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University of Virginia
Educating for Interprofessional Practice
John Owen EdD, MSc; Valentina Brashers MD, FACP, FNAPCoDirectors for UVA Interprofessional Education
UVA 4 Step Model: Educating for Interprofessional Practice
1. Clinically-relevant IPE based on Collaborative Care Best Practice Models (CCBPMs)
2. IPE required and integrated throughout the learning continuum
3. Longitudinal assessment of IPE competencies
4. Commitment to continued rigorous IPE research and dissemination of results
Step 1: Collaborative Care Best Practice Models (CCBPMs)
• Creates IPE simulations based on clinical guidelines for selected illness experiences, patient populations, and care settings
• Clearly defines measurable learning objectives and observable collaborative skills
• Integrates profession-specific skills alongside interprofessional competencies
• Establishes IPE as a core activity during clinicals/clerkships
Clerkships/Clinicals IPE Simulation Experiences Goals of Care/ End of
LifeRapid Response/
Critical IllnessChronic Progressive
IllnessTransitions in care for
the cognitively impaired
Illness experience
Cancer Sepsis Duchenne muscular dystrophy
Alzheimer’s disease
Guidelines
http://www.guideline.gov/content.aspx?id=15531&search=palliative+care#Section420
http://www.guideline.gov/content.aspx?id=12231&search=surviving+sepsis
http://www.guideline.gov/content.aspx?id=15645&search=muscular+dystrophy
http://www.guideline.gov/syntheses/synthesis.aspx?id=16414&search=alzheimer
Patient population
Adult Adult Pediatric Geriatric
Care setting Inpatient unit ICU Outpatient Hospital to home then home to assisted living
Target learnersRequired for all 3rd
year students (n=260)Required for all 3rd
year students (n=260)Required for all 3rd year
students (n=260)Required for all 3rd year
students (n=260)
IPCompetencies
CommunicationProfessionalismShared problem
solvingShared decision
making
CommunicationProfessionalismShared problem
solving
CommunicationProfessionalism
Shared problem solving
Shared decision making
Conflict Resolution
CommunicationProfessionalismShared problem
solvingShared decision
makingConflict Resolution
Introduction to Teams(roles, leadership, communication)
Written Team-Building Case(sharing of information, shared problem solving, shared decision making)
Simulation Case #1Post-op patient with deteriorating mental status and
fever (physical exam, CAM, labs, triage decisions;
active listening, shared problem solving, conflict resolution)
Simulation Case #2 Patient after transfer to ICU for sepsis
(Surviving Sepsis Guidelines - fluids, vasopressors, etc); active listening, shared problem solving,
conflict resolution)
4 medical and 2 nursing students 4 medical and 2 nursing students
View simulation remotely and discuss checklist of essential
behaviors
View simulation remotely and discuss checklist of essential
behaviors
Debrief
Rapid Response/ Critical Illness (Littlewood, Tullman, Wright)
Clinical Logs; Evaluations
Step 2: IPE required and integrated throughout the learning continuum
(Curricular map moves IPE from fringe to core)
Faculty/clinician IPE activities
• Project Team Meetings
• Faculty development for IPE facilitation
• Continuing interprofessional education (CIPE) for clinicians for team-based care and for precepting students
• Participation in conferences
• Consultants
• Focus groups
• Website resources (in progress)
Step 3: Longitudinal assessment of IPE competencies
• Pre- and Post-testing of all medical and nursing students before and after clinicals/clerkships
– Team Skills Scale (Hepburn, Tsukuda, and Fasser)
– Collaborative Behaviors Observational Assessment Tools (CBOATs)
– Interprofessional Teamwork Objective Structured Clinical Examinations (ITOSCEs)
• Commitment to Change assessments for CIPE
Step 4: Commitment to continued rigorous IPE research and dissemination of results
• Ensures that IPE projects are well designed and carefully evaluated with measurable outcomes
• Expands pool of involved faculty and clinicians
• Guides expansion into areas of need and innovation
• Leverages existing and new SOM, SON, and Health System research projects to support new clinical IPE grant proposals
Nursing Student RR ITOSCE
SUMMARYUVA 4 Step Model:
Educating for Interprofessional Practice
1. Clinically-relevant IPE based on Collaborative Care Best Practice Models (CCBPMs)
2. IPE required and integrated throughout the learning continuum
3. Longitudinal assessment of IPE competencies
4. Commitment to continued rigorous IPE research and dissemination of results