Embedding collective leadership to foster collaborative inter-professional working in the care of older people (ECLECTIC): Study protocol

Background: The National Integrated Care Programme for Older People (NICPOP), formerly NCPOP aims to support older people to live well in their homes by developing primary and secondary care services for older people, especially those with complex needs. The programme develops integrated intermediate care which traverses both hospital and community settings through multidisciplinary and interagency teams. This team-based approach to the integration of health services is a novel innovation in Irish health service delivery and will require, over time, a shift in cultures of care to allow for the development of competencies for inter-professional collaboration across the care continuum. The ECLECTIC project will develop an implementation framework for achieving, maintaining and monitoring competencies for interprofessional collaboration among multi-disciplinary teams charged with delivering care for older people across the continuum from acute to community settings. Design: The ECLECTIC research design has been developed in collaboration with the NICPOP. In phase one of the project, a co-design team will collaborate to define and shape competencies for interprofessional collaboration. Phase two will involve the delivery of a collective leadership intervention over a 10-month period with multidisciplinary professionals working with older people across two geographical regions (Mullingar/Midlands and Beaumont/Dublin North). Each group will comprise of members of two multidisciplinary teams charged with coordinating and delivering care to older people across the continuum of acute to community care. Observations of collaborative inter-professional working will take place before, during, and after intervention. In phase three of the study, analysis of the interview and observation data will be presented to the co-design team in order to develop an implementation framework for future teams. Discussion: The co-design process will develop core competencies and performance indicators for collaborative interprofessional working. The resulting implementation framework will be implemented nationally as part of the NICPOP.

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Providing Palliative Care Across the Continuum to Reduce Readmissions From Community Settings

Annals of Long-Term Care Clinical Care and Aging ◽

10.25270/altc.2018.10.00019 ◽

2018 ◽

Vol 26 (1) ◽

pp. 27-32 ◽

Cited By ~ 2

Author(s):

Kelly E Baxter ◽

Therese Rochon ◽

Kate M Lally

Keyword(s):

Palliative Care ◽

Community Settings ◽

The Continuum

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Nonclinical Core Competencies and Effects of Interprofessional Teamwork in Disaster and Emergency Response Training and Practice: A Pilot Study

Disaster Medicine and Public Health Preparedness ◽

10.1017/dmp.2013.39 ◽

2013 ◽

Vol 7 (4) ◽

pp. 395-402 ◽

Cited By ~ 7

Author(s):

Jennifer Peller ◽

Brian Schwartz ◽

Simon Kitto

Keyword(s):

Cognitive Skills ◽

Disaster Response ◽

Interprofessional Collaboration ◽

Core Competencies ◽

Evidence Base ◽

Response Data ◽

Competency Training ◽

Interprofessional Teamwork ◽

The Relationship ◽

Depth Interviews

AbstractObjectiveTo define and delineate the nontechnical core competencies required for disaster response, Disaster Medical Assistance Team (DMAT) members were interviewed regarding their perspectives and experiences in disaster management. Also explored was the relationship between nontechnical competencies and interprofessional collaboration.MethodsIn-depth interviews were conducted with 10 Canadian DMAT members to explore how they viewed nontechnical core competencies and how their experiences influenced their perceptions toward interprofessonalism in disaster response. Data were examined using thematic analysis.ResultsNontechnical core competencies were categorized under austere skills, interpersonal skills, and cognitive skills. Research participants defined interprofessionalism and discussed the importance of specific nontechnical core competencies to interprofessional collaboration.ConclusionsThe findings of this study established a connection between nontechnical core competencies and interprofessional collaboration in DMAT activities. It also provided preliminary insights into the importance of context in developing an evidence base for competency training in disaster response and management. (Disaster Med Public Health Preparedness. 2013;0:1–8)

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Interprofessional Collaborative Practice and School Nursing: A Model for Improved Health Outcomes

OJIN: The Online Journal of Issues in Nursing ◽

10.3912/ojin.vol22no03man02 ◽

2017 ◽

Vol 22 (3) ◽

Author(s):

Robin Fleming ◽

Mayumi Willgerodt

Keyword(s):

