Introduction to Team STEPPS as a Resource for Interprofessional Practice

Introduction to Team STEPPS as a Resource for Interprofessional PracticeTo address the increasing complexity and rising cost of health care, emphasis has been directed toward interprofessional team-based health care (Gonzalo et al., 2017). Team-based practice requires competencies beyond those of professional competence. In addition to knowledge of basic and clinical sciences, health care providers must possess non-technical skills in the areas of task management, teamwork, leadership, situation awareness, and decision making (Naik & Brien, 2013). These skills, along with effective communication, lay the foundation for successful professional relationships and high functioning teams. A systematic review on the experiences of health professionals regarding interprofessional collaboration in primary health care settings found that practitioners experience of teamwork is based on integration, trust, respect, openness to collaboration, a feeling of belonging, humility, and time to listen and talk (Sangaleti, Schveitzer, Peduzzi, Zoboli, & Soares, 2017). The Interprofessional Education Collaborative (IPEC) identified four core competencies for interprofessional practice: values and ethics; roles and responsibilities; interprofessional communication; and teams and teamwork (InterprofessionalEducationCollaborative, 2016). This session will explore the skills necessary for effective team-based practice using the Team STEPPS framework. Team STEPPS is an evidence-based program developed by the Agency for Healthcare Research and Quality and the Department of Defense ( DoD) with the goal of improving the performance of health care teams and, ultimately, patient care and safety ( About TeamSTEPPS, April 2017). Team STEPPS is used across the healthcare continuum, from hospital and long-term care settings to primary care and dental clinics. The framework addresses the leadership, communication, situation monitoring, and mutual support skills necessary for high functioning teams. Using a combination of active and didactic strategies, this session will provide an overview of Team STEPPS concepts and introduce participants to specific tools that will allow Doctors of Chiropractic to communicate with other health care professionals. This session will address common communication challenges and provide strategies for improving communication among providers and with patients and families. Participants will also be introduced to tools to help them lead teams and address conflicts. Situation monitoring is the ability to assess the environment and detect potential areas of confusion, and participants will be given tools to help them establish mutual understanding among team members. Finally, the session will address the importance of mutual support as the ability to assist another team member or provide constructive feedback. Interprofessional teamwork involves negotiation and shared decision making, mutual respect, and trust. It requires providers to be able to explain their own role in patient care and respect the important roles of the other providers on the team. Team STEPPS provides evidence-based, commonly accepted tools to enable chiropractors to participate as effective members of interprofessional teams. ReferencesAbout TeamSTEPPS. (April 2017). Retrieved November 21,2017, from http://www.ahrq.gov/teamstepps/about-teamstepps/index.htmlGonzalo, J. D., Haidet, P., Papp, K. K., Wolpaw, D. R., Moser, E., Wittenstein, R. D., & Wolpaw, T. (2017). Educating for the 21st-century health care system: An interdependent framework of basic, clinical, and systems sciences. Academic Medicine, 92(1), 35-39. doi: 10.1097/ACM.0000000000000951InterprofessionalEducationCollaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.Naik, V. N., & Brien, S. E. (2013). Review article: Simulation: A means to address and improve patient safety. Candian Journal of Anesthesiology, 60, 192-200. doi: 10.1007/s12630-012-9860-zSangaleti, C., Schveitzer, M., Peduzzi, M., Zoboli, E., & Soares, C. (2017). Experiences and shared meaning of teamwork and interprofessional collaboration among healthcare professionals in primary health care settings: A systematic review. JBI Database of Systematic Reviews and Implementation Reports, 15(11), 2723-2788

Developing a framework for interprofessional collaborative practice, cultural fluency, and ecological approaches to health

This paper describes the development of a framework for reducing health disparities inclusive of interprofessional collaborative practice, cultural humility, and ecological approaches to health; the identification of common core competencies for students from various disciplines; and relevant assessment instruments to measure attainment of those competencies. The framework, associated logic model and initiatives, and core competencies were created through an iterative process involving multiple stakeholders. Using the framework as the outcome, a logic model was created to identify short, medium, and long-term activities and outcomes. Faculty were involved in the identification of core competencies and relevant validated assessment instruments. Future work will include mapping competencies across the curricula in a school of health at a liberal arts university and longitudinal assessment of students to evaluate attainment of competencies

Healthcare Improv to Enhance Interprofessional Communication and Patient Care

This interactive seminar will address optimizing the interprofessional clinical learning environment, and clinical practice, through the principles of improvisational theatre. The skills utilized by improvisational actors demonstrate their ability to accept uncertainty and ambiguity. Health care providers require these same skills to effectively practice in an intrinsically unpredictable environment. Improvisational actors count on their fellow actors to expand on ideas as they create a scene on stage. They listen carefully while observing body language, paying attention not only to the words but also to the emotional context. They do all of this while focusing completely on the moment. These skills of listening, observing, and responding are also key skills utilized in clinical practice. Medical improv, an emerging field, is the adaptation of improvisational theater principles and exercises to enhance communication, teamwork, empathy, and resilience (Watson, 2011; Fu, 2018; Gao et al., 2019). This course will introduce select improvisational exercises that have a direct application to interprofessional and education collaborative practice. References: Fu, B. (2018). Common ground: Frameworks for teaching improvisational ability in medical education. Teaching and Learning in Medicine, 31(3), 342-355, https://doi.org/10.1080/10401334.2018.1537880Gao, L., Peranson, J., Nyhof-Young, J., Kapoor, E., Rezmovitz, J. (2019). The role of “improv” in health professional learning: A scoping review. Medical Teacher, 41 (5), 561-568 https://doi: 10.1080/0142159X.2018.1505033Watson, K. (2011). Perspective: Serious play: Teaching medical skills with improvisational theater techniques. Academic Medicine, 86 (10), 1260-1265. https://doi:10.1097/ACM.0b013e31822cf85

