Advancing interprofessional education in communication

2021 ◽  
pp. 1-6
Author(s):  
Haley Buller ◽  
Betty R. Ferrell ◽  
Judith A. Paice ◽  
Myra Glajchen ◽  
Trace Haythorn
Keyword(s):  
Quality Improvement ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Application Process ◽  
Interprofessional Communication ◽  
Course Content ◽  
Training Project ◽  
Oncology Care ◽  
Oncology Practice ◽  
National Training

Abstract Objective The objective of this training project is to develop and host Interprofessional Communication courses to improve interdisciplinary communication in oncology care. The initial national course was held in a virtual format and included pre- and post-course participant data. The curriculum was developed with support from the National Cancer Institute. Methods A virtual two-day course was held to equip nurses, social workers, and chaplains with vital communication skills in oncology practice, so that they could return to their home institutions and teach communication skills to other healthcare professionals, with the intention of making improved communication a quality improvement goal. Fifty-two participants were selected through an application process to attend the virtual course in two-person interprofessional teams (e.g., nurse and chaplain, or social worker and nurse). The Interprofessional Communication Curriculum was based on the National Consensus Project for Quality Palliative Care's eight domains of quality palliative care. The six online modules developed by the investigators were presented in lectures, supplemented by discussion groups, role plays, and other methods of experiential learning. Results Pre- and post-course results identified areas of communication, which are a priority for improvement by oncology clinicians. Participant goals identified specific strategies to be implemented by participants in their settings. Significance of results The need for communication training was clearly demonstrated across professions in this national training course. Participants were able to apply course content to their goals for quality improvement in cancer settings.

Multi-institution quality improvement in supportive oncology: Results of the Coleman Supportive Oncology Collaborative (CSOC).

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 6606-6606
Author(s):  
Paramjeet Khosla ◽  
Julia Rachel Trosman ◽  
Betty Roggenkamp ◽  
Teresa Lillis ◽  
Joanna Martin ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Care Delivery ◽  
Safety Net ◽  
Training Methods ◽  
Institute Of Medicine ◽  
Quality Improvements ◽  
Exact Test ◽  
Oncology Care ◽  
Supportive Oncology ◽  
Oncology Practice

6606 Background: The Institute of Medicine and Commission on Cancer recommend systematic delivery of supportive oncology care for cancer patients. The CSOC is focused on quality improvement (QI) of supportive care across Chicago cancer centers (Weldon ASCO ’17). Supportive oncology includes distress, practical, family, physical, nutrition, pain, fatigue and care concerns. To support QI, cross-institution teams developed unique, relevant tools, methods, care delivery processes, patient handouts and online training. Methods: Ten centers (5 academic, 1 VA, 1 public, 2 safety net, 1 community) implemented supportive oncology screening and care delivery quality improvements. Centers collected data for relevant Quality Oncology Practice Initiative (QOPI) metrics. Analyses used simple frequencies and Fishers exact test. Results: Five of six QOPI measures were improved at statistically significant levels from 2014 to 2017, p < .00001. Improvements are more modest in 2016 & 2017 as 4 of the centers started this QI in 2017. Conclusions: The CSOC achieved significant improvements in supportive oncology screening and identifying and addressing patients’ needs and concerns. Additional work is needed to improve these measures to achieve the best quality of cancer care possible for every patient based on their needs and concerns. [Table: see text]

Improvement in incident resolution time with implementation of an electronic patient management solution at a community oncology practice.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 1578-1578
Author(s):  
Lalan S. Wilfong ◽  
Amila Patel ◽  
Lance Ortega ◽  
Rhonda Boren ◽  
Ben Pearson ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Patient Management ◽  
Resolution Time ◽  
Nursing Assessment ◽  
Solution Methods ◽  
Care Models ◽  
Oncology Care ◽  
Ed Visits ◽  
Value Based Care ◽  
Oncology Practice

1578 Background: Value-based care models such as the Oncology Care Model incentivize practices to reduce hospitalizations and emergency department (ED) visits. Texas Oncology found that most ED visits occurred during regular business hours. Prolonged patient call back times were consistently rated poorly on satisfaction surveys and often led to ED visits for symptoms that could be managed in our offices. We partnered with Navigating Cancer (NC) to implement an electronic patient management technology solution. Methods: For each of our 200 locations, call volume was estimated based on clinic volume. We then reallocated or hired dedicated triage nurses and operators. Incoming calls were entered into the NC dashboard by operators as incidents which were routed based on symptom priority following system generated prompts. Incident volumes and resolution times were tracked. We instituted PDSA cycles at all locations with a goal of less than 90-minute resolution of symptom-related incidents Utilizing the electronic dashboard allowed us to continue this initiative during the COVID-19 public health emergency as our staff could work remotely. Nurses were able to document if a potential ED visit was avoided. These data points allowed our practice to establish comprehensive and strategic actions plans for quality improvement. Results: We finalized implementation of the system in February of 2020. Total incidents for 2020 were over 1 million, averaging over 5000 per location. Resolution time for all incidents started at 3.2 hours pre-implementation and improved to 2.2 hours in December of 2020. Resolution times for symptom-related incidents started at 2.3 hours pre-implementation and ended at 1.5 hours in December of 2020 with over 60% resolved under one hour. 8% of symptom-related incidents resulted in definite or probable ED avoidances by nursing assessment. Shortness of breath, vomiting, chills, and weakness were the top symptom types addressed for ED avoidances. Conclusions: An electronic patient management solution with PDSA cycles of quality improvement can markedly reduce call back times, especially for symptom related calls. We believe managing symptoms in a timely fashion will lower ED visits and hospitalizations as well as improve patient satisfaction. We will report on these outcomes once available.[Table: see text]

