Examining the Role of Diagnosis in the Emergency Department Experience

Study Objective: To explore the social, functional, and emotional needs that patients want addressed when seeking a diagnosis at their ED visit.https://jdc.jefferson.edu/cwicposters/1037/thumbnail.jp

Accelerating Curriculum Design: A Love It, Don\u27t Leave It Approach to Creative Process and Idealized Design

Purpose and Background: The Institute of Medicine’s (IOM) report (2010) on the “Future of Nursing” emphasized the need for nurses to lead health care change. One of the key messages in this report is a call to action for nursing schools to re-envision nursing education that focuses on a population-based perspective and emerging roles for nurses across the care continuum. With an evolving focus on primary and community-based care rather than acute care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses now and in the future will need to be prepared with a breadth of knowledge, skills, and competencies. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Nursing curriculum design varies widely and can span the course of two to five years. To reduce the lengthy process and ensure faculty commitment, JCN leadership selected a core team of nine faculty members to navigate the full faculty through the design of the curriculum. Each team member was assigned three teaching credits for curriculum development and design. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. To ensure that the curriculum reflected multiple perspectives, the team recruited six stakeholders including a nurse practice partner, health care consumer, community leader, alumnus, current student, and adjunct clinical faculty. Poster presented at: NLN Education Summit, 2015:Bridging Practice and Education, Las Vegas, Nevada, September 30, 2015-October 2, 2015.https://jdc.jefferson.edu/nursingposters/1009/thumbnail.jp

Incorporating Multiple Perspectives Using Qualitative Methods to Understand the Integration of Physical Health Care Services in Behavioral Health Agencies

As communities across the nation work to integrate the delivery of physical and behavioral health care, providers and policymakers need to understand the implementation of these system change efforts to inform their replication. There is a particular need for evaluations that incorporate the perspective of front-line staff and consumers. This presentation described the evaluation of an initiative in two rural counties that sought to embed nurses and train staff in behavioral health agencies to address physical health concerns. Two rounds of interviews and focus groups with health plan and agency leadership, nurses, case managers, peer specialists, and consumers identified several challenges including initial role confusion, discomfort among consumers in discussing their physical health concerns with behavioral health staff, and lower than expected uptake of a web-based self-monitoring tool for consumers. The findings underscore the value of qualitative methods for gathering information from front-line staff and consumers to provide formative feedback. Presentation: 48 minute

Benefiting the Community Through Interprofessional Experiential Education

Objectives: 1. Describe how the Colleges of Nursing and Pharmacy formed a partnership to conduct a needs assessment of a local community organization and develop an interprofessional experiential learning opportunity. 2. Describe an interdisciplinary experiential learning opportunity for nursing and pharmacy students that will benefit a local community organization. 3. Identify lessons learned during early implementation of a Wellness Center at a local community organization. Presentation: 44:1