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interprofessional competencies

Mélanie Tremblay, Catherine Vallée, Maude Carignan, Véronique Provencher, Nathalie Delli-Colli, Valérie Poulin, Anik Giguère, Emmanuelle Careau, Dominique Giroux
The decision on patients' competency to manage their affairs and take care of themselves requires a rigorous evaluation process and consistency among practice settings. Research indicates there is a lack of resources to guide healthcare and social service professionals in the interprofessional decision-making process that such an evaluation requires. A web-based tool, the Competency Assessment Tool (CAT), was designed to assist professionals in that process. The authors conducted a usability study with a beta version of the CAT...
December 13, 2018: Informatics for Health & Social Care
Theresa M Kreif, Shayne Kukunaokala Yoshimoto, Noreen Mokuau
In order to successfully address social determinants of health and to achieve social justice for kanaka and all the people of Hawai'i, we must broaden our understanding of and approach to healing/health through interdisciplinary, culturally-informed education. Strengthening cultural competence within an Interprofessional Education framework, has potential in meeting important challenges in patient and population health, including meeting the increased demand for culturally trained professionals, increasing access to providers, and reducing health inequities in kanaka (Native Hawaiians)...
December 2018: Hawai'i Journal of Medicine & Public Health: a Journal of Asia Pacific Medicine & Public Health
Tessa J Hastings, Jan Kavookjian, Gladys Ekong
INTRODUCTION: Pharmacy education standards include a focus on interprofessional education and communication skills, specifically naming conflict management and patient-centered communication as key areas. This study aimed to explore the association between conflict management style and attitudes toward empathy among first year pharmacy students (P1s) in professional encounters. METHODS: A cross-sectional design was implemented among two cohorts of P1s who completed an online survey including the Thomas-Kilmann Conflict Mode Instrument professional version (TKCI-P) and the Kiersma-Chen Empathy Scale (KCES)...
January 2019: Currents in Pharmacy Teaching & Learning
Diane K Brown, Sue Fosnight, Maureen Whitford, Susan Hazelett, Colleen Mcquown, Jenifer C Drost, Denise J Kropp, Cynthia A Hovland, Joan E Niederriter, Rikki Patton, Abigail Morgan, Eileen Fleming, Richard P Steiner, Edward Demond Scott, Fabiana Ortiz-Figueroa
Background: One in three people over the age of 65 fall every year, with 1/3 sustaining at least moderate injury. Falls risk reduction requires an interprofessional health team approach. The literature is lacking in effective models to teach students how to work collaboratively in interprofessional teams for geriatric falls prevention. The purpose of this paper is to describe the development, administration and outcome measures of an education programme to teach principles of interprofessional care for older adults in the context of falls prevention...
2018: BMJ Open Quality
Aida Wen, Lorrie Wong, Carolyn Ma, Robin Arndt, Alan R Katz, Karol Richardson, Melodee Deutsch, Kamal Masaki
Interprofessional collaboration is an essential skill to optimize the care of older adults with complex problems. We successfully developed and evaluated an interprofessional teamwork simulation exercise for medical, nursing, pharmacy, and social work students. Pharmacy students participated via video conferencing. Before the simulation, students watched a teamwork video and reviewed the patient case. Following an icebreaker exercise, interdisciplinary faculty facilitated a discussion highlighting effective teamwork strategies...
December 4, 2018: Gerontology & Geriatrics Education
Laura Vogelsang, Tania Bergen
No abstract text is available yet for this article.
December 1, 2018: Journal of Nursing Education
Russet R Rogers, John A Owen, Donna M Lake, Carol Fowler Durham, Tina G Latham, Gwen Sherwood, Christopher S Golding
INTRODUCTION: North Carolina AHEC (NC AHEC) leadership recognized that continuing interprofessional education (CIPE) is vital for improving patient care and outcomes. Rather than train and educate in professional silos, interprofessional education presented an opportunity to reframe continuing education (CE) to improve the integration of care delivery and outcomes. METHODS: In April 2014, two regional AHECs collaborated to design a statewide initiative for AHEC CE leaders, CE professionals, and CE faculty to learn about integrating interprofessional education into CE planning and implementation...
