This document provides information on interprofessional education (IPE), including definitions, core competencies, rationale, implementation strategies, and tools. It defines IPE as occurring when two or more professions learn about, from and with each other to improve collaboration and quality of care. The document outlines the core IPE competencies of roles/responsibilities, values/ethics, communication, and teamwork. It emphasizes that change is difficult but can be achieved through forming inclusive coalitions, attaining clear goals, and building on small successes. A variety of teaching methods are presented, including case conferences, shadowing, and interprofessional research.
Inter-professional education and collaborative practice- A guide to impliment...minu deshpande
This document provides guidance on implementing inter-professional education (IPE) programs in dental schools. It discusses the background and increasing focus on IPE, including key reports and standards from dental education organizations. Core concepts of IPE like interprofessional collaborative practice and key competencies for IPE like roles/responsibilities, communication, and conflict management are explained. Examples of IPE areas of collaboration involving dentistry are presented, such as medical emergencies, common medical conditions, and oral-systemic health connections. Approaches to IPE clinical experiences and examples from a dental college in India are shared. Teaching-learning methods for IPE including formal/informal, didactic, simulation/clinical based, and special techniques like
The document discusses interprofessional education (IPE) and collaborative practice (IPCP) in family medicine. It defines IPE as students from different professions learning together to enable effective collaboration and improve health outcomes. IPCP is defined as multiple healthcare workers from different backgrounds working as a team with patients, families, and communities to provide the highest quality care. The document advocates for IPE and IPCP, arguing it can improve mutual respect between professions, knowledge sharing, decision-making, and ultimately lead to better patient care through a more coordinated healthcare system.
Future of Healthcare - Interprofessional Teamsusffw
This document discusses the importance of interprofessional healthcare teams and education. It describes challenges in the current healthcare system like lack of care coordination. National organizations recommend nurses be educated with other professions to improve collaboration. Effective teams require mutual respect, shared values, and good communication. The appreciative inquiry model focuses on an organization's strengths rather than its problems. Interprofessional education aims to develop competencies like values/ethics, roles, communication, and teamwork to bridge the gap between education and practice.
This document discusses interprofessional practice and collaboration in healthcare. It defines interprofessional practice as multiple healthcare workers from different backgrounds working together to provide comprehensive patient care. Interprofessional collaboration is described as developing effective working relationships between professionals and with patients to enable optimal health outcomes. The document outlines some core competencies for interprofessional practice, including roles and responsibilities, values and ethics, communication, and teamwork. It provides evidence that team-based care can improve outcomes like continuity of care and patient satisfaction.
This document discusses doctor-patient communication and interactions. It provides an overview of some of the most cited authors on this topic, including DiMatteo, Hall, Kaplan, and Roter. It describes the Roter Interaction Analysis System (RIAS), a method for coding doctor-patient interactions. The document also lists some of the most cited journals on this subject and discusses lay information mediaries, models of mediary behavior, and methods used to study doctor-patient communication such as observational scales.
The document discusses interprofessional team collaboration (IPTC) in hospitals. It covers several topics including the context of changing healthcare needs, definitions of occupation and profession, models of interprofessional care and collaboration, theoretical constructs of IPTC, issues and challenges of IPTC, and the focus and objectives of the author's study on the impact of IPTC on healthcare professionals' job satisfaction, retention, and professional growth. The study will use mixed qualitative and quantitative methods including surveys, interviews, and document analysis with healthcare professionals in several hospitals in Nepal.
This document explores the assessment of professionalism in healthcare professions. It begins with an icebreaker exercise and then defines professionalism as qualities characteristic of a profession including skill, knowledge, and work practices. The document outlines several domains of professionalism including patient care, medical knowledge, and ethics. It notes professionalism is complex to define and assess given it involves various attributes, behaviors, and attitudes that depend on context. Several tools for assessment are discussed, including written assessments, competency-based approaches like OSCEs, and performance-based methods like multi-source feedback. The document stresses the need for a validated definition of professionalism to guide assessment and emphasizes triangulation of multiple assessment methods over time for reliable and valid evaluation
Inter-professional education and collaborative practice- A guide to impliment...minu deshpande
This document provides guidance on implementing inter-professional education (IPE) programs in dental schools. It discusses the background and increasing focus on IPE, including key reports and standards from dental education organizations. Core concepts of IPE like interprofessional collaborative practice and key competencies for IPE like roles/responsibilities, communication, and conflict management are explained. Examples of IPE areas of collaboration involving dentistry are presented, such as medical emergencies, common medical conditions, and oral-systemic health connections. Approaches to IPE clinical experiences and examples from a dental college in India are shared. Teaching-learning methods for IPE including formal/informal, didactic, simulation/clinical based, and special techniques like
The document discusses interprofessional education (IPE) and collaborative practice (IPCP) in family medicine. It defines IPE as students from different professions learning together to enable effective collaboration and improve health outcomes. IPCP is defined as multiple healthcare workers from different backgrounds working as a team with patients, families, and communities to provide the highest quality care. The document advocates for IPE and IPCP, arguing it can improve mutual respect between professions, knowledge sharing, decision-making, and ultimately lead to better patient care through a more coordinated healthcare system.
Future of Healthcare - Interprofessional Teamsusffw
This document discusses the importance of interprofessional healthcare teams and education. It describes challenges in the current healthcare system like lack of care coordination. National organizations recommend nurses be educated with other professions to improve collaboration. Effective teams require mutual respect, shared values, and good communication. The appreciative inquiry model focuses on an organization's strengths rather than its problems. Interprofessional education aims to develop competencies like values/ethics, roles, communication, and teamwork to bridge the gap between education and practice.
This document discusses interprofessional practice and collaboration in healthcare. It defines interprofessional practice as multiple healthcare workers from different backgrounds working together to provide comprehensive patient care. Interprofessional collaboration is described as developing effective working relationships between professionals and with patients to enable optimal health outcomes. The document outlines some core competencies for interprofessional practice, including roles and responsibilities, values and ethics, communication, and teamwork. It provides evidence that team-based care can improve outcomes like continuity of care and patient satisfaction.
