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interprofessional competencies

Kari F Brisolara, Sonia Gasparini, Alison H Davis, Shane Sanne, Sandra Carlin Andrieu, Jerald James, Donald E Mercante, Raquel Baroni De Carvalho, Tina Patel Gunaldo
The purpose of the study was to determine the impact of an interprofessional education (IPE) experience on first year students across all schools of a health sciences center on the topic of pediatric immunizations. The authors conducted a pre-/post-test at Louisiana State University Health Sciences Center-New Orleans with 731 first year students from 25 academic programs encompassing all six schools (Allied Health, Dentistry, Graduate Studies, Medicine, Nursing and Public Health). In the four questions related to the Interprofessional Education Collaborative (IPEC) sub-competencies and the three questions related to professional role regarding immunizations, there was a statistically significant difference in the pre-/post-test survey results (P < 0...
October 10, 2018: Journal of Interprofessional Care
Christine M Formea, Wayne T Nicholson, Carolyn Rohrer Vitek, Kelly K Wix, Kristen B McCullough, Julie L Cunningham, John D Zeuli, Eric T Matey, Julianna A Merten, Darcy M Richardson, Andrea L Billings, Garrett E Schramm
PURPOSE: The development, implementation, and evaluation of a pharmacogenomics education program for pharmacists in a large, integrated multicampus health system are described. SUMMARY: Pharmacogenomics has been described as tailoring medications to each patient's unique genetic sequence with the goals of minimizing harmful effects and optimizing therapeutic effects. Pharmacists are uniquely trained to lead the implementation of pharmacogenomics in clinical care...
October 9, 2018: American Journal of Health-system Pharmacy: AJHP
Cynthia Stuhlmiller, Barry Tolchard
BACKGROUND: Global health education in tertiary institutions worldwide is at an all-time high. Until recently, most evaluations of student learning from a global exposure was in the form of a reflective paper with little information that would enable standardized assessment of the competencies gained. In 2015, the Consortium of Universities for Global Health (CUGH) published a set of interprofessional global health competencies that were drawn upon to create a Global Health Competency Self-Confidence Scale and workbook...
October 3, 2018: Global Health, Science and Practice
Marlene M Maheu, Kenneth P Drude, Katherine M Hertlein, Donald M Hilty
Interprofessional telebehavioral health (TBH) competencies have been developed to standardize training and improve the quality of TBH care. The seven identified interprofessional TBH competency domains and three levels of expertise (novice, proficient, and authority) are briefly described. More in depth descriptions and examples of several of the competency domains are presented to illustrate what the competencies look like in practice. Some of the challenges faced in using such a competency framework are discussed...
October 3, 2018: Academic Psychiatry
Brigit VanGraafeiland, Elizabeth Sloand, JoAnne Silbert-Flagg, Kelly Gleason, Cheryl Dennison Himmelfarb
Nurse-graduates today must be prepared to practice in a complicated healthcare system with numerous safety challenges. Although patient safety and quality competencies are a priority in nursing education, effective strategies for applying this knowledge into practice are needed. To meet this challenge, the Helene Fuld Leadership Program for the Advancement of Patient Safety and Quality at Johns Hopkins School of Nursing has developed an academic-clinical service partnership. Students are assigned to mentored, quality improvement projects in which they complete 100 hours over 2 semesters...
August 29, 2018: Nursing Outlook
Katarina Kornaros, Sofia Zwedberg, Eva Nissen, Björn Salomonsson
Background: There is a considerable prevalence of and an increasing attention to emotional problems in families with infants. Yet, knowledge is scant of how to create efficient and accessible mental health services for this population. The study qualitatively explored public health nurses' conceptions of a clinical project, in which psychotherapists provided short-term consultations and supervisions for nurses at Child Health Centres in Stockholm. Methods: In-depth interviews with fifteen nurses...
2018: BMC Nursing
Lalitha Raman-Wilms, Barbara Farrell, Cheryl Sadowski, Zubin Austin
The Bruyère Evidence-Based Deprescribing Guideline Symposium included a forum on health professional education that brought together health professionals, researchers, professional organization representatives and public members. The goal was to facilitate partnerships among educators and to build knowledge, skills and support for behaviour change to integrate the use of evidence-based deprescribing guidelines into health care professional education. Participant discussions were analyzed under the thematic headings of teaching, learning, and assessment, impact of heuristics in learning, the importance of patient/public understanding and the role of leadership in enabling curricular change to include deprescribing...