October 2018: Journal of Continuing Education in the Health Professions
S McDevitt, V Passi
OBJECTIVE: To evaluate the effectiveness of an Interprofessional Education (IPE) programme in eating disorders for mental health practitioners using a case-based learning approach. METHODS: A total of 25 mental health clinicians were asked to evaluate their IPE programme as part of training for the National Clinical Programme in Eating Disorders. They completed a Readiness for Interprofessional Learning Scale (RIPLS), a learner reaction questionnaire after each session and a final open evaluation at 4 months...
December 2018: Irish Journal of Psychological Medicine
Carla Scuderi, Tilley Pain
Medicines are the largest single intervention provided to patients on admission to hospital. Adverse effects of medicines may decrease the ability of patients to participate in clinical interventions from physiotherapists, dietitians, speech pathologists and occupational therapists (PDSOs), which in turn impacts on quality of care and length of hospital stay. PDSOs receive medicines education as part of their undergraduate degree but little education once commencing practice. Pharmacists' possess significant knowledge about medicines and are well placed to educate PDSOs about medicines which may benefit their interventions...
November 29, 2018: Journal of Interprofessional Care
Diana C Sanchez-Ramirez, Heather Long, Stephanie Mowat, Casey Hein
BACKGROUND: To assess the effect of an interprofessional educational activity on professional skills, attitudes, and perceived challenges toward obesity management among front-line healthcare providers. METHODS: A one-day interprofessional obesity education activity was organized for healthcare providers across various disciplines. All participants were invited to complete an anonymous survey pre- and post-event, and at six-month post-event. The survey was created based on a comprehensive list of perceived skills, professional attitudes and challenges toward obesity intervention compiled from existing literature...
November 23, 2018: BMC Medical Education
Dennis W Fell, Elizabeth Kennedy, Joseph M Day
Interprofessional Education Collaborative (IPEC) core competencies are widely accepted as a guide to prepare healthcare professionals. Two competency domains, values/ethics and roles and responsibilities, have specific relevance when investigating the effectiveness of a transcultural interprofessional experience. Participants were University of South Alabama students from the Colleges of Allied Health Professions, Medicine, and Nursing, who volunteered for a 7-day service learning experience in Trinidad. A convergent mixed methods research design was used...
November 16, 2018: Journal of Interprofessional Care
L Gao, J Peranson, J Nyhof-Young, E Kapoor, J Rezmovitz
BACKGROUND: The use of improvizational theater ("improv") in health professional education ("medical improv") is an emerging field. However, optimal curricular design features and learning outcomes have not yet been systematically described. OBJECTIVE: To synthesize evidence on learning outcomes and curricular design elements of improvizational theater training in health professions education. METHODS: A literature search with keywords "Improv" and "Improvisational Theatre" was undertaken in January 2016 in Ovid MEDLINE, CINHAL, EMBASE, SCOPUS, Web of Science, and ERIC, with an accompanying gray literature search...
November 14, 2018: Medical Teacher
Moira S Lewitt, Beth Cross, Louisa Sheward, Pauline Beirne
In order to build the evidence base for interprofessional education and practice, it is important to establish how the concepts and theories are understood by higher education providers, policy-makers, managers, and practitioners. Using an interdisciplinary research approach, and facilitated by the use of visual images, we undertook a discourse analysis of interviews and discussions around definitions, competencies, and cultures of learning for interprofessional practice in the context of child health and social care in Scotland...
November 11, 2018: Journal of Interprofessional Care
Said Nasser Al Harthy, Cyruz P Tuppal, Ana E Sta Ana, Jenny Reynecke, Imad Al Husami, Abdallah Al Rubaiey
Objectives: This study aimed to develop the required interprofessional competencies for health service managers in Oman. Methods: Experts (n = 20) were selected based on their years' experience, position, fluency in English (both verbal and written), and who had completed higher education at either masters or doctorate levels in the relevant field. The data collection consisted of three rounds. Responses were collected and extracted from a web-based designed survey and subsequently analyzed...