scholarly journals Comparison of Communications Styles Amongst Students in Allied Health Professions Programs: How Do Our Students Communicate with Other Healthcare Providers?

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Amber Virya King Buhler ◽  
Amy E Coplen ◽  
Shawn Davis ◽  
Bobby Nijjar
Keyword(s):  
Patient Outcomes ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Personal Communication ◽  
Health Professions ◽  
Communication Styles ◽  
Patient Treatment ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Limited Effectiveness

Background: Optimal patient outcomes require communication between providers in multiple professions to initiate referrals, communicate patient treatment, and coordinate care. While there is a clear need for increased understanding of the terminology, skills, and scopes of practice of professional colleagues, these tools are of limited effectiveness if there is poor interpersonal communication between team members. Multiple bodies for Interprofessional Practice and Education (IPP/IPE) identify communication skills as an integral part of education. In fact, the third competency domain set down by the Interprofessional Education Collaborative, Interprofessional Communication, states that professionals should, “Recognize how one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the healthcare team, contributes to effective communication, conflict resolution, and positive interprofessional working relationships” [1].Methods and Findings: As part of a required interprofessional competence course, first-year students in ten health professions programs completed the Personal Coaching Style Inventory (PSCI) to self-identify personal communication styles. A series of one-way analysis of variance (ANOVA) analyses followed by Tukey post-hoc analyses were performed in order to identify significant differences in PSCI component scores between programs. Within groups, students discussed personal and cohort-wide findings as they impact teamwork. The majority of students identified with the Mediator style. Differences in style were also found in relation to profession, gender, and race. The activity prompted discussion of varied roles in team dynamics, and how differences in style could affect interprofessional teamwork.Conclusions: Self-awareness of personal communication styles as well as predominant styles of other health professions may enhance interprofessional communication\skills. The skill with which students approach their team roles in heterogeneous groups following graduation has the potential to increase team functionality and patient outcomes.

Multi-institution quality improvement in supportive oncology: Results of the Coleman Supportive Oncology Collaborative (CSOC).

2019 ◽  
Vol 37 (27_suppl) ◽  
pp. 33-33
Author(s):  
Julia Rachel Trosman ◽  
Betty Roggenkamp ◽  
Paramjeet Khosla ◽  
Teresa Lillis ◽  
Joanna Martin ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Care Delivery ◽  
Safety Net ◽  
Training Methods ◽  
Institute Of Medicine ◽  
Quality Improvements ◽  
Exact Test ◽  
Oncology Care ◽  
Supportive Oncology ◽  
Oncology Practice

33 Background: The Institute of Medicine and Commission on Cancer recommend systematic delivery of supportive oncology care for cancer patients. The CSOC is focused on quality improvement (QI) of supportive care across Chicago cancer centers (Weldon ASCO ’17). Supportive oncology includes distress, practical, family, physical, nutrition, pain, fatigue and care concerns. To support QI, cross-institution teams developed unique, relevant tools, methods, care delivery processes, patient handouts and online training. Methods: Ten centers (5 academic, 1 VA, 1 public, 2 safety net, 1 community) implemented supportive oncology screening and care delivery quality improvements. Centers collected data for relevant Quality Oncology Practice Initiative (QOPI) metrics. Analyses used simple frequencies and Fishers exact test. Results: Five of six QOPI measures were improved at statistically significant levels from 2014 to 2017, p < .00001. Improvements are more modest in 2016 & 2017 as 4 of the centers started this QI in 2017. Conclusions: The CSOC achieved significant improvements in supportive oncology screening and identifying and addressing patients’ needs and concerns. Additional work is needed to improve these measures to achieve the best quality of cancer care possible for every patient based on their needs and concerns. [Table: see text]

Fundamentals of Interprofessional Communication

2010 ◽  
pp. 90-103 ◽  
Author(s):  
Patricia Solomon ◽  
Sue Baptiste
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Role Model ◽  
Interprofessional Collaboration ◽  
Discussion Board ◽  
Self Awareness ◽  
Patient Centered ◽  
Interprofessional Communication ◽  
Faculty Facilitator ◽  
Centered Care

