Seamless Care: Interprofessional Education for Innovative ...


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Seamless Care: Interprofessional Education for Innovative ...

  1. 1. Seamless Care: Interprofessional Education for Innovative Team-Based Care Continuing Medical Education Advisory Committee March 8, 2006
  2. 2. Overall Project Goal <ul><li>To prepare pre-licensure health professional learners from Dalhousie University to become competent collaborative practitioners by creating an innovative model of care for patients with key health conditions who are transitioning from acute care to the community </li></ul>
  3. 3. Health Canada Model <ul><li>Health Canada’s IECPCP Model </li></ul><ul><li>IECPCP=Interprofessional Education for Collaborative Patient-Centred Practice </li></ul>
  4. 4. Participating Faculties <ul><li>Medicine </li></ul><ul><li>Health Professions -Nursing </li></ul><ul><li> -Pharmacy </li></ul><ul><li>Dentistry -Dentistry </li></ul><ul><li> -Dental/Hygiene </li></ul>
  5. 5. Participating Clinical Sites <ul><li>Centre for Health Care of the Elderly </li></ul><ul><li>Endocrinology Clinic and Diabetes Management Centre </li></ul><ul><li>Heart Function Clinic </li></ul><ul><li>Capital Health Integrated Palliative Care Service </li></ul><ul><li>Acute Stroke Program </li></ul>
  6. 6. Patient/Consumer Representation <ul><li>Gerontology Association of Nova Scotia </li></ul><ul><li>Heart and Stroke Foundation of Nova Scotia </li></ul><ul><li>The Canadian Diabetes Association—NS Region </li></ul><ul><li>Family member survivor of Palliative Care </li></ul><ul><li>CDHA ‘Patient Representative’ staff member (pending) </li></ul>
  7. 7. IP Patient and Family Clinical Site Home Community Practitioners The Seamless Care Environment DP DP DP DP Dentistry Medicine Pharmacy Nursing DP Dental Hygiene
  8. 8. Project Objectives <ul><li>Develop an innovative approach to interprofessional education </li></ul><ul><li>Demonstrate the benefits of the project </li></ul><ul><li>Demonstrate positive patient outcomes </li></ul><ul><li>Prepare both educators and health care delivery settings to support a sustainable IPL program for collaborative transition care </li></ul>
  9. 9. Seamless Care Focus <ul><li>The Learner : Develop core competencies in interprofessional learning and patient-centred collaborative practice </li></ul><ul><li>The Educator : Prepare and support faculty/preceptors to support and guide students </li></ul><ul><li>The Patient: Facilitate the patients’ central role in managing their illness </li></ul>
  10. 11. Project Participants (in each of 2 years) <ul><li>Learners : 8 teams of 5 senior students (one each from medicine, nursing, pharmacy, dentistry and/or dental hygiene </li></ul><ul><li>Faculty/Preceptors : Integrative Preceptor at each clinical site to guide student team; Discipline Preceptor from each program to provide program support to their student </li></ul><ul><li>Patients (and/or family/caregiver) : 8 patients, i.e. 1 per student team </li></ul>
  11. 12. Evaluation Plan (*Kirkpatrick Model) Semi-structure Int SYMLOG (team scan) SYMLOG (team scan) Behavioural Change Self-efficacy (self-mgmt) Self-eff (IPL) Knowledge Self-efficacy (IPL) Knowledge & Skill Modif -- RIPLS RIPLS Modification of Attitudes Semi-structure Int Reflective Ex Focus Grp Reflective Ex Focus Grp Reaction Patient Faculty/ Preceptor Student/ Learner Element*
  12. 13. Approach Adopted to Implement Initial Steering Committee & Management Committee meetings Oct 2005 Evaluation of first ‘round’ of student teams Jan-Aug 2006 8 student teams work with patients from clinical sites Jan-Apr 2006 Delivery of faculty development & student orientation Dec 2005- Apr 2006
  13. 14. Approach Adopted to Implement Project ends March 2008 Research & dissemination of results Development of sustainability model May 2006- March 2008 Evaluation of second ‘round’ of student teams Jan-Aug 2007 8 student teams work with patients from clinical sites Jan-Apr 2007 Delivery of faculty development & initial student orientation Nov 2006- Apr 2007
  14. 15. Expected Outcomes <ul><li>Knowledge Transfer, Networking and Dissemination </li></ul><ul><li>Improved self-efficacy of students, faculty in interprofessional learning </li></ul><ul><li>Improved self-efficacy of patients with regard to self-management </li></ul><ul><li>Improved understanding of patient needs during transition period </li></ul><ul><li>Understanding of appropriate faculty and student development approaches </li></ul>
  15. 16. Progress to date <ul><li>Ethics approval </li></ul><ul><li>Orientation to project </li></ul><ul><li>Preparation of sites </li></ul><ul><li>Recruitment of students/patients/preceptors </li></ul>
  16. 17. Ongoing opportunities and challenges <ul><li>Communication </li></ul><ul><ul><li>Language </li></ul></ul><ul><ul><li>Information – to sites, programs, faculty and students </li></ul></ul><ul><li>Recruitment </li></ul><ul><ul><li>Patients </li></ul></ul><ul><li>Roles </li></ul><ul><ul><li>Integrative preceptors </li></ul></ul><ul><ul><li>Discipline preceptors </li></ul></ul><ul><li>Sustainability </li></ul>