Collaborative Healthcare Education: Switzer Lecture 2013

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  • The National Center for Interprofessional Practice & Education at the University of Minnesota is leading the national effort
  • Describe someone who exemplifies strong leadership. What qualities do they possess?
  • Self-selected faculty from each of the health professions participated in curriculum development to ensure the relevancy & accuracy of Pat’s storyCollaborative curriculum development helped faculty discover their commonalities and create strategies for moving forward to enact change in the education of health professions students Faculty as actors in another discipline
  • The purpose of COMPtime is to demonstrate UNE's IPE priorities to graduate students, new faculty, and faculty teaching within the IPEC curriculum. The modules will deliver multi-media explanations and demonstrations of the four core competencies: knowledge of the roles and  responsibilities of other health professions interprofessional and interpersonal communication teamwork ethics, patient-centeredness, and collaborative leadership.

Transcript

  • 1. Collaborative Healthcare Education: Innovation & Leadership Mary Switzer Lecture October 24, 2013 Dr. Karen Pardue Dr. Shelley Cohen Konrad University of New England
  • 2. Mary Switzer (1900-1971) was an interprofessional collaborative leader before her time. She supported cross-disability programs and was active in drafting the constitution of the World Health Organization. She was an advocate and global voice for people with disabilities and for those who served their rehabilitative and recovery needs.
  • 3. World Health Organization (2010) “Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team.” • •
  • 4. WHY IPE IS IMPORTANT? To advance the aim of improving health of the population, enhancing patient care and controlling costs To close the gap between health education and practice settings by aligning their needs and interests
  • 5. IPE – Guiding Principles http://www.aacn.nche.edu/education-resources/IPECReport.pdf World Health Organization Canadian Interprofessional Health Collaborative Institute of Medicine U. S. Interprofessional Expert Panel
  • 6. “It is clear that how care is delivered is as important as what care is delivered.” (IOM, 2001) ___________________________________________ Content WHAT Discipline Expertise Process IP Communication Caring Practice HOW
  • 7. Roles & Responsibilities • Communicate one’s roles and responsibilities • Engage diverse healthcare professionals to meet the needs of patients, families and populations. • Use unique and complementary abilities of all members of the team, to optimize patient care. Physical Occupational Emotional Vocational
  • 8. Values & Ethics • Place the interests of patients and populations at the center of health care. • Respect unique cultural values and perspectives of individuals, populations, and health professionals.
  • 9. Communication • Use respectful and appropriate communication in all situations. • Listen actively and encourage ideas and opinions of all team members.
  • 10. Teams & Teamwork • Work with others to deliver patient-centered, community-responsive care. • Integrate knowledge and experience of other professions to inform effective clinical, ethical, and systems-based decisions.
  • 11. Collaborative Leadership • Strong leaders value contributions of all health team members’ and also those of the patient, family, and community. • Leaders facilitate contributions from all team members and build support for working together.
  • 12. Patient Centered Care PatientPractitioner Complementary Expertise Family/ Trust Community Centered Connection Cooperation Compassion Coordination Communication Collaboration
  • 13. Contact Hypothesis - Framework Attitudinal Change is fostered when students learn together • • • • • Cooperation Teamwork Reduction of Stereotypes Enhanced Role Understanding Mutual Respect (Allport, 1979; Hewstone & Brown, 1986)
  • 14. Contact Hypothesis- Conditions • Equal Status • Positive Cooperative Atmosphere • Active work towards common goal • Discovery of Similarities & Differences • Faculty Modeling • Expressed Institutional Value
  • 15. Contact Hypothesis- Methodology • Learning with Others reduces assumptions, stereotypes and misunderstanding • Resolves cognitive dissonance • Relationships & Friendships • Emotional Connection • Role Empathy I have seen significant changes in attitudes from the students who are working in teams. I have heard each student say “ I NOW value the role of …..X…” in patient care…..I NOW understand my ability to work more closely with ….X”. I think this change could have profound impact in the future. DM-Faculty
