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interprofessional competencies

Dorice Hankemeier, Sarah A Manspeaker
CONTEXT:   The ability to engage in interprofessional and collaborative practice (IPCP) has been identified as one of the Institute of Medicine's core competencies required of all health care professionals. OBJECTIVE:   To determine the perceptions of athletic trainers (ATs) in the collegiate setting regarding IPCP and current practice patterns. DESIGN:   Cross-sectional study. PATIENTS OR OTHER PARTICIPANTS:   Of 6313 ATs in the collegiate setting, 739 (340 men, 397 women, 2 preferred not to answer; clinical experience = 10...
August 13, 2018: Journal of Athletic Training
Zalika Klemenc-Ketis, Irena Makivić, Antonija Poplas Susic
A team approach in health care involves an interprofessional approach to patient care. We wanted to develop and validate a tool that would evaluate the interprofessional team approach to patients of a family medicine team. We performed a descriptive study in three consecutive phases: a literature review, consensus development panels, and a cross-sectional validation study. Three rounds of consensus development panels were carried out in order to evaluate and adapt the initial scale. The cross-sectional study was carried out in all Slovenian family medicine practices, each invited 10 consecutive patients...
2018: PloS One
Nirvani Goolsarran, Carine E Hamo, Susan Lane, Stacey Frawley, Wei-Hsin Lu
BACKGROUND: Although the American Council of Graduate Medical Education (ACGME) mandates formal education in patient safety, there is a lack of standardized educational practice on how to conduct patient safety training. Traditionally, patient safety is taught utilizing instructional strategies that promote passive learning such as self-directed online learning modules or didactic lectures that result in suboptimal learning and satisfaction. METHODS: During the summer of 2015, 76 trainees consisting of internal medicine interns and senior-level nursing students participated in an interactive patient safety workshop that used a flipped classroom approach integrating team based learning (TBL) and interprofessional simulated application exercises...
August 8, 2018: BMC Medical Education
Christy Noble, Laurie Grealish, Andrew Teodorczuk, Brenton Shanahan, Balaji Hiremagular, Jodie Morris, Sarah Yardley
BACKGROUND: There is a pressing need to improve end-of-life care in acute settings. This requires meeting the learning needs of all acute care healthcare professionals to develop broader clinical expertise and bring about positive change. The UK experience with the Liverpool Care of the Dying Pathway (LCP), also demonstrates a greater focus on implementation processes and daily working practices is necessary. METHODS: This qualitative study, informed by Normalisation Process Theory (NPT), investigates how a tool for end-of-life care was embedded in a large Australian teaching hospital...
August 8, 2018: BMC Palliative Care
Dawon Baik, Erin Abu-Rish Blakeney, Mayumi Willgerodt, Nicole Woodard, Mia Vogel, Brenda Zierler
Effective interprofessional (IP) team-based care is critical to enhance the delivery of efficient care and improve nursing and IP team outcomes. This study aims to review the most recent IP team intervention studies that focused on outcomes related to nursing and IP teams. PubMed, CINAHL, PsycINFO, and Embase were searched for existing literature published between January 2011 and December 2016. The search strategy was developed through both literature review and consultation with a health sciences librarian...
August 7, 2018: Journal of Interprofessional Care
Amanda C La Guardia, Robert J Cramer, Michael Brubaker, Molly M Long
The present study evaluates of a competency-based suicide prevention training. A sample of community mental healthcare providers took part in a suicide risk assessment and prevention training, completing pre-post measures of knowledge, competency/skill and attitudes, as well as baseline interprofessional education (IPE) socialization. Training yielded moderate-to-large improvements in suicide-related knowledge, perceived risk assessment/prevention skills, attitudes toward helping patients, and professional capacity to work with suicidal patients...
August 3, 2018: Community Mental Health Journal
Christine Kaci, Cyril Crozet, Claire Gillard-Berthod, Geneviève Van Rooj, Claire Marchand
INTRODUCTION: Many educational institutions offer professionals continuing education in therapeutic patient education (TPE). Some also provide it for students in initial training. OBJECTIVES: 1) Describe the methods of implementing the training in two nurse training institutes (IFSI); 2) Determine the conditions conducive to the development of competencies for students in initial training. METHOD: Nineteen semi-structured interviews were conducted with trainers, external speakers, students in training, and registered nurses...
