Medicine and Health Sciences Commons^™

Special Panel Presentation: Aligning Interprofessional Education With Clinical Practice Redesign: Interprofessional Care For The 21st Century: Redefining Education And Practice, Malcolm Cox, Md

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Malcolm Cox, MD

Chief Academic Affiliations Officer (Retired)

Veterans Health Administration

Adjunct Professor, Perelman School of Medicine

University of Pennsylvania

Dr. Cox is an Adjunct Professor at the Perelman School of Medicine, University of Pennsylvania. He most recently served for eight years as the Chief Academic Affiliations Officer for the U.S. Department of Veterans Affairs, in Washington DC, where he oversaw the largest health professions training program in the country and repositioned the VA as a major voice in clinical workforce reform, educational innovation, and organizational transformation. Dr. Cox received his undergraduate education at the University of the Witwatersrand and …

Va Centers Of Excellence In Primary Care Education, Kathryn Rugen, Phd, Fnp-Bc, Stuart Gilman, Md, Mph

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VETERANS HEALTH ADMINISTRATION

CoEPCE Purpose

•Develop and test innovative approaches for curricula related to core competencies of patient-centered care.

•Study the impact of new educational approaches and models on health professions education to include collaboration, cultural shifts in educational priorities, and educational and workforce outcomes within and beyond VA.

•Improve primary care instructional strategies with emphasis on workplace learning

Stuart C. Gilman, MD, MPH

Director, Advanced Fellowships and Professional Development

Centers of Excellence in Primary Care Education

Office of Academic Affiliations

Veterans Health Administration

In his role as Director, Advanced Fellowships and Professional Development, Office of Academic Affiliations, Veterans Health …

The Career Support Network: An Interdisciplinary Model Integrating Chronic Disease Prevention And Management Programs, Public Health And Occupational Therapy Into A Workforce Development Program For Low Skilled, Low Resourced Individuals, Rickie Brawer, Mph, Phd, Mches, James D. Plumb, Md, Mph, Stephen Kern, Phd, Otr/L, Faota, Robert Walsh, Ms, Otr/L

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THE CAREER SUPPORT NETWORK (CSN)

Historical Perspective: What led us to the CSN?

Transformational Leadership: Creating A Culture Of Cross-Institutional Ipe Collaboration, David Farmer, Phd, Lpc, Lmft, Susan Mace Weeks, Dnp, Rn, Cns, Lmft, Faan, Lawrence Cohen, Pharmd, Bcpp, Fashp, Fccp, Fcp

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Facilitating Structures

• Engagement of senior leaders

• Mutual appointment to IPE leadership groups

• Memorandum of understanding

• Joint appointments

• Communication and time

• Collaboration as a value

• Commitment to Trial and Refinement

• A Foundation of Trust

Leading From The Center Or Leading From The Side? Distinctions In Collaborative Leadership, William Gordon, Dmin, Mdiv

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Objectives

•Assess qualities of leadership in terms of how they facilitate collaborative leadership

•Apply a framework of collaborative leadership to educational initiatives and experiences

Creating An Interprofessional Faculty And Student Global Health Grant Program, Virginia Rowthorn, Jd, Rosemary F. Riel, Maa, Jody Olsen, Phd, Msw

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UMB Center for Global Education Initiatives

• Founded in 2004 with an NIH Fogarty International Center “Framework” Grant that provided funds to universities to encourage capacity building & training in global health across schools on an academic campus.
• Focus: interprofessional global health education

The Collaborative Continuous Coordinated Care (3cs) Model Hartford Institute For Geriatric Nursing, Maryanne Giuliante, Dnp, Rn, Gnp, Anp-C

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Goals of Project

• Build an education-practice model which increases pharmacologic adherence among older, homebound adults

• Develop an innovative interprofessional model which increases the formation of meaningful, Interdisciplinary collaborative relationships

• Create an opportunity for professionals to work together

Using Technology To Enhance Interprofessional Education To Promote Collaborative Practice For Students, Kathryn Shaffer, Rn, Edd, Elizabeth T. Speakman, Edd, Rn, Anef, Fnap, Christine K Wade, Edd, Pt, Rn

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To Err Is Human: Building a Safer Health System Recommended interdisciplinary team training to increase patient safety and quality health care IOM, 1999

Crossing 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, IOM, 2001

Health Professions Education: A Bridge to Quality 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, IOM, 2003

The Future of Nursing: Leading Change, Advancing Health …

Teaching Teamstepps To Interprofessional Students Or Staff To Promote Teamwork And Patient Safety, Elizabeth T. Speakman, Edd, Rn, Anef, Fnap, Alan Forstater, Md, John Duffy, Msn, Rn, Nethra S. Ankam, Md, Cara Mcdaniel, Pharmd, Lauren Collins, Md, Anne Marie Petit, Msn, Rn, Dimitrios Papanagnou, Md

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TeamSTEPPS stands for Team Strategies and Tools to Enhance Performance and Patient Safety.

