The Big Opportunity: Advancing a Culture of Interprofessionalism

Historically, education has been siloed by disciplines leaving little room for interprofessional education to take place. Culture within an academic organization determines the strategies, modes of operation, goals, values, and terminal student learning outcomes. Using Kotter’s accelerated change management model, as a worksheet for educational cultural change, is an effective method to break complacency, generate ideas, align people, and overcome resistance to change

Using Technology to Overcome Interprofessional Education Barriers

Common barriers cited for implementing interprofessional education (IPE) and practices are space constraints, scheduling and time conflicts, full curricula, lack of knowledge and skills related to collaborative practice, and accessibility to other disciplines. Due to these significant barriers, IPE necessitates the development of innovative technological teaching modalities, which provide both didactic and experiential approaches. Using Quality Matters™ standards for designing and evaluating online courses, five interprofessional (IP) online learning activities were developed at a large Midwest academic medical center. The Interprofessional Education Collaborative Expert Panel (IPEC, 2011) rationale for IPE and their four domains for collaborative practice were the framework for the learning activities (LA). Using Blackboard™ as the online platform, LA were inserted in selected courses across programs/disciplines in a timed yet asynchronous event for a period of one week. Each LA time commitment was approximately two hours over a five-day week. Students (n = 187) from six professions (advanced practice nurses, physician assistants, medicine, nutrition, medical lab science, and pharmacy) in nine courses participated. There were 32 interprofessional teams facilitated by six faculty members. Team engagement included viewing videos and short narrated Power Points, and completion of quizzes, case studies, self-reflections or other team assignments and discussions. Feedback from students (n=134) was positive with 70% of students either choosing “agree” or “strongly agree. Participation in the LA increased both their interest (M=2.79/4.0) and knowledge (M=2.78/4.0) of IPE and practice. Twenty-eight students specifically noted strengths of the online format in additional comments. The online learning activities provide foundational knowledge and skill development for interprofessional collaborative practice in a virtual environment. In conclusion, preliminary data supports that these online LAs are a novel approach to teaching IPE. Utilizing existing university resources, LAs are a cost effect method to teach and overcome barriers to IPE. Objective 1: By the end of this presentation, the participants will be able to identify at least three barriers or challenges to interprofessional education and collaborative practice. Objective 2: By the end of this presentation, the participants will be able to describe why online learning activities are an effective strategy to overcome barriers to interprofessional education

Innovative approaches to generational instruction: Welcoming the NeXters via the Hybrid

Students currently entering highereducation were born between 1980-2000 and are often referred to asNeXters, Millennials, or Generation Y. An undergraduate nursing corecurriculum course was developed andimplemented using a constructivistpedagogy approach whichcharacterizes generationaldistinctiveness to optimize learningand student satisfaction

Advanced Practice Providers Recognized as Valuable Healthcare Resources: Increasing the Illinois PA’s Scope of Practice to Match Their NP Cohort

Abstract: Nurse practitioners (NPs) and physician assistants (PAs) represent a group of non-physician, advanced-practice providers (APPs) within our healthcare system. Non-physician providers are part of an inter-disciplinary team, working alongside physicians and a variety of allied healthcare providers. The purpose of this paper is to take a closer look at these two professions (NP and PA), with a focus on Illinois providers and the legislative strategies that guide their roles and abilities to practice. Illinois is a region where APP practices are inequitably regulated. Their Nurse Practice Act outlines a broad scope of practice for Advanced Practice Registered Nurses (APRNs). However, the Illinois PA Practice Act barely addresses the PA’s scope of practice, and also delineates certain restrictions, which limit practice in ways not paralleled for the NP. The goal of this paper was to construct an objective comparison between these two APP groups, in order to dispel the misconceptions that have led to these disparate Practice Acts. Specifically, the Master of Science in Nursing - Family Nurse Practitioner (MSN-FNP) training was compared to the Master of Science in Physician Assistant Studies (MSPA or MPAS) degree. Using these criteria, fifteen MSN-FNP programs were compared to nine MSPA programs among Illinois universities. Results revealed that NP and PA programs have similar educational objectives, all with demanding medical curricula, guided by strict accreditation standards. The data further revealed that Illinois PA educational training requires completion of more clinical practicum hours than does NP training: 704 (mean) hours for FNP students; compared to 2,108 (mean) hours for PA students. Furthermore, PA program accreditation requires that students complete practicum hours within seven medical fields, as well as elder care in long-term residential facilities, plus procedural skills training and proof of procedural skills competencies. Most NP programs are online and encourage concurrent nursing employment, thus supporting a part-time course load. NP programs are therefore designed to allow a flexible timeline for completion, some permitting five to six years. In comparison, all PA programs are full-time, in-person curricula, and discourage concurrent employment due to extensive course hours, and stringent requirements for advancement. The bottom line here is, NP and PA programs both have sound delivery methods and rigorous requirements, but longer chronological length should not be misinterpreted as greater in substance. Conclusion: This paper evaluated the highly advanced training programs of NPs and PAs in Illinois and found no data to support the differences in the Illinois Practice Acts governing these two groups. Despite the rigorous, highly advanced, and closely monitored training protocols of PA education, legislative bodies in Illinois do not fully recognize the PA provider’s significant potential. It is therefore, fair and reasonable to request these limitations be re-evaluated, in order to allow Illinois PAs to practice to the full potential of their professional training. In Illinois, NPs have achieved full provider status. Equal designation should be delegated to Illinois PAs

