6. • Changing demographics &
increasing diversity
• Technological explosion.
• Globalization of the world
economy & the society.
7. • The Era of educated consumers.
• Shift to population based care &
increasing complexity of patient
care.
8. • The cost of health care &
managed health care.
• Impact of health policy & health
regulation.
• THE GROWING NEED FOR IDE
& PRACTICE IN PATIENT CARE.
9. • The current nursing shortage &
opportunities for life long
learning & work force
development.
• Significant advances in Nursing
Science Research
11. INTERDISCIPLINARY EDUCATION
• An educational approach in which
two or more disciplines collaborate
in the learning process with the goal
of fostering inter professional
interactions that enhance the
practice of each discipline.
12. • Such interdisciplinary education
is based on mutual
understanding and respect for
the actual and potential
contributions of the disciplines.
15. COLLABORATION
• “An inter professional process of
communication and decision making
that enables the separate and shared
knowledge and skills of health care
providers to synergistically influence the
client/patient care provided” (Way &
Jones 2000)
16. COLLABORATIVE PATIENT-
CENTRED PRACTICE
• “is designed to promote the active
participation of each discipline in patient
care.
• It enhances patient and family centred goals
and values, provides mechanisms for
continuous communication among care
givers, optimizes staff participation in clinical
decision making within and across disciplines
and fosters respect for contributions of all
professionals” (Health Canada, 2003)
17. INTERPROFESSIONAL COLLABORATIVE
PRACTICE
“When multiple health workers
from different professional backgrounds
work together with patients, families,
carers, and communities to deliver the
highest quality of care” (WHO, 2010)
18. INTERPROFESSIONAL TEAMWORK
“levels of cooperation, coordination
and collaboration characterizing the
relationships between professions in
delivering patient-centered care”
19. INTERPROFESSIONAL TEAM-
BASED CARE
“Care delivered by intentionally created,
usually relatively small work groups in
health care, who are recognized by others
as well as by themselves as having a
collective identity and shared
responsibility for a patient or group of
patients”
21. Integrated enactment of knowledge,
skills, and values/attitudes that define the
domains of work of a particular health
profession applied in specific care
contexts
22. INTERPROFESSIONAL COMPETENCIES IN
HEALTH CARE
“Integrated enactment of
knowledge, skills, and values/attitudes
the professions, with other health care
workers, and with patients, along with
families and communities, as appropriate
to improve health outcomes in specific
care contexts”
24. INTERPROFESSIONAL
COMPETENCY DOMAIN
“A generally identified cluster of more
specific
interprofessionalcompetencies
that are conceptually linked & serve
as theoretical constructs”(Ten Cate &
Scheele, 2007)
26. • Guide professional and
institutional curricular
development of learning
• Approaches and assessment
strategies to achieve productive
outcomes
•
27. • Provide the foundation for a
learning continuum in inter
professional Competency
development across the professions
and the lifelong learning trajectory
• Acknowledge that evaluation and
research work will strengthen the
scholarship in this area
28. • prompt dialogue to evaluate the
“fit” between educationally
identified core competencies for
inter professional collaborative
practice and practice
needs/demands
31. DOMAINS & TASKS
DOMAIN TASK
COMPETENCY DOMAIN - I VALUES/ETHICS FOR
INTERPROFESSIONAL
PRACTICE
COMPETENCY DOMAIN - 2 ROLES/RESPONSIBILITIES
COMPETENCY DOMAIN - 3 INTER PROFESSIONAL
COMMUNICATION
COMPETENCY DOMAIN - 4 TEAMS AND TEAMWORK
35. WHO 2010
• “It is no longer enough for health
workers to be professional. In the
current global climate, health
workers also need to be inter
professional.”
36. BAKER ET AL., 2005
• “…Teamwork requires a share
acknowledgement of each
participating member’s roles and
abilities.
• Without this acknowledgement,
adverse outcomes may arise from a
series of seemingly trivial errors that
effective teamwork could have
prevented.”
38. PRONOVOST & VOHR, 2010
• When I was in medical school I spent
hundreds of hours looking into a
microscope…a skill I never needed to
know or ever use.
• Yet, I didn’t have a single class that
taught me communication and
teamwork skills .. something I need
every day I walk into the hospital.
