support (social
4. Resourcefulness &
environmental factor)
Determination and
Manual transmission of car (physical
Motivation
environmental factor)