scholarly journals 965. Advanced Practice Providers in Infectious Disease: Educational Needs and Opportunities

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S574-S575
Author(s):  
Leah H Yoke ◽  
Alison M Beieler ◽  
Catherine Liu ◽  
Steven A Pergam ◽  
Steven A Pergam ◽  
...  
Keyword(s):  
Infectious Disease ◽  
Clinical Trial ◽  
Interprofessional Collaboration ◽  
Educational Needs ◽  
Educational Opportunities ◽  
Alternative Methods ◽  
Advanced Practice ◽  
Material Support ◽  
Team Members ◽  
Certificate Programs

Abstract Background Advanced Practice Providers (APPs) practice throughout Infectious Disease (ID) in a variety of settings through interprofessional collaboration with physicians, pharmacists, and other team members. However, there is a paucity of specific and directed educational opportunities available for APPs within ID. In order to better understand this, we examined specific APP educational needs and how educational programs could provide high quality opportunities for APPs in ID. Methods Voluntary anonymous surveys were created in the REDCap data tool and distributed by email lists, social media, and Infectious Diseases Society of America community forums to APPs working in ID. Results Ninety-nine APPs responded to the survey (figure 1). 97% (96) of respondents were interested in APP specific ID educational opportunities. Of respondents, 76% (74) felt ID specific podcasts would be most helpful, while 86% (84) noted that access to ID clinical case conferences or self-directed, online modules would be instructive (figure 2). 91% (90) did not attend IDWeek annually due to various barriers, including lack of clinical coverage and cost associated with the conference (figure 3) despite 89% (88) receiving Continuing Education (CE) reimbursement. 64% (62) respondents were interested in future APP mentorship opportunities, from either more senior APPs or physicians. Figure 1. Geographic Distribution of Respondents, n=99 Conclusion APPs provide collaborative and specialized ID care in a variety of settings. However, continued educational needs specifically for APPs have been identified. From survey respondents, the majority of APPs did not attend IDWeek, a sentinel ID education event, citing clinical coverage and cost being significant barriers. This represents an opportunity for clinically focused educational opportunities, both at IDWeek and also through other platforms, particularly since many APPs receive CE funding from their employers. Podcasts, online lecture series, and self-study certificate programs were identified as avenues for ID teaching and also present accessible, alternative methods for training. Ultimately, as the growing APP workforce continues to provide patient care in a variety of ID settings, educational opportunities with mentorship are necessary to support them in their practice. Disclosures Steven A. Pergam, MD, MPH, Chimerix Inc. (Other Financial or Material Support, Clinical Trial)Global Life Technologies, Inc. (Grant/Research Support)Merck and Co. (Other Financial or Material Support, Clinical Trial) Steven A. Pergam, MD, MPH, Chimerix (Individual(s) Involved: Self): Clinical Trial; Global Life Technologies, Inc (Individual(s) Involved: Self): Research Grant or Support; Merck & Co. (Individual(s) Involved: Self): Scientific Research Study Investigator; Sanofi Aventis (Individual(s) Involved: Self): Other Financial or Material Support, Provided vaccines for clinical trial sponsored by the NIH

scholarly journals Handshake Stewardship: Interdisciplinary Rounds as a Tool to Spread Antimicrobial Stewardship Led by Hospitalist-Pharmacist Teams

2021 ◽  
Author(s):  
Sebastian Choi ◽  
Esther Ahn ◽  
Rubiya Kabir ◽  
Pranisha Gautam-Goyal ◽  
David Hirschwerk
Keyword(s):  
Infectious Disease ◽  
Antimicrobial Stewardship ◽  
Advanced Practice ◽  
Team Members ◽  
Model Driven ◽  
Antimicrobial Prescribing ◽  
The Past ◽  
Antibiotic Utilization ◽  
Interdisciplinary Rounds