This chapter presents the development, implementation and evaluation of a module on interprofessional communication skills that incorporates principles of problem-based learning, delivered entirely online. Learners focus initially on foundational concepts of relationship and patient centered care, the importance of self awareness and understanding their own professional values and biases, progressing towards teamworking to develop common patient care goals. The module faculty facilitator is essential to role model and foster interprofessional collaboration. Qualitative content analyses of discussion board postings across 29 students, supplemented by small-scale in-depth interviews and a focus group, reveal they are able to learn interprofessional communication skills online. The 10 students who undertook both module components completed a project evaluation form: there was 85.6% agreement that the module taught them about interprofessional education and 92.9% agreement that their knowledge of other health professionals’ perspectives increased. An online module can support the development of communication skills, but is recommended as one component of an overall interprofessional education curriculum.

scholarly journals Bridging the gap: Reflections on teaching interprofessional communication to undergraduate paramedic and nursing students

2014 ◽  
Vol 11 (4) ◽  
Author(s):  
Tania Johnston ◽  
Alex MacQuarrie ◽  
John Rae
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Large Scale ◽  
Shared Understanding ◽  
Educational Tool ◽  
Interprofessional Communication ◽  
Team Members ◽  
Clinical Handover ◽  
Staff Members

IntroductionThe literature emphasises the vital importance of interprofessional communication during clinical handover as being paramount to patient safety. At Charles Sturt University we explored how simulation can be employed in an interprofessional education (IPE) exercise exposing paramedic and nursing students to a high-pressure emergency department wherein they must engage in patient handover.MethodsOver a 4-day period in April 2012, 200 paramedic and nursing students participated in an intensive simulation exercise where they practised interprofessional communication. The project team subsequently debriefed all student and staff members to gain insight through the participants’ experiences.ResultsOur results demonstrated that students become more comfortable interacting and communicating with other team members during scenarios. In addition to experiencing first hand that IPE is an effective tool for developing communication skills, we determined that this could be successfully facilitated in a large-scale simulated IPE to help students develop a shared understanding between disciplines.ConclusionAcademics can work horizontally across disciplines to employ IPE in simulation as an educational tool to teach vital communication skills; and with paramedicine now being taught alongside nursing in tertiary centres, universities are well positioned to support collaborative interprofessional practice and communication.

scholarly journals Morbidity and Mortality Revisited: Applying a New Quality Improvement Paradigm in Oncology

2015 ◽  
Vol 11 (3) ◽  
pp. e428-e433 ◽  
Author(s):  
Daniel G. Stover ◽  
Jessica A. Zerillo
Keyword(s):  
Quality Improvement ◽  
Morbidity And Mortality ◽  
Community Based ◽  
Cancer Centers ◽  
Oncology Practice

Using a quality improvement (QI) paradigm, the authors conducted 11 multidisciplinary conferences throughout 2013-2014 at two tertiary academic cancer centers and a satellite community-based oncology practice. They present their approach including key components and an example case.

scholarly journals THE EFFECT OF CONTECT, INPUT AND PROCESS IN ACHIEVING INTERPROFESSIONAL COMMUNICATION AND TEAMWORK COMPETENCES

2018 ◽  
Vol 7 (1) ◽  
pp. 34
Author(s):  
Nurul Fauziah ◽  
Mora Claramita ◽  
Gandes Retno Rahayu
Keyword(s):  
Interprofessional Education ◽  
Family Health ◽  
Document Analysis ◽  
Professional Communication ◽  
First Year ◽  
Study Program ◽  
Interprofessional Communication ◽  
Qualitative Research Design ◽  
Grand Design ◽  
Depth Interviews

Background: Interprofessional Education (IPE) is a process occurs when students from two or more professions learn about and from each other to enable effective collaboration and improve health outcomes. Faculty initiated the IPE program called Community and Family Health Care - interprofessional Education (CFHC-IPE) that began in 2013 with the aim to build the capacity of community, family medicine and interprofesional. This study aims to evaluate the effect of context, input and process towards the achievement of interprofessional competences.Method: This study was a qualitative research design using a case study evaluation Context-Input-Process-Product (CIPP). Respondents of this study are five-IPE CFHC managers, three heads of study program, 10 lecturers and 35 students from PSPD, PSIK and PSGK. Data collected through FGD, in-depth interviews and document analysis. FGD and in-depth interviews conducted using an interview guide while document analysis carried out on the grand design CFHC-IPE. Results: Context evaluation shows that the needs assessment has not been carried out. Input evaluation shows that the preparation of the grand design CFHC-IPE is not align and debriefing facilitators need to be added. There were gaps in the implementation of learning activities and assessment and program monitoring was inadequate. IPE competencies in the first year on the student of 2014 were not achieved. Conclusion: Inter-professional communication and teamwork competence on student of class 2014 at CFHC-IPE program in the first year was not achieved and influenced by the weaknesses in the content, inputs and processes aspects.

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