Leadership for the Integration of Comprehensive Care and Interprofessional Collaboration

2015 ◽  
Vol 8 (1) ◽  
pp. 43-48
Author(s):  
Patricia L. Starck ◽  
Laura L. Rooney
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Leadership Skills ◽  
Comprehensive Care ◽  
Patient Centered Medical Home ◽  
Patient Centered ◽  
Doctor Of Nursing Practice ◽  
Interprofessional Team ◽  
System A ◽  
Level 2

The clinically prepared Doctor of Nursing Practice (DNP) professional is uniquely prepared to integrate the concepts of comprehensive care with interprofessional collaboration. Leadership skills and team-based competencies can shift the academic paradigm from educating in silos to interprofessional education, thereby addressing the problems originating from a fragmented health care system. A successful nurse-managed clinic accredited as a Level 2 patient-centered medical home, under the leadership of a DNP professional, is described. Interprofessional team training in comprehensive care is then described in a piloted program known as the Deans’ Honors Colloquium.

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
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.

The EFECT framework for interprofessional education in the patient centered medical home

Healthcare ◽  
2013 ◽  
Vol 1 (3-4) ◽  
pp. 63-68 ◽  
Author(s):  
Asaf Bitton ◽  
Anne G. Pereira ◽  
C. Scott Smith ◽  
Stewart F. Babbott ◽  
Judith L. Bowen
Keyword(s):  
Medical Home ◽  
Interprofessional Education ◽  
Patient Centered Medical Home ◽  
Patient Centered

scholarly journals Interprofessional collaboration in home-based community care programs: A leadership imperative

2021 ◽  
Vol 11 (11) ◽  
pp. 15
Author(s):  
Jacqueline Limoges ◽  
Kim Jagos ◽  
Martin McNamara ◽  
Ian Drennan
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Community Care ◽  
Interprofessional Collaboration ◽  
Patient Centered ◽  
Coordination Strategies ◽  
Barriers And Enablers ◽  
Positive Attitudes ◽  
Home Based ◽  
Centered Care

Community Paramedic (CP) services are relatively new in home-based community care, and as these programs expand, there are additional opportunities for leadership in interprofessional and cross-sectoral collaboration. Understanding the unique contributions of each health care provider can ensure that a patient-centered approach remains forefront. This qualitative study included 33 participants representing nurses, physicians and CPs involved in home-based community care. Interviews explored attitudes, barriers and enablers to collaboration, role optimization and integration of paramedics into home-based community care and were analyzed with interpretive descriptive methods. Participants recognized the benefits of CP services and positive attitudes motivated them to engage in collaboration to support patient-centered care. Participants stated they require support and leadership to strengthen interprofessional collaboration and care coordination. Strategies such as the removal of silos, forging new networks of collaboration, interprofessional education, and changes in professional regulation for paramedics can support new roles and opportunities for nurses, paramedics and physicians in home-based community care.

scholarly journals Geriatric Interprofessional Education: In-Person Simulation

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 1-1
Author(s):  
Diane Brown
Keyword(s):  
Older Adult ◽  
Interprofessional Education ◽  
Training Model ◽  
Assessment Tools ◽  
Community Members ◽  
Patient Centered ◽  
Interprofessional Team ◽  
Team Meeting ◽  
Interprofessional Training ◽  
Fourth Step

Abstract Our in-person geriatric interprofessional training model is layered with scaffolds of active learning, tabletop team meeting simulation, assessment of older adult community members at risk for falls, and reflective feedback. The first step addresses knowledge acquisition via online didactic content. The second step reinforces the knowledge gained in the online didactics through in-person posters and interactive skills practice, followed by a profession-specific huddle to communicate patient assessment findings. The third step is an interprofessional team meeting simulation based on a case study of a complex geriatric patient. The fourth step is performing a supervised assessment on an older adult. The assessment incorporates the assessment tools practiced during the poster/skills session and team skills learned in the didactics and simulation. This is followed by the design of an interprofessional team-developed patient-centered plan of care. The event ends with a reflective debrief focused on interprofessional collaborative competencies.

