The National Center for Interprofessional Practice and Education is supported by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University of Minnesota. The National Center was founded with support from a Health Resources and Services Administration Cooperative Agreement Award No.UE5HP25067. © 2017 Regents of the University of Minnesota.
NEXUS INNOVATIONS NETWORK: INTRODUCTION TO THE IPE CORE DATA SET AND HOW YOU CAN BECOME INVOLVEDNational Center for Interprofessional Practice and EducationKnowledge Generation Team
August 1, 2018
Topics
• What has been learned through early contributions of Network members
• National Center IPE Information Exchange and how it aligns with local, regional and national efforts to advance knowledge generation in the field of interprofessional practice and education
• New tools, surveys, reports and functionality in the National Center IPE Information Exchange that can support your interprofessional practice and education goals
• Introduce Nexus Innovations Network membership benefits and how your team can become involved.
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Agenda
8:00 - 8:40 am WelcomeNational Context and What We Have Learned From You
8:40 - 9:15 am IPE Core Data Set: Tools, surveys and reports to advance IPE goals
9:15 – 9:40 am IPE Information Exchange: Advancing IPE Knowledge Generation
9:40 – 10:009 am Developing your Nexus Project: Introduction to the Nexus Project Proposal
10:00 – 10:15 am Break
10:15 – 11:15 am Collaborative Work Session
11:15 – 11:30 am Large Group Debrief
11:30 am – 12:00 pm Joining the Nexus Innovations Network: Benefits and OpportunitiesAnswering Your Questions 3
National Center for Interprofessional Practice and Education: A Public-Private Partnership (2012)We believe high-functioning teams can improve theexperience, outcomes and costs of health care.
National Center for Interprofessional Practice andEducation is studying and advancing the waystakeholders in health work and learn together.
National Center Founders and FundersHealth Resources and Services Administration CooperativeAgreement
Award No. UE5HP25067 (2012-2017) Robert Wood Johnson Foundation
Gordon and Betty Moore FoundationJosiah Macy Jr. Foundation
John A. Hartford Foundation
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A little bit about the National Center:The Nexus
Creating a deeply connected, integrated learning system to transform education and care together
National Center Nexus: Our Vision for Health
Triple Aim of AlignmentImproving quality of experience for patients, families, communities and learners
Sharing responsibility for achieving health outcomes and improved learning
Reducing cost and adding value in health care delivery and education
Quadruple Aim response
Education and Training
Nexusipe.org + Resource CenterLEARNING
WITH PURPOSE
ADVANCINGWITH PURPOSE
LEADINGWITH PURPOSE
SHARINGWITH PURPOSE
Thought Leadership
Knowledge Generation
National Center Strategic Areas of Focus
Nexus Innovations Network: Participation Map
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What We’ve Learned: Emerging Critical Success Factors
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Process of care redesign is about changing culture.
Compelling vision is required.
IP+E resourcing is critical.
Senior leadership is essential.
Impressions of team training effectiveness are mixed.
The Application of Informatics in Delineating the Proof of Concept for Creating Knowledge of the Value Added by Interprofessional Practice and Education. Healthcare 2015, 3, 1158-1173.
At the Nexus: Critical IncidentsInforming enabling and interfering factors
A critical incident is any event that produces a fork in the road or is a turning point for a project
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Critical incidents can have a positive, negative, or neutral effect on a project
Is a normal part of project implementation
At the Nexus: Critical IncidentsWhat we have learned from 100+ critical incidents
Project Strategy
Staff Changes/Key Leadership
External Partners
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Project Data
Internal Partners
External Forces
Money/Resources
Interprofessional Learning Continuum ModelProgram Development and IPE Core Data Set
12Source: Figure 3.2 in: IOM (Institute of Medicine). 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press.
The ‘Reverse Megaphone’ Effect
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Learning Continuum(Formal and Informal)
FoundationalEducation
Graduate Education
Continuing Professional Development
Interprofessional Education Today
Interprofessional Education Tomorrow
Let’s Get To Know You
• Name• Tell us about the interprofessional project
you are implementing or thinking about• Who are the members of your team? Is it
a Nexus team?• What are you hoping to learn as a result of
your interprofessional project? • Is your project an independent effort or
connected to a system effort? 14
IPE Knowledge Generation and the IPE Core Data Set
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Connie Delaney, PhD, RN, FAAN, FACMI, FNAPDean, School of NursingKnowledge Generation Lead, National Center
Leads an interdisciplinary team to develop research and IPE Core Data Set – MDs health services research backgrounds, PharmD/PhD-education, PhD Nurses; informaticists, epidemiologist, staff
Leads and oversees external review council with expertise in informatics and comparative effectiveness research
Health Informatics - DefinitionAlso called health care informatics, healthcare informatics, medical informatics, nursing informatics, clinical informatics, or biomedical informatics
• The NLM defines health informatics as "the interdisciplinary study of the design, development, adoption and application of IT-based innovations in healthcare services delivery, management and planning".– It deals with the resources, devices, and methods required to optimize the
acquisition, storage, retrieval, and use of information in health and biomedicine.– Health informatics tools include computers, clinical guidelines, formal medical
terminologies, and information and communication systems, amongst others.– It is applied to the areas of nursing, clinical medicine, dentistry, pharmacy, public
health, occupational therapy, physical therapy, biomedical research, and alternative medicine, all of which are designed to improve the overall of effectiveness of patient care delivery by ensuring that the data generated is of a high quality.
