leadership for designing high performing interprofessional ... · making teams work. integrating...
TRANSCRIPT
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Leadership for Designing High Performing Interprofessional Collaborative Practice Teams
Maria R. Shirey, PhD, MBA, RN, NEA-BC, ANEF, FACHE, FNAP, FAANAssociate Dean, Clinical & Global Partnerships
Jane H. Brock – Florence Nightingale Endowed Professor of Nursing
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Introduction
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Objectives
1. Describe the characteristics of a high performing interprofessional team.
2. Discuss the role of authentic leadership in designing high performing interprofessional teams.
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Leadership for High Performing
IPCP Teams
Our IPCP Model and Background
High Performing IPCP Team
Characteristics and Challenges
Authentic Leadership Theory and Integration
Performance Measurement and Outcomes
Lessons Learned and Future Strategies
Framing the Conversation
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Leadership for High Performing
IPCP Teams
Our IPCP Model and
Background
High Performing IPCP Team
Characteristics and Challenges
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Funded initially by the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services through a Nurse, Education, Practice, Quality and Retention (NEPQR) Grant # UD7HP26908
(Interprofessional Collaborative Practice Enhancing Transitional Care Coordination in Heart Failure Patients), July 2014 to June 2017 ($1.5 million, Maria Shirey PI)
Additional funding from NEPQR Grant # UD7HP29873 (Bridging the Gap in Behavioral Health for Uninsured Populations in Birmingham), July 2016 to June 2020 ($2 million, Cynthia Selleck, PI)
Now fully funded by UAB Hospital and Health System
The HRTSA Clinic(Heart FailuRe Transitional Care Services for Adults)
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Highlights of Our IPCP Model
Smooth Care Transitions for Diverse and Underserved Populations (STAND-UP)
Provides nurse-led, team-based care to underserved patients with heart failure discharged from UAB Hospital and uses IPCP model
Part of academic-practice partnership between UABSON and UABH
Primary, chronic, and transitional care across hospital, clinic, home, and community
Leverages technology integrating faculty and students from 7 health professions from across academic health center
Outcomes-focused and driven with emphasis on data analytics
In 6th year, currently operates FT serving as medical home for over 800 patients
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Interventions:Bundled Approach
Outcomes:From Triple to Quadruple Aim
• Guideline driven heart failure patient care bundle
• Transitional care coordination bundle
• Patient activation bundle
• Behavioral health integration bundle T
EAM
IPCP
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IPCP Definition
• “Multiple health workers from different professional backgrounds working together with patients, families, and communities to deliver the highest quality of care” (World Health Organization, 2010, p. 13)
• Our model of IPCP incorporates IPE= two or more professions learning with, from, and about each other
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“When I see a patient alone, I am an N of 1. When I send patients
to the HF Clinic, I am an N of many and patients benefit far
more than with an N of 1.”
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IPCP Core Competencies
Competency 1: Values/Ethics for Interprofessional Practice
Competency 2: Roles/Responsibilities
Competency 3: Interprofessional Communication
Competency 4: Teams and Teamwork
(IPEC, 2011; IPEC, 2016)
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Characteristics of High Performing IPCP Teams
Members:• Are interdependent, work collaboratively• Genuinely care about and trust each other• Demonstrate effective leadership with deference to expertise• Find solutions to problems using open communication• Teams have shared mental models and establish a unique group identity• Achieve effective and satisfying results
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Characteristics of High Performing Workplaces
Formal Leaders:• Protect their investment in employee development with focus on employee
engagement• Understand each team member’s unique talents as foundational for
development• Are highly involved in the development of their people and act as coaches, not
bosses• Are committed to high performance workplace with consistency of values with
actions
Gallup, 2019
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Academic-Practice Partnership Awards
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Complexities of Heart Failure Care Transitions
Albert et al., (2015)
Social determinants of health
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Team Perceptions of Stress
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IPCP Team Development and Evolution
HoneymooningPre-team formation optimism/pessimism
Mourning & Transforming
Phase of team work ends and
new evolution
begins including
new members
Adapted from Tuckman (1965, 1977)
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Leadership for High Performing IPCP
Teams Authentic Leadership Theory
and Integration
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Authentic Leadership Conceptual Definition
• Positive leadership practiced by individuals who are genuine, trustworthy, reliable, believable
(George, 2003; Luthans & Avolio, 2003; Shirey, 2006)
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Authentic Leadership Operational Definition
Authentic leadership is defined as:“A pattern of leader behavior that draws upon and promotes both positive
psychological capacities and a positive ethical climate, to foster greater self-awareness, an internalized moral perspective, balanced processing of information, and relational transparency on the part of leaders working
with followers, fostering positive self-development.”
