this activity has been planned and implemented by the ... … · the national center is also funded...

The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative

Agreement Award No. UE5HP25067. The National Center is also funded in part 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. © 2015 Regents of the

University of Minnesota, All Rights Reserved.

This activity has been planned and implemented by the National Center for Interprofessional Practice and Education.

In support of improving patient care, the National Center for Interprofessional Practice and Education is jointly accredited by the Accreditation Council for Continuing Medical

Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the

healthcare team.

Physicians: The National Center for Interprofessional Practice and Education designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™.

Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.

Nurses: Participants will be awarded up to 1.5 contact hours of credit for attendance at this workshop.

Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.

Pharmacists: This activity is approved for 1.5 contact hours (.15 CEU) UAN: 0593-0000-17-020-H04-P





Disclosures

The National Center for Interprofessional Practice and Education

has a conflict of interest policy that requires disclosure of financial

interests or affiliations of organizations with a direct interest in the

subject matter of the presentation.

Dr. Claudia Chaperon, Dr. Dean Collier, Dr. Rebecca Wester,

and Dr. Suhasani Kotcherlakota

do not have any vested interests in or affiliations with any corporate

organizations offering financial support or grant monies for this

interprofessional continuing education activity, or any affiliation with

organizations whose philosophy could potentially bias any of their

parts of this presentation.





Interprofessional continuing education credit will be awarded to

participants that paid the continuing education credit fee while registering

for the Summit.

All workshop participants are asked to scan their barcode (from nametag)

upon entrance to session and complete the evaluation distributed at the

end of the workshop. Those who registered to receive continuing

education credit will also receive a certificate of completion following the

Summit.

Promoting a Culture of Safety with Interprofessional Education Graduate Professional Students and Skilled Nursing Facility TeamsClaudia Chaperon, PhD, APRN, GNP-BCDean Collier, PharmDRebecca Wester, MD, CMDSuhasini Kotcherlakota, PhD

Objectives:

► Demonstrate interprofessional education of professional graduate students and community teams to build a culture of safety in skilled nursing facilities.

► Provide information and steps to write and develop Interprofessional core competency eLearning training modules.

► Discuss the preliminary data and evaluation of the Comprehensive Geriatric Assessment Practice Interprofessional Education (CGAP IPE) grant.

This workshop will :

Purpose:

► The Geriatric Assessment Practice Interprofessional Education (CGAP IPE) grant prepares Adult Gerontological Nurse Practitioners (AGNPs) and Doctorate of Pharmacy (PharmDs) students and community interdisciplinary teams to:

Increase access to gero-competent collaborative workforce teams to serve older Nebraskans being admitted to the skilled nursing facility (SNF).

Reduce health disparities experienced by Nebraska’s poor and underserved dually certified older adults (Medicare/Medicaid financed).

Meet the critical need in this setting

Accelerated Community-BasedInterprofessional Education Grant

Problem:

► The Inspector General has indicated that 33% of SNF Medicare beneficiaries experience preventable adverse events or serious injuries, over one-third related to medication errors. (DHHS, 2014)

► One preventable adverse drug event is related to Multi-drug resistant organisms (MDRO). The incidence of MDROs in skilled nursing facilities in any given state ranges from 1.87% to 11.4% (Kahvecioglu et al., 2014).

► There is a critical gap in research about new models of practice to build evidence to guide improved future SNF regulations to prevent adverse events and serious injuries.

Adverse events with SNF Medicare beneficiaries

Setting the Stage for Change

► Faculty and student leaders and skilled nursing team members make up the initial Change Team collaborators to determine and communicate a vision for enhanced resident care team performance.

► Available data are reviewed to identify opportunities for process improvement with team strategies and tools:

AHRQ Patient Safety Culture Survey for Long Term Care https://www.ahrq.gov/professionals/quality-patient-safety/patientsafetyculture/nursing-home/index.html

Site-specific process and outcome measures

► Leaders and staff begin to cultivate ideas and collectively gain a shared focus of the opportunities for improvement within the nursing home.

Shared Focus of opportunities for improvement

https://www.ahrq.gov/professionals/quality-patient-safety/patientsafetyculture/nursing-home/index.html

https://www.ahrq.gov/teamstepps/longtermcare/implement/implguide.html#phase2

Create a Change Team

► Select a multidisciplinary Change Team. Use https://www.ahrq.gov/teamstepps/longtermcare/implement/implguide.html

Ensure representation from three different leadership levels:

Senior Leadership,

Clinical/Technical Expertise, and

Frontline Leadership

►Ensure that at least one member is very knowledgeable of team strategies, tools, and training techniques.