40. DEPARTMENT OF VETERANS
AFFAIRS
• “An essential component of patient-
centered primary care practice is inter
professional teamwork. High-
functioning teams require collaboration
between physicians, nurses,
pharmacists, social workers, clinical
psychologists, case managers, medical
assistants, and clinical administrators…
41. EVANS & CASHMAN
• preparation for collaborative
practice, the inter professional
education of teams is seen as a key
implementation strategy for certain
phases of the Healthy People 2020
42. • Inter professional education with an
emphasis on prevention will not
only greatly assist with achieving
the Healthy People objectives …but
• also help prepare the next
generation of health professionals
to better address preventable
health problems
47. • Develop terminology
• Define level of training of health
professionals.
• Make explicit the types of outcomes
that are being considered in any
initiative embarked upon.
• Cont….
48. • Clearly identify types of
interdisciplinary education
initiatives particularly to level of
training.
49. ADVOCATE AND SUPPORT FOR
THE EDUCATION OF HEALTH
PROFESSIONALS THAT VALUES
COLLABORATIVE
PATIENT-CENTRED CARE.
50. • Coordinate government activities to
address barriers
• Consult with professional bodies on
and competencies.
• Develop operating principles of
51. • Coordinate academic institutes a
cross disciplines to enhance
• Review current education and
training programs.
• Identify teaching strategies to be
employed that will define
outcomes.
55. • Research and identify collaborative
practice interventions that achieve
improved patient outcomes.
• Identify determinants that affect
processes of inter professional
collaboration.
• Determine patient’s role in.
56. • Develop evidence-based inter
professional collaboration inventions
particularly in the primary care
settings.
• Identify the organizational
determinants that impact
collaborative practice.
57. • Identify role and
responsibilities of health
professionals in
• Explore incentives that will
foster collaboration
59. • Consult and explore with
professional bodies on the
impact of scope of practices in
IDE.
• Review legislation on current
and related IDE initiatives.
60. • Review current scope of
practice rules and determine
implications for malpractice
• liability within an IDE
framework
61. • Determine the benefits of
informatics in IDE.
• Explore funding models
for IDE.
63. • Initiate dialogue with stakeholders
in exploring necessary changes to
advance IDE.
• Determine successful models of
change approaches to IDE.
• Identify change management
approaches that can be easily
implemented
64. • Consider change management
models and determine their
application in the current health
care system.
Develop change management policy
strategies for IDE.
66. • Address cultural and political
diversity issues among
population groups in advancing
IDE.
• Explore models that will foster
collaboration in culturally
diverse communities
67. • Develop IDE mandate for
Aboriginal Health.
Provide research funding for
Aboriginal Health in IDE
69. • Identify current federal, provincial
and territorial initiatives that can be
leveraged to achieve and promote
the goals of the IDE initiative.
•
• Solicit feedback from stakeholders
on the impact of IDE in their
environments.
70. • Develop and implement a policy
process for IDE. with community
leaders and communities to
foster IDE.
• Develop a public awareness
campaign.
72. • Explore strategies to effectively
develop and support IDE
knowledge transfer.
• Establish a repository or a
central resource to house key
information
• (publications, research,
database) to advance IDE.
73. • Create a forum for information
exchange and knowledge
transfer.
• Establish a “Research Outcomes
Commission” to aid in
overseeing research conducted,
building a body of knowledge for
IDE.
74. BUILD BODY OF KNOWLEDGE BY
FUNDING IECPCP RESEARCH
INITIATIVES BASED ON CRITERIA
THAT
WILL FACILITATE AN
UNDERSTANDING OF THE
PROCESSES AND OUTCOMES
RELATED TO MODELS FOR
IECPCP.
75. • Actively engage in the
establishment of linkages and
partnerships with other health
research stakeholders.
• Build a body of knowledge
related to IDE
76. • Develop and conduct
randomized control trials of new
interdisciplinary education
• Future Research Priorities
78. WHO 2010
• The framework highlights
curricular & educational
mechanisms.
• The frame work incorporates
that leaders & policy makers can
adopt.
79. • The frame work focuses on the
actions that could be taken at local,
state & national levels.
• The health systems & the
educational systems could
synergistically drive the integrated
health workforce planning & policy
making.