Creating an Ongoing Sustainable Culture of Interprofessional Education and Practice

Objectives: Discuss the attitude, knowledge, and skill challenges to address for students, faculty and community clinician in implementing both interprofessional education and practice Discuss the ongoing work of the university Interprofessional Education Collaborative Discuss ongoing efforts in evaluation and culture assessmen

HLAD 755 Health Care Management I

Course syllabus for HLAD 755 Health Care Management I Course description: Presents the principal concepts of health care management through readings, case studies, examination of health care provider records, and analysis of hospital departments or businesses. The course addresses the historical evolution of the hospital, shows what has happened to the delivery in the 90\u27s and addresses the needs for the health care manager as a result of changes in the field

Body image: a matter of importance to male health

For centuries attention on body image has focused on women. The importance of the changing female figure has been a subject of both formal and informal research. It is equally important to examine and study the body image of the male. In the last 200 years, the male image has changed dramatically. As a result,like with the female, negative health implications have been observed. This paper will review the research to date on the male body image and this changing image of the last 50 years on health status, both physical and mental. Many television and movie depictions of the male figure leave men feeling depressed and unhappy with their masculinity. This can lead to steroid abuse, extreme exercising and poor nutrition. The level of male attractiveness portrayed in the print and visual media is often idealized and not attainable for the average man. In a fat-phobic American Society where male self worth is tied to muscle mass and inherent machismo, there can be severe physical and emotional consequences. Research in the past 25 years has targeted males in the area of body image and self-esteem

CREATING A HPD INTERPROFESSIONAL CULTURE IN EDUCATION AND CLINICAL PRACTICE

Objective. At no other time in academic history is the timing more ideal than now for the integration of interprofessional education and practice into the curriculum and in the clinics at Nova Southeastern University. Currently there are over 60 health professions disciplines whose professional academic accreditations require interprofessional education in the curriculum. As a result of a 3-year ongoing initiative started in the College of Osteopathic Medicine and now fully integrated in the Health Professions Division, interprofessional education is occurring and faculty development programs are being offered throughout the academic year. Background. This presentation will discuss the interprofessional initiatives that are now available to students and faculty in the Health Professions Division. Methods. Results of attitude and knowledge surveys from students participating in interprofessional case studies will be discussed. Recommendations for the future to sustain the interprofessional culture will be examined. Participants will have the opportunity to discuss logistical challenges and future possibilities to expand the interprofessional learning opportunities within the community. Evaluative strategies will be discussed. The integration of interprofessional practice in the community setting and follow-up assessments will be explored. Results. Conclusion. Grants. N/

IMPACT OF INTERPROFESSIONAL HEALTH FAIRS ON STUDENTS\u27 WILLINGNESS TO WORK TOGETHERON INTERPROFESSIONAL PROJECTS: IMPLICATION FOR FUTURE PRA

Objective. With increasing focus on interprofessional education, there has been an emphasis in health professions education to integrate interprofessional education throughout the curriculum. Interprofessional education is difficult given the many logistical barriers involved in coordinating the learning of several professions together. A ruralbased health fair serving a large diverse population brought together students from nine health professions for a twoday health fair where students worked side by side. The interprofessional health fair is an ideal opportunity to measure the impact of underserved health fairs on students\u27 willingness to work on interprofessional projects and future teams. Background. While the interest in promoting interprofessional is not new there have now been studies instituted by the Institute of Medicine on optimizing health care resources that demonstrate the importance of inteprofessional approach to health care. With widespread patient error becoming costly mistakes for hospital it became clear for the IOM that it was just as important how health care is delivered as what health care is delivered.11 With further studies established by the Agency for Healthcare Research and Quality in 2008 it quickly became clear that interprofessional health care would provide better team work and quality of health care. The passing of Recovery and Reinvestment act of 2009 and Patient Protection and Affordable Care Act of 2010 further emphasized the importance of improved interprofessional teamwork and team based care play for primary care approaches.11 The collaborative efforts of American Association of Medical Colleges, American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, Association of School of Public Health, American Association of Colleges of Pharmacy, and American Dental Education Association resulted in the development of core competencies for interprofessional collaborative practice. The core competencies are as follows: · Values/ethics for Interprofessional Practice · Roles/Responsibilities · Interprofessional Communication · Teams and teamwork11 Values/Ethics Values of ethics focuses on the emphasizing the talent and appreciating the expertise that is inherent with each profession. The most important aspect is to place the importance of the patient and population at the center of Interprofessional health care delivery. Respect for one another is an important factor in values. Respecting the patient and the health care team is the core thought process for value and ethics core competency. Roles/Responsibilities Understanding ones role in a health care team is crucial in reducing redundancies. With growing health care cost the importance of preventing redundancies from multiple different sources can be achieved by understanding the scope of one\u27s practice. Individualizing each health care team depending on the patients need is best accomplished by understanding limitation, knowledge, and ability of each health care profession. Another important aspect is to continuously engage and provide feedback to each other to enhance team performance. Interprofessional Communication The importance of communicating with patient and other health professional in a responsive and responsible manner that supports a team approach to the maintenance of health and treatment of disease. Emphasizing the right medium for communication and having an open dialogue between health care team and patient is an important part of interprofessionalism. For effective communication having timely, sensitive feedback is important in raising performance and respect for one another. The importance of consistent communication to building a positive interprofessional working relationship is crucial in developing an efficient health professional team. Team and Teamwork Competencies The last competency ties together role and practice and communication by focusing on establishing an effective team. Integration of knowledge and establishing leadership are two major components for teamwork. As a health care team sharing accountability makes the team honest and invested. Elaborating upon the other core competencies the teamwork should be flexible and able to adapt to a variety of roles and settings. In the publishing by the Interprofessional Education Collaborative there are three steps in implementing interprofessional education; exposure, immersion, and competence.11 Exposure focuses on knowledge of each health profession and what their scope of practice is. Without exposure and understanding the second step of immersion cannot occur. With immersion comes skill in handling interprofessionalism. This step comes into play in actual clinical practice where a health professional will learn through practice how to work with and develop a health professional team. As experience levels grows competence is achieved. At this level maintaining a good relationship and continuing to foster good conflict resolution. - While institutions have invested significant effort and resource in designing interprofesional curricula, little attention ha

