Collaborative Healthcare Education: Innovation & Leadership Mary Switzer Lecture October 24, 2013 Dr. Karen Pardue Dr. Shelley Cohen Konrad University of New England
May 25, 2015
Collaborative Healthcare Education: Innovation & Leadership
Mary Switzer Lecture
October 24, 2013Dr. Karen Pardue
Dr. Shelley Cohen KonradUniversity of New England
Mary Switzer (1900-1971) was an interprofessional collaborative leader before her time. She supported
cross-disability programs and was active in drafting the constitution of the World Health Organization. She was an advocate and global voice for people with disabilities
and for those who served their rehabilitative and recovery needs.
World Health Organization (2010)“Once students understand how to work
interprofessionally, they are ready to enter the workplace as a member of the
collaborative practice team.”•
•
WHY IPE IS IMPORTANT?
To advance the aim of improving health of the population, enhancing patient care and controlling costs
To close the gap between health education and practice settings by aligning their needs and interests
IPE – Guiding Principleshttp://www.aacn.nche.edu/education-resources/IPECReport.pdf
World Health Organization
Canadian Interprofessional
Health Collaborative
U. S. Interprofessional
Expert Panel
Institute of Medicine
“It is clear that how care is delivered is as important as what care is delivered.” (IOM, 2001)
___________________________________________
ContentDiscipline Expertise
ProcessIP Communication
Caring Practice
WHAT
HOW
Roles & Responsibilities• Communicate one’s roles and responsibilities • Engage diverse healthcare professionals to meet the needs
of patients, families and populations. • Use unique and complementary abilities of all members of
the team, to optimize patient care.
Vocational
Emotional
Occupational Physical
Values & Ethics• Place the interests of patients and populations at the center of health care. • Respect unique cultural values and perspectives of
individuals, populations, and health professionals.
Communication• Use respectful and appropriate communication in all
situations.• Listen actively and encourage ideas and opinions of
all team members.
Teams & Teamwork• Work with others to deliver patient-centered,
community-responsive care. • Integrate knowledge and experience of other
professions to inform effective clinical, ethical, and systems-based decisions.
Collaborative Leadership
• Strong leaders value contributions of all health team members’ and also those of the patient, family, and community.
• Leaders facilitate contributions from all team members and build support for working together.
Patient Centered Care
Patient-Practitioner
Complementary Expertise
Family/Community
Centered
CooperationCoordinationCollaboration
ConnectionCompassion
Communication
Trust
Contact Hypothesis - Framework
Attitudinal Change is fostered when students learn together
• Cooperation• Teamwork• Reduction of Stereotypes• Enhanced Role Understanding• Mutual Respect
(Allport, 1979; Hewstone & Brown, 1986)
Contact Hypothesis- Conditions
• Equal Status• Positive Cooperative
Atmosphere• Active work towards
common goal• Discovery of Similarities
& Differences• Faculty Modeling • Expressed Institutional
Value
Contact Hypothesis- Methodology
• Learning with Others reduces assumptions, stereotypes and misunderstanding
• Resolves cognitive dissonance
• Relationships & Friendships
• Emotional Connection• Role Empathy
I have seen significant changes in attitudes from the students who are working in teams. I have heard each student say “ I NOW value the role of …..X…” in patient care…..I NOW understand my ability to work more closely with ….X”. I think this change could have profound impact in the future. DM-Faculty
Contact Hypothesis TestingUndergraduate H/P Students
Before & After Enrollment in IPE Course
Statement(N=167 matched pair)
PreM
Post M
t p value
Learning w/ students from other h/p is likely to facilitate future working relationships
2.09 1.86 2.80 .006
Learning w/ other h/p students is likely to overcome stereotypes that are held about the different professions
2.01 1.72 3.53 .001
Learning w/ students from other h/p is a positive learning experience
1.76 1.61 2.13 .035
Learning w/ students from other h/p is likely to improve service for the patient/client
1.80 1.57 3.18 .002
Pollard et al., 2004. University of West England IPQ
IPE Initiatives - Students
The University will have integrated educational, research, science and service programs that are based on
collaborative, interdisciplinary partnerships. UNE will continue to be the primary educator of healthcare professionals for the state of Maine.