This document discusses doctor-patient communication and interactions. It provides an overview of some of the most cited authors on this topic, including DiMatteo, Hall, Kaplan, and Roter. It describes the Roter Interaction Analysis System (RIAS), a method for coding doctor-patient interactions. The document also lists some of the most cited journals on this subject and discusses lay information mediaries, models of mediary behavior, and methods used to study doctor-patient communication such as observational scales.
The document discusses interprofessional team collaboration (IPTC) in hospitals. It covers several topics including the context of changing healthcare needs, definitions of occupation and profession, models of interprofessional care and collaboration, theoretical constructs of IPTC, issues and challenges of IPTC, and the focus and objectives of the author's study on the impact of IPTC on healthcare professionals' job satisfaction, retention, and professional growth. The study will use mixed qualitative and quantitative methods including surveys, interviews, and document analysis with healthcare professionals in several hospitals in Nepal.
This document explores the assessment of professionalism in healthcare professions. It begins with an icebreaker exercise and then defines professionalism as qualities characteristic of a profession including skill, knowledge, and work practices. The document outlines several domains of professionalism including patient care, medical knowledge, and ethics. It notes professionalism is complex to define and assess given it involves various attributes, behaviors, and attitudes that depend on context. Several tools for assessment are discussed, including written assessments, competency-based approaches like OSCEs, and performance-based methods like multi-source feedback. The document stresses the need for a validated definition of professionalism to guide assessment and emphasizes triangulation of multiple assessment methods over time for reliable and valid evaluation
This document outlines topics related to nursing policy, politics, and research. It discusses how Florence Nightingale was an influential political figure who helped reform hospitals in Britain. It also explains key concepts like the differences between formal, semi-formal, and informal politics. Additionally, it provides frameworks for nurses to get involved in policymaking through activities like participating in unions, contacting policymakers, and running for office. The importance of using clear communication and presenting research findings to lawmakers is also highlighted.
This document outlines a seminar on evidence-based nursing practice. It defines evidence-based practice as using the best available research evidence, clinical expertise, and patient values to guide nursing care. The five steps of evidence-based practice are described as formulating questions, searching literature, critically analyzing evidence, implementing useful findings, and evaluating changes. Barriers to evidence-based practice include lack of skills, support, time and access to research. Clinical nurse educators and administrators can promote evidence-based practice through role modeling, education and creating supportive environments for nursing research.
Definition: Patient-Centered Care
Definition Patient-centered care (patient centred care): “Is a model in which providers partner with families to identify and satisfy the full range of patient needs and preferences.”
To expand this definition, patient-centered care is dependent on the involvement of the staff and care team as well.
“To succeed, a patient-centered approach must also address the staff experience as staff’s ability and inclination to effectively care for patients is unquestionably compromised if they do not feel care for themselves" (Picker Institute).
Researchers from Harvard Medical School, on behalf of Picker Institute and The Commonwealth Fund, defined seven primary dimensions of patient-centered care model.
These factors are identified as:
Respect for patients’ values, preferences and expressed needs
Coordination and integration of care
Information, communication and education
Physical comfort
Emotional support and alleviation of fear and anxiety
Involvement of family and friends
Transition and continuity
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
Introduction to clinical communication skills.pptx 2011Reina Ramesh
This document introduces clinical communication skills and their importance. It discusses how effective communication involves understanding the patient's perspective, sharing information with empathy and respect. Good doctors depend not only on medical knowledge but how they communicate with patients. The objectives are to explore what makes a good doctor and the importance of the medical interview from both the doctor and patient perspectives. Key aspects of a good doctor-patient relationship are establishing rapport, demonstrating interest and respect, and good communication skills like active listening and using appropriate language. The medical interview aims to obtain a factual account of the patient's illness and their perspective to help develop a management plan.
The document discusses how the doctor-patient relationship has changed over time from a paternalistic model to a more collaborative one where patients question doctors and seek more information. It attributes these changes to increased media exposure of malpractice, medical specialization, commercialization of healthcare, and the rise of technologies like telemedicine. The ideal relationship is described as one built on trust, communication, and seeing the patient as a whole person rather than just their disease. Doctors are encouraged to prioritize bedside manner, empathy, and explaining issues clearly to improve satisfaction.
This document outlines a lecture on patient-centered care. It begins with defining patient-centered care as organizing healthcare around the patient's needs and preferences. It then discusses the benefits of implementing patient-centered care such as improved outcomes, satisfaction, and cost-effectiveness. The document also covers factors that contribute to patient-centered care like leadership support, technology to engage patients, and strategies for implementation like training and policies that promote continuity of care. Barriers to implementation include resistance to change and lack of clarity on initiating culture change. The role of nurses is also emphasized as most significant in daily patient-centered care delivery and implementation.
This document discusses the basic principles of palliative care, including definitions, goals, ethical issues and barriers. It provides statistics on palliative care needs in Palestine, including causes of death, cancer rates and lack of services. Recommendations are made to establish national palliative care policies and programs, train healthcare workers, ensure availability of pain medications, and incorporate palliative care into existing healthcare systems to improve end of life care.
Some slides are taken from different textbooks of medicine like Davidson, Kumar and Clark and Oxford, and some from other presentations made by respected tutors. I'm barely responsible for compilation of various resources per my interest. These resources are free for use, and I do not claim any copyright. Hoping knowledge remains free for all, forever.
Clinical teaching is an individualized
or group teaching to the nursing
student in the clinical area by the
nurse educators, staff and
clinical nurse manager
Evidence-based practice in nursing involves providing holistic, quality care based on the most up-to-date research and knowledge rather than traditional methods, advice from colleagues, or personal beliefs.
Nurses can expand their knowledge and improve their clinical practice experience by collecting, processing, and implementing research findings. Evidence-based practice focuses on what's at the heart of nursing — your patient. Learn what evidence-based practice in nursing is, why it's essential, and how to incorporate it into your daily patient care.
