Alison Duffy, Daniel J. Morgan, Emily Heil, Kerri A. Thom, Lindsay D. Croft, Mary Johantgen
University of Maryland School of Pharmacy, School of Nursing, and School of Medicine
Medical errors are common and can lead to adverse events and patient death. Health professionals must work within interdisciplinary teams to provide safe and effective care to patients, yet current curricula are lacking with regards to interprofessional education and patient safety. In this poster we describe the development and implementation of a course, "Interprofessional Approach to Patient Safety in the ICU," aimed at medical, nursing, and pharmacy learners during their clinical training at a large academic medical center. The course objectives were based on core competencies for interprofessional education and patient safety. The course was offered as recurring 3 one-hour sessions, including case-based discussions and a mock root cause analysis (RCA). Our results show that 43 students attended at least one session over a 7-month period. All students reported a high level of readiness for interprofessional learning, indicating an interest in interprofessional opportunities. In general, understanding and knowledge of the 4 competency domains in patient safety was low before the course and 100% of students reported an increase in knowledge in these domains after participating in the course.
Sondip Mathur, Andrew Taylor, Willie Capers II, Aisha Morris Moultry, Shirlette Milton
Texas Southern University College of Pharmacy and Health Sciences
Healthcare policy makers, planners, administrators, and professional healthcare accrediting agencies are stressing the provision of interprofessional education (IPE) infrastructure, resources, and opportunities in professional academic and training settings, with a focus on student practice-readiness. The infrastructure is expected to offer facilitative IPE resources that are programmatic, curricular, experiential, and physical. All institutions, however, have their own set of predisposing, enabling, and limiting characteristics, including perceived and evaluated need for interprofessionalism. The goal of this study is to innovatively adapt and apply a behavioral model of health services utilization in the context of institutionalizing interprofessionalism. The methodology includes obtaining an internal University seed grant in support of the study proposal along with leadership, IPE initiative facilitation, data tracking, and collection under the auspices of a functional College IPE committee. Study findings define and identify various factors and predictors of IPE outcomes. Findings suggest that interprofessional education and collaborative care experience can occur with positive outcomes in an educational institution even with limitations, e.g., lack of a large medical or nursing school. It is concluded that institutions are able to obtain and use IPE resources if they believe it is important and IPE outcomes can be predicted by the interplay of a variety of perceived need, predisposing and enabling factors.
Rita A. Dello Stritto, Peggy Landrum, Nadia Ismail, Catherine L. Hatfield, Anita Vijay Kusnoor, Nancy Ordonez, Susan Mellot, Suzanne Scheller
Texas Woman's University College of Nursing, Baylor College of Medicine, University of Houston College of Pharmacy
A critical component of safe patient care in today's health care system is effective teamwork. Teams composed of members from various health care disciplines depend upon successful interprofessional collaboration under stressful conditions to achieve desired health outcomes. The purpose of this multifaceted project was to bring together healthcare students from multiple disciplines – including nursing, medicine, and pharmacy: a) to collaborate on planning and implementing an approach to managing a challenging patient care situation, and b) to identify their own biases, challenges, and successes with interprofessional communication. The uniqueness of this project was that it involved three different universities. Two of the universities (Texas Woman's University and University of Houston) are public, state funded institutions. The third, Baylor College of Medicine, is a private university. This project required coordination of school calendars, faculty buy-in, and institutional support, in order for it to be successful.
Chris McClanahan, Janna Ellis, Lois Stickley, Marla Erbin-Roesemann, Megan Trad
Texas State University Department of Radiation Therapy, St. David's School of Nursing, Clinical Laboratory Science, Department of Physical Therapy
The College of Health Professions (CHP) at Texas State University conducted the first college wide Interprofessional Education (IPE) event in the fall of 2016 with the purpose of breaking down traditional "silo" communication barriers and introducing collaborative learning to the CHP student body. Students and faculty from all eight programs: Clinical Laboratory Science, Communication Disorders, Health Information Management, Healthcare Administration, St. David's School of Nursing, Physical Therapy, Radiation Therapy, and Respiratory Care all came together for an afternoon of learning.
Mary Louanne Friend and Richard Davis Friend
The University of Alabama Capstone College of Nursing and The University of Alabama College of Community Health Science
The purpose of this poster is to describe pilot study findings related to the first IPE critical care co-enrolled elective for fourth and fifth semester baccalaureate nursing students and third and fourth year medical students at U.A. Nurses and physicians are primarily educated in isolation from one another, and as a result may be unable to overcome stereotypical ideas, to explore interprofessional conflict, and to effectively decrease disruptive behaviors in the health care setting. Potential negative effects of hostile relations include increased patient mortality, wrong- site surgery, medication errors and decreased patient safety. Younger less experienced nurses are more likely to report being affected by negative physician behaviors than older nurses with more experience and 55% of these nurses reported physician's behavior impacted nursing decisions. The students met face to face for two hours where they learned how to perform common critical care procedures as team members in the clinical practice skills lab. Problem-based learning and role-playing were utilized to practice conflict resolution skills. The course ended with a high acuity simulation where students cared for a gunshot wound victim as teams.
