Improving role identity by shadowing interprofessional team members in a clinical setting: an innovative clinical education course

2018 ◽  
Vol 33 (5) ◽  
pp. 464-471 ◽  
Author(s):  
Shelley von der Lancken ◽  
Emily Gunn
2019 ◽  
Vol 34 (7) ◽  
pp. 432-438
Author(s):  
Kimberly C. McKeirnan ◽  
Karen Colorafi ◽  
Shannon G. Panther ◽  
Darryl Potyk ◽  
John McCarthy

OBJECTIVE: To describe an interdisciplinary academic detailing project implemented to address low pneumococcal immunization rates. SETTING: Two medical clinics and four community pharmacies in rural Washington state. PRACTICE DESCRIPTION: The two medical clinics and four community pharmacies were all located in two rural counties and serve geographically large rural areas. PRACTICE INNOVATION: Academic detailing is an evidence-based approach designed to change clinical practice and improve decision-making. Our team utilized the academic detailing model to provide educational outreach to local rural health care providers. The detailing team visited each clinic and pharmacy on a defined schedule and provided information to physicians, clinic administrators, nurses, pharmacists, pharmacy technicians, medical assistants, and clinic front-end staff. MAIN OUTCOME MEASUREMENTS: The project team maintained detailed field notes from each academic detailing the visit and met to debrief about each encounter. From the field notes, through the process of thematic analysis and analytic memoing, the project team produced a list of "lessons learned" that could be used to guide other interprofessional teams wishing to embark on an academic detailing project. RESULTS: We have identified four key "lessons learned": Interprofessional team members bring different strengths to the project; using same-discipline team members paved the way for success; involving students aids in educating future practitioners in interprofessional practice; and scheduling meetings in advance is important. CONCLUSION: We described an approach to enhanced academic detailing using interprofessional team delivery, bringing interprofessional practice into the real-world practice setting.


2016 ◽  
Vol 34 (10) ◽  
pp. 946-953 ◽  
Author(s):  
Kelly Arnett ◽  
Rebecca L. Sudore ◽  
David Nowels ◽  
Cindy X. Feng ◽  
Cari R. Levy ◽  
...  

Background: Interprofessional health care team members consider advance care planning (ACP) to be important, yet gaps remain in systematic clinical routines to support ACP. A clearer understanding of the interprofessional team members’ perspectives on ACP clinical routines in diverse settings is needed. Methods: One hundred eighteen health care team members from community-based clinics, long-term care facilities, academic clinics, federally qualified health centers, and hospitals participated in a 35-question, cross-sectional online survey to assess clinical routines, workflow processes, and policies relating to ACP. Results: Respondents were 53% physicians, 18% advanced practice nurses, 11% nurses, and 18% other interprofessional team members including administrators, chaplains, social workers, and others. Regarding clinical routines, respondents reported that several interprofessional team members play a role in facilitating ACP (ie, physician, social worker, nurse, others). Most (62%) settings did not have, or did not know of, policies related to ACP documentation. Only 14% of settings had a patient education program. Two-thirds of the respondents said that addressing ACP is a high priority and 85% felt that nonphysicians could have ACP conversations with appropriate training. The clinical resources needed to improve clinical routines included training for providers and staff, dedicated staff to facilitate ACP, and availability of patient/family educational materials. Conclusion: Although interprofessional health care team members consider ACP a priority and several team members may be involved, clinical settings lack systematic clinical routines to support ACP. Patient educational materials, interprofessional team training, and policies to support ACP clinical workflows that do not rely solely on physicians could improve ACP across diverse clinical settings.


Author(s):  
Elisabeth Jacob ◽  
Tony Barnett ◽  
Karen Missen ◽  
Merylin Cross ◽  
Lorraine Walker

AbstractBackground: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates.Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements.Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.