  • 16. Contact Hypothesis Testing Undergraduate H/P Students Before & After Enrollment in IPE Course Statement (N=167 matched pair) Pre M Post M t p value Learning w/ students from other h/p is likely to facilitate future working relationships 2.09 1.86 2.80 .006 Learning w/ other h/p students is likely to overcome stereotypes that are held about the different professions 2.01 1.72 3.53 .001 Learning w/ students from other h/p is a positive learning experience 1.76 1.61 2.13 .035 Learning w/ students from other h/p is likely to improve service for the patient/client 1.80 1.57 3.18 .002 Pollard et al., 2004. University of West England IPQ
  • 17. IPE Initiatives - Students The University will have integrated educational, research, science and service programs that are based on collaborative, interdisciplinary partnerships. UNE will continue to be the primary educator of healthcare professionals for the state of Maine. Health science programs will embrace and promote a patientcentered approach to educating osteopathic physicians and healthcare professionals. Interprofessional programs promote learning in integrative ways. UNE Vision 2017
  • 18. IPE Curriculum Undergraduate IPE Core Geriatric Education (IGEP) Simulation Online Learning Spring Symposium
  • 19. Extra- & Co-Curricular IPE IPEC Event Series IPE & the Arts IP Student Advisory Team IPE Case Conference Scholarship & Research
  • 20. IPE Service Learning Ghana Immersion Learning Jail Project Riverton Clinic Homeless Health
  • 21. IPE Initiatives – Innovative Models UNE is committed to providing continuing education and training opportunities in interprofessional education and care for campusbased faculty, clinical preceptors, and community partners. Learning about, from and with each other ensures that educators and practitioners appropriately practice and model IPE principles and values
  • 22. Faculty/Practitioner Opportunities TeamSTEPPS Not Left to Chance Community Partnerships National Consultants IPE Scholarship National Collaborations
  • 23. Building Pat’s Story
  • 24. Meet Pat Chalmers
  • 25. Patricia Chalmers, 31 Patricia (Pat) Chalmers is a 31-year-old woman who prides herself on self-sufficiency and resourcefulness. She works part-time as a bookkeeper and gets paid to take care of her aging grandmother with whom she lives. Pat describes herself as having been a caretaker since adolescence. It is therefore difficult for her to acknowledge her own needs or to seek others for help. Pat is tired of people commenting on her weight, diet, and need to exercise. She avoids health care as much as possible because she knows she’ll be told to lose weight or be blamed for “being fat” (her words). “I know what risks I face” she says. “But I’ve tried everything and nothing works. I’ve accepted my size and would like others to respect that.” Pat found herself in the ED with a broken ankle several months ago. The break was significant enough to require surgery. Labs revealed elevated glucose levels and surgery was put off until further tests could be done to determine whether Pat might have diabetes. When asked about this possibility, Pat reacted strongly. “I don’t have the time or money for diabetes,” she explained.
  • 26. Questions 1. What do we know about Pat? 2. What health professions might contribute to Pat’s rehabilitation and recovery? 3. How can Pat’s case be used to educate health professions students in IPE competencies? 4. How can Pat’s case be used for health professions faculty development?
  • 27. Occupational Therapy
  • 28. Applied Exercise Science/Athletic Training
  • 29. Physical Therapy
  • 30. The Nexus The next step forward is to increase the link between future healthcare employers and campus-based interprofessional educational initiatives.
  • 31. Interprofessional Practice Settings 6 Week Shared Rotations Shared Assignments & Didactics Crossprofessional preceptorships Common Patient Panel
  • 32. Student Reflection Working in an interprofessional health system is not only beneficial to the patient, but also to everyone on the team… each professional learns from the other and they also can discuss their roles and responsibilities. … having various roles and responsibilities, they are able to work together with a common goal of providing the utmost care and maintaining the well being of a patient. Having a collaborative work environment with involvement from different health care professionals allows for a solution to any problem that may arise in a healthcare setting. Jeby Mathew, Pharmacy Student fall 2013
  • 33. Faculty Reflections “The more we work interprofessionally, the more apparent it becomes that we face tremendously challenging health care issues that can only be solved through collaboration and teamwork. There is momentum to our interprofessional efforts that appears unstoppable.” Jan Froehlich, OT Faculty
  • 34. Mary Switzer: Agent for Culture Change “She was extraordinary and she … was indefatigable and a political courtesan with tremendous powers of persuasion. She had charm … she was bright and decisive.” (Verville, 2009) Social Work Public Health Rehabilitative Medicine Mental Health
  • 35. Comments & Questions
  • 36. Shelley Cohen Konrad PhD, LCSW Karen Pardue, PhD, RN, CNE, ANEF University of New England 716 Stevens Avenue Portland, ME 04103 scohenkonrad@une.edu kpardue@une.edu