Case Management ◽

Health Professionals ◽

Interprofessional Education ◽

Interprofessional Collaboration ◽

Core Competencies ◽

School Setting ◽

Healthcare Providers ◽

School Nurse ◽

Collaborative Practice ◽

Interprofessional Collaborative Practice

Effective communication, teamwork, and interprofessional collaboration, or teams of health and non-health professionals working together, are critical to improving the patient experience of care; improving population health; and reducing healthcare costs (i.e., the Triple Aim). In 2016, the Interprofessional Education Collaborative (IPEC) Expert Panel updated its Core Competencies for Interprofessional Collaborative Practice. As health professionals who collaborate with an extensive network of health and non-health professionals, school nurses embody the aims of interprofessional collaboration (IPC). This article briefly reviews the background of interprofessional collaboration and describes ways that school nurse practice aligns with IPC core competencies to incorporate interprofessional collaboration. We discuss successes, such as case management and care coordination, and include challenges to IPC in the school setting. In conclusion, through case management and collaborative care, school nurse expertise in effective IPC fosters knowledge through which core competencies can be strengthened, with benefits for both patients and other healthcare providers.

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Evaluating the national multisite implementation of dialectical behaviour therapy in a community setting: A mixed methods approach

10.21203/rs.2.14353/v2 ◽

2019 ◽

Author(s):

Daniel Flynn ◽

Mary Joyce ◽

Conall Gillespie ◽

Mary Kells ◽

Michaela Swales ◽

...

Keyword(s):

Mixed Methods ◽

National Level ◽

Team Leader ◽

Barriers And Facilitators ◽

Future Research ◽

Evidence Based ◽

Community Settings ◽

Team Leaders ◽

Implementation Framework ◽

Mixed Methods Approach

Abstract Background The implementation of evidence-based interventions for borderline personality disorder in community settings is important given that individuals with this diagnosis are often extensive users of both inpatient and outpatient mental health services. Although work in this area is limited, previous studies have identified facilitators and barriers to successful DBT implementation. This study seeks to expand on previous work by evaluating a coordinated implementation of DBT in community settings at a national level. The Consolidated Framework for Implementation Research (CFIR) [1] provided structural guidance for this national level coordinated implementation.Methods A mixed methods approach was utilised to explore the national multi-site implementation of DBT from the perspective of team leaders and therapists who participated in the coordinated training and subsequent implementation of DBT. Qualitative interviews with DBT team leaders ( n = 8) explored their experiences of implementing DBT in their local service and was analysed using content analysis. Quantitative surveys from DBT therapists ( n = 74) examined their experience of multiple aspects of the implementation process including orienting the system, and preparations and support for implementation. Frequencies of responses were calculated. Written qualitative feedback was analysed using content analysis.Results Five themes were identified from the interview data: team formation, implementation preparation, client selection, service level challenges and team leader role. Participants identified team size and support for the team leader as key points for consideration in DBT implementation. Key challenges encountered were the lack of system support to facilitate phone coaching and a lack of allocated time to focus on DBT. Implementation facilitators included having dedicated team members and support from management.Conclusions The barriers and facilitators identified in this study are broadly similar to those reported in previous research. Barriers and facilitators were identified across several domains of the CFIR and are consistent with a recently published DBT implementation Framework [2]. Future research should pay particular attention to the domain of characteristics of individuals involved in DBT implementation. The results highlight the importance of a mandated service plan for the coordinated implementation of an evidence-based treatment in a public health service.

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Interprofessional collaboration when working with older people

Caring for Older People in Nursing ◽

10.4135/9781526401557.n11 ◽

2016 ◽

pp. 191-209 ◽

Cited By ~ 2

Author(s):

Sarah Hean ◽

Sue Smith

Keyword(s):

Older People ◽

Interprofessional Collaboration

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Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽

10.3390/pharmacy6030070 ◽

2018 ◽

Vol 6 (3) ◽

pp. 70 ◽

Cited By ~ 2

Author(s):

Cheryl Cropp ◽

Jennifer Beall ◽

Ellen Buckner ◽

Frankie Wallis ◽

Amanda Barron

Keyword(s):

Nursing Students ◽

Student Perceptions ◽

Interprofessional Education ◽

Online Survey ◽

Interprofessional Collaboration ◽

Core Competencies ◽

Hospital Setting ◽

Pharmacy Students ◽

Patient Centered ◽

Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

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