(Walumbwa et al., 2008, p. 94)
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Authentic Leadership Questionnaire (ALQ)
• ALQ is valid and reliable instrument (Walumbwa et al., 2008; Avolio et al., 2018)
• Initially tested using leaders in business and industry
• Has four scales to measure authentic leadership
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Authentic Leadership Development Self-Awareness
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Authentic Leadership Development Internalized Moral Perspective
Core Values:• Empathy• Respect• Individualized
consideration
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Authentic Leadership Development Balanced Processing of Information
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Authentic Leadership Development Relational Transparency
Cynthia Selleck, PhD, RN, FNP, FAANProfessor Emerita
UAB School of Nursing
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Pertinent Authentic Leadership EvidenceGill & Caza (2018)
Purpose Methods Findings
To clarify theoretical explanations ofthe individual and group-based influences of authentic leadership on follower responses
Non-experimental, correlational design
Sample of 104 direct reports from 31 leaders in one division of a large, multinational corporation
2 surveys completed 3 days apart: - Survey 1 followers rated leader
behaviors (ALQ)- Survey 2 followers rated identification
with leaders, leader trustworthiness, psychological capital, and relational quality (PCQ, MDM-LMX)
Authentic leaders have both a direct and indirect positive influence on followers through:
1. Individual personalized authentic leadership and
2. Group generalized authentic leadership.
These multiple effects from authentic leadership result in:
- Enhanced identification with leader- Enhanced perceptions of leader
trustworthiness- Positive follower states- Positive social exchanges
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IPCP Team Development Using Authentic Leadership Lens
Shirey, White-Williams & Hites (2019)
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Leadership for High Performing
IPCP Teams
Performance Measurement and
Outcomes
Lessons Learned and Future Strategies
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Measuring Collaborative Practice: Collaborative Practice Assessment Tool (CPAT)
• CPAT is valid and reliable instrument
• Administered to the team twice yearly
• Measures 8 dimensions using 7-point Likert scale (Strongly Disagree=1 to Strongly Agree=7)
Mission, meaningful purpose, goals General relationships Team leadership General role responsibilities, autonomy Communication and information exchange Community linkages and coordination of care Decision-making and conflict management Patient involvement
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Highlights of Team Performance Science
• Shared cognition matters in team performance
• Team training promotes teamwork and enhances team performance
• Multiple factors have been identified to influence team performance
• Well designed technology can improve team performance
• Psychological safety contributes to the success of high performing teams
Salas, Cooke & Rosen (2008)
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Strategies for Designing High Performance Teams
• General RelationshipsDaily huddles, End of the day Quality huddles Monthly team meetings, Quarterly retreats, Mini-retreatsIndividual counseling with referral to resources
• Roles and ResponsibilitiesMultiple sessions to help define clear roles and expectationsTeam discussions on overlapping roles
• ConflictTimely intervention group meetings including role playing and conflict
resolution
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Strategies for Designing High Performance Teams
• Multiple team training sessionsIPEC competenciesRapid cycle quality improvement Leadership and Team Development
• Team STEPPS, CUS, SBAR technique for communication• Signature Strengths, Emotional Intelligence, Crucial Conversations, DISC
Profile Assessment, Fostering Positive Relationships at Work, Positive Environment Pledge
• Personal note writing with expressions of gratitude
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Fun for a Good Cause
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New Team
Team Transition
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Roles and ResponsibilitiesOutside FacilitatorMornings with MD
Roles and Responsibilities
Roles and Responsibilities
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Conflict Management
Conflict ManagementEmotional IntelligenceCommunication Skills
DISC Assessment
New Team Members
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Change in Team Composition
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Grants Supporting IPCP Work
NEPQR #1PATH Clinic
Chronic Disease Management$1.4M
NEPQR #2HF Clinic
Chronic Disease Management and Transitional Care
$1.5M
NEPQR #3BHI
Chronic Disease Management and Transitional Care
$1.5M
NEPQR #4Primary Care
Primary Prevention and Control of Disease
$2.8M
Starting Teams Making Teams Work Integrating Behavioral Health Taking Teams into Communities
Sustainability
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Designing Teams for the Future
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Key Takeaways
• Designing IPCP models with high performing teams is not easy Hiring the right people for IPCP matters and is necessary for peak performance Planning for set backs when adding new team members is realistic
• Investing in building your interprofessional teams pays off Moving from forming to performing stages of team development does not happen overnight Understanding nuances of team formation and developmental stages = crucial for better
performance measurement and deployment of targeted team building strategies
• Using an authentic leadership lens to embed a positive team culture helps high performing teams to achieve and sustain desirable outcomes This strategy assumes leaderful organizations where every member of the team is developed as an
authentic leader
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Closure
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Questions
Maria R. Shirey, PhD, MBA, RN, NEA-BC, ANEF, FACHE, FNAP, FAAN
Jane H. Brock – Florence Nightingale Endowed Professor of Nursing
Associate Dean, Clinical & Global Partnerships