Stephanie Jevas, Jennifer Watson, Gina Alexander, Lyn Dart, David Jenkins, Monica Jenschke
Texas Christian University
Building on the premise that a team of experts is not an expert team (Riley, 2014), IPE often focuses on developing collaborative practice. Through effective teamwork, safer and better patient-centered care will more likely be achieved (Interprofessional Education Collaborative Expert Panel, 2011). One common training protocol used to improve teamwork in health care settings is TeamSTEPPS. The purpose of these current IPE events was to provide students opportunities to learn from, with and about each other while developing teamwork skills that may be used in both health care and community (including schools) settings. IP competencies related to values/ethics, communication, roles and responsibilities and teamwork were addressed.
Ashlea Herrero, Connie White-Williams, Dana Mitchell, Erica Arnold, Erin Clarkson, Heidi Burkart, Ildiko Nyikos, Lisle Hites, Maria Shirey, Sarah Coiner, Shannon DeLuca, Vera Bittner
University of Alabama at Birmingham Hospital, University of Alabama at Birmingham School of Nursing and School of Public Health
The Heart Failure Clinic utilizes an Interprofessional Collaborative Practice Model to focus on improving transitional care coordination, increasing access to care, and improving quality and safety in medically underserved heart failure patients. Successful practices include: Patient care kits: providing necessary tools to support home monitoring and medication compliance, social worker time built into clinic appointments to investigate public and private resources for medication and care access.
Georgia L. Narsavage, Ralph Utzman, Travis G. White, Charles Coole
West Virginia University, School of Pharmacy, Health Sciences Center
This Interprofessional Education (IPE) session on teamwork involved more than 500 students learning from, about and with each other. Our aim was to prepare healthcare students to provide team-based safe, quality care. An "Active learning" student-centered approach involved the students in 80 teams from 8 different professions (Medicine, Dentistry, Pharmacy, Nursing, Physical Therapy, Occupational Therapy, Exercise Physiology, and Med Lab Science) to develop teamwork and communication skills. Thirty faculty from healthcare professions acted as facilitators to encourage problem solving, and cooperative learning. Teamwork was presented as an IPE competency needed for safe, quality care.
Alice L. March, Robin Huebner, Jeannine Lawrence, Lea Yerby, Patrick McIntyre, Matthew Ander, Karen Silliman
University of Alabama
In the silo model of the US healthcare system each provider cares for one disease, resulting in fragmented care affecting cost, safety, effectiveness, quality of life, and mortality. Providers are not trained to practice in interprofessional (IP) collaborative teams, and may not be aware of the roles and responsibilities of others; thus, communication is impaired by stereotypical beliefs. Well-integrated IP teams increase patients' physical functioning, physical well-being, perceptions of control, self-efficacy, quality of life, satisfaction with services, and reduce healthcare costs. A team-based approach to learning stresses shared leadership. Most IP simulations are face-to-face, and focus on acute care and critical decision-making. The innovation of this course, using technology-supported simulation as a capstone learning experience, provided early IP education to crystalize application of didactic content related to primary care, and allowed virtual attendance of distance students. The skill set acquired from the course included Interprofessional Education Collaborative (IPEC) competencies and TeamSTEPPS® for primary care strategies. This semester long IP course included nursing, medicine, nutrition, and social work students. It combined online didactic material, unfolding case studies, and a simulated capstone experience. The course content included communication, values and ethic, roles and responsibilities, teamwork, and embedded the four TeamSTEPPS® skills of (leadership, situation monitoring, mutual support, and communication).
Deborah L. Schofield, Lisa Rowen, Mangla Gulati, Emily Heil, Michael Jablonover, Ingrid Connerney, DePriest Whye
University of Maryland School of Medicine
The University Of Maryland Medical Center (UMMC) is a level one, tertiary, urban, Academic Medical Center based in downtown Baltimore, Maryland. UMMC has an 801 bed capacity; the hospital provides comprehensive care for the West Baltimore community and tertiary care for Maryland and the surrounding areas. The hospital has more intensive care beds than any other hospital in Maryland. UMMC has a robust Patient Safety and Quality department that works in close collaboration with the Maryland Medicine Comprehensive Insurance Program (MMICP) Office of Risk Management leadership. Commensurate with its efforts to become and sustain itself as a high reliability organization, UMMC proposes to enhance safety and quality efforts via a novel, clinically based workforce (Unit-Based Safety Clinicians) to provide foundational support to ongoing safety and quality efforts.
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