INTERDISCIPLINARY PRACTICE
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The document discusses frameworks and recommendations for advancing interprofessional education and collaborative practice. It proposes adopting a common language for key terms. It advocates for educating health professionals in collaborative patient-centered care and supporting collaborative practice models that improve outcomes. The document recommends exploring policy initiatives, using change management strategies, addressing diversity issues, and building upon current initiatives to facilitate the development and implementation of interprofessional education and collaborative patient-centered practice.
INTERDISCIPLINARY PRACTICE
- 3. •“CHANGE PROFESIONAL TRAINING TO MEET THE DEMANDS OF NEW HEALTH CARE SYSTEM”
- 5. THE FUTURE OF NURSING EDUCATION: TEN TRENDS TO WATCH
- 6. • Changing demographics & increasing diversity • Technological explosion. • Globalization of the world economy & the society.
- 7. • The Era of educated consumers. • Shift to population based care & increasing complexity of patient care.
- 8. • The cost of health care & managed health care. • Impact of health policy & health regulation. • THE GROWING NEED FOR IDE & PRACTICE IN PATIENT CARE.
- 9. • The current nursing shortage & opportunities for life long learning & work force development. • Significant advances in Nursing Science Research
- 10. INTERPROFESSIONALITY AS THE FIELD OF INTERPROFESSIONAL PRACTICE AND INTERPROFESSIONAL EDUCATION
- 11. INTERDISCIPLINARY EDUCATION • An educational approach in which two or more disciplines collaborate in the learning process with the goal of fostering inter professional interactions that enhance the practice of each discipline.
- 12. • Such interdisciplinary education is based on mutual understanding and respect for the actual and potential contributions of the disciplines.
- 13. INTERPROFESSIONAL/INTERDIS -CIPLINARY EDUCATION “occasions when two or more professions learn from and about each other to improve collaboration and the quality of care” (CAIPE, 1997 revised)
- 14. OPERATIONAL DEFINITIONS INTERPROFESSIONAL EDUCATION: “When students from two or more with each other to enable effective collaboration and improve health outcomes” (WHO, 2010)
- 15. COLLABORATION • “An inter professional process of communication and decision making that enables the separate and shared knowledge and skills of health care providers to synergistically influence the client/patient care provided” (Way & Jones 2000)
- 16. COLLABORATIVE PATIENT- CENTRED PRACTICE • “is designed to promote the active participation of each discipline in patient care. • It enhances patient and family centred goals and values, provides mechanisms for continuous communication among care givers, optimizes staff participation in clinical decision making within and across disciplines and fosters respect for contributions of all professionals” (Health Canada, 2003)
- 17. INTERPROFESSIONAL COLLABORATIVE PRACTICE “When multiple health workers from different professional backgrounds work together with patients, families, carers, and communities to deliver the highest quality of care” (WHO, 2010)
- 18. INTERPROFESSIONAL TEAMWORK “levels of cooperation, coordination and collaboration characterizing the relationships between professions in delivering patient-centered care”
- 19. INTERPROFESSIONAL TEAM- BASED CARE “Care delivered by intentionally created, usually relatively small work groups in health care, who are recognized by others as well as by themselves as having a collective identity and shared responsibility for a patient or group of patients”
- 20. E.g., rapid response team. palliative care team. primary care team. operating room team. IN……………Professional competencies in HEALTH CARE
- 21. Integrated enactment of knowledge, skills, and values/attitudes that define the domains of work of a particular health profession applied in specific care contexts
- 22. INTERPROFESSIONAL COMPETENCIES IN HEALTH CARE “Integrated enactment of knowledge, skills, and values/attitudes the professions, with other health care workers, and with patients, along with families and communities, as appropriate to improve health outcomes in specific care contexts”
