Transcript Interdisciplinary Education - California Baptist University

Interprofessional Education
Mercer University
Health Sciences Center
H.W. “Ted” Matthews, Ph.D., R.Ph.
Senior Vice President for Health Sciences and
Dean, College of Pharmacy and Health Sciences
August 27, 2014
PRESIDENT
PROVOST
Senior Vice President
for Health Sciences
School of Medicine
College of Health
Professions
College of Pharmacy
College of Nursing
Doctor of Medicine
Program
Doctor of Pharmacy
Program
Bachelor of Science
Nursing Program
PhD Program –
Clinical Psychology
PhD Program –
Pharmaceutical Sciences
Master of Science
Nursing Program
Master of Medical Sciences
Master of Biomedical
Sciences Program
PharmD/PhD Program
Doctor of Science
Nursing Practice Program
Master of Public Health
Program
PhD Program – Nursing
Mercer Physical Therapy
Master of Marriage &
Family Therapy Program
Mercer Medicine
Doctor of Physical Therapy
Program
(Physician Assistant Program)
Objectives
1.
2.
3.
4.
Define and describe Interprofessional Education (IPE)
Provide examples of IPE activity
Describe the IPE domains and competencies
Discuss the significance of IPE and its relationship to
inter-professional collaboration in patient care
5. Describe briefly the IPE events that occur across
campuses at Mercer
6. Collaborate with faculty members with similar
interests to develop IPE activities that would meet
program goals
7. Recognize the opportunities for grants and research
available through IPE
IMPORTANCE OF
INTERPROFESSIONAL EDUCATION (IPE)
IPE Definition
“Occasions
when [students] from two or
more professions learn about, from and
with each other to enable effective
collaboration and improve health
outcomes.”
World Health
Organization 2010
Why IPE?
To prepare health professions students to provide
patient care in a collaborative team environment
To improve professional practice and patient care
outcomes
To improve patient safety
To break professional stereotypes
It is required
Interprofessional Collaborative
Practice
“When multiple health workers from different
professional backgrounds work together with
patients, families, carers [sic], and communities to
deliver the highest quality of care” (WHO, 2010)
However, collaborative practice continues to be
problematic in practice (Reeves 2013)
IPE and collaborative practice
World Health Organization and its
partners acknowledge that there is
sufficient evidence to indicate that
effective interprofessional education
enables effective collaborative practice.
(WHO 2010)
Collaborative Practice can…
• Access to and
coordination of
health-services
• Appropriate
use of specialist
clinical
Improve resources
• Health
outcomes for
people with
chronic
diseases
(WHO 2010)
• Patient
complications
• Length of hospital
stay
• Tension and
conflict among
Decrease caregivers
• Staff turnover
• Hospital
admissions
• Clinical error rates
• Mortality rates
Does IPE result in better healthcare outcomes?
7 out of 15
studies showed
positive
outcomes for:
(Reeves 2013)
• Patient satisfaction
• Mental health competencies
• Care for victims of domestic
violence
• Diabetes care
• Emergency room (ER)
department error rates
• Operating room team
behavior
Does IPE result in better healthcare
outcomes?
IPE
(Hammick 2007)
• Decreased pre-term morbidity for
infants
• Improved screening and prevention
services
• Decreased numbers of observed
errors in ER
• Increase volume of patients able to
be seen
• Increased comprehensiveness of
patient care
• Increased patient satisfaction
Does IPE break the stereotype?
Students enter healthcare programs
with pre-conceived ideas of the
attributes of various professions.
(Hean S 2006)
Each student group views their own profession
more positively than others. Views become more
aligned after IPE intervention.
(Hawkes 2013)
A comparison of knowledge, attitudes, skills and values revealed
that preconceptions could be changed by IPE and/or practice
immersion experiences.
(Ateah 2009, Hawkes 2013)
Perceptions of IPE from education to
practice
Students’ attitudes towards collaborative
learning and working, over the course of their
professional education and out into practice
can be influenced by IPE.
(Pollard 2008)
Faculty Involvement
The isolated effort of a small faculty
group is not likely to result in effective
and lasting IPE. It requires a centralized
effort with strong institutional support.
(Blue 2010)
Accreditation
Professions with specific
IPE accreditation
requirements:
•
•
•
•
Pharmacy
Medicine
Nursing
Physician Assistant
All programs in MUHSC now
have program competencies
or program goals relating to
IPE
• IPE is strongly supported
by the professional
organizations
Range of IPE Opportunities
Informal:
Formal:
explicitly
planned
events.
Hammick 2007
IPE occurs in
the process of
another
planned
activity.
Serendipitous:
Truly ad hoc
encounters
between
different
professionals.