- American Nurses Association
Arrange follow up
• Schedule follow up visit or contact
• Provide clear information about when and how
to follow up
• Discuss what to do if problem worsens or new
symptoms develop
Evidence Based Practice - Strategies to Nursing Practice anand l
This document discusses evidence-based practice (EBP) in nursing. It defines EBP as integrating the best research evidence, clinical expertise, and patient values in clinical decision making. The document outlines several models of EBP and describes the 5-step EBP process developed by Johns Hopkins which involves: formulating an answerable clinical question using PICO, searching for evidence, critically appraising the evidence, integrating the evidence with clinical expertise and patient preferences, and evaluating outcomes. The full 18-step EBP process developed by MacIntyre is also summarized.
clinical teaching methods
purposes
principles
models of clinical teaching methods
adult learning
types of learning
types of clinical teaching methods and their advantages and disadvantages
methods of teaching
The document discusses the historical perspectives and roles of nurse educators from the colonial period to present day. It outlines the rights of faculty including self-governance, rank and promotion, and tenure. The scholarship of teaching, discovery, integration, and application are defined. Teaching competencies for nurse educators are also provided, focusing on curriculum development, professional practice, relationships, service, and scholarship. Unique challenges faced by nurse faculty in academia are mentioned.
This document discusses the importance of communication skills for doctors. It outlines several key aspects of effective doctor-patient communication including building trust and rapport, active listening, empathy, sharing information, and reaching agreement. Barriers to communication such as differences in language, culture, and perceptions are also examined. The document emphasizes that communication is a lifelong skill for doctors and effective communication can help strengthen the relationship between doctors and patients.
The document discusses evidence-based practice (EBP) in nursing and healthcare. It defines EBP as integrating the best research evidence, clinical expertise, and patient values. The key figures in the development of EBP are Florence Nightingale, who emphasized using statistics to improve patient outcomes, and Archibald Cochrane, who advocated for using randomized controlled trials and research in patient care. The document also outlines the five steps of EBP: asking a focused question, finding evidence, appraising the evidence, applying evidence to practice, and evaluating outcomes. Several models of implementing EBP are described, including the Stetler, Iowa, and Johns Hopkins models. The goal of EBP is to make nursing practice more objective and
Interprofessional learning crossroads feb 12scohenkonrad
This document outlines the objectives and importance of interprofessional education and collaborative practice. It discusses 4 learning objectives: teamwork and collaboration, cultural awareness, cultural knowledge, and health literacy/communication. Interprofessional education aims to improve collaboration and quality of care by different professions learning from and with each other. The document emphasizes the importance of interprofessional skills to understand roles, implement teamwork, and center care around the patient. It provides examples of settings that can benefit from interprofessional education like emergency care.
Dr. Elizabeth Paulk gives an excellent review of palliative care topics including end of life discussions, hospice, pain management, and family counseling.
This document describes an interprofessional learning collaboration between universities and the NHS in the UK. It aims to introduce interprofessional education into undergraduate health and social care programs to improve team-based care. Students from 11 professions complete 3 interprofessional learning units that include classroom and practice-based components. They learn in small interprofessional groups, conducting projects on real issues. Evaluation found the experience improved students' understanding of teamwork, roles, and interprofessional practice. Many student projects were subsequently implemented in practice settings. The collaboration aims to develop healthcare graduates prepared to work collaboratively in team-based care models.
This document outlines topics related to nursing policy, politics, and research. It discusses how Florence Nightingale was an influential political figure who helped reform hospitals in Britain. It also explains key concepts like the differences between formal, semi-formal, and informal politics. Additionally, it provides frameworks for nurses to get involved in policymaking through activities like participating in unions, contacting policymakers, and running for office. The importance of using clear communication and presenting research findings to lawmakers is also highlighted.
This document outlines a seminar on evidence-based nursing practice. It defines evidence-based practice as using the best available research evidence, clinical expertise, and patient values to guide nursing care. The five steps of evidence-based practice are described as formulating questions, searching literature, critically analyzing evidence, implementing useful findings, and evaluating changes. Barriers to evidence-based practice include lack of skills, support, time and access to research. Clinical nurse educators and administrators can promote evidence-based practice through role modeling, education and creating supportive environments for nursing research.
Definition: Patient-Centered Care
Definition Patient-centered care (patient centred care): “Is a model in which providers partner with families to identify and satisfy the full range of patient needs and preferences.”
To expand this definition, patient-centered care is dependent on the involvement of the staff and care team as well.
“To succeed, a patient-centered approach must also address the staff experience as staff’s ability and inclination to effectively care for patients is unquestionably compromised if they do not feel care for themselves" (Picker Institute).
Researchers from Harvard Medical School, on behalf of Picker Institute and The Commonwealth Fund, defined seven primary dimensions of patient-centered care model.
These factors are identified as:
Respect for patients’ values, preferences and expressed needs
Coordination and integration of care
Information, communication and education
Physical comfort
Emotional support and alleviation of fear and anxiety
Involvement of family and friends
Transition and continuity
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
Introduction to clinical communication skills.pptx 2011Reina Ramesh
This document introduces clinical communication skills and their importance. It discusses how effective communication involves understanding the patient's perspective, sharing information with empathy and respect. Good doctors depend not only on medical knowledge but how they communicate with patients. The objectives are to explore what makes a good doctor and the importance of the medical interview from both the doctor and patient perspectives. Key aspects of a good doctor-patient relationship are establishing rapport, demonstrating interest and respect, and good communication skills like active listening and using appropriate language. The medical interview aims to obtain a factual account of the patient's illness and their perspective to help develop a management plan.
The document discusses how the doctor-patient relationship has changed over time from a paternalistic model to a more collaborative one where patients question doctors and seek more information. It attributes these changes to increased media exposure of malpractice, medical specialization, commercialization of healthcare, and the rise of technologies like telemedicine. The ideal relationship is described as one built on trust, communication, and seeing the patient as a whole person rather than just their disease. Doctors are encouraged to prioritize bedside manner, empathy, and explaining issues clearly to improve satisfaction.
This document outlines a lecture on patient-centered care. It begins with defining patient-centered care as organizing healthcare around the patient's needs and preferences. It then discusses the benefits of implementing patient-centered care such as improved outcomes, satisfaction, and cost-effectiveness. The document also covers factors that contribute to patient-centered care like leadership support, technology to engage patients, and strategies for implementation like training and policies that promote continuity of care. Barriers to implementation include resistance to change and lack of clarity on initiating culture change. The role of nurses is also emphasized as most significant in daily patient-centered care delivery and implementation.