Abstract Background Over the past decade there has been a greater emphasis on optimizing antimicrobial stewardship. Most stewardship models rely upon a central team, often led by infectious disease doctors and pharmacists to oversee institutional prescribing. We believe there is opportunity to complement this model by incorporating stewardship into interdisciplinary rounds.ObjectiveTo access feasibility and acceptance of antimicrobial stewardship into interdisciplinary rounds.Method We piloted a stewardship model driven by hospitalists and pharmacists through interdisciplinary rounds on four medicine units. We hypothesized that our process would not hamper existing tasks of interdisciplinary rounds. We surveyed team members to understand how the initiative was experienced.ResultsMany clinicians reported that antimicrobial prescribing was ‘often’ or ‘always’ discussed, and the process was ‘not too burdensome’ to incorporate. These responses varied based on the type of provider. A majority of the advanced practice providers (88%) reported the model prompted them to reconsider their individual antimicrobial prescribing. A 28.1% overall reduction of target antibiotic utilization was realized, however, there may be other contributors to this reduction.ConclusionWe believe interdisciplinary rounds can provide a good platform to extend hospital-based antimicrobial stewardship. It was not felt to disrupt the efficiency of achieving other goals of interdisciplinary rounds.

71 Developing A Portfolio for Advanced Practitioners Working with Older People

2021 ◽  
Vol 50 (Supplement_1) ◽  
pp. i12-i42
Author(s):  
L MacDiarmid
Keyword(s):  
Action Research ◽  
Older People ◽  
Nurse Practitioners ◽  
Professional Competence ◽  
Written Feedback ◽  
Advanced Practice ◽  
Participatory Action ◽  
Advanced Level ◽  
Team Members ◽  
Acute Trust

Abstract Introduction Advanced Nurse Practitioners (ANP’s) have a professional responsibility to ensure that they maintain professional competence (Whiteing, N. in Hinchcliffe and Rogers Eds pp192–219, 2008). The aim of the portfolio is to assist ANP’s in developing evidence demonstrating continued advanced level practice. At the time of the study, there was a dearth of evidence relating to competencies for qualified ANP’s, working with older people. The aim was to move away from the traditional confines of “nurse does this, doctor does this”, and to embrace the concept of developing skills to meet the clinical demands of service provision for our older people. Methods Participatory action research methodology was adopted—using the Review, Plan and act cycle (Edwards and Talbot, p63 1999; Holloway & Wheeler p155–156, 1996). Review A literature search and review of competencies relating to advanced practice and older people was undertaken. Plan A portfolio of knowledge and skills was collated utilising the information from the review. A matrix was created incorporating four Pillars of Advanced Practice (SGHD 2008), the Nursing and Midwifery Code (NMC, 2015) and modified competencies for Joint Royal Colleges of Physicians Training Board Geriatric curriculum (JRCPTB), (2010, amended 2013 and 2015). The portfolio was sent out to existing team members, and local Consultant Geriatricians based in the Acute Trust and local University for comment and amendments were made. Act The portfolio was used by staff as a trial and evaluated. Written feedback was obtained through questionnaires. Results The portfolio was well evaluated by staff using it, including recommendations for improvement. Portfolio has been shared at national groups and via social media and has been well received. Conclusions An Advanced Practice Portfolio of capabilities is being used, based on action research cycles, enhancing the level of care received by older people.

Handling Ethical Dilemmas in Multidisciplinary Teams

2014 ◽  
Author(s):  
Jill Thistlethwaite ◽  
Wendy Hawksworth
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Mental Health Problems ◽  
Ethical Issues ◽  
Interprofessional Collaboration ◽  
Ethical Dilemmas ◽  
Multidisciplinary Teams ◽  
Team Members ◽  
Secondary Health Care

This chapter explores the concept and practice of teamwork and interprofessional collaboration in the support and treatment of clients with mental health problems. Mental health care provision is complex, ethically challenging, and frequently delivered via mental health care teams (MHCT) in both primary and secondary health care settings. We consider how such teams may work together optimally using values-based and client-centered approaches. We discuss the nature of and reasons for conflict arising in multidisciplinary MHCTs, focusing on ethical dilemmas that occur where there is diversity amongst team members in respect of personal, professional, and/or organizational values. The specific ethical issues discussed are: boundary issues; receiving gifts; confidentiality, and involuntary treatment and restraint. Three case studies are used to provide examples of values in action.

scholarly journals COLLABORATION-BASED SUPPORT PROVISION MODELS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
Vol 4 ◽  
pp. 30
Author(s):  
Rita Kantanavičiūtė ◽  
Laima Tomėnienė
Keyword(s):  
Special Educators ◽  
Interprofessional Collaboration ◽  
Structured Interview ◽  
Educational Needs ◽  
School Age Children ◽  
School Age ◽  
Special Educational Needs ◽  
Support Provision ◽  
Her Family ◽  
Speech Therapists