Jeffchat: A Novel Student-Led Extracurricular Ipe Experience Increases Humanistic Approach To Care, Carolyn Giordano, Phd, Steven Fox, Msiv, Jordan Deaner, Msiv, Anna Escuder, Md, Danielle Weber, Md, Kevin J. Lyons, Phd, Elizabeth T. Speakman, Edd, Rn, Cde, Anef, Fnap, Charles Pohl, Md

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Presentation Overview

• Overview of JeffCHAT mission, design and implementation strategy

• Presentation of Evaluation Methods and Results

• Interactive Student Panel Discussion

Linking Academic And Clinical Leaders To Promote Ipp, Catherine Maher, Pt, Dpt, Genevieve Pinto Zipp, Pt, Edd

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Missing link in IPE

• Ensuring that all health care professionals recognize the importance of an interprofessional practice model for patient-centered care is paramount in today’s health care arena.
• While, the use of IPE experiences is not new in the academy linking those experiences to rich clinical experiences is less frequently observed.
• Academic faculty partnering with clinical residency programs to design learning environments that capitalize upon the strengths of both can create an insightful IPE educational experience for students during their didactic training and support IPP.
• This partnership provides mentorship for residents transitioning from their role as clinicians to that of …

Creating Faculty Engagement In Interprofessional Learning Experiences, Genevieve Pinto Zipp, Pt, Edd, Catherine Maher, Pt, Dpt

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ENGAGEMENT FOSTERS AN UNDERSTANDING OF THE IMPORTANCE OF THE IPE JOURNEY

Core Signature Experience: A Sustainable Model For Ipe, Genevieve Pinto Zipp, Pt, Edd, Catherine Maher, Pt, Dpt

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Objectives

• To describe an adult learning framework using “structured immersion approach (SIA)”

•To explore options for the development of core signature IPE offerings

•To discuss the value of sustainable and consistent IPE experiences in fostering IPP

Introducing Interprofessional Education (Ipe) Grand Rounds: Lessons From A New Student-Led Ipe Initiative, Amanda Gibson, Chelsea Gorman, Cathy Lee, Claire Sokas, Msh, Jessica Verzella, Sarah Dallas, Ba, Tracey Vause-Earland, Ms, Otr/L, Lauren Collins, Md

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Learning Objectives

• Describe 2-3 benefits for enhancing student exposure to real world collaborative practice teams

• Develop an action plan for starting an IPE Interest Group at your institution

• Describe 3 practical tips for implementing an IPE Grand Rounds

Should The Entire Team Learn Together? Piloting An Interprofessional, Palliative Care Communication Workshop, Naha Darrah, Md, Diane Hadley, Md, Lora Packel, Md, Varleisha Gibbs, Md, Eunhae Grace Kim, Valerie Cotter, Md, Christine Bradway, Phd, Rn, Zvi Gellis, Md, Cathy Poon, Md, Amy Corcoran, Md

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Learning Objectives

To describe the main objective for an effective interprofessional communication workshop

To list the essential elements of an effective interprofessional communication workshop

Impact Of Ipe In Advanced Pharmacy Practice Experiences Of The Jefferson School Of Pharmacy Students Relative To The Ipe Core Competencies, Elena Umland, Bs, Pharmd, Caitlin Brown, Bs, Pharmd Candidate 2015, Carolyn Giordano, Phd

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Background

• First and second-year pharmacy students participate in a required two-year, longitudinal IPE experience.

• Pharmacy students may participate in other, independent IPE programs during their time in the pharmacy program.

• The impact of IPE in the first three years of the pharmacy curriculum on the advanced pharmacy practice experiences (APPEs) has not been evaluated.

Clinical Partnerships For Interprofessional Education Of Family Nurse Practitioner And Dental Hygiene Students, Bridgitte Gourley, Dnp, Crnp, Lisa Bress, Rdh, Ms

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Purpose

• Develop clinical practica and didactic curriculum for FNP & Dental Hygiene Students

• Implement guidelines from the Integration of Oral Health and Primary Care Practice (IOHPCP) for Family Nurse Practitioner and Dental Hygiene students

• Reinforce the oral-systemic health link through shared learning

• Focus on high risk populations in community based sites where faculty practice

Interprofessional Collaborator Curriculum, Todd C. James, Md, Ella H. Bowman, Md, Phd, Glenda R. Westmoreland, Md

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Background:

Physicians are often expected to participate with teams of health professionals; however, postgraduate training infrequently includes interprofessional (IP) or team training.