This document discusses the basic principles of palliative care, including definitions, goals, ethical issues and barriers. It provides statistics on palliative care needs in Palestine, including causes of death, cancer rates and lack of services. Recommendations are made to establish national palliative care policies and programs, train healthcare workers, ensure availability of pain medications, and incorporate palliative care into existing healthcare systems to improve end of life care.
Some slides are taken from different textbooks of medicine like Davidson, Kumar and Clark and Oxford, and some from other presentations made by respected tutors. I'm barely responsible for compilation of various resources per my interest. These resources are free for use, and I do not claim any copyright. Hoping knowledge remains free for all, forever.
Clinical teaching is an individualized
or group teaching to the nursing
student in the clinical area by the
nurse educators, staff and
clinical nurse manager
Evidence-based practice in nursing involves providing holistic, quality care based on the most up-to-date research and knowledge rather than traditional methods, advice from colleagues, or personal beliefs.
Nurses can expand their knowledge and improve their clinical practice experience by collecting, processing, and implementing research findings. Evidence-based practice focuses on what's at the heart of nursing — your patient. Learn what evidence-based practice in nursing is, why it's essential, and how to incorporate it into your daily patient care.
- American Nurses Association
Arrange follow up
• Schedule follow up visit or contact
• Provide clear information about when and how
to follow up
• Discuss what to do if problem worsens or new
symptoms develop
Evidence Based Practice - Strategies to Nursing Practice anand l
This document discusses evidence-based practice (EBP) in nursing. It defines EBP as integrating the best research evidence, clinical expertise, and patient values in clinical decision making. The document outlines several models of EBP and describes the 5-step EBP process developed by Johns Hopkins which involves: formulating an answerable clinical question using PICO, searching for evidence, critically appraising the evidence, integrating the evidence with clinical expertise and patient preferences, and evaluating outcomes. The full 18-step EBP process developed by MacIntyre is also summarized.
clinical teaching methods
purposes
principles
models of clinical teaching methods
adult learning
types of learning
types of clinical teaching methods and their advantages and disadvantages
methods of teaching
The document discusses the historical perspectives and roles of nurse educators from the colonial period to present day. It outlines the rights of faculty including self-governance, rank and promotion, and tenure. The scholarship of teaching, discovery, integration, and application are defined. Teaching competencies for nurse educators are also provided, focusing on curriculum development, professional practice, relationships, service, and scholarship. Unique challenges faced by nurse faculty in academia are mentioned.
This document discusses the importance of communication skills for doctors. It outlines several key aspects of effective doctor-patient communication including building trust and rapport, active listening, empathy, sharing information, and reaching agreement. Barriers to communication such as differences in language, culture, and perceptions are also examined. The document emphasizes that communication is a lifelong skill for doctors and effective communication can help strengthen the relationship between doctors and patients.
The document discusses evidence-based practice (EBP) in nursing and healthcare. It defines EBP as integrating the best research evidence, clinical expertise, and patient values. The key figures in the development of EBP are Florence Nightingale, who emphasized using statistics to improve patient outcomes, and Archibald Cochrane, who advocated for using randomized controlled trials and research in patient care. The document also outlines the five steps of EBP: asking a focused question, finding evidence, appraising the evidence, applying evidence to practice, and evaluating outcomes. Several models of implementing EBP are described, including the Stetler, Iowa, and Johns Hopkins models. The goal of EBP is to make nursing practice more objective and
Interprofessional learning crossroads feb 12scohenkonrad
This document outlines the objectives and importance of interprofessional education and collaborative practice. It discusses 4 learning objectives: teamwork and collaboration, cultural awareness, cultural knowledge, and health literacy/communication. Interprofessional education aims to improve collaboration and quality of care by different professions learning from and with each other. The document emphasizes the importance of interprofessional skills to understand roles, implement teamwork, and center care around the patient. It provides examples of settings that can benefit from interprofessional education like emergency care.
Dr. Elizabeth Paulk gives an excellent review of palliative care topics including end of life discussions, hospice, pain management, and family counseling.
This document describes an interprofessional learning collaboration between universities and the NHS in the UK. It aims to introduce interprofessional education into undergraduate health and social care programs to improve team-based care. Students from 11 professions complete 3 interprofessional learning units that include classroom and practice-based components. They learn in small interprofessional groups, conducting projects on real issues. Evaluation found the experience improved students' understanding of teamwork, roles, and interprofessional practice. Many student projects were subsequently implemented in practice settings. The collaboration aims to develop healthcare graduates prepared to work collaboratively in team-based care models.
This document discusses developing interprofessional education. It begins with an agenda for a presentation on IPE that includes background, content, faculty development, and challenges/opportunities. Objectives are provided related to IPE competencies, learning experiences, and assessment. Reasons for IPE include improving healthcare and addressing issues identified in reports. Definitions of interprofessional education and practice are given. National reports calling for IPE are summarized. Paradigm shifts in healthcare are noted. Competencies, premises, content selection, teaching methods, and assessment are discussed for developing an IPE program.
This document provides an overview of interprofessional education and collaborative practice. It defines key terms like interprofessional education, collaborative practice, and interprofessionality. It discusses guiding principles for interprofessional education put forth by organizations like the World Health Organization and Institute of Medicine. These principles include roles/responsibilities, values/ethics, communication, teamwork, leadership, and patient-centeredness. The document also addresses functions, settings, definitions, and barriers to interprofessional collaboration, as well as strategies to facilitate culture change in educational and practice settings.
Collaboration between services and education presentationbhawana rathi
This document discusses collaboration between nursing education and services. It defines collaboration and describes its importance and types, including interdisciplinary, multidisciplinary, and inter-professional collaboration. The document also outlines six models of collaboration between nursing education and services: preceptorship, mentorship, lecturer practitioner, research joint appointment, clinical school of nursing, and collaborative clinical education. The models aim to improve skills training for students, enhance research and evidence-based practice, and provide high quality patient care through partnerships between educational and healthcare organizations.