- 23. CENTURY: TRANSFORMING EDUCATION TO STRENGTHEN HEALTH SYSTEMS IN AN INTERDEPENDENT WORLD
- 24. INTERPROFESSIONAL COMPETENCY DOMAIN “A generally identified cluster of more specific interprofessionalcompetencies that are conceptually linked & serve as theoretical constructs”(Ten Cate & Scheele, 2007)
- 25. CORE COMPETENCIES FOR INTERPROFESSIONAL COLLABORATIVE PRACTICE • create a coordinated effort across the health professions to embed essential content in all health professions education curricula
- 26. • Guide professional and institutional curricular development of learning • Approaches and assessment strategies to achieve productive outcomes •
- 27. • Provide the foundation for a learning continuum in inter professional Competency development across the professions and the lifelong learning trajectory • Acknowledge that evaluation and research work will strengthen the scholarship in this area
- 28. • prompt dialogue to evaluate the “fit” between educationally identified core competencies for inter professional collaborative practice and practice needs/demands
- 29. WAYS TO MAXIMIZE QUALITY OF CLIENT CARE
- 30. • COMPETENCY DOMAIN - I • COMPETENCY DOMAIN - 2 • COMPETENCY DOMAIN - 3 • COMPETENCY DOMAIN - 4
- 31. DOMAINS & TASKS DOMAIN TASK COMPETENCY DOMAIN - I VALUES/ETHICS FOR INTERPROFESSIONAL PRACTICE COMPETENCY DOMAIN - 2 ROLES/RESPONSIBILITIES COMPETENCY DOMAIN - 3 INTER PROFESSIONAL COMMUNICATION COMPETENCY DOMAIN - 4 TEAMS AND TEAMWORK
- 32. COMPETENCY DOMAIN -I VALUES/ETHICS FOR INTERPROFESSIONAL PRACTICE
- 33. PRONOVOST & VOHR 2010 • “We all have a moral obligation to work together to improve care for patients.”
- 34. COMPETENCY DOMAIN 2 • ROLES/RESPONSIBILITIES
- 35. WHO 2010 • “It is no longer enough for health workers to be professional. In the current global climate, health workers also need to be inter professional.”
- 36. BAKER ET AL., 2005 • “…Teamwork requires a share acknowledgement of each participating member’s roles and abilities. • Without this acknowledgement, adverse outcomes may arise from a series of seemingly trivial errors that effective teamwork could have prevented.”
- 37. COMPETENCY DOMAIN 3 INTER PROFESSIONAL COMMUNICATION
- 38. PRONOVOST & VOHR, 2010 • When I was in medical school I spent hundreds of hours looking into a microscope…a skill I never needed to know or ever use. • Yet, I didn’t have a single class that taught me communication and teamwork skills .. something I need every day I walk into the hospital.
- 39. COMPETENCY DOMAIN 4: TEAMS AND TEAMWORK
- 40. DEPARTMENT OF VETERANS AFFAIRS • “An essential component of patient- centered primary care practice is inter professional teamwork. High- functioning teams require collaboration between physicians, nurses, pharmacists, social workers, clinical psychologists, case managers, medical assistants, and clinical administrators…
- 41. EVANS & CASHMAN • preparation for collaborative practice, the inter professional education of teams is seen as a key implementation strategy for certain phases of the Healthy People 2020
- 42. • Inter professional education with an emphasis on prevention will not only greatly assist with achieving the Healthy People objectives …but • also help prepare the next generation of health professionals to better address preventable health problems
- 43. MEDICAL UNIVERSITY OF SOUTH CAROLINA CONCEPTUAL FRAME WORK FOR ADVANCING IDE
- 44. MEDICAL UNIVERSITY SOUTH CAROLINA CONCEPTUAL FRAMEWORK FOR ADVANCING IDE
- 45. RECOMMENDATIONS
- 47. • Develop terminology • Define level of training of health professionals. • Make explicit the types of outcomes that are being considered in any initiative embarked upon. • Cont….
- 48. • Clearly identify types of interdisciplinary education initiatives particularly to level of training.
- 49. ADVOCATE AND SUPPORT FOR THE EDUCATION OF HEALTH PROFESSIONALS THAT VALUES COLLABORATIVE PATIENT-CENTRED CARE.
- 50. • Coordinate government activities to address barriers • Consult with professional bodies on and competencies. • Develop operating principles of
- 51. • Coordinate academic institutes a cross disciplines to enhance • Review current education and training programs. • Identify teaching strategies to be employed that will define outcomes.