August 28, 2018: Research in Social & Administrative Pharmacy: RSAP
Khusbu Patel, Urmi Desai, Heather Paladine
BACKGROUND: There is increased focus and pressure to include interprofessional education during training of health professionals. This program describes an interprofessional education program between pharmacy, medical, and nurse practitioner students during a primary care clinical rotation elective. INTERPROFESSIONAL EDUCATION ACTIVITY: The interprofessional education program (IPE) during a primary care rotation was developed to be included as a learning experience throughout the rotation period...
July 2018: Currents in Pharmacy Teaching & Learning
Carol Motycka, Eric F Egelund, Jane Gannon, Frank Genuardi, Shiva Gautam, Shannon Stittsworth, Amanda Young, Leslie Simon
BACKGROUND: We developed and implemented a project incorporating ACPE Standard 11 and all Core IPEC competencies at a public University located at a medical center. The project was a collaboration between the colleges of nursing, pharmacy, and medicine at a distance campus location. INTERPROFESSIONAL EDUCATION ACTIVITY: Our Interprofessional Education Activity, which targeted all three elements of ACPE Standard 11, provided TeamSTEPPS® training followed by four medical error simulations...
July 2018: Currents in Pharmacy Teaching & Learning
Jennifer N Smith, Yvonne Phan, Mikala Johnson, Kaitlin Emmerson, Bre-Oscha West, Jessica Adams, Thaddeus McGiness, Shelley Otsuka
BACKGROUND AND PURPOSE: Several schools of pharmacy across the United States have taken steps to incorporate international medical mission trips into the doctor of pharmacy (PharmD) curriculum. This study aims to describe the impact of advanced pharmacy practice experience (APPE)-level student pharmacists on an interprofessional team during an international medical mission trip to Jamaica. EDUCATIONAL ACTIVITY AND SETTING: The Jamaica Medical Mission (JMM) trip is an annual event involving healthcare professionals from several disciplines across multiple universities and healthcare systems...
July 2018: Currents in Pharmacy Teaching & Learning
Madelyne Z Greene, Katherine France, Edward F Kreider, Emily Wolfe-Roubatis, Kevin D Chen, Andy Wu, Baligh R Yehia
BACKGROUND: Lesbian, gay, bisexual, transgender, and queer (LGBTQ) populations face multiple health disparities including barriers to healthcare. Few studies have examined healthcare trainees' perceptions of their preparedness to care for LGBTQ populations and none have compared perceptions of training across medicine, dental medicine, and nursing. We aimed to understand variations across disciplines in LGBTQ health by assessing medical, dental, and nursing students' perceptions of preparedness across three domains: comfort levels, attitudes, and formal training...
2018: PloS One
James Leithead, Deborah D Garbee, Qingzhao Yu, Vadym V Rusnak, Vladimir J Kiselov, Lin Zhu, John T Paige
High-fidelity simulation (HFS) operating room (OR) inter-professional team training improves healthcare students' team-based attitudes and behaviours. Such improvements can diminish tribalism among the professions in the OR by overcoming entrenched perceptions of team members. We investigated whether simulation-based interprofessional student OR team training impacts students differently based on their professional background. From 2010 to 2013, HFS OR interprofessional student team training sessions were conducted involving senior medical students, senior undergraduate nursing students, and nurse anaesthesia students...
September 19, 2018: Journal of Interprofessional Care
Merethe Hustoft, Eva Biringer, Sturla Gjesdal, Jörg Aβmus, Øystein Hetlevik
BACKGROUND: Rehabilitation services depend on competent professionals who collaborate effectively. Well-functioning interprofessional teams are expected to positively impact continuity of care. Key factors in continuity of care are communication and collaboration among health care professionals in a team and their patients. This study assessed the associations between team functioning and patient-reported benefits and continuity of care in somatic rehabilitation centres. METHODS: This prospective cohort study uses survey data from 984 patients and from health care professionals in 15 teams in seven somatic rehabilitation centres in Western Norway...