The document discusses various methods of clinical teaching in nursing. It defines clinical teaching as assisting students to apply nursing theory to practical situations and develop nursing theory from clinical practice. Some key methods of clinical teaching discussed include conferences, case presentations, nursing rounds, nursing care plans, clinical simulation, group discussions, process recording, and demonstrations. The goals of clinical teaching are to develop students' problem-solving, critical thinking, and psychomotor skills as well as a holistic and systematic approach to patient care.
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
Supporting and developing patient safety collaboratives - Phil Duncan and Fiona Thow, Patient safety collaborative delivery leads, NHS Improving Quality
Presentation from the Patient Safety Collaborative launch event held in London on 14 October 2014
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
COMPETENCIES OF NURSE PRACTITONERS OR APN JyotiPal35
The document discusses the competencies of advanced practice nursing. It defines key terms like nurse practitioner, advanced practice nurse, core competencies, competence, and competent. There are seven core competencies that distinguish advanced practice nursing: direct clinical practice, guidance and coaching, consultation, evidence-based practice, leadership, collaboration, and ethical decision making. Direct clinical practice is the central competency and involves using a holistic perspective, forming therapeutic partnerships with patients, expert clinical performance, reflective practice, evidence-based practice, and diverse approaches to health management. Guidance and coaching help patients create change through agenda setting, awareness raising, goal setting, and accountability.
This document discusses identifying research problems in nursing. It defines research as a systematic, organized inquiry aimed at finding answers to specific problems. Nursing research builds the body of nursing knowledge and provides a scientific basis for practice. Some key points made about identifying research problems include that they should be verifiable, needed, important, feasible, and add to nursing knowledge. Well-defined problems specify what will be studied, how it will be studied, who or what will be studied, and where. Sources of research problems include intuition, experience, literature, social issues, and discussions with experts.
1. The document discusses the principles of client education in nursing, including identifying learning styles, barriers to learning, and factors that influence learning throughout the life cycle.
2. It describes the nursing process and how it relates to the teaching process, with both processes including assessment, diagnosis, planning, implementation, and evaluation steps.
3. Key aspects of teaching discussed include determining learning needs, readiness, motivation and ability; establishing goals and priorities; and using appropriate teaching strategies and methods based on the learning domain and individual client needs.
A New Curriculum: The Impact of Professional Doctorates in Health, Social...UKCGE
This document summarizes a study examining the impact of professional doctorates in health, social work, and allied professions. The study consisted of three phases: a scoping literature review, an online survey of 33 participants, and interviews with 20 survey volunteers. Key findings included substantial personal and professional impacts like increased critical thinking and career advancement opportunities. However, organizational support varied and some faced "professional jealousy." The conclusion discusses ensuring sustainability of these programs by promoting benefits to managers, developing curricula around organizational change, and addressing internal challenges to professional doctorates' value.
This document summarizes an innovative model for longitudinal, interprofessional learning focused on caring for older adults. It recommends that policies shift away from standardized "best practices" and instead emphasize local improvement through developmental evaluation. Policies should support integrated, cross-sector learning and outcomes focused on patient-centered care rather than telling practitioners what to do. Educational approaches should emphasize longitudinal, team-based learning across health and social care sectors.
Vicky Scott: Implementing research into practiceTHL
Presentation by Dr Vicky Scott, Clinical Associate Professor, RN, PhD, Canada, BC Injury Research and Prevention Unit, BC Ministry of Health, Canada at at Safety 2016 World Conference, 18-21 September 2016, Tampere, Finland
#Safety2016FIN
Workshop by Charlotte Hall, Innovation Agency: Reflecting on our learnings for our next project for PReCePT at the North West Coast Maternity and Neonatal Learning System: PReCePT Celebration event on Wednesday 20th November at Haydock Park Racecourse
The purpose of this workshop is to enhance teachers' skills for improving students' attitudes towards their learning and work. The workshop is designed for healthcare educators.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
This document defines and describes reflection, reflection-on-action, and critical reflection. Reflection involves examining one's own thoughts and actions to understand behavior better and improve future performance. Reflection-on-action refers to thinking carefully about past actions to identify strengths and ways to be more effective. Critical reflection recognizes assumptions and how personal experiences shape one's perspective. Using reflective practices in healthcare can improve patient safety by identifying risks and making changes to address weaknesses.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Similar to Interprofessional Education and Practice: Nuts and Bolts for Teaching IPE (20)
Conscious Instruction: Awareness, Restoration & Growth in Knowledge Transfer(FMI email CECE@UNE.EDU)
Global Forum on Innovation in Health Professions Education
The National Academy of Sciences, Engineering, and Medicine
To view the case study: https://youtu.be/mVjii51ODzk
Shelley Cohen Konrad, Ph.D., L.C.S.W., F.N.A.P.
Director, School of Social Work Director, Center for Excellence in Collaborative Education Professor, School of Social Work
Karen T. Pardue, Ph.D., M.S., RN, CNE, ANEF
Dean, Westbrook College of Health Professions Professor, School of Nursing and Population Health Interim Director, Nutrition
Chat Moderator
Kris Hall, MFA
Program Manager, Center for Excellence in Collaborative Education
August 2020
This presentation addresses Step 3: "Train New Recruits & Current Faculty to be Effective Educators"
SBIRT is an evidence based approach to the delivery of early intervention and treatment to people with substance use disorders and those at risk of developing these disorders. Collaborative SBIRT Training for Maine’s Future Health Profession Leaders is a three-year grant totaling $870,000 from the U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration (SAMHSA). The first of its kind to be awarded in Maine, this grant utilizes an interprofessional approach to the development and implementation of training programs to teach UNE students across 8 health professions the skills necessary to provide evidence-based Screening and Brief Intervention as well as Referral to Treatment for patients who are at risk for a substance use disorder (SUD). Additionally, the training will develop the leadership skills needed in order to champion the implementation of SBIRT throughout our healthcare system with the ultimate goal of helping clients avoid substance use disorders.
This presentation deals with SBIRT and Social Work in particular.