► Ensure that at least one member has experience in process improvement, including performance trending techniques. Relevant skills include data collection, analysis, and presentation.

Assemble a team of leaders and staff members

https://www.ahrq.gov/teamstepps/longtermcare/implement/implguide.html

Role of Medical Directors as change AgentsRebecca Wester MD CMD PresenterAssociate Professor Family Medicine-Geriatrics @ UNMCMedical Director of Home Care – Methodist Physicians Clinic

Medical Director’s Role

Medical Director’s Role► F-Tag 501: Medical directors are responsible for

implementing resident care policies and coordinating medical care in the facility.

► F-Tag 520: Medical director's presence enhances its function.

Medical directors act as technical experts.

They contribute in the development of appropriate monitoring systems to detect potential problems and analyze its findings.

Active participation in the problem-solving efforts.

Culture of Safety SurveyRebecca Wester, MD Presenter

Preliminary Culture of Safety for Study Skilled Nursing Homes

No significant differences found

Building a Bridge Between Colleges of Pharmacy and Nursing

► Develop linkages for PharmD and AGNP students for interactive learning across two very dissimilar curricula

Place the content as required IPE activity within specific courses in Spring 2017, Fall 2017, and Spring 2018

Set the timeline and assign students in advance

► Integrate with Interprofessional Education Culture at UNMC

Interprofessional Academy of Educators

Interprofessional Experiential Center for Enduring Learning (iEXCEL)

Global Center for Advanced Interprofessional Learning

Dean Collier, PharmD Presenter

What Is Interprofessional Education (IPE)?“Interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.” World Health Organization (2010). Framework for action on Interprofessional education and collaborative practice. Geneva: WHO

► Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team.

► This is a key step in moving health systems from fragmentation to a position of strength.

Four Core Interprofessional CompetenciesCompetency 1: Values/Ethics for Interprofessional Practice• Work with individuals of other professions to maintain a climate of mutual

respect and shared values.

Competency 2: Roles/Responsibilities • Use the knowledge of one’s own role and those of other professions to

appropriately assess and address the health care needs of patients and to promote and advance the health of populations.

Competency 3: Interprofessional Communication • Communicate with patients, families, communities, and professionals in

health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.

Competency 4: Teams and Teamwork• Apply relationship-building values and the principles of team dynamics to

perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

Team Perceptions Questionnaire ResultsDr. Dean Collier, PharmD Presenter

https://www.ahrq.gov/teamstepps/instructor/reference/teampercept.html

https://www.ahrq.gov/teamstepps/instructor/reference/teampercept.html

Team Function (Staff understand their roles and responsibilities)

Mutual Support [When staff have a concern about patient safety, they challenge others until they are sure the concern has been heard.]

Descriptive StatisticsStudent Community

Think about how your team approaches prevention of adverse events and injuries - Team Function [Staff

understand their roles and responsibilities.]*

4.31 (0.7) 3.94 (0.91)

Think about how your team monitors to prevent adverse events and injuries - Situation Monitoring [Staff

share information regarding potential complications (e.g., patient changes, bed availability).]

4.17 (0.72) 4.1 (0.77)


meets to reevaluate patient care goals when aspects of the situation have changed.]

4.1 (0.71) 4 (0.86)


correct each other’s mistakes to ensure that procedures are followed properly.]*

4.06 (0.75) 3.75 (0.98)

Think about how your team works together to prevent adverse events and injuries - Mutual Support [Staff

advocate for patients even when their opinion conflicts with that of a senior member of the unit.]

4.2 (0.72) 4.04 (0.8)

Think about how your team works together to prevent adverse events and injuries - Mutual Support [When

staff have a concern about patient safety, they challenge others until they are sure the concern has been

heard.]

4.12 (0.71) 4.04 (0.82)

*Significantly different at p < .05

Interactive eLearning Module DevelopmentSuhasini Kotcherlakota, PhD

Interactive eLearning Module Development

1. Branding

2. Credits

3. Module Instructions

4. Accessibility and Instructional Design

5. Publishing

6. E-learning Resources

Development Checklist

Branding

1. Academic Identity

2. Professionalism (Appearance)

Image source: UNMC Branding Website

Credits

1. Contributors

2. Sources / References of work

Image source: http://ghs.graduateschool.vit.edu/constitution, Cartoon used under Creative Commons from BLAUGH.com

http://ghs.graduateschool.vit.edu/constitution

Module Instructions1. Learning Objectives/Outcomes

2. Timeframes

3. Navigation

4. Hook

5. Creativity

6. Content Portability

Learning Objectives/ Outcomes

Identify desired results

Determine assessment

evidence

Plan learning experiences and

instruction

What I want the students to understand and know and be able to do?