Health science programs will embrace and promote a patient-centered
approach to educating osteopathic physicians and healthcare
professionals. Interprofessional programs promote learning in
integrative ways.
UNE Vision 2017
IPE Curriculum
Undergraduate IPE Core Geriatric Education (IGEP) Online Learning
Simulation Spring Symposium
Extra- & Co-Curricular IPE
IPEC Event Series IPE & the Arts IPE Case Conference
IP Student Advisory Team Scholarship & Research
IPE Service LearningGhana Immersion Learning Jail Project
Riverton Clinic Homeless Health
IPE Initiatives – Innovative Models
UNE is committed to providing continuing education and training opportunities in interprofessional education and care for campus-
based faculty, clinical preceptors, and community partners.
Learning about, from and with each other ensures that educators
and practitioners appropriately practice and model IPE principles
and values
Faculty/Practitioner Opportunities
TeamSTEPPS Not Left to Chance Community Partnerships
National Consultants IPE Scholarship National Collaborations
Building Pat’s Story
Meet Pat Chalmers
Patricia Chalmers, 31Patricia (Pat) Chalmers is a 31-year-old woman who prides herself on self-sufficiency and resourcefulness. She works part-time as a bookkeeper and gets paid to take care of her aging grandmother with whom she lives. Pat describes herself as having been a caretaker since adolescence. It is therefore difficult for her to acknowledge her own needs or to seek others for help. Pat is tired of people commenting on her weight, diet, and need to exercise. She avoids health care as much as possible because she knows she’ll be told to lose weight or be blamed for “being fat” (her words). “I know what risks I face” she says. “But I’ve tried everything and nothing works. I’ve accepted my size and would like others to respect that.”Pat found herself in the ED with a broken ankle several months ago. The break was significant enough to require surgery. Labs revealed elevated glucose levels and surgery was put off until further tests could be done to determine whether Pat might have diabetes. When asked about this possibility, Pat reacted strongly. “I don’t have the time or money for diabetes,” she explained.
Questions
1. What do we know about Pat?2. What health professions might contribute to
Pat’s rehabilitation and recovery?3. How can Pat’s case be used to educate health
professions students in IPE competencies?4. How can Pat’s case be used for health
professions faculty development?
Occupational Therapy
Applied Exercise Science/Athletic Training
Physical Therapy
The NexusThe next step forward is to increase the link between
future healthcare employers and campus-based interprofessional educational initiatives.
Interprofessional Practice Settings
Shared Assignments &
Didactics
6 Week Shared Rotations
Cross-professional
preceptorships
Common Patient Panel
Student ReflectionWorking in an interprofessional health system is not only beneficial to the patient, but also to everyone on the team… each professional learns from the other and they also can discuss their roles and responsibilities. … having various roles and responsibilities, they are able to work together with a common goal of providing the utmost care and maintaining the well being of a patient. Having a collaborative work environment with involvement from different health care professionals allows for a solution to any problem that may arise in a healthcare setting.
Jeby Mathew, Pharmacy Student fall 2013
Faculty Reflections“The more we work interprofessionally, the more apparent it becomes that we face tremendously challenging health care issues that can only be solved through collaboration and teamwork. There is momentum to our interprofessional efforts that appears unstoppable.”
Jan Froehlich, OT Faculty
Mary Switzer: Agent for Culture Change
“She was extraordinary and she … was indefatigable and a political courtesan with tremendous powers of persuasion. She had charm …
she was bright and decisive.” (Verville, 2009)
Social Work
Rehabilitative Medicine
Mental Health
Public Health
Comments & Questions
Shelley Cohen Konrad PhD, LCSWKaren Pardue, PhD, RN, CNE, ANEF University of New England716 Stevens AvenuePortland, ME [email protected]@une.edu