interacollaborative practice: training today’s health profession students health education...
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Interacollaborative Practice:
Training Today’s Health Profession Students
Health Education Committee PresentationNovember 9, 2011
Kara Anastasiou, APRN-BC, Generations Family Health Center
Petra Clark-Dufner, MA, CT AHEC
Learning Objectives
• Define IC Practice• Describe recommendations presented by the
Interprofessional Education Collaborative in May 2011
• Identify competencies, challenges and opportunities leading to Intercollaborative Practice
• Review examples of ICP/IPE/Service Learning for health professions students at UConn and Quinnipiac University PA Program enrolled in the Urban Service Track Program.
Defining ICPThe World Health Organization defines Interprofessional
Collaborative Practice as…
“When multiple health workers from different professional backgrounds work together with patients, families, carer (sic) and communities to deliver the highest quality of care”
Why ICP Now?• Why not? Our health care system is faultering
and policy makers are looking for ways to improve the overall system.
• ICP is seen as key to the safe, high quality, accessible, patient-centered care desired by all.
• Achieving this vision requires reframing how healthcare providers operate and
how health profession students are trained.
Panel of Experts
• In May 2011 a panel of experts were charged with identifying individual-level interprofessional competencies for future health professionals in training.
Who Is Endorsing The Report?
• American Association of Colleges of Nursing
• American Association of Colleges of Osteopathic Medicine
• American Association of Colleges of Pharmacy
• American Dental Education Association• Association of American Medical Colleges• Association of Schools of Public Health
ICP Competencies
4 MAIN DOMAINS
1. Values/Ethics for Interprofessional Practice
2. Roles/Responsibilities
3. Interprofessional Communciation
4. Teams and Team Work
Barriers/Challenges to ICP and IPE
• Institutional Level Challenges
• Lack of Institutional Collaborators
• Faculty Development Issues
• Assessment Issues and Lack of Regulatory Expectations
How HP Training Programs Can Integrate
ICP• Identify faculty from
across disciplines to teach in mainstream curriculum
• Integrate curriculum that embraces ICP and IPE
• Provide faculty and support staff training to support ICP knowledge
• Identify clinical and community training sites that model and ICP
• Identify evaluation components for ICP
ICP in Health Profession Training
Programs
Opportunities for ICP
Steps That Promote ICP
• Enhanced Learning Opportunities
• Interprofessional teams of faculty
• Role modeling• “Real world”
application• Reflection and
Evaluation
Steps That Promote ICP At Community Outreach Activities
• IEP Team Leadership
• IEP Teams• Clinical Primer or
Info Session• Clinical Preceptors
from multiple disciplines
• Evaluation & Debriefing
Community Service Activities Embraced by UST
• KEEP Screenings• Healthy Hartford Campaign• Migrant Farm Worker Clinic• CT MOM• CARES Free Clinic• Smiling Seniors• Wheeze to Breeze Program• Spring Forward – Don’t Fall Back• National Primary Care Week Health Fairs
National Primary Care Week
The focus of NPCW at UConn is to 1)raise awareness about primary care 2)increase health profession student knowledge
about issues related to health care access and delivery and
3)bring awareness of primary care to underserved communities by sponsoring community based health fairs.
Typical NPCW Activities • Retreat in the Berkshires• Banquet with keynote speaker• Lunch and Learns• Afternoon of Service – Community Health
Fairs
Leadership & Funding
• Provided by CT AHEC with support from the UConn health profession schools and Quinnipiac University PA Program
• Dollars received by multiple donors, including private, public and non-profit partners
• 11 community health fair sites are supported reaching almost 300 people, annually.
Composition of Health Fair Teams
Community Based Health Fairs
For More Information contact:
Kara Anastasiou, [email protected]
Petra Clark-Dufner, [email protected]