Interprofessional education workshop on aging: Student perceptions of interprofessional collaboration, cultural fluency, and aging

Interprofessional education is vital to prepare students in healthcare-related fields for future practice to improve participation in teams and enhance client/patient outcomes. This study aimed to evaluate the impact of a half-day interprofessional education workshop on aging based on students’ self-rated confidence in working in interprofessional teams, with aging, and culturally diverse clients/patients. Students from eight healthcare-related disciplines at a private mid-western university attended an interprofessional workshop. Afterward, students completed a reflective survey to evaluate pre- and post-workshop perceptions about interprofessional collaboration and caring for aging and diverse clients/patients. Quantitative methods using paired sample t-tests revealed a statistically significant difference in students’ self-reported level of preparedness in the areas of interprofessional education, aging, and cultural fluency (P \u3c .001). In addition, qualitative methods were used to organize data into themes. Additional insights were gained to inform future workshops

Interprofessional Education Workshop on Aging: Student Perceptions of Interprofessional Collaboration, Cultural Fluency, and Aging.

Interprofessional education is vital to prepare students in healthcare-related fields for future practice to improve participation in teams and enhance client/patient outcomes. This study aimed to evaluate the impact of a half-day interprofessional education workshop on aging based on students’ self-rated confidence in working in interprofessional teams, with aging, and culturally diverse clients/patients. Students from eight healthcare-related disciplines at a private mid-western university attended an interprofessional workshop. Afterward, students completed a reflective survey to evaluate pre- and post-workshop perceptions about interprofessional collaboration and caring for aging and diverse clients/patients. Quantitative methods using paired sample t-tests revealed a statistically significant difference in students’ self-reported level of preparedness in the areas of interprofessional education, aging, and cultural fluency (P \u3c .001). In addition, qualitative methods were used to organize data into themes. Additional insights were gained to inform future workshops

Interprofessional Education Workshop on Aging: Student Perceptions of Interprofessional Collaboration, Aging, and Cultural Fluency

Interprofessional education is vital to prepare students in healthcare-related fields for future practice to improve participation in teams and enhance client/patient outcomes. This study aimed to evaluate the impact of a half-day interprofessional education workshop on aging based on students’ self-rated confidence in working in interprofessional teams, with aging, and culturally diverse clients/patients. Students from eight healthcare-related disciplines at a private mid-western university attended an interprofessional workshop. Afterward, students completed a reflective survey to evaluate pre- and post-workshop perceptions about interprofessional collaboration and caring for aging and diverse clients/patients. Quantitative methods using paired sample t-tests revealed a statistically significant difference in students’ self-reported level of preparedness in the areas of interprofessional education, aging, and cultural fluency (P \u3c .001). In addition, qualitative methods were used to organize data into themes. Additional insights were gained to inform future workshops

Using an Interprofessional Clinical Scholars Approach to Address Sleep Disturbances in Veterans in a Long-Term Care Facility

Adequate sleep, defined as 7 to 9 hr per night, is important for maintaining physical and emotional health. Sleep deficiency has been linked to increased irritability, decreased cognitive function, high blood pressure, diabetes, and stroke. Many adults do not meet the recommendations for sleep, especially those living in long-term care facilities. This study used an interprofessional evidence-based practice clinical scholar approach pairing students and faculty from graduate and undergraduate health programs with clinical staff at a long-term care facility to address sleep hygiene. This case study describes a pre-experimental pretest–posttest study designed to explore the impact of lavender aromatherapy on sleep quality for residents in a long-term care facility. The process of implementing a study in a long-term care setting is described. We also discuss the logistics of conducting a study with an interprofessional team from multiple organizations

Using an Interprofessional Clinical Scholars Approach to Addressing Sleep Disturbances in Veterans in a Long Term Care Facility

Adequate sleep, defined as 7 to 9 hr per night, is important for maintaining physical and emotional health. Sleep deficiency has been linked to increased irritability, decreased cognitive function, high blood pressure, diabetes, and stroke. Many adults do not meet the recommendations for sleep, especially those living in long-term care facilities. This study used an interprofessional evidence-based practice clinical scholar approach pairing students and faculty from graduate and undergraduate health programs with clinical staff at a long-term care facility to address sleep hygiene. This case study describes a pre-experimental pretest–posttest study designed to explore the impact of lavender aromatherapy on sleep quality for residents in a long-term care facility. The process of implementing a study in a long-term care setting is described. We also discuss the logistics of conducting a study with an interprofessional team from multiple organizations