Formative Debriefing in Team Observed Simulation Encounters to Promote Team Performance

To bridge the gap between interprofessional education (IPE) and interprofessional collaborative practice (IPCP), educators need to foster innovation in healthcare education. Students need opportunities and experiences to practice team skills prior to patient encounters. One innovation includes the use of high-fidelity interprofessional simulation in the form of Team Observed Structured Clinical Encounters (TOSCEs) with standardized patients (SP) and realistic case scenarios. The primary objective of this study was to demonstrate the impact of formative debriefing on team-based performance during TOSCEs. At a large academic medical center, 49 health profession students from the College of Medicine, College of Nursing, College of Health Sciences, and Graduate College volunteered to participate in an interprofessional education program. Prior to participating in TOSCEs students completed two interactive student workshops on: 1) Interprofessional Education and Collaborative Practice (IPEC) domains and 2) chronic disease self-management with motivational interviewing. Fourteen interprofessional student teams (IPST) were formed. Teams consisted of 2-3 students representing a minimum of two disciplines. They were assigned to participate in two separate TOSCEs. The IPST evaluated their individual and team’s performance using the McMaster-Ottawa and the Jefferson Teamwork Observation Guide (JTOG), respectively. Facilitators with established inter-rater reliability guided a formative debriefing session and evaluated the teams’ performance after both TOSCE 1 and 2. Paired t-tests documented improvement in pre-post McMaster-Ottawa and JTOG scores for participants across all four IPEC domains. A comparison between mean ratings of TOSCE 1 and 2, given by students and facilitators, showed a significant difference (p Learning objectives: The learners will be able to define the IPEC domains The learners will be able to list tools for evaluating interprofessional team members and team functionality. The learners will be able discuss the debriefing process as a formative learning experience to increase competencies in the IPEC domains

Impact of Central Line Bundle Care on Reduction of Central Line Associated-Infections: A Scoping Review

Purpose/Background Central venous catheters (CVC) are typical for critically ill patients in the intensive care unit (ICU). Due to the invasiveness of this procedure, there is a high risk for central line-associated bloodstream infection (CLABSI). These infections have been known to increase mortality and morbidity, medical costs, and reduce hospital reimbursements. Evidenced-based interventions were grouped to assemble a central line bundle to decrease the number of CLABSIs and improve patient outcomes. This scoping review will evaluate the literature and examine the association between reduced CLABSI rates and central line bundle care implementation or current use. Methods A literature review was completed of nine critically appraised articles from the years 2010-2021. The association of the use of central line bundles and CLABSI rates was examined. These relationships were investigated to determine if the adherence to a central line bundle directly reduced the number of CLABSI rates in critically ill adult patients. A summary evaluation table was composed to determine the associations related to the implementation or current central line bundle care use. Results Of the study sample (N=9), all but one demonstrated a significant decrease in CLABSI rates when a central line bundle was in place. A trend towards reducing CLABSI was noted in the remaining article, a randomized controlled study, but the results were not significantly different. In all the other studies, a meta-analysis, randomized controlled trial, control trial, cohort or case-control studies, and quality improvement project, there was a significant improvement in CLABSI rates when utilizing a central line bundle. The extensive use of different levels of evidence provided an excellent synopsis that implementing a central line bundle care would directly affect decreasing CLABSI rates. Implications for Nursing Practice Results provided in this scoping review afforded the authors a diverse level of evidence that using a central line bundle has a direct outcome on reducing CLABSI rates. This practice can be implemented within the hospital setting as suggested by the literature review to prevent or reduce CLABSI rates. Implementing a standard central line bundle care hospital-wide helps avoid this hospital-acquired infection