September 17, 2018: BMC Health Services Research
Ronald H Rozensky, Catherine L Grus, Jeffrey L Goodie, Liza Bonin, Brian D Carpenter, Benjamin F Miller, Kaile M Ross, Bruce D Rybarczyk, Anne Stewart, Susan H McDaniel
Health care is increasingly delivered through team-based, collaborative strategies with interprofessional education as an important mechanism for building interprofessional practice competencies. This paper describes an Interprofessional Seminar on Integrated Primary Care (IS-IPC) designed to meet this educational need with interprofessional team-based learning as the foundation of an iterative process such that education and practice inform one another. The IS-IPC can be used to educate an interprofessional group of learners about key topics relevant to working together in integrated primary care...
2018: Journal of Allied Health
Caitlin Gillan, Amanda Bolderston, Carol-Anne Davis, Lisa DiProspero, Susan Fawcett, Donna Lewis, Katherine Smith, Marcia Smoke, Nicole Harnett
Following development of a framework to establish the scope of advanced practice for radiation therapists (APRTs), a Canadian certification process was built. This involved three independently-assessed phases: professional portfolio, case submission, and oral examination. The oral examination was to test the candidate's knowledge and capacity for decision-making. Development and piloting involved 3 elements: 1) content development, including relevant case selection, with accompanying high-fidelity imaging and resources; 2) harnessing of technology and ensuing logistics, given the desire to offer the examination online, maximizing accessibility and minimizing resources; and 3) examiner recruitment and preparation, involving a national call for interprofessional examiners, to assess across the spectrum of competencies...
2018: Journal of Allied Health
Roghieh Nazari, Zohreh Vanaki, Sima MohammadKhan Kermanshahi, Ebrahim Hajizadeh
Background: The health system in Iran faces specific challenges as the managerial role of head nurses have changed. The importance of this role cannot be underestimated for the healthcare organizations' success. The present study was conducted to explore the meaning of managerial competence of head nurses in intensive care units (ICU) in Iran. Materials and Methods: This study used a qualitative approach. We extracted the lived experience of ten Iranian ICU head nurses...
September 2018: Iranian Journal of Nursing and Midwifery Research
Keri D Hager, Heather L Blue, Lei Zhang, Laura C Palombi
This study evaluated perceived effectiveness of an interprofessional case-based activity that allowed medical and pharmacy students to engage in problem-solving around the role of social determinants of health (SDOH) in opioid misuse. Students participated in a case-based activity, and then completed a post-activity survey that included five open-ended questions and the Interprofessional Collaborative Competency Attainment Survey. Twelve pharmacy students (100%) and 47 medical students (75%) completed the post-activity survey...
September 5, 2018: Journal of Interprofessional Care
Jeannie K Lee, Anne L Hume, Robert Willis, Heather Boon, Patricia Lebensohn, Audrey Brooks, Ben Kligler
Objective. To address the gap in evidence-based knowledge among pharmacy students and practicing pharmacists regarding complementary and integrative health approaches due to insufficient education and a lack of standardized training. Methods. The National Center for Integrative Primary Healthcare (NCIPH) developed 22 pharmacy competencies linked to a set of 10 interprofessional "metacompetencies" in integrative health care. Results. The NCIPH pharmacy competencies are well-aligned with the current educational standards and Center for the Advancement of Pharmacy Education (CAPE) outcomes for pharmacy programs...
August 2018: American Journal of Pharmaceutical Education
Zvi D Gellis, Eunhae Kim, Diane Hadley, Lora Packel, Cathy Poon, Mary Ann Forciea, Christine Bradway, Joel Streim, John Seman, Tara Hayden, Jerry Johnson
An interprofessional education (IPE) simulation-based geriatric palliative care training was developed to educate health professions students in team communication. In health care, interprofessional communication is critical to team collaboration and patient and family caregiver outcomes. Studies suggest that acquiring skills to work on health care teams and communicate with team members should occur during the early stage of professional education. The Interprofessional Education Collaborative (IPEC®) competency-based framework was used to inform the training...
August 30, 2018: Gerontology & Geriatrics Education
Deborah Center
Interprofessional health care teams begin with team members who know themselves and are flexible, trusting, and competent to speak up to prevent harm and take action to ensure quality and safety. Often, the soft skills necessary for team members to be effective are underrated and missing in team trainings. By clarifying the expectations of team members and using tools to assess individual ability, educators can enhance awareness and improve both individual and team civility and performance. This article is the third in a series on interprofessional teams and focuses on the importance of knowing oneself to be an effective team member...
September 1, 2018: Journal of Continuing Education in Nursing
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