Providing Patient Safety through Interprofessional Collaboration: A Clarion Competition Project

Purpose of Presentation: To provide participants with background to develop interprofessional student teams to use root-cause analysis to examine complex hypothesized less than optimal patient scenarios and to develop a system focused plan to prevent sentinel events, required for CLARION (a University of Minnesota\u27s student initiative dedicated to improving health care through interprofessional collaboration) competition. The overall purpose of the project was to facilitate student health professionals\u27 understanding of interprofessional collaboration to problem-solve and discover team efforts as superior to any one individual profession. The presentation will describe how to organize a team and prepare for application to CLARION competition. Background/Significance: The Institute of Medicine reports that 98,000 lives are lost each year due to medical errors and lack of communication is cited as a major cause. Interprofessional communication during educational experiences can promote leadership and collaboration skills among health professionals that prevent unnecessary deaths during clinical practice. Methodology: The university health sciences center administration appointed faculty champions from school of medicine, allied health and nursing. The faculty champions developed programs and activities to inform faculty and students about the importance of interprofessional communication. The faculty champions in collaboration with deans and department chairs recruited student volunteers to participate in an interprofessional team to prepare for the CLARION competition. The team was organized according to CLARION competition rules. Faculty advisors and coach conducted a weekend retreat and workshop to prepare students in root-cause analysis. Students participated in a simulated presentation of case study to panel of local judges that provided feedback and guidelines for improvement. Results: Three students participated in the national competition (two from medicine and one from pharmacy) and one additional student (from laboratory science) served as student coach. The team performed very well and received outstanding review from the national judges. Students evaluated the experience as beneficial and expressed interest in interprofessional communication and collaboration. All indicated a mutual respect and increased knowledge of the importance of each other\u27s role in patient care and safety. Conclusions: Interprofessional communication and collaboration skills can be achieved among health professions college students. The roles of various healthcare providers were demonstrated and acknowledged as valued from all the students who participated in the project

Using Simulation to Teach and Assess Teamwork Skills

Purpose of Presentation: To provide participants with background to assist Interprofessional student teams in gaining knowledge and skills related to TeamSTEPPSTM. A TeamSTEPPSTM course provides strategies and tools to enhance Interprofessional communication in an effort to promote patient safety. Background/Significance: National studies identified medical errors directly correlate to communication problems among of health care teams. Team training which includes tools and strategies for improving communication decreased incidents of adverse outcomes, reduced length of stay in intensive care units, and minimized nurse turnover. Safe, quality health care is dependent on interprofessional teamwork and interprofessional teamwork demands accurate, concise communication, role clarification, situation awareness, and mutual support. Methodology: This ongoing interprofessional study is being conducted at Texas Tech University Health Sciences Center as a component of the Quality Enhancement Plan (QEP). The QEP is an element of the Commission on Colleges Southern Association of Colleges and Schools accreditation process. The ultimate purpose of this project is to demonstrate how TeamSTEPPSTM training influences Interprofessional teamwork among student groups. The initial continuolJs quality improvement (CQI) project was conducted in the fall, 2010 with 2 groups. Each group, composed of 3 medical students and 3 nursing students, selected a faculty mentor. Utilizing a pre-post-test design, a panel of faculty experts evaluated each group on the use of team skills while caring for a simulated cardiac patient, before and after a TeamSTEPPSTM intervention. The TeamSTEPPSTM intervention was delivered using a variety of teaching/learning tools such as YouTube. Data was obtained using a modified version of the Clinical Teamwork Scale and post encounter group debrief. Additionally, the post-test simulations were integrated into the Annual Interprofessional Fall Symposium. The audience composed of faculty, staff, and students rated the performance in a game-like atmosphere. The winning team received a small stipend. Results: Both groups demonstrated excellent teamwork skills after the TeamSTEPPSTM intervention. The debrief session provided input from both students and mentors. This input was used to modify the next phase of the project to be conducted spring, 2011 after IRB approval. Conclusions: Students verbalized the simulated environment provided a safe friendly environment to develop teamwork skills. These students also stressed the experience provided an opportunity to develop an understanding of the roles and responsibilities of a different discipline. Faculty mentors expressed excitement related to the opportunity to interact with students from other schools