Nursing faculty utilize Interprofessional Collaborative Practice and Education (IPCP/IPE) to integrate multiple competencies into healthcare profession programs providing a platform for faculty development and leadership skills among students

Humbles, Patricia L.

English

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Nursing Education Research Conference 2018 (NERC18) Strategies Teaching Interdisciplinary Collaborative Practice and Education at a Nurse Managed Clinic in Underserved Communities Patricia L. Humbles, PhD, RN School of Nursing, National University, Los Angeles, CA, USA Nursing faculty utilize Interprofessional Collaborative Practice and Education (IPCP/IPE) to integrate multiple competencies into healthcare profession programs providing a platform for faculty development and leadership skills among students. The Institute of Medicine (IOM, 2015) called for Interprofessional Collaborative Practice (IPCP) and Interprofessional Education (IPE) as a model for improving quality healthcare while decreasing costs. Interprofessional education in community settings has been isolated from practice and curricula often lack relevant content and guidelines for implementation. Integrating evidence based practice (EBP) as a problem solving approach within an IPE educational format in community settings has been minimally described. Eight disciplines that included Nursing, Healthcare Administration, Clinical Laboratory Science, Data Analysis, Clinical Affairs, Informatics Specialists, Integrative Health, and Public Health and students from each of these disciplines participated in a grant funded project to develop protocols for a nurse managed clinic in Watts, a medically underserved community in Los Angeles, California. Faculty and RN/BSN students participated in twelve online synchronous IPCP/IPE workshops consisting of three phases. The first Phase or the Didactic component was the organizing framework providing the foundation for all health professions curricula is based on the principles of collaboration, increasing diversity and mutual human-environmental processes. The second phase or the Simulation component supported the collaboration and interprofessional team training utilizing interactive video scenarios. In Phase 3, the Clinical component, students were assigned to the Project to gain hands on experience in meeting the needs of diverse patient populations under the supervision of the Project Manager, Project Coordinator and Advanced Practice Nurses (APNs). The objectives for the RN-BSN students were to 1) develop a patient-centered diabetes disease management tool, 2) create a tool to establish a continuum of self-management assessment, and 3) provide culturally and linguistically sensitive diabetic management interventions to reduce the morbidity and mortality rates. Unique opportunities exist in utilizing IPE/IPCP to integrate multiple competencies into healthcare profession programs that will prepare graduates to navigate successfully the complex, healthcare landscape throughout their careers. This presentation reflects on the development of protocols providing suggestions for future interprofessional collaborative practices.  Title: Strategies Teaching Interdisciplinary Collaborative Practice and Education at a Nurse Managed Clinic in Underserved Communities Keywords: Interprofessional Collaborative Practice and Education, Nurse-Managed Clinic and Teaching methods References: Bonvissuto, K. (2013). How the house call may be the future of medicine. Accessed January 30, 2014 at       http://medicaleconomics.modernmedicine.com/medical-economics/news/how-house-call-may-be-future-medicine California Department of Public Health. (2013). County Health Status Profiles 2013. Retrieved from www.cdph.ca.govDavid, M. (2013). Zoom’s Full Featured UME Videoconferencing Platform Exceeds Expectations. Telepresence Options, retrieved from,http://www.telepresenceoptions.com/2013/01/zooms_full_featured_ume_videoc/ Department of Health. (2015). 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Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice: Workshop summary. Washington, DC: The National Academies Press.IOM (Institute of Medicine). (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Washington, DC: The National Academies Press. IOM (Institute of Medicine). (2012). Primary Care and Public Health: Exploring Integration to Improve Population Health. Washington, DC: The National Academies Press. Aviles, S., Petkovic, M., Zannone, N. (2012). Impact of ICT on Home Healthcare. International Federation for Information Processing, 386: 111-122. Woods, V. D., King, J. N., Hanna, M. S., Murray, C. (2012). “We Ain’t Crazy! Just Coping With a Crazy System: Pathways into the Black Population for Eliminating Mental Health Disparities. California Reducing Disparities Project (CRDP). World Health Organization. (2013a). Interprofessional collaborative practice in primary health care: Nursing and midwifery perspectives: Six case studies. Geneva, Switzerland: Author. Retrieved fromhttp://www.who.int/hrh/resources/observer13/en World Health Organization. (2013b). Nursing and midwifery progress report 2008–2012. Geneva, Switzerland: Author. Retrieved fromhttp://www.who.int/hrh/nursing_midwifery/progress_report/en World Health Organization. (2013c). Transforming and scaling up health professionals’ education and training: WHO Guidelines 2013. Geneva, Switzerland: Author. Retrieved from http://www.who.int/hrh/resources/transf_scaling_hpet/en Abstract Summary: Nursing faculty utilize Interprofessional Collaborative Practice and Education (IPCP/IPE) to integrate multiple competencies into healthcare profession programs providing a platform for faculty development and leadership skills among students. Content Outline: Interdisciplinary Collaborative Practice and Education  1.      The National University Nurse Managed Clinic IPE/IPCP Academic Model         a.      IPE/IPCP in nursing curriculum         b.      Nurse Managed Clinic IPCP/IPE Team 2.      The National University Nurse Managed Clinic Development Process of the Self-               Management Diabetes Tools         a.      Clinical Diabetes Protocol/Self-Management Personal Clinical Record         b.      The National University Nurse Managed Clinic Community Setting 3.      IPE, IPCP and health outcome        a.      Impact of the IPE/IPCP Project on Faculty and student participants        b.      IPE/IPCP Academic Model challenges and Resolutions First Primary Presenting Author Primary Presenting Author Patricia L. Humbles, PhD, RN  National University School of Nursing Professor Los Angeles CA  USA  Professional Experience: 2014-Present Lead Instructor: Course Lead for Leadership NSG 442 (2014-2015), Evidenced based Practice NSG 443, Population Health NSG 444, Population Health NSG 444A (2014-present) 2012 - 2014 Interim Assc Dean of Student Affairs: Charles R. Drew University Mervyn M. Dymally School of Nursing 2011 -2012 Interim Associate Dean, Charles R. Drew University Mervyn M. Dymally School of Nursing 1998 to 2001 Data Analysis Administrator Caterpillar Inc. Development, implementation, and evaluation of worksite Peoria, Illinois health promotion program with 27,000 employees  Author Summary: She is a Professor and full-time faculty member in the RN-BSN Online Program at National University located on the Costa Mesa Campus in California. She received her BSN from Mennonite College of Nursing, Bloomington, IL; her MSN with a focus on the elderly and health promotion from University of Illinois, Peoria, and her PhD in Nursing with a focus on primary health care nationally and internationally from the University of Chicago, Chicago, Il.  

Strategies teaching interdisciplinary collaborative practice and education at a nurse managed clinic in underserved communities

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Strategies teaching interdisciplinary collaborative practice and education at a nurse managed clinic in underserved communities

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