Breakout Session A Notes

Transcription

1 Breakout Session A Notes Breakout Session A 10:50 am - 11:50 am Recorder Name: Breakout Room: Table Competency: Nancy George Kings Terrace Patient-Centered Care Teamwork and Collaboration Quality Improvement ATTENDEES: 1. Lisa Roberts Loma Linda University QSEN. 2. Rhonda Young- Wright State University a. Director of FNP program 3. Mercedes Echevarria- UM&D of NJ a. QSEN infancy in graduate QSEN used in undergraduate 4. Melissa Romero- NMU Marquette, MI a. Start first DNP Use QSEN in undergraduate 5. Loureen Downes- Florida Gulf Coast University. a. No QSEN Started in program. Has been using patient-centered care. Student balked at going into the home. 6. Jan Noles-Herzing University a. QSEN undergraduate program implemented. Implemented the thought processes. b. QSEN more of a foundation for graduate program. Integrated some of the courses with the MBA students IPCE integrating the students 7. Nancy George: Wayne State University, Detroit MI a. Asst Director DNP program. Tied quality through curriculum core courses. b. QSEN- objectives could be used to redesign some of the objectives for courses or more easily redesign assignments. Brain Storm: 1

2 Incorporating Patient Centered Care: Teaching Ideas. TYPES OF LEARNING EXPERIENCES PHYSICAL ASSESSMENT: Patient-Centered Care Ask-me fabulous tool for advanced health assessment. o Set of questions, sample o Questions Patient: What is my main problem? What do I need to do? Why do I need to do this? o Physical Assessment was broken out- in some places others stated that this was a core course. Case studies across settings: The patient was hospitalized and then in home ambulatory Tied to billing. Patient-centered care- including patients in the assessment process. Verbalization of process Two separate courses- Advanced health assessment-nurse educatory-how do you teach this, nurse administrator- how do you administers this, NPs how do you do, document and pay for this. ASSIGNMENTS ACROSS THE CURRICULUM o Intensives courses: University courses Could designate courses where we focus on patient centered care. o How is this tracked throughout all the courses? o How do you impact the whole process? o Assignments that go across the courses so that they get a longitudinal perspective. o EBP course-lay foundation, start proposal, Capstone project course-put-it-into practice. o How can we move that through the curriculum? MEASUREMENT OF OUTCOMES 2

3 DNP graduates worst outcomes that are in the clinical setting. Need to change how we change the courses. Tracking competencies: NTF, NONPF How to engage in the process is part of the problem o Online more difficult. ASSIGNMENTS/CURRICULUM Use of Motivational Interviewing- as a patient-centered approach. Innovations in delivery course. o Assignments across courses o Faculty lecture for each class Family assessment assignment- helpful in terms of patient centered care. Graduate students are reluctant because they are busy and nervous about going into home. o Index patient; geneogram, pedigree, and o Come to a diagnosis. 2 dx. o Analyze in relationship to theories: complexity, communication, family and other theories Textbook: Family Nursing- relational nursing practice by Gwyneth Doan and Colleen Varcoe o Co-create plan with family Document how members contributed. Foundations course- reinforces nursing as a discipline. Get the students firmly planted in nursing so that implementation of nursing values like patient-centered care isn t so difficult to get student buy-in. 3

4 Breakout Session A Notes Breakout Session A 10:50 am - 11:50 am Recorder Name: Breakout Room: Table Competency: Kings Terrace Patient-Centered Care Teamwork and Collaboration Quality Improvement Sharing experiences currently at institutions: Didactic/Clinical o Case- based inter-professional presentation on clinical topic includes NPs; MDs; residents; pharm D; health psychology; and journal club with allbased on academic year; immersion block for 40 hrs/week; exhausting and challenges (VA system/yale School of Med and Nsg) Dev NP interprofessional residency o SON just beginning to work Radiology tech; social work; nursing; study of death and bereavement (Marian- Wisconsin) o Collaboration between FNP and Pharm D students online; students enrolled in same course; provide activities, questions do together; presurvey of opinions regarding IP collaboration and education and learning online-in the middle now started 8/12- follow each other as cohort- then post test in 5/2014 (Samford University) o One week summer camp for children with special needs- will have BSN and MSN nursing students helping to care for children, exercise science, nutritionist, music students; art therapy- out of SON leading it with Faculty Academic Initiative grant; divinity and religion department (Samford University) o Work with SON, PT, OT, SON, School of Pharmacy- to build model for interdisciplinary wellness model of care (Duquesne) to bring together our 4

5 silos of our clinical care models in the community- still on paper have not implemented o Roles and expectations topic students able to give opinions as well as what they thought SOP was for each profession Brainstorming o Online inter-professional teams of students- if question can discuss in team and can read each others posting o PharmD students and FNPs at faculty practice taking care of pts DM group visits as main focus then COPD, Chronic illness model o Integrating HIV into practice- FNP students will sit with Law students and HIV 101 counseling and testing- and these students go out in Baltimore and do major counseling testing and link to care o Collaborating with Law school to explore health care law o Work with Dental Hygienist work with NP students in health assessment- Flip side- Dental Hygienist now taking BPso Sitting on dissertation committees taking on any discipline- how has EBP been integrated into dental hygienist o Med Lead course- change name to Health Policy and Leadership - now nursing in- and soon PT and dentistry o Comes from president of university- everyone at professional school see patients at clinic together- once it comes from administration and there is funding- it is more possible o Word of mouth experiences results in buy in and change and spread on its own o Doesn t really cost anything o Clinical nurse leadership dual role with MBA- why can t NP have MBA also?- no one teaches budgeting and business skills- NPs should be better educated in business principles Group identifies learning experience to develop o Look at duel degrees- to prepare NPs for Health Home concept- utilizing what we are already doing to further develop inter-professional team educational model 5

6 o Timing is right o Work at systems level- synchronize inter- professional clinical rotation patterns - to facilitate scheduling clinical together o Culture shift- start early- come into residency with NPs partnered with medical residents o At the table- equality will be priority regardless of educational level/clinical or life experience- sessions based on all have ability to speak question- Focus on learning experience- detailed plan o Pre-assessment of participants thoughts, ideas, and perceptions of inter professional collaboration and online education- can this be done on line as well as face to face o Remove barriers at systems level- 6