Transcript Interprofessional Team Seminar 2011-2012

Preparing Health Professions
Students as CollaborationReady Interprofessional
Team Members in a
Community Setting
April 10, 2015
Interprofessional Health Care Summit
Armstrong State University, Savannah, GA
David Pole, PhD (c), MPH
Director
SLU Center for Interprofessional Education and Research
[email protected]
Disclosure Statement
I have no financial or other
conflicts of interest to
disclose related to this
presentation
From Education to Practice…
Collaboration Ready for Community Health
1.Discuss the IPE Programs at SLU
2.Introduce the IPE Community Practicum
3.Discuss two sample community partner
agencies and student team projects
4.Share the evaluations and impact for
both students and community
agency partners
SLU-IPE Program Overview
• In 2000, completed 3 year effort of
Task Force on IPE
• Literature Review (99)
• Assumptions
• Premises
• Curriculum integration
recommendations
• Ruebling, I., Lavin, M., Banks, R., Block, L., Counte, M.,
Furman, G., . . . Viehmann, V. (2000). Facilitating factors for,
barriers to, and outcomes of interdisciplinary education
projects in the health sciences.
Journal of Allied Health, 29 (3), 165-170.
SLU-IPE Program Overview
• 2006, President’s Challenge
• Integrated curriculum across nursing and health
sciences
• Established Five Domains of SLU IPE
• 2009, Integrated IPE to Post-Baccalaureate
Programs
• Seven professions, series of six 90 min seminars
 Ruebling, I., & Royeen, C. (2010). Saint Louis University
Interprofessional Education Program. Journal of Allied Health (Online
19445-404X), 39(3 Pt 2 (Special Issue)), e-123-e1124.
 Breitbach, A., Sargeant, D., Gettemeier, P., Ruebling, I., Carlson, J.,
Eliot, K., Kienstra, K., Zeibig-Blassing, E. (2013). From Buy-in to
Integration: Melding an Interprofessional Initiative into Academic
Programs in the Health Professions. Journal of Allied Health,
Vol.42(3).
SLU-IPE Competency Domains
• Interprofessional Practice
• Patient-Centered Care
• Wellness
• Patient Safety and Quality Care
• Social Justice
SLU-IPE Competency Domains
- Unique to the Mission of SLU
- Guide SLU IPE Programs at all levels
- Subsequent link to IPEC competencies
• Interprofessional Practice
• A collaborative, interdependent use of shared expertise directed
toward a unified delivery of optimal patient care understanding
professional roles, scope of practice, and skills for ethical and
collaborative decision making and team-based communication.
• Patient-Centered Care
• The development of attitudes and communication skills that
support patient empowerment and inclusion in care planning,
while demonstrating sensitivity to autonomy, culture, language,
literacy, socioeconomic conditions, patient comfort and ethical
concerns.
SLU-IPE Competency Domains
• Wellness
• The integration of evidence-based prevention guidelines and
development of patient education skills enabling a system change
from “sick-care” to wellness and prevention.
• Patient Safety and Quality Care
• The ability to demonstrate personal and systems quality
improvement processes and communication skills across
professions that lead to a reduced risk and improved quality care
• Social Justice
• Recognize one’s responsibility to act for the good of others
and apply knowledge and skills in helping the most
vulnerable and addressing health equity
Conceptual Framework of SLU
Minor in Interprofessional Practice
*IPE 110: Introduction to IP Practice - Roles and Responsibilities; Collaboration Skills;
Teams and Teamwork; SLU IPE Domains
The IPE and IPCP principles and concepts introduced in IPE 110 are then applied in
the context of how and where health professions work together…
*IPE 350: IPCP in the context of the health care system
*IPE 420: IPCP in the context of individual patient care (caring response)
HCE 201: Foundations of Clinical Health Care Ethics
*IPE 490: IPCP in the context of community/population health, HP/DP
IPE 493: IPCP in the context of the clinical care team
ORES 232: IPCP in the context research, IP care team and impact on patient
care/outcomes
Integrating IPE into PostBaccalaureate Health Professions:
IP Team Seminars (IPTS)
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Medicine
Physician Assistant
Physical Therapy
Pharmacy (STLCOP)
Nursing (ABSN, AGMSN),
Social Work (MSW),
Occupational Therapy
• Series of Six, 90-min Seminars
• Revised curriculum framework in 2012, embed IPEC behaviors and
critical reflection on clinical application
 Pole, D. (2015) Doctoral dissertation on medical student outcomes
 L'Ecuyer, K., Pole, D., & Leander, S. (2015, April Special Issue). The use of
PBL in an interprofessional education course for health-care professional
students. The Interdisciplinary Journal for Problem-Based Learning,
Vol.9, Issue 1.
