PLENARY SESSION PLENARY SESSION Interprofessional Education: Interprofessional Education: Transforming Care through Transforming Care through Team Work Team Work Adriana Perez, PhD, ANP-BCAdriana Perez, PhD, ANP-BCASSISTANT PROFESSOR & SOUTHWEST BORDERLANDS SCHOLAR

CO-DIRECTOR, HARTFORD CENTER OF GERONTOLOGICAL NURSING EXCELLENCE

• Crossing the Quality Chasm: A New Health System for the 21st Century (IOM Report, 2001)– More than 70 peer-reviewed

publications documented serious health outcomes from 1990-2000

– Cooperation among clinician should be a priority

– Less than 15% of nursing and medical schools have any interdisciplinary programs

Historical ContextHistorical Context

Health Professions Education: A Bridge to Quality (IOM Report, 2003)

• Students and working professionals to develop and maintain proficiency– Delivering patient-centered care– Working as part of interdisciplinary teams– Practicing evidenced-based medicine– Focusing on quality improvement and – Using information technology

Health Care System Challenges

High-quality, patient-centered health care for all will require a transformation of the health care delivery system

Institute of Medicine Report

Interprofessional Collaboration

Interprofessional Education

• “Occasion when two or more professionals learn with, from and about one another to facilitate collaboration in practice” (CAIPE, 1997, p. 3)

• Interprofessional education involves educators and learners from 2 or more health professions and their foundational disciplines who jointly create and foster a collaborative learning environment (CAIPE, GITT, IOM)

• With the passage of the Affordable Care Act (ACA) there is new incentive to advance interprofessional practice.

A New Era in Health & Health Care

• Comprehensive Geriatric Education Program (HRSA)– Overall efforts aimed at

developing future leaders in gerontology and improving outcomes in geriatric care.

• Nursing• Social work• Physical therapy

Exemplar

Desired Outcomes

• Positively influence the attitudes and perceptions of students by reducing negative stereotypes to help overcome barriers to collaboration

• Common curricula in education can result in the development of common concepts, values, perspectives and language, which, in turn will provide a frame of reference for collaborative practice

Evidence

• Limited research has been conducted on interdisciplinary education

• Systematic review (2007) found:– Positive changes in knowledge, skills,

attitudes, and beliefs– Impact on quality health care

Exemplar

• Interprofessional Approaches to Healthy Aging– Broad-based coalitions– Scenarios aligning interprofessional

education and collaborative practice– Team based competencies

Stakeholders

• Buy in from Dean of each college

• Support from Associate Dean for Academic Affairs for each college

• Program Directors/Block Directors

• Support of faculty to be involved

• Student acceptance of interdisciplinary experience

• Health facilities

Barriers

• Unprepared faculty

• Differences across schools and students

• Structural barriers

• Limited research

• Unsupportive training environments

Traditional Education Systems

• Underscore a hierarchy

• Discourage the challenge of authority

• Discourage the acknowledgement of error

Key Messages

• Identify Interprofessional Education as an institutional goal

• Identify administrative & faculty champions

• Establish relationships with other universities & health care programs

• Consider faculty development and recognition program

• Long-term sustainability, including funding resources

• Consider who is missing as part of the health care team

Conclusion

• Health professionals must be educated in a multidisciplinary environment that will enhance communication and collaboration.

• Benefits include a greater potential for solving complex problems compared to any one profession acting alone.

(IOM, 2001).