Common Strategies for Implementing
IPE
Paper cases
Paper cases with volunteer patients
Simulated laboratory activities
Real patients in realistic or real-life setting
Service learning
Clinical rotations
Shadowing
Our role as teachers is to
create the learning context,
facilitate interaction, and
promote reflection
Formal IPE Program: Example 1
A mandatory 1 credit
course in the summer
480 students from
multiple disciplines
Didactic portion: 9 x 90 min
sessions learning basic concepts
of IPE
Service learning project: self
identified and implemented with
reflection.
Clinical component: limited
enrollment only
(Bridges 2011)
Teams of 16
with a
faculty/staff
mentor
Formal IPE program: Example 2
4 -5 students
from at least
three
professions
Ashton 2012
Health
mentor =
with a
person living
with one or
more chronic
conditions or
disabilities
Completion
of four
required
modules
over two
years
IPE Activities and Events: A Progressive Program
Table I. A framework for creating increasingly complex tasks for IPE
Progressive complexity in courses, programs and curricula
Increasingly
realistic
tasks
1. Simple paper case
with 2 disciplines
2a. More complex
paper case
with 3 or 4 disciplines
3a. Very complex
paper case
with many disciplines
2b. Simple case with
simulated or volunteer
patient and 2 disciplines
3b. More complex case
with
simulated patient(s)
and 3 or 4 disciplines
4b. More complex case
in realistic or
real-life setting and
3 or 4 disciplines
4a. Very complex case
with
simulated patient and
many disciplines
5. Very complex case
in realistic or
real-life setting
with many disciplines
3c. Simple case (e.g.
observing
and orienting) realistic or
real-life setting and
2 disciplines
D’eon 2005
IPE activities and events
A simulated family discharge planning
meeting, including multiple professions
meeting with a standardized patient
Team “code blue” simulation to
practice critical team response to
patient emergencies
Shadowing and interviewing team
members
Potential Curricular Topics for IPE
Health
assessment
Patient
safety
Contemporary
Communication healthcare
systems
Buring SM et al art 60
Cultural
Emergency
competence preparedness
Ethics
Conflict
negotiations
What IPE is Not
Students from different
professions attending the same
educational experience
A faculty member from a different
profession providing an educational
experience
Participating in a patient care setting led by
another profession
Buring SM et al art 60
Take-Home Messages
IPE should be a planned activity with didactic instruction
IPE activities should have an objectives that focuses on the
domains/competencies
Involves reflection as well as activity
Requires large-scale faculty buy-in and involvement
Faculty facilitation for IPE case discussions
Addresses scheduling issues (what to do and how to do it)
Articulates a clear vision of how IPE will work
Requires administrative support and resources
DOMAINS AND CORE COMPETENCIES
IPEC Competencies
Report of an Expert Panel
May 2011
inspired by a vision of
interprofessional
collaborative practice as key
to the safe, high quality,
accessible, patient-centered
care desired by all
https://ipecollaborative.org/Resources.html
Available from the Core Competencies for
Interprofessional Collaborative Practice
Sponsored by
the
Interprofessional
Education
Collaborative
• American Association of Colleges of
Nursing
• American Association of Colleges of
Osteopathic medicine
• Association of Schools of Public Health
• National Association of Pharmacy
• American Dental Education Association
• Association of American Medical
Colleges
Interprofessional Collaborative Practice
Competency Domains
Competency Domain 1
Values/Ethics for
Interprofessional Practice
Competency Domain 2
Roles/Responsibilities
Competency Domain 3
Interprofessional
Communication
Competence Domain 4
Teams and Teamwork
The Purpose of the Core Competencies
and 38 Sub-Competencies is to:
Create coordinated effort across professions
Guide curriculum development for learning
continuum
Stimulate evaluation and research
Spur dialogue about fit with practice
Inform regulatory bodies
Values/Ethics for
Interprofessional Practice
General Competency Statement: Work with
individuals of other professions to maintain a
climate of mutual respect and shared values
Specific Competencies in this domain:
Respect the dignity and privacy of patients while
maintaining confidentiality in the delivery of
team-based care.
Manage ethical dilemmas specific to
interprofessional patient/population centered
care situations
Additional Specific Values/Ethics
Competencies
Place the interests of patients and populations at the center of
interprofessional health care delivery.
Respect the dignity and privacy of patients while maintaining
confidentiality in the delivery of team-based care.
Embrace the cultural diversity and individual differences that
characterize patients, populations, and the health care team.
Respect the unique cultures, values, roles/responsibilities, and
expertise of other health professions.
Work in cooperation with those who receive care, those who
provide care, and others who contribute to or support the delivery
of prevention and health services.
Roles/Responsibilities
General Competency Statement- Use the knowledge of one’s own role and
those of other professions to appropriately assess and address the healthcare
needs of the patients and populations served.
Examples of Specific Competencies for Roles/Responsibilities:
Communicate one’s roles and responsibilities clearly to
patients, families, and other professionals.
