developing ipe chapter 2

health care system is not providing what we need and deserve - to many medical errors and unsafe conditions

to provide health care that leads to optimal patient/consumer/costumers/clients outcomes

why IPE?

accomplish goal

IPE is considered one mechanism to ???

educated

all health professionals should be _____ to deliver client centeres care as members of an interdisciplinary team, emphasizing evidence based practice, quality improvement approaches, and informatics

interdisciplinary team

emphasizing evidence based practice

quality improvement approaches

informatics

health professionals should be educated to deliver client centered care as members of

centered practice

paradigm shift of professional centered practice

team collaboration

paradigm shift of practitioner autonomy

focus on intervention/prevention

paradigm shift of focus on problems/issues

involved patients and families (focus group discussion)

paradigm shift of passive patient role (face to face)

long term care

paradigm shift of short term care

professional

under the same general educational governing association

disciplinary

can be specialty within an identified profession

interprofessional

shared experiences

interaction/joint decision making

shared responsibility/accountability for decisions

multiprofessional

shared experiences

no expectation of interaction or participative decision-making

interprofessional education defined

IPE occurs when 2 or more professions learn with, from, and about each other to imporve collaboration and the quality of care

interaction between 2 or more of different profession and goals and learning experiences leading to achieve something

ipe occurs when there is

performance of skills required for collaborative patient/client centered teamwork

understanding of and respect for the role and unique contributions of health professions

IPE goals and learning experiences achieves this

interprofessional practice

health care activity which requires a collaborative, interdependent use of shared expertise directed toward a unified purpose of delivering optimal patient care

collaborative

includes concepts of shared responsibilities, shared decision-making, shared values, shared planning and intervention, and sharing of professional perspectives

interdependent

mutual dependence rather than autonomous — arises out of common desire to address patient’s needs

shared expertise

combined knowledge and skills of the team

optimal patient care

achieving the highest level of function and self efficacy

prepare knowledge, attitudes, and skills of interprofessional practice

what is the purpose of interprofessional education

interprofessional patient/client-centered care

optimal individual patient health outcomes

improvements in community ;evel (populaton) health

effective and efficient delivery of health care services

advocacy for improvement of health and health services

the purpose of ipe leads to

integrate the enactment of knowledge, skills, and values/attitudes that define workinf together across the professions, with other health ceare workers, and with patiens. along with families and communities, as appropriate to improve health outcomes in specific care contexts.

interprofessional competencies in health care

values/ethics for Interporfessional practice

roles and responsibilities

interprofessional communication

teams and teamwork

domains and general competency statements

values/ethics for interprofessional practice

work with individuals of other professions to maintain a climate of mutual respect and shared values

roles and responsibilities

use knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served

interprofessional communication

communicate with patients, families, communities, adn other health professionals in a responsive and responsible manner that suppports a team approach to the maintenance of health and the treatment of diseases

teams and teamwork

apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/ppopulations centered care that is safe, timely, effiecient, effective, and equitable

useful to identify core themes around which to develop competencies for IPE

identify specific competencies

developing competencies

useful to identify core themes around which to develop competencies for IPE

based on concepts and values of IPE, mission of institution and professional programs

identify specific competencies

may be iterative - a continuing working document

interprofessional practice

patient-centered care

wellness’patient safety and quality care

social justice

develop IPE competencies

begin IPE early in the health professional program

experiences occur throughout the health professional program

include interaction among students and working in teams

include didactic, practical and clinical experiences

IPE best practices

competency 1

work with individuals of other professions to maintain a climate of mutual respect and shared values (values/ethics for IP practice)

competency 2

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 adn advance the health of populations (roles/responsibilities)

competency 3

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 (interprofessional communication)

competency 4

apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-center care and population health programs and policies that are safe, timely, efficient, effective, and equitable (teams and teamwork)

dissemnation and impact

support from the health professions education community

interporfessional education reflected in accreditation

IPEC faculty development institutes

IPEC portal collection

integration of the IPEC core competencies

disseminition and impact

the collaborative, representing dentistry, nursing, medicine, osteopathic medicine, pharmacy, and public health, convened an expert panel of representatives from each of the six IPEC sponsor professions to create core competencies for interprofessional collaborative practice, to guide curriculum development across health professions schools.

support from the health professions education community

12 organizations signed on as supporting organizations and significantly in February 2016, IPEC officially expanded to include 9 institutional members

interprofessional education reflected in accreditation

current members of the Health Pofessions Accreditors Collaborative (HPAC) include:

• accreditation council for pharmacy education (ACPE)

• commission on collegiate nursing education (CCNE)

• commission on dental accreditation (CODA)

• commision on osteopathic college accreditation (COCA)

• council on education for public health (CEPH)

• liaison committee for medical education (LCME)

IPEC faculty development institutes

the faculty development institutes are designed to bring together multi profession teams for the express purpose of creating an institutionally based project to advance IPE

IPEC portal collection

to create a readily available source of free, high quality teaching material the Josiah Macy Jr., foundation awarded development funding for IPE modules that had been implemented by at least three health professions and could be used a stand alone instructional sources or integrated into broader IPE activities

meded portals peer review model

IPE portal collection is based on what model

meded portals peer review

by design it facilitates efforts coordinate authentic educational experiences accross discipplinary boundaries in supplying credible educational resourcces that are validated by content experts for use with learnes from multiple health professions