Presentation of our curricular integration, Interprofessional approaches and Student Leader Training strategies in the second year of our 3 year SBIRT Training Grant.
This document summarizes an interprofessional service learning program between the University of New England and the Cumberland County Jail. Students from various health professions conduct weekly wellness workshops at the jail, addressing issues like health education, support groups, and exercise training. The program aims to enhance student learning through hands-on experience, apply interprofessional skills, and increase understanding of other roles. Evaluations found students gained cultural knowledge of inmate experiences and disparities, as well as confidence in collaborative addressing of health issues.
This document outlines the infrastructure that the University of New England has established to support interprofessional education (IPE). It includes a center for excellence in IPE, core IPE curriculum and classrooms, signature events, and clinical education sites across two campuses. A key part of the infrastructure is an annual program of student-led mini-grants that provide funding for interprofessional teams of students to conduct service learning projects that engage the community. The goal is to prepare collaboration-ready health professionals through interprofessional experiences that encourage cultural curiosity, service to the community, and dissemination of results. Over three years of funding, the program has supported over 160 students from 13 health professions.
This document discusses the intersection of applied arts and social justice. It provides examples of how the arts can be used to empower voices, promote social justice principles, and enact change. The arts are shown to have therapeutic benefits for clients and communities and can be leveraged for social change through mediums like photography, theater, film and street art. The document also highlights examples of arts-based social justice programs and events at a university.
We are orienting newly matriculated PT, MSW, Pharm, Dental, Dental Hygiene, and Nursing students to IPE Competencies, and the opportunities available to them here at UNE.
Interprofessional Student-Led Mini-Grants: We fund the IPE curious!
(This talk was developed for a 20 minute oral presentation at All Together Better Health, June 5-8, 2014 in Pittsburgh PA.)
Background: Our goal is to develop collaboration-ready health professionals who have practiced successful teamwork, leadership and hands-on problem solving as part of their education. To that end, we have established a Student-Led Mini-Grant program. These grants fund interprofessional scholarship and research conceived and carried out by students with faculty mentorship.
Presentation Objectives:
1. Provide easily replicated template for application and funding formula
2. Demonstrate examples of successful grants
Methods: The presenter will provide the application and marketing materials to enable other institutions to develop their own Student-Led Mini-Grant program. Successful grants are widely varied in their approach and outcomes, presenters will discuss the challenges and opportunities that a small investment in IPE interest generated.
Results: Knowledge gained from the projects completed so far has led students and faculty to consider varied approaches to IP education and practice. Whether interviewing pain patients with an eye toward utilizing the power of their stories to help others, or providing physical therapy intervention at a Medically Oriented Gym for diabetes patients, students, faculty and clients are actively learning with, from, and about each other.
Implications: Small-scale, hands-on experiences such as these help to create an IP leadership ethic among students that they will carry with them in addition to expertise in their field, making them dynamic members of their future teams. The discipline and organization necessary to apply for and execute a grant, the reassurance of faculty mentorship while providing a valuable community service are a powerful educational combination.
-Kris Hall is the Program Coordinator for the University of New England Center of Excellence in Interprofessional Education. She oversees the weekly IPE event series on campus, and the Student-Led Mini-Grant program. Kris is an MFA graduate of Maine College of Art and the Skowhegan School of Painting and Sculpture. She brings over 20 years of intensive teamwork in higher education and professional theatre to her work at the Center.
This document summarizes an interprofessional student orientation at the University of New England (UNE) that included presentations from students and faculty from various health professions. It provided an overview of interprofessional education and competencies, introduced a case study of a patient ("Pat") with diabetes and an ankle fracture, and discussed the roles different professions would play on Pat's healthcare team. It also listed health professions programs at UNE, introduced the Interprofessional Student Advisory Team, and provided contact information for the Center for Excellence in Interprofessional Education.
This presentation will emphasize the intersection between art and health, using the Photovoice project to reflect how art can be a modality for assessing barriers to health, health education, and empowering community members to advocate for health promotion. After receiving a small grant, a Master of Social Work student, Master of Public Health Student, a Somali interpreter, and a community health center came together to realize this alternative means of health literacy across the realms of art, social justice, interprofessional education and cultural competency.
This document provides an orientation for interprofessional education (IPE) at the University of New England (UNE). It introduces the 13 health professions programs at UNE and defines IPE as different professions learning about, from, and with each other to improve collaboration and quality of care. The document also mentions interprofessional competencies and collaborative practice, lists opportunities for IPE at UNE, and provides contact information for the Center for Excellence in Interprofessional Education.
University of New England's Center for Excellence in Interprofessional Education Director Shelley Cohen Konrad presents at the annual meeting of The Council on Social Work Education (CSWE), a nonprofit national association representing more than 2,500 individual members, as well as graduate and undergraduate programs of professional social work education.
This collaborative presentation is the work of
Barbara L. Jones, PhD, MSW, University of Texas at Austin
Shelley Cohen Konrad, PhD, LCSW, University of New England
Jayashree Nimmagadda, Ph.D., MSW., LICSW, Rhode Island College
Maureen Rubin, Ph.D., MSW, MA, University of Nevada, Reno
Anna M. Scheyett, PhD, MSW, LCSW, University of South Carolina
This document summarizes a lecture on collaborative healthcare education given by Dr. Karen Pardue and Dr. Shelley Cohen Konrad at the University of New England. It discusses Mary Switzer as a pioneer of interprofessional collaboration. It outlines the importance of interprofessional education (IPE) in advancing patient care and controlling costs. IPE principles from organizations like the WHO and IOM are presented. Studies show IPE reduces stereotypes and improves understanding of roles. The University of New England's IPE initiatives for students and faculty are described, including case-based learning using the example of patient Pat Chalmers.
This document discusses interprofessional collaboration from a social work perspective. It begins with a case study of a 31-year-old woman named Patricia Chalmers who is resistant to addressing her health issues. It then provides definitions of interprofessional practice that emphasize team-based care and goals that cannot be achieved alone. The document outlines why interprofessional collaboration is important to improve population health, enhance patient care, and control costs. It discusses social work values and ethics around interdisciplinary teams, including respecting colleagues and contributing to decisions that affect client well-being. The role of social workers on interprofessional teams is also examined.