Research in Advance Dementia

https://nsuworks.nova.edu/hpd_com_facbooks/1039/thumbnail.jp

Emergency Preparedness Training Needs for Children with Autism

Objectives. 1. Explore disaster preparedness education needs among parents or primary caretakers of children with autism 2. Develop and implement an education/training program for parents or primary caretakers of children with autism 3. Evaluate the education/training program. Background. Recent disasters have highlighted the importance of emergency preparedness and have shown gaps in addressing special needs populations. Children with autism spectrum disorders are a particular vulnerable group and face special challenges in emergency situations. Methods. A survey and semi-structural interviews were used to collect data from parents/caregivers of children from the Baudhuin School program. Survey data were analyzed using statistical software (SPSS). Analysis included descriptive statistics (means, ranges and frequencies) of demographic information and frequencies of survey responses. Interviews with parents/caregivers were recorded. Qualitative data analysis was performed using Atlas.ti. Results. The response rate was 43%; 80% of the parents had no previous training in emergency preparedness; 68% did not have a family plan and only 4% felt completely informed about community resources. Only 8% of the parents had involved their child in disaster planning. 78% of the parents were not aware of the schools’ emergency plan. Preferred training format was live training (78% of respondents) provided by autism specialists (81% of respondents). Conclusion. In conclusion, the results of this study indicate that there is a need for emergency preparedness education/ training that address the special needs of children with autism. This model was a valid approach to identify important issues related to emergency preparedness for children with autism. Grants and other support. The authors appreciate the support from the Center for Bioterrorism and All-Hazards Preparedness (CBAP) without which, this project would have not been possible. The CBAP is funded, in part, by a grant from the Office of the Assistant secretary of preparedness and response (ASPR) for the U.S. Department of Health and Human Services. We would like to acknowledge the Baldhuin Preschool at the Mailman Segal Institute for Early Childhood for their participation in this innovative project

Enfermagem e genética: uma crítica feminista rumo ao trabalho em equipes transdisciplinares Nursing and genetics: a feminist critique moves us towards transdisciplinary teams

A informação genética e as tecnologias são cada vez mais importantes no cuidado em saúde, não somente nos países desenvolvidos, mas no mundo todo. Vários fatores globais prometem aumentar a futura demanda para pesquisa e serviços de saúde em genética moralmente conscientes. Embora os enfermeiros sejam o maior grupo profissional, prestando cuidado de saúde no mundo todo, eles não tomaram a liderança rumo a esse desafio. Insights, a partir da análise feminista, ajudam a esclarecer algumas das relações sociais e dos obstáculos culturais que têm impedido a integração da tecnologia genética na área da enfermagem. Um modelo alternativo é sugerido - o modelo transdisciplinar -, o qual foi desenvolvido inicialmente por uma enfermeira e introduzido, na década de 1970, na prestação do cuidado em saúde e no serviço social para crianças com déficit de desenvolvimento. Esse modelo holístico permite que todo profissional de saúde tenha a mesma voz ao determinar como o cuidado de saúde em genética será globalizado.<br>Genetic information and technologies are increasingly important in health care, not only in technologically advanced countries, but world-wide. Several global factors promise to increase future demand for morally conscious genetic health services and research. Although they are the largest professional group delivering health care world-wide, nurses have not taken the lead in meeting this challenge. Insights from feminist analysis help to illuminate some of the social institutions and cultural obstacles that have impeded the integration of genetics technology into the discipline of nursing. An alternative model is suggested - the transdisciplinary model - which was developed initially by a nurse and introduced in the 1970s into the delivery of health care and social services for children with developmental disabilities. This holistic model enables all health care professionals to have an equal voice in determining how genetic health care will be globalized