Purpose:

This curriculum was developed to demonstrate the knowledge, skills and attitudes which lead to successful IP collaboration.

Curriculum:

During a four-week geriatrics rotation, medicine interns complete a fifty-minute, in-person, multimedia lecture to introduce the IP collaborator concept and the Canadian and American IP competency frameworks. The IP pocket card is demonstrated and interns complete a guided, team-meeting video observation exercise. Using a Survey Monkey, narrative reporting tool, interns analyze team competencies that they observe or initiate during …

Teamstepps: Radiologic Sciences Students’ Perspective, Collleen Dempsey, Sandra Freed, Amanda Lafontaine, Daniel Roberts, Allison Urbaniak

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Purpose:

Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) provides participants with a simulated interprofessional education experience. TeamSTEPPS focuses on skills that support teamwork performance and communication principles with the goal of improving quality and patient safety.

Background:

Thomas Jefferson University is a leader in providing its students with interprofessional training and education opportunities. Students in the Department of Radiologic Sciences, Jefferson School of Health Professions (JSHP), participate in interprofessional education sessions with other health professional disciplines including nursing and bioscience technology. For the past two years, radiologic sciences students have participated in the TeamSTEPPS program. The …

An Interprofessional Education Collaborative (Ipec) Competency-Focused Workshop To Optimize Team Performance, Gwendolen Buhr, Thomas Konrad, Sandro Pinheiro, Julie Pruitt, Cornelia Poer, Lisa Shock, Heidi White, Sujaya Devarayasamudram, Melissa Aselage, Emily Egerton, Loretta Matters, Eleanor Mcconnell, Mitchell Heflin

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We aimed to strengthen interprofessional (IP) teams’ competence in collaborative practice through a workshop series. Objectives included: 1) examine personal and professional values, and roles and their impact on collaborative practice, 2) apply relationship building principles to perform effectively as a team, 3) integrate quality improvement tools into work processes to aid team-based care.

Published Core Competencies for IP Collaborative Practice delineate professionals' skills in the art and science of working collaboratively, yet few professionals have had training to develop these skills.

IP teams from academic and community-based settings, including long-term, acute, and ambulatory care, were recruited to participate in …

Extrinsic And Intrinsic Elements That May Impact Students’ Perceptions Of And Willingness To Internalize Interprofessional Education Program Goals, Barret Michalec, Phd, Carolyn Giordano, Brandie Pugh, Ma, Christine A. Arenson, Md, Elizabeth T. Speakman, Edd, Rn, Anef

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ABSTRACT

An increasing number of health profession education institutions are constructing and implementing Interprofessional Education (IPE) programs. Various evaluative efforts are therefore underway to explore students’ perceptions of these programs, nuances of the interdisciplinary interactions within programs, and the potential long-term impact of these programs on students’ mentality towards team-based, collaborative care. This study, however, examines how elements specific to and outside of an IPE program may impact students’ perceptions of the program and their willingness to engage with prominent aims and goals of IPE. In-depth, semi-structured interviews were conducted with 16 students from varying disciplines at the end of …

The Pediatric Team (Training Education, Assessment, & Management Of Delirium) Program: An Interprofessional Collaboration In The Critical Care Setting, Sarah Edwards, Do, Shari Simone, Dnp, Sean Pustilnik, Md, Linda Kyle Walker, Md, Allison Lardieri, Pharmd

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Description Purpose:

To utilize interprofessional expertise to improve staff/trainees’ knowledge of pediatric delirium and to implement universal screening, enhance systematic detection and standardize delirium treatment in the pediatric intensive care unit (PICU).

Background:

Delirium is neuropsychiatric syndrome characterized by a waxing and waning level of alertness and is associated with cognitive impairment and psychiatric symptoms. Despite increasing evidence of delirium in critically ill children, it remains under recognized leading to higher morbidity and mortality rates (Turkel et al., 2013). Given the complexity of delirium care, no one health care profession can adequately meet the patient’s needs and an interprofessional collaborative …

Improving Fragmentation In Healthcare Delivery Through Strengthening Interprofessional Communication, Margaret Brommelsiek, Phd, Ms, Ba, Susan Kimble, Dnp, Rn, Anp-Bc

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a. To train advanced health professions students on methods for modifying patient behavior for persons with multiple chronic conditions by enhancing interpersonal communication skills during patient assessment.

b. Narrative as a diagnostic tool provides a nuanced view focused on patients’ stories that are context bound. Thus attention to narrative informs care decisions. Through an Advanced Education Program grant the advanced nursing curriculum is being expanded through improving interpersonal communication and ethical decision making in caring for persons with multiple chronic conditions (MCC) for a medically underserved patient population. Project participants include graduate nursing, dentistry, pharmacy, and social work students who …