This document discusses interprofessional education and practice in healthcare. It provides guiding principles for interprofessional collaboration, including values, roles, communication, teamwork and patient-centeredness. Students reflect on their experiences with interprofessional education and their hopes for practice. Increased collaboration between educational institutions and healthcare employers is seen as important. Examples of interprofessional practice environments include shared rotations, assignments, preceptorships and patient panels. Case studies show problems avoided and attitudes transformed through interprofessional care. Outcomes include improved patient safety, quality of care and costs through team-based approaches.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Interprofessional Education and Practice: Nuts and Bolts for Teaching IPE
1. IPE Nuts and Bolts:
Development, Implementation and Evaluation
of Sustainable Interprofessional Programming
IPE
2. Introduction to IPE
Here are my ideas about introduction to
IPE/IPCP and Collaborative Practice – SCK
[This slide will be deleted]
3. Definitions
Interprofessional Education occurs when two or
more professions learn about, from and with
each other to improve collaboration and the
quality of care.
Collaborative Clinical Education promotes the
active participation of students, educators, and
workers in teaching relevant cross-disciplinary
person-centered care.
Center for the Advancement of Interprofessional Education (2002)
4. Interprofessional Practice
Multiple health workers from different professional
backgrounds providing comprehensive health
services working with patients, their families,
caregivers and communities to deliver the highest
quality of care across settings.
Framework for Action on Interprofessional Education & Collaborative Practice WHO, 2010.
5. Interprofessional Collaboration
“… the process of developing and maintaining
effective working relationships with learners,
practitioners, patients/clients/families and
communities to enable optimal health outcomes.
Elements of collaboration include respect, trust,
shared decision-making, and partnerships.”
Canadian Interprofessional Health Collaborative, 2010
6. Why IPE? Why Now?
Since 1999 the Institute of
Medicine (IOM) has urged the
practice of IP team-based care
to prevent medical errors.
In 2013 the Journal of Patient
Safety reported that between
210,000 and 440,000 patients
each year suffer some type of
preventable harm when
receiving hospital care. If the
Centers for Disease Control
were to include preventable
medical errors as a category,
these conclusions would make
it the third leading cause of
death in America.
James, J. T. (2013) . A new, evidence-based estimate of patient harms
associated with hospital care. JPS, 9(3), 122-128.
• Integration of primary,
behavioral and oral care
(PCMH; ACA)
• Demographic Changes, e. g.
aging population; chronic
health conditions
• Increase in dual diagnoses
• Technological advances;
saving lives
• Patient Safety & Quality
agenda
• Workforce pressures and
gaps
• Healthcare and payment
reforms
7. Interprofessionality is not
• Learners hearing a lecture about or by another profession
• Reporting out following interdisciplinary activities (e. g. service
learning; poster sessions)
• Co-location without intentional collaboration (e. g. events;
simulation lab)
• Talking about rather than with other professions/clients
9. Social workers:
• Articulate their roles and
responsibilities as well as
accurately and fairly represent
the qualifications and
obligations of colleagues from
other disciplines
• Demonstrate a variety of
approaches to achieve desired
outcomes
• Acknowledge professional
strengths that enhance the
interdisciplinary team process
and contribute to positive
client outcomes
• Identify and seek common
ground with your
interdisciplinary colleagues
IPEC Core Competencies:
Roles & Responsibilities: Know one’s
own role and those of team
members
Ethics & Values: Recognize and
respect the unique cultures, values,
roles/responsibilities and expertise
of other health professions
Teamwork: Integrate knowledge and
experience of other professions to
inform effective/ethical decisions
Communication: Listen actively,
encourage ideas and opinions;
express knowledge and opinions to
team members with confidence,
clarity, and respect, and work to
ensure common understanding.
11. Implementation
• Give specific examples of “how” each of us
have offered our IPE courses
• Provide details to help a participant who may
not have developed an IPE course before
• Convey the message - there is no cookie cutter
approach
12. No “One Size Fits All”
• Promote ideas that are
meaningful to your faculty &
identify common goals
• Form an Inclusive coalition of
faculty, students, staff &
community partners
• Create a common vision, clear
message, and attainable goals
• Walk the Talk – reach out to
colleagues
• Begin with small successes and
build on them
• Remove obstacles & sidestep
barriers
• Sustain momentum – establish
a domino effect
• Anchor change
(Adapted from Kotter, 8-Step Change Model)
13. Teaching and Learning Opportunities
Core Curriculum IPEC Event Series CLARION Competition
IPE Student-led Clinics Global IPE Learning IPE and the Arts
14. More Opportunities
Simulation Symposia IP Courses
Student –led Research Shared Field Experience Service Learning
ACA impact: http://youtu.be/6JAEKmNFTyA; Shared rotation: http://youtu.be/2zkQ0f3sluk
16. Tools - Handout
• Shared didactics – integrated curriculum; required &
elective courses; designed & implemented by IP faculty
• Shared assignments – case study presentations;
literature reviews; posters
• Shadowing – other professions; community workers;
patients
• IP Case conferences – intentionally designed with
actual clients/patients; Clarion Root Cause analysis
• Reflective journaling with prompts – use in field
placements; activities; ethnographies
• Shared field placements – IP placements
• Service learning – deliberately designed IPSL
• IP Scholarship & research – mini-grants; IP research
17.
18. Group Exercise Idea
• Which of the teaching and learning tools fits
your IPE goals for the coming year
• Break into small groups with facilitator to
teach process and methods for activity
• Come back into large group and share
19. Facilitation
IP facilitators are:
• Responsive to students as they interact with
one another, surface ideas, and ask questions.
• Encourage reflection, circumspection, and
critical thinking
• Guide group process and draw out the natural
elements of group dynamics
• Comfortable with different views and indeed,
solicit them
• Patient, agile, process-oriented yet able to
manage conflict
20. Facilitation Goals
• Orient learners to goals of the session
• Prompt learners to discuss their observations
• Encourage a non-judgmental environment
• Make interprofessional learning explicit (e. g. let’s
get the [discipline] view of client’s needs)
• Inquire about what is missing and where might
we find it?