 (Platform VII-G Shelia Leander)
IPE 490: Community Practicum
• Course Advisory Committee
• Faculty Facilitators
• Community Sites and Site Coordinators
• Identify agencies and sites serving medically
underserved populations
• Address the Triple Aim: Population Health
• Learn about community needs
• Learn about agency efforts to address needs
• Develop and implement a project in
support of the agency & community need
IPE 490: Learning Objectives
1. Work effectively as a team to accomplish a common
goal based on evidence-based practice.
2. Demonstrate sensitivity to the cultural diversity of the
selected population, e.g. health literacy needs, an
understanding of their health beliefs and practices, etc.
3. Exhibit an understanding of the scope of practice and
values of the other health professionals on the team.
4. Identify factors contributing to health disparities and
potential strategies for advocacy for social system
change.
5. Collect appropriate data and critically analyze outcomes
of the interprofessional team project and improved
quality outcomes
6. Demonstrate the ability to identify actual and/or
potential ethical issues associated with the chosen
project.
IPE 490: Community Partners
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Family Care Health Centers (FQHC)
Peter and Paul Community Services
Our Lady’s Inn
American Diabetes Association
St Louis County Corrections Medicine
Asthma and Allergy Foundation of MO
Neighborhood Houses
Hope Lodge (Amerian Cancer Society)
Midtown Catholic Charities
St Louis Area Agency on Aging
The Brain Injury Association
ETC…. (28 agencies, 32-35 teams per semester)
Final Poster Presentation
Describe the community
agency and your project
(Agency Assessment)
Outline the components of Key reflection points from
your project – what you
your team members
did (Work Plan)
(reflection assignment)
Rationale, literature or
program model that
informed your project
design or plan
Project outcomes
– info, participant
comments, or pictures
(documentation of
outcomes and analysis)
Recommended next steps
or needs to move the
project forward
• Professional Poster Presentation
• Brief Write Up of Project Abstract
• 2 minute “Poster Talk”
Neighborhood Houses After School(Sp.2014)
Student Outcomes
• First experience in the community for many students
• Posters and presentations improved each year
• Critical Reflections
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Different needs assets in community than were aware of before
Challenges of working as a team
Learned significantly about teamwork in a real setting and project
New awareness of challenges of working in/with community
“490 taught me to be respectful of other professions opinions and how
to work as an interprofessional team to achieve a common goal”
• “sometimes the needs of the community required my contribution to a
team that was beyond just my professional skills”
Leander, S. A., Maloney, S. Maggie, Ruebling, Irma, Banks, Rebecca, Pole, David,
& Kettenbach, Ginge. (2014). “The Power of Many Minds Working Together”:
Qualitative Study of an Interprofessional Service-Learning Capstone
Course Journal of Research in Interprofessional Practice and Education,
V4.No 2, 1-17.
IPE 490 Practicum:
St. Louis County Corrections
Medicine
• Learn about the Community Site
• Comprehensive team-based care, screening,
aftercare coordination
• Striving for National Accreditation by CHC
• Requires HIV Screening and QI Plan
Quality Improvement
The model has two parts:
Three fundamental questions,
which can be addressed in any
order.
The Plan-Do-Study-Act (PDSA)
cycle to test changes in real work
settings. The PDSA cycle guides
the test of a change to
determine if the change is an
improvement.
Steps in the QI Plan:
HIV Screening
• Identify Current State
• Determine Future State (Goal)
• Develop Plan and PDSA
• Implement, assess, propose future
projects
Building a Model for Community
Collaboration & IPE
• Grant from J. Macy Foundation
• Added Community Coordinator
• Faculty Resources
• Summary of past projects
• Google Sites: https://sites.google.com/a/slu.edu/slu-ipe-490--corrections-medicine/home
• Site Visits and Site Satisfaction Survey
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Agency felt informed about purpose of IPE Program…. 4.36 (5pt)
Engagement with agency in planning, implement, evaluation…4.22
Student teams helped address agency goals…. 4.10
“more communication” “more interaction” “good exp but isolated”
• Public /CBPR Approach – Agency Goals for addressing
community health needs, have these drive projects
Evaluation of Community
Impact
• No student team is going to change community
health
• Assess the community agency readiness/ability to
engage in collaboration and use of student teams
• Agency clarification of project goals, mission,
community need
• How have projects increased agency capacity
and/or ability to meet community health needs?
• Modify IP-Compass Tool
• Develop longitudinal projects
Conclusion: Collaboration Ready for
Community/Population Health
1. Students develop skills to identify community
health needs and understand community agencies
2. Help the agencies identify goal or project areas
3. Develop faculty capacity to facilitate meaning
4. Students develop projects to meet those
goals/needs
5. Students discuss projects in the context of IPE 490
learning objectives to cultivate personal meaning
6. Present professional poster and oral report on
project, meaning to community, & personal
meaning
QUESTIONS
or
COMMENTS