July 12, 2018: Recherche en Soins Infirmiers
Maria Wamsley, Jason M Satterfield, Alexa Curtis, Lena Lundgren, Derek D Satre
OBJECTIVES: Screening, Brief Intervention, and Referral to Treatment (SBIRT) can effectively identify and address substance misuse and substance use disorders (SUDs), and can be delivered by a range of trained health professionals. Yet, barriers remain to effective training and implementation of SBIRT in health and social service settings, and models of interprofessional collaboration in SBIRT delivery are underdeveloped. METHODS: We reviewed current literature regarding SBIRT effectiveness, training, and implementation by physicians, nurses, psychologists, and social workers...
July 2018: Journal of Addiction Medicine
Phyllis Adams, Linda Hulton
There is little research on the dynamics of the sexual assault response team (SART) members' interprofessional collaboration (IPC) practice. The study purposes were to (1) explore the perceptions of IPC among SART members; (2) evaluate the use of Perception of Interprofessional Collaboration Model Questionnaire with the SART; and (3) discuss the implications of the Interprofessional Core Competencies for emergency department nurses and sexual assault nurse examiners. This cross-sectional mixed-methods study (n = 49) was implemented using 4 SART teams in a mid-Atlantic state...
July 2018: Advanced Emergency Nursing Journal
Elizabeth K Hewett, Joshua Nagler, Michael C Monuteaux, Michele Morin, Mary Devine, Michelle Carestia, Sarita Chung
Objective: Emergency department (ED) providers require competency in responding to hazardous materials (HAZMAT) events. The optimal strategies to teach HAZMAT response principles to ED providers and to ensure skill retention are not known. Our aim was to design, implement, and evaluate a multifaceted, interprofessional educational curriculum for pediatric ED staff to improve their skills, knowledge, and confidence in responding to a HAZMAT event. Methods: In this longitudinal cohort study, we created and assessed a 3-hour educational curriculum comprised of didactics, skills stations, a tabletop exercise, and a simulated multivictim disaster...
January 2018: AEM education and training
Katherine A Douglass, Gabrielle A Jacquet, Alison S Hayward, Bradley A Dreifuss, Janis P Tupesis, John Acerra, Christina Bloem, Jay Brenner, Elizabeth DeVos, Katherine Douglass, Brad Dreifuss, Alison S Hayward, Sue Lin Hilbert, Gabrielle A Jacquet, Janet Lin, Andrew Muck, Sigrid Nasser, Rockefeller Oteng, Natasha N Powell, Megan M Rybarczyk, Jessica Schmidt, Jim Svenson, Janis P Tupesis, Kyle Yoder
Objectives: In medical education and training, increasing numbers of institutions and learners are participating in global health experiences. Within the context of competency-based education and assessment methodologies, a standardized assessment tool may prove valuable to all of the aforementioned stakeholders. Milestones are now used as the standard for trainee assessment in graduate medical education. Thus, the development of a similar, milestone-based tool was undertaken, with learners in emergency medicine (EM) and global health in mind...
October 2017: AEM education and training
Peter S Cahn, Inez Tuck, Mary S Knab, Regina F Doherty, Leslie G Portney, Alex F Johnson
While most graduate health professions programs in the United States have accepted the Interprofessional Education Collaborative's core competencies for collaborative practice, there is no consistent way to integrate the competencies into courses of study already crowded with uniprofessional competencies. A potential negative effect of treating interprofessional education as an add-on is that learners will not engage deeply with the competencies required to work effectively in health care teams. To design an integrated model, one institution adopted a theory from the management literature that frames professional competence as a way of being, not simply a body of knowledge to master...
July 24, 2018: Journal of Interprofessional Care
Sanna Kangas, Tuula-Maria Rintala, Pia Jaatinen
Interprofessional education (IPE) aims at enhancing the ability of healthcare professionals from different disciplines to work together effectively, improving the quality of patient care. An interprofessional approach is essential in diabetes management, but there is only limited evidence of the effects of diabetes-specific IPE. The aim of this integrative review is to gather all relevant recent data on the outcomes of IPE on diabetes management. The search in the CINAHL, Medline and PsycINFO databases resulted in 1136 potential studies...