• The disciplines involved include information science, computer science, social science, behavioral science, management science, and others. 16
Interprofessional Informaticshttps://www.amia.org/about-amia/science-informatics (AMIA, 2018)
• Scope and Breadth of Biomedical Informatics: investigates and supports reasoning, modeling, simulation, experimentation and translation across the spectrum from molecules to individuals to populations, from biological to social systems, bridging basic and clinical research and practice, and the healthcare enterprise.
• Theory and Methodology: develops, studies, and applies theories, methods, and processes for the generation, storage, retrieval, use, management, and sharing of biomedical data, information, and knowledge.
• Technological Approach: builds on and contributes to computer, telecommunication, and information sciences and technologies, emphasizing their application in biomedicine.
• Human and Social Context: recognizes that people are the ultimate users of biomedical information, and so draws upon the social and behavioral sciences to inform the design and evaluation of technical solutions, policies, and the evolution of economic, ethical, social, educational, and organizational systems. 17
What is Knowledge Generation?
Fundamentally active, knowledge generation is the formation of new ideas through interactions between information we know and information we seek.
As part of the National Center’s commitment to knowledge generation, our approach ensures people have access to the right information at the right time.
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Knowledge Generation Team
• Ahmad AbuSalah, PhD• Barbara Brandt, PhD• Carla Dieter, EdD, RN• Connie Delaney, PhD, RN, FAAN, FACMI, FNAP• Amy Pittenger, PharmD, MS, PhD• Karen Monsen, PhD, RN, FAAN• James Pacala, MD, MS• David M. Radosevich, PhD, RN• Teresa Schicker, MPA• Connie Schmitz, PhD• Mark Yeazel, MD, MPH
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Why an lPE Core Data Set
Standard measures that are applicable and comparable across environments.
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IPE data set needed to advance our collective understanding of what works and what doesn’t work in interprofessional education and collaborative practice.
Why Focus on IPE Core Data?
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Empower analytics for knowledge discovery
Compare Data
Share Data
Components of the IPE Core Data Set
Education
Education Environment
Interprofessional Collaborative
Competencies (ICCAS)
Nexus
Critical Incidents
Clinical Practice
Clinical Environment
Collaborative Environment
(ACE-15)
Quadruple Aim
Outcomes
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Education Learning Environment andClinical Learning Environment Domains
Organizational Structure for
IPE
Organizational Culture for
IPE
Organizational Investments
in IPE
Nexus Project Teams and Processes
Professional Development Opportunities
Managing the Nexus Project
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Purpose of Education and Clinical Learning Environment Focus
• To understand descriptive data on characteristics of the environment
• To assess the broader organizational culture/climate/amount of support for IPE
• To assess the intensity (dosage) of the intervention
• To assess challenges and opportunities associated with implementing the Nexus
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Examples from the Education and Clinical Learning Environment Surveys
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Education Learning Environment
Clinical Learning Environment
Examples from the Education and Clinical Learning Environment Surveys
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Clinical Learning Environment
Education Learning Environment
For Learners:Interprofessional Collaborative Competencies (ICCAS) Domains
Communication Collaboration Roles and Responsibilities
Collaborative Family, Patient-
Centered Approach
Conflict Management/
ResolutionTeam
Functioning
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For Providers:Collaborative Environment (ACE-15) Domains
Shared Goals Clear Roles Mutual Trust
Effective Communication
Measurable Processes and
OutcomesOrganizational
Support
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At the Nexus:Quadruple Aim Outcomes
Population Health Cost
Patient Experience
Provider Well-Being
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IPE Core Data Set Summary
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Instrument /Data Source
Completed By When Completed How Accessed
Project Proposal PI/Project partners Baseline / Annually IPE Information ExchangeICCAS Learners For each learner cohort,
using a retrospective pre-post mode of administration
IPE Information Exchange
ACE-15 Clinical team members
Baseline / Annually IPE Information Exchange
ELES PI / Lead education partner(s)
Baseline / Annually IPE Information Exchange
CLES PI / Lead clinical practice site partner(s)
Baseline / Annually IPE Information Exchange
Critical Incident Survey
Any Project team member
At any time IPE Information Exchange
SF-12 or SF-36 Patients According to schedule in the Project study design
Rand Corporation
CAHPS Patients According to schedule in the Project study design
AHQR distributor
Service Usage Health system administrators
According to schedule in the Project study design
Patient records
Why use an Information Exchange?
