Collaborative Healthcare Education:
Innovation & Leadership

Mary Switzer Lecture
October 24, 2013
Dr. Karen Pardue
Dr. Sh...
Mary Switzer (1900-1971) was an interprofessional
collaborative leader before her time. She supported
cross-disability pro...
World Health Organization (2010)
“Once students understand how to work
interprofessionally, they are ready to enter
the wo...
WHY IPE IS IMPORTANT?
To advance the aim
of improving
health of the
population,
enhancing patient
care and
controlling cos...
IPE – Guiding Principles
http://www.aacn.nche.edu/education-resources/IPECReport.pdf

World Health
Organization

Canadian
...
“It is clear that how care is delivered is as important as
what care is delivered.” (IOM, 2001)
__________________________...
Roles & Responsibilities
• Communicate one’s roles and responsibilities
• Engage diverse healthcare professionals to meet ...
Values & Ethics
• Place the interests of patients and populations at the
center of health care.
• Respect unique cultural ...
Communication
• Use respectful and appropriate communication in all
situations.
• Listen actively and encourage ideas and ...
Teams & Teamwork
• Work with others to deliver patient-centered,
community-responsive care.
• Integrate knowledge and expe...
Collaborative Leadership
• Strong leaders value contributions of all health team
members’ and also those of the patient, f...
Patient Centered Care
PatientPractitioner
Complementary
Expertise

Family/

Trust

Community
Centered

Connection

Coopera...
Contact Hypothesis - Framework
Attitudinal Change is fostered when students
learn together
•
•
•
•
•

Cooperation
Teamwork...
Contact Hypothesis- Conditions
• Equal Status
• Positive Cooperative
Atmosphere
• Active work towards
common goal
• Discov...
Contact Hypothesis- Methodology
• Learning with Others
reduces assumptions,
stereotypes and
misunderstanding
• Resolves co...
Contact Hypothesis Testing
Undergraduate H/P Students
Before & After Enrollment in IPE Course
Statement
(N=167 matched pai...
IPE Initiatives - Students
The University will have integrated
educational, research, science and
service programs that ar...
IPE Curriculum
Undergraduate IPE Core

Geriatric Education (IGEP)

Simulation

Online Learning

Spring Symposium
Extra- & Co-Curricular IPE
IPEC Event Series

IPE & the Arts

IP Student Advisory Team

IPE Case Conference

Scholarship &...
IPE Service Learning
Ghana Immersion Learning

Jail Project

Riverton Clinic

Homeless Health
IPE Initiatives – Innovative Models
UNE is committed to providing
continuing education and training
opportunities in inter...
Faculty/Practitioner Opportunities
TeamSTEPPS

Not Left to Chance

Community Partnerships

National Consultants

IPE Schol...
Building Pat’s Story
Meet Pat Chalmers
Questions
1. What do we know about Pat?
2. What health professions might contribute to
Pat’s rehabilitation and recovery?
...
Occupational Therapy
Applied Exercise Science/Athletic
Training
The Nexus
The next step forward is to increase the link between
future healthcare employers and campus-based
interprofessi...
Student Reflection
Working in an interprofessional health system is not only beneficial
to the patient, but also to everyo...
Mary Switzer: Agent for Culture Change
“She was extraordinary and she … was indefatigable and a political
courtesan with t...
Comments & Questions
Shelley Cohen Konrad PhD, LCSW
Karen Pardue, PhD, RN, CNE, ANEF
University of New England
716 Stevens Avenue
Portland, ME ...
Collaborative Healthcare Education: Switzer Lecture 2013
Collaborative Healthcare Education: Switzer Lecture 2013
Collaborative Healthcare Education: Switzer Lecture 2013
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 of "Collaborative Healthcare Education: Switzer Lecture 2013"

    1. 1. Collaborative Healthcare Education: Innovation & Leadership Mary Switzer Lecture October 24, 2013 Dr. Karen Pardue Dr. Shelley Cohen Konrad University of New England
    2. 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. 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. 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. 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. 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. 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. 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. 9. Communication • Use respectful and appropriate communication in all situations. • Listen actively and encourage ideas and opinions of all team members.
    10. 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. 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. 12. Patient Centered Care PatientPractitioner Complementary Expertise Family/ Trust Community Centered Connection Cooperation Compassion Coordination Communication Collaboration
    13. 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. 14. Contact Hypothesis- Conditions • Equal Status • Positive Cooperative Atmosphere • Active work towards common goal • Discovery of Similarities & Differences • Faculty Modeling • Expressed Institutional Value
    15. 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. 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. 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. 18. IPE Curriculum Undergraduate IPE Core Geriatric Education (IGEP) Simulation Online Learning Spring Symposium
    19. 19. Extra- & Co-Curricular IPE IPEC Event Series IPE & the Arts IP Student Advisory Team IPE Case Conference Scholarship & Research
    20. 20. IPE Service Learning Ghana Immersion Learning Jail Project Riverton Clinic Homeless Health
    21. 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. 22. Faculty/Practitioner Opportunities TeamSTEPPS Not Left to Chance Community Partnerships National Consultants IPE Scholarship National Collaborations
    23. 23. Building Pat’s Story
    24. 24. Meet Pat Chalmers
    25. 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. 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. 27. Occupational Therapy
    28. 28. Applied Exercise Science/Athletic Training
    29. 29. Physical Therapy
    30. 30. The Nexus The next step forward is to increase the link between future healthcare employers and campus-based interprofessional educational initiatives.
    31. 31. Interprofessional Practice Settings 6 Week Shared Rotations Shared Assignments & Didactics Crossprofessional preceptorships Common Patient Panel
    32. 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. 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. 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. 35. Comments & Questions
    36. 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

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