In Addition to Checking Out a Book, You Can Check Out Your Health Too: A New Partnership between Jefferson College of Nursing and the Philadelphia Free Public Library

At Jefferson Health is all we do, but at Jefferson College of Nursing (JCN), Health is H.E.R.E (humanistic, evidenced-based, reflective, excellence in clinical leaders). With a redesign of the undergraduate nursing curriculum, Jefferson College of Nursing (JCN) has transformed the way nurses of the 22nd century will practice, with a focus on caring for patients in all areas of the care continuum. The newly designed curriculum centers around four themes that are threaded throughout, Innovation, Practice Excellence, Interprofessional Collaboration, and Population Health. JCN believes that patients are partners in their health and that care is a collaborative effort. To model this new curriculum design, recently JCN entered into a partnership with the Philadelphia Free Library on 20th and the Parkway. This new partnership focuses on educating members of the community on prevention, wellness, and maintenance. Working closely with Dick Levinson, Assistant Director of Central Senior Services at the Free Library, a series of workshops were developed to meet the needs of the senior patrons. Workshop topics are designed from seniors\u27 suggestions of current healthcare issues or concerns they are facing as they age

Using Technology to Enhance Interprofessional Collaborative Practice: Creating Virtual Clinical Opportunities by Implementing Google Doc and Google Hangout in Clinical Rounding

The delivery of quality care is best done by a group of practitioners who can effectively communicate and utilize the ‘team decision making approach’ to solve patient/client/person care issues. Organizations such as the WHO advise us that “after almost 50 years of inquiry, there is now sufficient evidence to indicate that interprofessional education enables effective collaborative practice which in turn optimizes health-services, strengthens health systems and improves health outcomes” (2010, p18). The need to implement interprofessional team based approaches to patient care is important. What is also essential is the need to provide interprofessional learning opportunities for today’s health care student who will be practicing in teams in an ever changing health care delivery system of tomorrow. Currently the majority of interprofessional activities that students are exposed to are in didactic settings. Although most health professionals spend more than half of their education in a clinical setting, very little opportunity [predominately because of logistics] exists for students to develop interprofessional skills in clinical practice. Thomas Jefferson University is not immune to this challenge. While we have been successful in bringing medical and nursing students together to engage in clinical rounding, we have not been able to engage many of the other members of the health care team because they are simply not physically on the clinical unit

Use of quick response coding to create interactive patient and provider resources.

BACKGROUND: Since their creation more than 20 years ago, the proliferation of Quick Response (QR) codes has expanded tremendously. Little was found in the literature to support the innovative use of QR coding in the classroom or in health care provision. Thus, the authors created a doctoral-level practicum experience using QR coding to create interactive, individualized patient or provider resource guides. METHOD: Short, descriptive surveys were used before and after implementation of the practicum experience to determine students\u27 comfort level using QR technology, their knowledge base, ease of use, and overall satisfaction with the practicum. RESULTS: Students reported high levels of satisfaction with this exercise, and all agreed that use of QR coding could have important implications in the clinical environment. CONCLUSION: This practicum experience was a creative, practical, and valuable example of integrating emerging technology into individualized patient care. [J Nurs Educ. 2015;54(4):224-227.]

iPads, iBooks, Apps! What\u27s all the iFuss about?

The iVolution is here. It is iThis and iThat every way you turn. Is this just another iFad, or is it truly revolutionizing education? In a recent survey conducted by EDUCAUSE Center for Analysis and Research on undergraduates and technology, 31% of students reported owning tablet technology a 15% increase from the previous year and 76% of students reported owning smart phones. This finding was a 14% increase from the previous year. Students also reported using smart devices in class to access material, participate in activities, look up information and photograph material as learning strategies. Thomas Jefferson University is riding the iWave and taking strides to better integrate technology at all levels of medical training; leading the forefront of the iVolution, syllabi, course materials, and textbooks are now delivered in some of our courses via iPads. In the past few years, the Jefferson Health Mentors Program has embraced the use of new technologies, including Wikis, online discussion boards, Google docs, and Skype platforms to facilitate asynchronous IPE interactions. These platforms have helped to promote IPE by easing scheduling logistics and by allowing students to collaborate electronically on team-based assignments. Over the past summer, JCIPE, the Jefferson Health Mentors Program (JHMP), faculty from Jefferson Medical College and the School of Health Professions, Academic & Instructional Support & Resources (AISR) and Jeff Information Technology (IT) assembled a working group and developed yet another innovative tool to better integrate technology into our IPE efforts – the product was a new iBook, entitled “Assessing Patient Safety.

A Teaching-Learning Initiative with Tablet Computing

Mobile computing and electronic books are the top emerging technologies to impact higher education.1 The rapid expansion of technology in the health care setting has created a growing recognition that there is a need for adoption of a sound set of innovative teaching-learning strategies related to information management and technology applications in undergraduate nursing curriculum. Success in these technology-related strategies will rest on the degree to which schools comprehensively integrate technology with teaching-learning strategies in the undergraduate nursing curriculum. Tablet computing has the potential to enhance educational experiences by providing a delivery option for teaching and learning practices that enable learners to interact with content, and each other, in immediate and seamless ways.2 The literature that exists on integrating tablet computers in the health professions focuses on the use of tablet computing for teaching medical students and enhancing resident clinical rotations.3-6 This paper describes the stages of a tablet computing integration initiative in a school of nursing including: 1) creating the infrastructure; 2) planning technology requirements; 3) designing faculty development sessions focused on curricular integration; and 4) building ongoing communication and support for students

JSN iPad2 Intergration Project: Sharing Strategies

Podium presentation at Thomas Jefferson University’s Fourth Annual Faculty Days, Philadelphia, PA. 24 PowerPoint slides

Planning and integrating tablet computing in an accelerated nursing curriculum.

Podium presentation at Rutgers Thirtieth Annual International Interprofessional Technology Conference, New Brunswick, NJ. 32 PowerPoint slides

Experiential Learning and Injury Prevention: A Win-Win

Purpose Experiential learning opportunities help prepare students for patients in crisis management Harm reduction by ensuring students become certified in the Stop the Bleed Campaign & Opioid Overdose Narcan Preventionhttps://jdc.jefferson.edu/nursingposters/1023/thumbnail.jp

Clinical Care Plan: Interdisciplinary Course (CCPIC)

Background/Rationale: Interprofessional collaborative practice significantly improves patient outcomes, reduces mortality and enhances quality-of-life. Person-focused care demands collaboration among professions in a team approach to address multiple issues including illness, prevention, and health promotion activities. Key elements of successful implementation of interprofessional education supported by Clinical Care Plan, Interprofessional Course (CCPIC): -Increasing knowledge of the roles, responsibilities, and competencies of multiple health professions. -Collaborating in teams -Recognizing the patient as the expert -Communicating effectively Course Statistics: -176 students from various disciplines completed course (2008-2011). Disciplines include: -Medicine, Nursing, Occupational Therapy, Physical Therapy, Pharmac

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