November 2018: Oman Medical Journal
Wendy J Lee, Lou Clark, Kathleen Wortmann, Laura A Taylor, Arnyce R Pock
BACKGROUND: The medical assessment of sexual assault (SA) is challenging because SA patients are often hesitant to disclose their medical needs, which puts them at further physical and psychological risk, and because of provider unease in conducting SA examinations. This challenge is compounded by a lack of provider training. OBJECTIVES: The study goals were to develop an interprofessional simulation event that would foster SA interview skills, foster effective communication with SA patients, and increase learner confidence in assessing SA patients...
November 7, 2018: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
H Eduardo Velasco-Mondragon, Teresita Menini, Catherine West, Michael Clearfield
Public health and interprofessional education (IPE) are included among the osteopathic core competencies and Entrustable Professional Activities that should be reflected in osteopathic medical curricula. Cognizant of the importance of these 2 areas, Touro University College of Osteopathic Medicine-CA (TUCOM) has developed initiatives to advance them on campus as well as within its academic curriculum. The authors acknowledge the importance of incorporating public health content into osteopathic medicine as well as expanding IPE in the health professions as part of a larger project to impart a unique identity and relevance to osteopathic medical education at TUCOM...
November 1, 2018: Journal of the American Osteopathic Association
Beth DeJongh, Michael Oldani
Background: An interprofessional mental health court (MHC) team was created in Milwaukee, Wisconsin, in 2014 to help keep low-level offenders with mental health (MH) disorders out of the correctional system. The focus of MHC is on stabilization of MH disorders and rehabilitation rather than incarceration. A clinical MH pharmacist was added to the team in 2015 to provide expertise on psychotropic medication regimens and to meet with clients for medication education. Case Reports: A 58-year-old black male was admitted to the MHC after he failed to provide sex registry information...
November 2018: The mental health clinician
Tricia S Barker, Chet A Smith, Geri M Waguespack, Donald E Mercante, Tina P Gunaldo
Purpose: The purpose of this study was to apply a quality improvement model in the application of an intraprofessional educational experience by improving student perceptions of collaboration and increasing the number of collaborative experiences within the dental hygiene curriculum. Methods: A quality improvement model, Plan, Do, Study, Act (PDSA) developed by the Institute for Healthcare Improvement (IHI), was used to initiate an intraprofessional education experience for dental hygiene and dental students...
October 2018: Journal of Dental Hygiene: JDH
Alexandra Schain, Catherine Rees, Catherine Medina, Rachel Eyler, Susan Glenney, Eric Rodko, Jason Cassese, Juliette Shellman, Millicent Malcolm
As the older adult population in the United States increases and diversifies, understanding and reducing risks for hospitalization and institutionalization can reduce burdens for this vulnerable population. Using evidence-based assessment tools to understand medical, psychosocial, pharmacologic, and functional status can aid an interprofessional team to best evaluate older adults at risk. By providing culturally competent care for a diversifying older adult demographic, attention to social determinants can improve health equity for this population...
November 2018: Home Healthcare Now
Megan Walker, Lindsey Gay, Glynda Raynaldo, Hans Von Marensdorff, Jeffrey T Bates, Joan A Friedland, Jung Hyun Park, Ekaterina Kehl, Bryan Sowers, Sivasubramanium Bhavani, Charlie Lan, Biykem Bozkurt, Diana E Stewart, Molly J Horstman
Competency in interprofessional quality improvement and performance measurement is required by the Accreditation Council for Graduate Medical Education. We implemented an interprofessional quality improvement project to support trainee involvement in systems-level improvement to reduce hospital length of stay and engage trainees in efforts to improve the validity and reliability of clinical documentation contributing to risk-adjusted performance measures. The intervention had three components: daily interprofessional disposition huddles to discuss discharge needs, medical documentation curriculum to improve clinical data accuracy, and scheduled coding huddles to provide real-time feedback on documentation...
October 26, 2018: Journal for Healthcare Quality: Official Publication of the National Association for Healthcare Quality
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