2017 ◽  
Vol 37 (3) ◽  
pp. 66-76 ◽  
Author(s):  
Sandra L. Staveski ◽  
May Wu ◽  
Tiffany M. Tesoro ◽  
Stephen J. Roth ◽  
Michael J. Cisco

BACKGROUNDPain and agitation are common experiences of patients in pediatric cardiac intensive care units. Variability in assessments by health care providers, communication, and treatment of pain and agitation creates challenges in management of pain and sedation.OBJECTIVESTo develop guidelines for assessment and treatment of pain, agitation, and delirium in the pediatric cardiac intensive unit in an academic children’s hospital and to document the effects of implementation of the guidelines on the interprofessional team’s perception of care delivery and team function.METHODSBefore and after implementation of the guidelines, interprofessional team members were surveyed about the members’ perception of analgesia, sedation, and delirium managementRESULTSMembers of the interprofessional team felt more comfortable with pain and sedation management after implementation of the guidelines. Team members reported improvements in team communication on patients’ comfort. Members thought that important information was less likely to be lost during transfer of care. They also noted that the team carried out comfort management plans and used pharmacological and nonpharmacological therapies better after implementation of the guidelines than they did before implementation.CONCLUSIONSGuidelines for pain and sedation management were associated with perceived improvements in team function and patient care by members of the interprofessional team.


2021 ◽  
Author(s):  
Kateryna Aksenchuk

Interprofessional care (IPC) has been discussed in the literature as having the ability to lower health care expenditures, decrease wait times, enhance patient health outcomes and increase healthcare provider satisfaction with care-delivery. To date, limited research has been conducted to develop an in depth understanding of patients’ experiences receiving IPC. Using Connelly and Clandinin’s Narrative Inquiry qualitative research approach, three participants were interviewed and asked to engage in a metaphor selection drawing exercise. Participants were invited to describe how they experienced IPC and whether or not they believe person-centered care was delivered to them. Collected stories were analyzed as per Narrative Inquiry approach of three dimensional space: temporality, sociality and place. The National Canadian Interprofessional Competency Framework provided the theoretical lens through which the stories were examined. Along with giving voice to patients, three narrative threads emerged within this study: communication, patient within interprofessional team and interprofessional team members.


2009 ◽  
Vol 4 (3) ◽  
pp. 109-116 ◽  
Author(s):  
David A. Middlemas ◽  
Carleton Hensal

Objectives: To examine methods used to evaluate the clinical competence and proficiency of students in medicine and allied health professions. To identify factors that would be valuable to educators in athletic training and other medical and allied health professions in the development and use of clinical assessment methods. Data Sources: We searched EBSCO Academic, InfoTrac, MEDLINE and PubMed for literature from professional journals related to clinical education, assessing clinical competence, clinical competence, clinical proficiency assessment. Data Synthesis: Assessment of competence in the clinical setting is an issue for medicine and allied health education programs, including athletic training. Methods used to assess clinical competence included written, objective tests, checklists, oral examinations, patient management problems, simulated patients, observed clinical situations, the Observed Structured Clinical Exam and observation of students. Each method has its advantages and concerns. Psychometric issues relating to reliability, validity and generalizability arise in the development and implementation of clinical assessment instruments. In addition, there are concerns about how faculty expectations relate to student performance and how novices perform in the clinical setting as compared to experienced practitioners. Conclusions/Recommendations: Although specific outcomes may differ between the medical and allied health professions, athletic training educators can benefit from the lessons learned about methods used to evaluate students in the clinical setting. In an effort to capitalize on the benefits and minimize the problems with the assessment of clinical competence and proficiency, athletic training educators must be aware of the psychometric and outcome-related issues in test development. Attention should be paid to issues of reliability, validity and generalizability when developing tests. Clinical education outcomes must be developed in a manner that addresses the variety of cognitive levels at which clinicians function in professional practice to develop authentic assessments of clinical proficiency.


2015 ◽  
Vol 34 (3-4) ◽  
pp. 232-251 ◽  
Author(s):  
Tracy Smith-Carrier ◽  
Thuy-Nga Pham ◽  
Sabrina Akhtar ◽  
Mark Nowaczynski ◽  
Gayle Seddon ◽  
...  

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