- 52. • Develop Faculty Development Initiatives. • Create ways to address socialization factors.
- 53. • Create ways to address socialization factors. • Develop role models for collaborative practice.
- 54. ADVOCATE AND SUPPORT FOR PATIENT- CENTRED COLLABORATIVE PRACTICE
- 55. • Research and identify collaborative practice interventions that achieve improved patient outcomes. • Identify determinants that affect processes of inter professional collaboration. • Determine patient’s role in.
- 56. • Develop evidence-based inter professional collaboration inventions particularly in the primary care settings. • Identify the organizational determinants that impact collaborative practice.
- 57. • Identify role and responsibilities of health professionals in • Explore incentives that will foster collaboration
- 58. EXPLORE POLICY INITIATIVES THAT WILL ADVANCE IDE
- 59. • Consult and explore with professional bodies on the impact of scope of practices in IDE. • Review legislation on current and related IDE initiatives.
- 60. • Review current scope of practice rules and determine implications for malpractice • liability within an IDE framework
- 61. • Determine the benefits of informatics in IDE. • Explore funding models for IDE.
- 62. USE CHANGE MANAGEMENT STRATEGIES THAT WILL FACILITATE COLLABORATION AMONGS HEALTH CARE
- 63. • Initiate dialogue with stakeholders in exploring necessary changes to advance IDE. • Determine successful models of change approaches to IDE. • Identify change management approaches that can be easily implemented
- 64. • Consider change management models and determine their application in the current health care system. Develop change management policy strategies for IDE.
- 65. ADDRESS SOCIO-CULTURAL AND DIVERSITY ISSUES AMONG POPULATION GROUPS WITH SPECIAL CONSIDERATION FOR ABORIGINAL HEALTH WHEN ADVANCING IDE
- 66. • Address cultural and political diversity issues among population groups in advancing IDE. • Explore models that will foster collaboration in culturally diverse communities
- 67. • Develop IDE mandate for Aboriginal Health. Provide research funding for Aboriginal Health in IDE
- 68. BUILD UPON CURRENT FEDERAL/PROVINCIAL/TERR ITORIAL INITIATIVES THAT FACILITATE THE DEVELOPMENT AND IMPLEMENT OF IECPCP.
- 69. • Identify current federal, provincial and territorial initiatives that can be leveraged to achieve and promote the goals of the IDE initiative. • • Solicit feedback from stakeholders on the impact of IDE in their environments.
- 70. • Develop and implement a policy process for IDE. with community leaders and communities to foster IDE. • Develop a public awareness campaign.
- 71. CREATE A NATIONAL CENTRE OF EXCELLENCE FOR IDE IN INDIA
- 72. • Explore strategies to effectively develop and support IDE knowledge transfer. • Establish a repository or a central resource to house key information • (publications, research, database) to advance IDE.
- 73. • Create a forum for information exchange and knowledge transfer. • Establish a “Research Outcomes Commission” to aid in overseeing research conducted, building a body of knowledge for IDE.
- 74. BUILD BODY OF KNOWLEDGE BY FUNDING IECPCP RESEARCH INITIATIVES BASED ON CRITERIA THAT WILL FACILITATE AN UNDERSTANDING OF THE PROCESSES AND OUTCOMES RELATED TO MODELS FOR IECPCP.
- 75. • Actively engage in the establishment of linkages and partnerships with other health research stakeholders. • Build a body of knowledge related to IDE
- 76. • Develop and conduct randomized control trials of new interdisciplinary education • Future Research Priorities
- 77. FRAMEWORK FOR ACTION ON IDE & CP
- 78. WHO 2010 • The framework highlights curricular & educational mechanisms. • The frame work incorporates that leaders & policy makers can adopt.
- 79. • The frame work focuses on the actions that could be taken at local, state & national levels. • The health systems & the educational systems could synergistically drive the integrated health workforce planning & policy making.
- 80. OK…..!!!!!! • WHAT DO YOU MEAN TO SAY ??????????. TELL US WHO IS RESPONSIBLE ??????????
- 81. IT IS IN YOUR HANDS
- 82. THANK YOU