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National Center IPE Information Exchange
State of the art infrastructure and data sharing among members
to support interprofessional practice and education knowledge generation
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Big Data Infrastructure
• Leverages the University of Minnesota AHC Secure Data Environment for big data analytics
• AHC Secure Data Environment provides robust, secure, and validated capabilities that brings together data from disparate sources to create cohesive datasets for research and operational analysis.
• Sources include:
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• Epic EHR• Genomics data• REDCap surveys• OnCore
• Medical device data• Mobile phone applications• Secure data feeds
National Center IPE Information Exchange
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Compliant with IRB || Health Info Privacy & Compliance Office || Center of Exc. for HIPAA Data
Info
rmat
ion
exch
ange
PHI Compliant Environment || Secure Data Transfer & Storage || Role-Based Access || Encrypted DB
Online Surveys
Outcome Data
Project Management Data
Role-Based Access Management
Reports
Data Extraction
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Secure Data Environment at University of Minnesota, National Center
Data Governance Policies at UMN
UMN Data Statistics*
38Q1, 2017
Secure, HIPAA compliant platform and first of its kind data repository focused on interprofessionalpractice and education, housed at the University of Minnesota.
Standard measures applicable and comparable across environments exploring key elements of education, practice and the Nexus
Easy access to data through dashboards and standardized reports; additional analysis available through advanced analytics, big data and comparable data sets
Authorized users have the ability to manage users access, review project status, and send invitations to other users to join their projects.
Project Management
National Center IPE Information Exchange
Data Collection ToolsStandardized tools accessed online through the National IPE Information Exchange. Authorized users have timely access to their project data..
Informatics Driven Dashboard
IPE Core Data Set
National Center Data Repository
IPE Information Exchange Data Exchange
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IPE Information Exchange Sample ReportACE-15
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Your own data
Compare to Network
IPE Information Exchange Sample ReportInterprofessional Education Learning Environment
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Macro-level
Micro-level
Nexus Project Proposal
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Nexus Project Proposal is designed to support your Nexus project design and its implementation.
Nexus Project Proposal Components
• Study design• Who - learners, patients, care team• What - educational/clinical intervention• When – timeline• Where – setting• Why – project outcomes• Sustainability plans• Dissemination of results
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By using the Nexus Project Proposal:
Your team is• defining your effort in the framework of the
rigorous PICOT methodology• putting the IOM model into practice• organizing your research in a way that can
be published and more widely disseminated
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Nexus Project Proposal Guiding Principles
• Intended to serve as both an evaluative and developmental resource.
• Some elements are required. Others are informative, designed to support best practices in research design.
• A standardized evaluation and review rubric is utilized to provide feedback.
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Role of the Scientific Review Team
• Evaluate project proposals• Identify areas of opportunity• Ensure adherence to IPE Core Data Set• Share expertise when relevant to ensure
project meets local needs while contributing to national knowledge generation
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Nexus Project Proposal Requirements
• Existence of the Nexus – practice and education partnership
• A minimum of two health professionals from different professions participating
• Confirmed commitment to collect IPE Core Data Set
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Nexus Project Proposal Evaluation Criteria and Weighted Scoring
Elements Weight(P) Population: learners, patients, care delivery team 20 points
(I) Intervention: project description, educational curriculum, clinical setting
30 points
(C) Comparisons and Study Design 10 points
(O) Outcomes: Required IPE Core Data Set + Optional Expanded Measures Bonus
(T) Timeline: Project length, proposed timeline 15 points
(T) Sustainability 15 points
(T) Dissemination 10 points49
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Collaborative Work Session
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Activity 1: Who is Your Population?
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Activity 2: What is Your Intervention?
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Become a Nexus Innovations Network Member
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What are the Benefits?
• Resources and tools to support your own development
• Access to the Nexus Project Proposal• Consultative feedback on a completed proposal by
an interprofessional scientific review team • Online training resources • Streamlined access to standardized surveys in
electronic format• Real-time access to self-service analytic reports of
survey data
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Special Limited Time Offer For You
Online access to validated survey tools and their reports
through IPE Information Exchange
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• (ACE-15)• For Clinical Team
Assessment for Collaborative Environments
• (ICCAS)• For Learners
Interprofessional Collaborative
Competencies Attainment Survey
Questions and Discussion
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