Browsing by Subject "Interprofessional"

Now showing 1 - 5 of 5
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    Assessing Communication Effectiveness in Interprofessional Healthcare Teams
    (2019-07) Binion, Kelsey Elizabeth; Brann, Maria; Goering, Elizabeth; Hoffmann-Longtin, Krista
    Interprofessional education and practice is a collaborative approach in equipping health professional students with the skills to become effective team members to improve patient outcomes. This research study used a grounded theory approach to identify the communication characteristics and behaviors that influenced a team’s communication effectiveness. Two-hundred and twenty-two students participated in an interprofessional simulation at a Midwestern university. Ninety-two standardized patients assessed the students’ communication skills and their ability to collaborate as a team using a CARE Patient Feedback form, which served as data for the study. The study found four characteristics of effective interprofessional team experiences: aware of the patient’s situation, participate in the interaction equally, create a safe space, and nurture and strengthen a relationship. Students demonstrated an increase in communication effectiveness between encounter one and two; teams worked collaboratively rather than individually; students demonstrated five of the eight IPEC communication competencies; and negative and positive behaviors had a significant impact on patient outcomes. This study informs educators the need for repeated exposure of interprofessional practice experiences, such as simulation activities. These opportunities allow students to practice, learn, and refine their communication skills before entering their clinical practice.
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    Collaborating Across Borders VII (CAB VII): The Crossroads of Collaboration, Indianapolis, Indiana, USA - October 20–23, 2019
    (Elsevier, 2021) Binion, Kelsey; King, Sharla; Pfeifle, Andrea; Zakeri, Bita; Medicine, School of Medicine
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    Dentists as Primary Care Providers: Expert Opinion on Predoctoral Competencies
    (Frontiers Media, 2021) Gordon, Sara C.; Kaste, Linda M.; Mouradian, Wendy E.; Beemsterboer, Phyllis L.; Berg, Joel H.; Murdoch-Kinch, Carol Anne; Oral Pathology, Medicine and Radiology, School of Dentistry
    Dentistry and medicine traditionally practice as separate professions despite sharing goals for optimal patient health. Many US residents experience both poor oral and general health, with difficulty accessing care. More efficient collaboration between these professions could enhance health. The COVID-19 pandemic disclosed further disparities while underscoring concerns that physician supply is inadequate for population needs. Hence, enhancing healthcare provider education to better meet the public's health needs is critical. The proposed titles “Oral Physician” or “Oral Health Primary Care Provider” (OP-PCP) acknowledge dentist's capacity to diagnose and manage diseases of the orofacial complex and provide some basic primary healthcare. The US Surgeon General's National Prevention Council and others recommend such models. Medical and dental education already overlap considerably, thus it is plausible that dental graduates could be trained as OP-PCPs to provide primary healthcare such as basic screening and preventive services within existing dental education standards. In 2018, 23 dental and medical educators participated in an expert-opinion elicitation process to review educational competencies for this model. They demonstrated consensus on educational expansion and agreed that the proposed OP-PCP model could work within existing US Commission on Dental Accreditation (CODA) standards for predoctoral education. However, there were broader opinions on scope of practice details. Existing CODA standards could allow interested dental programs to educate OP-PCPs as a highly-skilled workforce assisting with care of medically-complex patients and to helping to reduce health disparities. Next steps include broader stakeholder discussion of OC-PCP competencies and applied studies including patient outcome assessments.
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    Interprofessional Accredited Continuing Education for the Healthcare Team: A Review of 7 Cystic Fibrosis Courses
    (2023-04-28) Denny, Kim M.; Patel, Rima; Howenstine, Michelle S.
    INTRODUCTION: For accredited continuing education to be categorized as interprofessional, each activity must meet certain criteria as defined by the Joint Accreditation for Interprofessional Continuing Education (JA) including an integrated planning process that includes health care professionals from 2 or more professions who are reflective of the target audience members the activity is designed to address, an instructional design intent to achieve outcome(s) that reflect a change in skills, strategy, or performance of the health care team and/or patient outcomes; reflection of 1 or more of the interprofessional competencies; opportunities for learners to learn with, from, and about each other; and evaluation that seeks to determine changes in skills, strategy, performance of one's role or contribution as a member of the healthcare team; and/or impact on the healthcare team; and/or impact on patient outcomes. METHODS: Analysis of instructional design factors and learner data from 7 Courses (7 Enduring Activities each with 4-6 Modules); use data about what was accomplished to analyze the degree to which we met our goals of developing interprofessional accredited CE Courses. Data points to include: Diversity of Planning team members (healthcare professionals from 2 or more professions); An intent to achieve outcome(s) that reflect a change in skills, strategy, or performance of the health care team and/or patient outcomes; Addressing interprofessional competencies (to include): values/ ethics, roles/ responsibilities, interprofessional communication, and teams/teamwork; An opportunity for learners to learn with, from, and about each other (active learning); Post-activity evaluations that seek to determine: Changes in skills, strategy, performance of one's role or contribution as a member of the healthcare team; and/or Impact on the healthcare team; and/or Impact on patient outcomes. CONCLUSION: These Cystic Fibrosis 7 Courses are strong examples of Interprofessional accredited continuing education for the healthcare team. This model of CE Courses to address clinical practice gaps is a blueprint that can be utilized for other IU schools and departments.
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    A Multisite Study of Nurse-Reported Perceptions and Practice of ABCDEF Bundle Components
    (Elsevier, 2020-10) Boehm, Leanne M.; Pun, Brenda T.; Stollings, Joanna L.; Girard, Timothy D.; Rock, Peter; Hough, Catherine L.; Hsieh, S. Jean; Khan, Babar A.; Owens, Robert L.; Schmidt, Gregory A.; Smith, Susan; Ely, E. Wesley; Medicine, School of Medicine
    Objectives: ABCDEF bundle implementation in the Intensive Care Unit (ICU) is associated with dose dependent improvements in patient outcomes. The objective was to compare nurse attitudes about the ABCDEF bundle to self-reported adherence to bundle components. Research methodology/design: Cross-sectional study. Setting: Nurses providing direct patient care in 28 ICUs within 18 hospitals across the United States. Main outcome measures: 53-item survey of attitudes and practice of the ABCDEF bundle components was administered between November 2011 and August 2015 (n = 1661). Results: We did not find clinically significant correlations between nurse attitudes and adherence to Awakening trials, Breathing trials, and sedation protocol adherence (rs = 0.05-0.28) or sedation plan discussion during rounds and Awakening and Breathing trial Coordination (rs = 0.19). Delirium is more likely to be discussed during rounds when ICU physicians and nurse managers facilitate delirium reduction (rs = 0.27-0.36). Early mobilization is more likely to occur when ICU physicians, nurse managers, staffing, equipment, and the ICU environment facilitate early mobility (rs = 0.36-0.47). Physician leadership had the strongest correlation with reporting an ICU environment that facilitates ABCDEF bundle implementation (rs = 0.63-0.74). Conclusions: Nurse attitudes about bundle implementation did not predict bundle adherence. Nurse manager and physician leadership played a large role in creating a supportive ICU environment.