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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