• Capture teachable moments
• Prompt self-reflection
• Encourage closure and final case/topic
determinations
21. Role Modeling
• Role model collaborative competencies in
everyday practice
• Share your own process – what were your
misperceptions of other professions
• Orient learners to interprofessional principles
and values
• Facilitate introductions
• Clarify your role and have learners identify
theirs
23. What is TeamSTEPPS™
• A teamwork system designed for
healthcare professionals and workers.
• Developed by Department of Defense's
in collaboration with the Agency for
Healthcare Research and Quality
(AHRQ).
• Provides attitudes, knowledge and skills
for improving patient safety and quality
within health and health-related
settings.
• Informed by evidence-based research
aimed at improving communication and
teamwork skills among healthcare
professionals and workers.
24. "Your spoken word, your courage to challenge, your
will to engage in teamwork, and your determination
to ensure no harm can all be pivotal in determining
if a patient lives or dies.“ Sue Sheridan
http://www.ahrq.gov/professionals/education/curriculum-tools/
teamstepps/instructor/videos/ts_Sue_Sheridan/Sue_Sheridan-400-
300.html
25. A Shared Mental Model Is...
The perception of, understanding of, or
knowledge about a situation or process that is
shared among team members through
communication.
"Teams that perform well hold shared mental models."
(Rouse, Cannon-Bowers, and Salas 1992)
26. ISBAR
Introduce Situation Background Assessment Recommendation
A Shared Mental Model for Communication
27. Patient
• Sally Hinton is a 55 year old single women who lives on her own, receives
MaineCare and SSI disability. She previously worked for 30 years as a school
bus driver and continues to do volunteer work in the schools.
• Sally was discharged a week ago after 2 days in the hospital being worked
up for angina. Her diagnoses include insulin dependent diabetes, obesity,
depression, and hydradenitis suppurativa (i.e., the development of cysts in
the breasts, arm pits, neck and groin which require occasional draining). She
takes nine different medications.
• During a routine office visit today Sally seems uncharacteristically
disoriented. She denies using alcohol or other intoxicating substances. You
ask if she’s taking her medication appropriately to which she replies that
she thinks so. When you ask to see her medications she tells you that they
are stored in their vials in a kitchen drawer. She cannot however tell you
which medications she takes, when she takes them or their dosages.
• Sally also describes two falling incidents that occurred last week during the
night. Although nothing was apparently broken, she shows you large bruises
on her hip and forearm. She also has an open injury on her shin that she
says is painful and not healing properly.
• What are your thoughts about Sally’s health and well-being?
• Describe how you would use ISBAR when transferring or referring Sally’s
care.
28. 28
Briefs, Huddles & Debriefs
Brief
Who is on the team?
Agree on Goals
Roles & Responsibilities
Understood
Plan of Care
Availability
Access
Resources
Huddle
Problem-solving
Review situation
Discuss new &
emerging events
Anticipate outcomes &
possibilities
Assign resources
Express Concerns
Debrief
Communicate clearly
about event
Go over details
Were roles &
responsibilities
understood?
What went well
What should change
Can we improve?
30. Racial & Ethnic Disparities
• IOM’s Unequal Treatment
highlighted evidence of
racial and ethnic disparities
in health care
• Language barriers are less
well documented
• The root causes of patient
safety events for non-
English speaking patients in
are: (1) poor
communication and (2)
insufficient use of qualified
medical interpreters and
cultural navigators
http://www.youtube.com/watch?v=
ABn0sE1aiGo
31. Case Study
Mr. Morales is a 45-year-old car mechanic with type 2 diabetes.
He was born in Mexico, speaks English as a second language,
and has an eighth grade education. He just learned that he must
transition to insulin therapy to manage his illness. His attempts
at weight loss were challenged by desire to show appreciation
for his wife and mother’s cooking. His PCP sent him to a
dietician, who in turn provided him with an 1800 calorie-count
diet plan.
Written materials given to Mr. Morales were not helpful because
he does not read English. He has also heard that insulin causes
blindness and is thus fearful of starting this new medication
delivery method. For now Mr. Morales chooses to use Mexican
remedies such as prickly pear, offered by his mother.
32. Risks in Translation
• Not using a professional interpreter or
community health worker
– Using family members or hospital/clinic staff
as interpreters
– “Getting by” with provider’s or patient’s poor
language skills
– Interpreter only present for part of the
encounter
33. Community Health Outreach Workers
Community health outreach
• Culturally relevant health
workers (CHOWs): trusted
education
• Mediate between community
members of their communities
who provide vital links between
health systems and
communities and play critical
roles on the health team.
members and services providers
• Case management, systems
navigation & insurance
enrollment
• Medical interpretation
• Health promotion
• Conduct surveys, collect
community and health related
data.
• Contribute information on
community needs and needed
resources.
• Educate health professions
Whitley et al (2006). Measuring return on investment of outreach by
community health workers. J of Health Care for the Poor and
Underserved, 17, 6-15.
34. Teach-Back Is…
• Confirmation of understanding
• Opportunity to correct miscommunication
• Comprehensive
– “Tell me in your own words how you will take
this medicine when you get home…”
35. Equipping Patients & Families
• Quality care is a team effort
• Patients and families can
improve their care by taking
active roles in the process
• Invite patients to ask questions,
and evaluate their option
• Be culturally responsive to
patients
• Encourage shared decision-making
in their health care
• The AHRQ Web site
―www.ahrq.gov/questionsareth
eanswer/
Questions Your Patients Should
Ask
What is the test for?
When will I get the results?
Why do I need this treatment?
Are there any alternatives?
What are the possible
complications?
Which hospital is best for my
needs?
How do you spell the name of
that drug?
Are there any side effects?
36. 3 Things
Write down 3 things that you take away from
today’s teaching and learning time together.
Share one with the rest of the group.
Editor's Notes
The status quo is not acceptable and cannot be tolerated any longer.
Despite cost pressures, liability constraints, resistance to change and seemingly insurmountable barriers, it is simply not acceptable for patients to be harmed by the same health care system that is supposed to offer healing and comfort