Recognize one’s limitations in skills, knowledge, and abilities.
Engage diverse healthcare professionals who complement one’s
own professional expertise, as well as associated resources, to
develop strategies to meet specific patient care needs.
Interprofessional Communication
General Competency StatementCommunicate with patients,
families, communities, and other
health professionals in a
responsive and responsible
manner that supports a team
approach to the maintenance of
health and the treatment of
disease.
Examples of Specific Interprofessional
Communication Competencies
Choose effective communication tools and techniques, including
information systems and communication technologies, to
facilitate discussions and interactions that enhance team
function.
Organize and communicate information with patients, families,
and healthcare team members in a form that is understandable,
avoiding discipline-specific terminology when possible.
Express one’s knowledge and opinions to team members
involved in patient care with confidence, clarity, and respect,
working to ensure common understanding of information and
treatment and care decisions.
Listen actively, and encourage ideas and opinions of other team
members.
Teams and Teamwork
General Competency Statement-
Apply relationship-building values and the
principles of team dynamics to perform
effectively in different team roles to plan and
deliver patient-/population-centered care that is
safe, timely, efficient, effective, and equitable.
Examples of Specific Team and
Teamwork Competencies
Describe the process of team development and
the roles and practices of effective teams.
Engage other health professionals—appropriate to
the specific care situation—in shared patientcentered problem-solving.
Apply leadership practices that support
collaborative practice and team effectiveness.
Perform effectively on teams and in different team
roles in a variety of settings.
MUHSC IPE ACTIVITIES
IPE Development at MUHSC
Atlanta Campus
2009
2014
Pharmacy
Pharmacy
Pharmacy
Pharmacy
Physician
Assistant
Physician
Assistant
Physician
Assistant
Physician
Assistant
Physical
Therapy
Physical
Therapy
Physical
Therapy
Nursing
Nursing
Clinical
Psychology
Public
Health
MUHSC Current IPE Activities
Atlanta Campus
November (Fall)
Upper Level Case
PharmD (3rd year)
PA (2nd year)
PT (2nd year)
MSN (2nd year)
Clinical Psych
MPH (2nd year)
Lower Level Case
PharmD (2nd year)
MSN (1st year)
BSN (senior)
Clinical Psych
First Year Seminar
PharmD
PA
PT
MSN
BSN
Clinical Psych
MPH
March (Spring)
Upper Level Case
PharmD (3rd year)
PA (2nd and 3rd year)
PT (2nd year)
FNP (2nd semester)
BSN (senior)
Clinical Psych
MPH (2nd year)
Lower Level Case
PharmD (2nd year)
PA (1st year)
PT (1st year)
MSN (1st year)
BSN (junior)
Clinical Psych
PharmD: Pharmacy
PA: Physician Assistant
PT: Physical Therapy
MSN, FNP (graduate nursing): Master of Science in Nursing, Family Nurse Practitioner
BSN (undergraduate nursing): Bachelor of Science in Nursing
Clinical Psych: Clinical Psychology
MPH: Masters of Public Health
Other IPE Activities
• Faculty Development Session
• Patient Transfers (PT and BSN)
• Durable Medical Equipment (PharmD and PT)
• Interprofessional Communication (PharmD, PT, and PA)
• Good Samaritan Gwinnett (PharmD and PA)
• Cathedral Towers (PharmD and PT)
• Musculoskeletal assessment (PT and MSN)
• Clinical site opportunities (all programs)
MUHSC IPE SCHOLARSHIP
OPPORTUNITIES
MUHSC IPE Development Grant
Two $3k grants
Due November 1, 2014
Eligibility
• PI must be Mercer faculty member
• Other investigators from other institutions okay
• Generating seed data a bonus
Must have at least one IPE-based learning objective
External Funding Sources
Gordon and Betty Moore Foundation
John A. Hartford Foundation
Josiah Macy Jr. Foundation
Robert Wood Johnson Foundation
IPE Journals
Journal of Research in Interprofessional Practice and
Education
Journal of Interprofessional Care
Journal of Interprofessional Healthcare
Health and Interprofessional Practice
GROUP IPE PLANNING ACTIVITY
Group Planning
• Purpose:
– Further exposure to possibilities of IPE
– Connect with Mercer faculty with mutual interests
– Brainstorm and plan an IPE activity
• Logistics:
– 50 minute session
– Elect team leader, scribe, and presenter
– Worksheet as a guide
• Not required to finish planning today
• Document ideas on “Post-it” board to share with large group
Group Presentations
• Purpose:
– Share your group’s ideas with other groups
– Network with those not in your original group
• Logistics:
– 30 minute session
• 20 minutes for volunteer group presentations
– 3 minutes per team to discuss IPE program planning:
» Topic, programs involved, and format/design
• 10 minutes for networking with other groups
References
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