Interprofessional Healthcare As A Catalyst For Better Education, Shilpa J. Register, Od, Ms, Phd

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Abstract:

Interprofessional healthcare was introduced as a concept to enhance quality of patient care. Its application involves a team of different healthcare professionals working together to deliver excellence in patient care. This is presupposed by an understanding of one another’s professions and its relation to best practices in patient care. Through the early adoption of this concept, enhanced interprofessional communication and patient education techniques have been developed and have been proven to show an enhanced quality of patient care. Concurrently, there has been an explosion of new health professional schools in university settings that have the potential to better promote …

Interprofessional Education: A Curricular Gap Analysis, Janice A. Odiaga, Dnp Cpnp-Pc, Joanne Miller, Phd, Apn/Gpn-Bc, Theresa Gierlowski, Bs, Mpm

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The goal of Interprofessional education (IPE) is to create a new health care workforce that is prepared to function as a deliberative culturally competent team, providing patient centered care that optimizes health and quality of life for individuals with multiple chronic conditions. The purpose of an IPE curricular gap analysis is to determine if IPE and key concepts related to chronic disease self-management are integrated into course descriptions, objectives, didactic, activities and evaluated. The baseline results can be an effective tool to initiate an institutional cultural change promoting curricular revision.

Key concept terminology, interprofessional, chronic disease self-management, motivational interviewing, and …

The Influence Of Professional Identity Formation On The Attitudes Of Healthcare Professional Students Toward Interprofessionalism, Cynthia L. Stull, Bsdh, Mdh, Christine Blue, Bsdh, Ms

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The objective of this study was to quantify first-year health professional students’ attitudes toward their own and other professions following an interprofessional education (IPE) course. Additionally, this study sought to investigate the relationship between strength of professional identity and attitudes toward other professions.

Professional identity, along with the stereotypes that students hold of other professions, are key factors influencing IPE. Expectations are that attitudes towards other professions will improve following participation in an introductory IPE experience. However, theory surrounding professional identity formation suggests this expectation may be premature.

In the Fall of 2011, using a pre/post-test design, researchers administered the …

Developing Clinical Simulations For Teaching And Evaluating Teamwork And Communication Skills In Medical And Nurse Practitioner Students, Debra A. Scrandis, Phd, Crnp, Pmhnp-Bc

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This presentation will describe the development of an interprofessional education (IPE) clinical simulation experience designed for teaching and evaluating teamwork and communication skills. This experience uses the University of Toronto’s Centre of IPE’s Curriculum concepts of Exposure and Immersion as its framework and builds on existing IPE resources from the University of Washington and the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) program. The program focuses on medical and nurse practitioner (NP) students learning with and about each other while they complete an assessment and health teaching for a patient with severe mental illness and medical …

The Use Of Narrative Pedagogy And Unfolding Case "Ivan" To Promote Interprofessional Collaboration And Education Among Nursing And Radiology Students, Mary Bouchaud, Phd, Msn, Rn, Cns, Crrn, Elizabeth T. Speakman, Edd, Rn, Anef, Fnap

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Background

• Definition of Interprofessional Practice:

• Multiple health workers from different backgrounds work together with patients, families, careers and communities to deliver the highest quality of care (World Health Organization, 2010)

• To Err Is Human: Building a Safer Health System

• Recommended interdisciplinary team training to increase patient safety and quality health care (Institute of Medicine, 1999)

• Crossing 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. (Institute of Medicine, 2001) •

The Future of Nursing: Leading Change, Advancing Health:

• Nurses …

Advance Care Planning In China, Mei Ching Lee, Phd, Rn, Roger Auth, Lisa Felber, Cecilia Kim, Nahid Koohkanrizi, Katie Hinderer, Amy Chow, Cecilia Chan, Agnes Tiwari

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Objectives

• Describe the interprofessional components of this project.

• Describe the attitude of advance care planning among Chinese healthcare professionals.

Leading An Interprofessional Geriatric Clinical Skills Fair: A "Train The Trainer" Seminar, Brooke Salzman, Md, Lauren Collins, Md, Emily Hajjar, Pharmd, Leigh Ann Hewston, Pt, Cecelia Borden, Edd, Msn, Tracey Vause-Earland, Ms, Otr/L, Carolyn Giordano, Phd, Sarah Dallas, Ba

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Objectives

• Practice teaching skills related to interprofessional education (IPE) and geriatric competencies

• Formulate an Action Plan and prepare to introduce an Interprofessional Geriatric Clinical Skills Fair at their own institutions

• Recognize essential elements of a measurement tool that evaluates the effectiveness of an Interprofessional Geriatric Clinical Skills Fair