The article aims to reveal collaboration-based support provision models for a child with special educational needs and his/her family in Lithuania. The qualitative research method used was a semi-structured interview. The participants of the research were special educators and speech therapists providing support to school-age children with special educational needs. The obtained results of the research helped to reveal children support specialists’ attitude towards collaboration-based support provision to a child with special educational needs and his/her family in Lithuania. The research revealed the importance and opportunities of the implementation of interprofessional coordinated support based on interprofessional collaboration, referring to the experience of speech therapists and special educators providing support to a school-age child with special educational needs and his/her family. 

scholarly journals Advanced practice nurses in primary care in Switzerland: an analysis of interprofessional collaboration

2019 ◽  
Author(s):  
Renata Josi ◽  
Monica Bianchi ◽  
Sophie Brandt
Keyword(s):  
Primary Care ◽  
Medical Practice ◽  
Health Professionals ◽  
Interprofessional Collaboration ◽  
Advanced Practice Nurses ◽  
Advanced Practice ◽  
Practice Nurses ◽  
Care Models ◽  
Team Functioning ◽  
Swiss Primary Care

Abstract Background: The increase in the number of chronically ill patients due to ageing is calling existing models of primary care into question. New care models have recently been implemented in Swiss primary care and involve interprofessional teams. This paper aimed to analyze the practice of interprofessional collaboration between advanced practice nurses, registered nurses, and medical practice assistants within new models of primary care in Switzerland using the National Interprofessional Competency Framework (NICF). Methods: An ethnographic design comprising semi-structured interviews and non-participant observations was conducted. Sixteen interviews were conducted with care providers at their primary care practice. Interviewees included four advanced practice nurses, two registered nurses, six medical practice assistants, and four general practitioners. Nine other health professionals were subsequently observed in their practice. Interviews and observations were conducted by the first author from February to April 2019. Results: Our analysis confirmed that role clarification, team functioning, collaborative leadership, interprofessional conflict resolution, patient-centered care, and interprofessional communication have a significant influence on the interprofessional collaboration among health professionals in Swiss primary care. Among these domains, role clarification and team functioning were the most frequently raised issues. Both were found to have the potential to negatively influence and, therefore, hinder efficient interprofessional collaboration within primary care. The observation of APNs and MPAs working in practice confirmed these results. Conclusion: From the analysis, it emerged that role clarification is crucial for effective interprofessional collaboration within new care delivery models in the Swiss primary care context. Our study results may inform international health policymakers and practitioners about six important domains of interprofessional care when implementing new care models. Practical experience with new models of care involving advanced practice nurses and medical practice assistants may also influence the regulation of the scope of practice of these health professionals in Switzerland.

DCP registration: the challenge of meeting new educational needs

2008 ◽  
Vol 90 (8) ◽  
pp. 265-265
Author(s):  
Sally Hunter
Keyword(s):  
Dental Care ◽  
Educational Needs ◽  
Educational Opportunities ◽  
Dental Profession ◽  
The Uk

One of the major issues to impact on the dental profession in the UK in recent years has been the introduction of mandatory registration with the General Dental Council (GDC) for dental care professionals (DCPs). Sally Hunter looks at the educational opportunities and challenges that DCP registration has presented.

Inkluzja edukacyjna na etapie przedszkola w rozumieniu rodziców dzieci niepełnosprawnych

2016 ◽  
Vol 33 (2) ◽  
pp. 0-0
Author(s):  
Iwona Myśliwczyk
Keyword(s):  
Young People ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Opportunities ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Subjective Meaning ◽  
Personal Meanings ◽  
Educational Inclusion

In the field of education we observe many positive changes in equalising educational opportunities for children and young people with disabilities. The most important changes have led to the inclusive paradigm which posits education of disabled children together with children with special educational needs. The article deals with issues related to educational inclusion, variously understood by parents of disabled children. Parents experiencing the disability of their children tend to normalize their lives, including education in a mainstream kindergarten. When talking about their children’s education, they unveiled personal meanings given to this event, showed their individual truths and the reality they experience. The stories they told were given a subjective meaning, which from their perspective is important and shapes their being.

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