How do I check they have learned?

Which learning activities will lead students to the desired results?

Roles

E-Module

Faculty Advisors

Students

Instructional Designer

Students

Content developer

Programmer

Evaluator

Media Selection

Lead Role

Faculty Advisors

CON

COP

COM

Design Support

Instructional Designer

Institutional Personnel

Instructional Design Model(s)ADDIE Model

Instructional Design Model(s)Successive Approximation Model (SAM)

Accessibility and Instructional DesignMedia Design Selection and ID Principles

Storyboard

Activity

Publishing1. Formats

• Responsive Design

2. Archiving and Re-work

First Interactive Interprofessional Student Learning eLearning Module

April 2017“Antibiotic Resistance in Transitional Care”

► Interprofessional student team members: Paige Pioppi, MSN, AGACNP-BC, Tim Baack, MSN, AGACNP-BC, and Paula Schaefer, MSN, AGPCNP-BC

► Faculty: Claudia Chaperon, PhD, APRN, GNP-BC; Dean Collier, PharmD; Jessica Nielsen, DNP, APRN, ACNP-BC; Nancy Meier, DNP, APRN, GNP-BC, PMH NP-BC; Trevor Van Schooneveld, MD, Infectious Disease; and Scott Bergman,PharmD, Infectious Disease.

An Interprofessional Masters’ Adult Gerontology Specialty student project

Antibiotic Resistance in Transitional Care

Link to module:

http://webmedia.unmc.edu/eLearning_open/s3/Antibiotic_Resistance/story_html5.html

http://webmedia.unmc.edu/eLearning_open/s3/Antibiotic_Resistance/story_html5.html

Outcomes on eLearning Module for All Learners Skilled Nursing Teams

►Outcomes- Peer and Student Evaluations

►Outcomes- SNF Personnel Evaluations

►Outcomes- Culture of Safety on Skilled Nursing Facilities

References:1.DHHS, Office of Inspector General. (2014).Adverse events in skilled nursing facilities:

National incidence among Medicare beneficiaries. Retrieved on August 18, 2017 @ http://oig.hhs.gov/oei/reports/oei-06-11-00370.pdf.

2. Kahvecioglu,D.,Ramiah,K.,McMaughan,D.,Garfinkel,S.,McSorley,V., Nguyen, Q.N., Yang, M., Pugliese,C., Mehr, D., & Phillips, C.D. (2014). Multidrug-Resistant Organism Infections in US Nursing Homes: A National Study of Prevalence, Onset, and Transmission across Care Settings, October 1, 2010–December 31, 2011. Infection Control and Hospital Epidemiology, Vol.35, No. S3, Preventing Healthcare-Associated Infections: Results and Lessons Learned from AHRQ’s HAI Program (October 2014), pp. S48-S55

3. AHRQ. (2017). TeamSTEPPS Pocket Guide. Retrieved on August 18, 2018 at https://www.ahrq.gov/sites/default/files/publications/files/pocketguide.pdf

4.AHRQ. (2017). TeamSTEPPS Long Term Care Implementation Guide. Retrieved opnAugust, 18, 2017@ https://www.ahrq.gov/teamstepps/longtermcare/implement/implguide.html 5.

5. World Health Organization. Framework for action on Interprofessional education and collaborative practice. Geneva: Retrieved on August 18, 2017 @

http://apps.who.int/iris/bitstream/10665/70185/1/WHO_HRH_HPN_10.3_eng.pdf?ua=1

6. AHRQ. (2017). TeamSTEPPS portal. Retrieved on August 18, 2017 @ http://www.teamsteppsportal.org/

http://oig.hhs.gov/oei/reports/oei-06-11-00370.pdf

https://www.ahrq.gov/sites/default/files/publications/files/pocketguide.pdf

https://www.ahrq.gov/teamstepps/longtermcare/implement/implguide.html

http://apps.who.int/iris/bitstream/10665/70185/1/WHO_HRH_HPN_10.3_eng.pdf?ua=1

http://www.teamsteppsportal.org/

this activity has been planned and implemented by the ... … · the national center is also funded...

Documents