July 24, 2018: Journal of Interprofessional Care
Nynke R Koning, Linda M M van der Schriek, Merel J van der Kooij, Frederike L Büchner, Jeroen A de Wilde, Mattijs E Numans, Mathilde R Crone
OBJECTIVE: To investigate how general practitioners and preventive youth health physicians experience their collaboration and to analyse factors involved. DESIGN: Qualitative research. METHOD: 14 general practitioners and 11 preventive youth health physicians from the Leiden and The Hague areas were interviewed in a semistructured manner. Data were analysed by thematic analysis using the 'Framework method', to identify important themes for collaboration...
May 29, 2018: Nederlands Tijdschrift Voor Geneeskunde
Cheryl D Cropp, Jennifer Beall, Ellen Buckner, Frankie Wallis, Amanda Barron
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...
July 20, 2018: Pharmacy (Basel, Switzerland)
Peter Pype, Fien Mertens, Fleur Helewaut, Demi Krystallidou
BACKGROUND: Complexity science has been introduced in healthcare as a theoretical framework to better understand complex situations. Interdisciplinary healthcare teams can be viewed as Complex Adaptive Systems (CAS) by focusing more on the team members' interaction with each other than on the characteristics of individual team members. Viewing teams in this way can provide us with insights into the origins of team behaviour. The aim of this study is to describe the functioning of a healthcare team as it originates from the members' interactions using the CAS principles as a framework and to explore factors influencing workplace learning as emergent behaviour...
July 20, 2018: BMC Health Services Research
Kathryn Wirtz Rugen, Nancy Harada, Faith Harrington, Mary A Dolansky, Judith L Bowen
BACKGROUND: Nurse Practitioner (NP) Postgraduate Residency programs are rapidly expanding. Currently, little is known about trainees' self-perceptions during these experiences. PURPOSE: Describe NP residents' perceptions of their strengths, areas for improvement, and goals while participating in the Veterans Affairs Centers of Excellence in Primary Care Education NP Residency program. METHODS: NP residents responded to open-ended questions at three time points across their training year...
June 20, 2018: Nursing Outlook
Jeffrey P Brosco, Elizabeth Pulgaron, Douglas L Vanderbilt, Michelle Macias, M Sunil Mathew, Nathan J Blum
Introduction The ability to provide family-centered care (FCC) and the ability to work in interprofessional care teams (IPC) are essential educational outcomes in graduate training programs. Lack of standardized measures leave programs to rely on idiosyncratic methods to monitor outcomes. We developed a faculty observation tool as part of an effort to create a national quality improvement database. We present evidence for the feasibility and validity of the faculty observation tool. Methods Trainees and faculty at four independent training programs participated...
July 16, 2018: Maternal and Child Health Journal
Désirée Lie, Regina Richter-Lagha, Sae Byul Sarah Ma
Objective. To examine concordance between in-room and video faculty ratings of interprofessional behaviors in a standardized team objective structured clinical encounter (TOSCE). Methods. In-room and video-rated student performance scores in an interprofessional 2-station TOSCE were compared using a validated 3-point scale assessing six team competencies. Scores for each student were derived from two in-room faculty members and one faculty member who viewed video recordings of the same team encounter from equivalent visual vantage points...
June 2018: American Journal of Pharmaceutical Education
Ivy F Oandasan, Douglas Archibald, Louise Authier, Kathrine Lawrence, Laura April McEwen, Maria Palacios Mackay, Marie Parkkari, Shelley Ross, Steve Slade
OBJECTIVE: To describe exiting family medicine (FM) residents' reported practice intentions after completing a Triple C Competency-based Curriculum. DESIGN: The surveys were intended to capture residents' perceptions of FM, their perceptions of their competency-based training, and their intentions to practise FM. Entry (T1) and exit (T2) self-reported survey results were compared considering the influence of the curriculum change. Unmatched aggregate-level data were reviewed...
July 2018: Canadian Family Physician Médecin de Famille Canadien
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