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 How we implemented Continuous Interprofessional Education at a newly established public hospital in Singapore

2022 ◽  
pp. 201010582110685
Author(s):  
Deanna W-C Lee ◽  
Chao-Yan Dong ◽  
Derrick Chen-Wee Aw
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Healthcare Setting ◽  
Contributing Factors ◽  
Patient Centeredness ◽  
Patient Centered ◽  
Mixed Responses ◽  
Strongly Agree ◽  
The Impact ◽  
Grand Rounds

Introduction To promote interprofessional collaboration (IPC), our newly established hospital implemented the Continuing Interprofessional Education (CIPE) initiatives, which included a half-day workshop and 15 sessions of Grand Rounds, with the content focusing on establishing interprofessional patient-centered care pathways, policies, and ultimately to build a community of IPC. Methods To evaluate the impact of the CIPE initiatives, 120 staff who attended at least 50% of the CIPE sessions were invited to complete the Interprofessional Attitudes Scale (IPAS). Results 67.5% of the invited participants completed the survey. The majority of the participants answered “agree” or “strongly agree” for the domains of Teamwork/Roles/Responsibilities, Patient-centeredness, Diversity and Ethics, and Community Centeredness after going through the CIPE initiatives. The Interprofessional Bias domain revealed mixed responses. Discussions and Implications of practice The significant contributing factors towards the success of the CIPE Grand Rounds included: (1) the topics were proposed by our staff and centered on clinical practice; (2) the delivery format was interactive, guided by adult learning principles. The mixed responses regarding the presence of biases among the participants suggested that interprofessional biases are deep-rooted in the healthcare setting, and attendance of these CIPE Grand Rounds made participants more acutely aware of these biases. However, more actions are needed to eradicate these biases.

scholarly journals IMPLEMENTATION OF INTERPROFESSIONAL COLLABORATIVE PRACTICE IN TYPE B TEACHING GENERAL HOSPITALS: A MIXED METHODS STUDY

2021 ◽  
Vol 10 (2) ◽  
pp. 162
Author(s):  
Nurul Aida Fathya ◽  
Christantie Effendy ◽  
Yayi Suryo Prabandari
Keyword(s):  
Mixed Methods ◽  
Interprofessional Education ◽  
Role Model ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Teaching Hospitals ◽  
Patient Centered ◽  
Interprofessional Communication ◽  
Team Collaboration ◽  
Depth Interviews

Background: The concept of patient centered health services encourages interprofessional collaboration practice (IPCP), including teaching hospitals. IPCP in teaching hospitals expected to be implemented properly as a role model for students. Students in academic stage are expected to understand the concept of interprofessional education (IPE) and apply IPCP concept during clinical practice. This study aimed to determine the implementation of IPCP and various factors related to IPCP in teaching hospitals.Methods: This study used a mixed methods-sequential explanatory design with the subjects of healthcare professionals at RSUD R Syamsudin SH recruited using systematic random sampling. The research began with collecting quantitative data to measure the implementation of IPCP using the Indonesian version of the Assessment of Interprofessional Team Collaboration Scale-II (AITCS-II), continued with collecting qualitative data with in-depth interviews to explored IPCP and various factors associated with its implementation.Results: A total of 320 respondents filled out the AITCS-II questionnaire and 11 participants were interviewed deeply. More than 66% of respondents had a good collaboration in each domain; 73,8% of respondents had a good collaboration in IPCP; profession background significantly contributed IPCP (p <0.05). Qualitative analysis was carried out with a semantic theme and obtained 3 themes: not ideal  IPCP implementation, perception of IPCP domains by healthcare professionals and barriers in implementing IPCP. Conclusion: The perception of IPCP that well implemented may resulted from improper understanding of IPCP. We still found barrier in implementing IPCP related to stereotypes, hierarchical culture, interprofessional communication and regulation.  

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