Jefferson InterProfessional Education Center (JCIPE)
Spring 2010 Practicum Projects Summary
- Project: Interprofessional course: "Grand Rounds"
Team: Amy Egras, PharmD and Amber King, PharmD
TJU: School of Pharmacy
Two faculty members from TJU School of Pharmacy developed a 2 credit course (primarily online format) that will address issues affecting the healthcare system via interprofessional education. Some of these issues may include Medicare/Medicaid, the role of public and private insurers, healthcare delivery in the U.S., indigent care programs, etc. Students will address these issues incorporating aspects that may include but are not be limited to principles of professional behavior, ethical dilemmas, conflict of interest, ethical issues in delivery of patient-centered care and clinical research, principles of end-of-life care, and ethical issues in teamwork. Student activities include participation in the weekly online discussion boards, group projects, and reflection papers related to teamwork, the roles/skills of professionals of the healthcare team.
Students outside of the School of Pharmacy who have electives in their programs or who are interested in the course will be recruited. If there are no students outside of the School of Pharmacy, clinicians from other disciplines will serve as facilitators of online discussion groups to provide the interprofessional perspectives.
- Project: Interprofessional Code Blue Simulation Training
Team: Marina Serper, MD and Bryan Hess, MD
JMC/TJUH: Department of Internal Medicine
A code blue simulation training for physicians and nurses was developed to improve resuscitation team dynamics in code blue scenarios. Program objectives include: demonstrate mastery of effective resuscitation team dynamics, demonstrate adherence to the ACC/AHA guidelines for the management of pulseless cardiac arrest, complete Basic Life Support (BLS) primary survey, consistently demonstrate high-quality CPR, demonstrate mastery in the use of a portable defibrillator, and discuss perceptions of teamwork before and after simulated scenarios. Activities include completion of high-fidelity simulated code-blue scenarios using Laerdal's Sim Man, use of both live and recorded scenarios, use of QCPR technology that is integrated into Sim Man 3G, and debriefing activities, including addressing preconceptions on the impact of team work on the outcome of a pulseless arrest. Each session will be evaluated through surveys and/or checklists.
- Project: Diabetes Information and Support for Your Health (DISH)
Team: Nancy Brisbon, MD, Kathleen Hilbert, MSN, Janis Bonat, MSN, Patrick McManus, MD, Neva White, MSN and Mona Safarty, MD
JMC/TJUH: Department of Family and Community Medicine
An interprofessional group of health professionals are providing a series of informational and support sessions for individuals with diabetes. To further refine the sessions, they developed a program plan (including evaluation methodologies) to improve the interprofessional coordination of care to provide point-of care services to empower patients to better self-manage their diabetes. Program objectives included: to optimize the utilization of human resources associated with DISH activities to support patient self-management goals, to use an interprofessional approach to assist each patient in developing a personalized self-management/action plans, to increase exposure and awareness of interprofessional collaboration for residents and student learners attending DISH, and to assess patient satisfaction with DISH. Some activities to meet these objectives include involving all disciplines in a weekly debriefing of the new patients and summary of session in order to model interprofessional collaboration for residents and students as well as develop inter professional care plans for DISH participants, to involve all disciplines to review and revise the current curriculum on a quarterly basis and conduct an annual review of curriculum and overall DISH process by a team member from each discipline. Follow up on patient action plans, patient satisfaction and reflections papers were identified as assessment measures.
- Project: Urology Education
Team: Demetrius Bagley, MD, Emily Feeney, RN, Bridget Lepchuk, CST Darlene Bewick, MSN, CRNP, Sonia Hurtado, RN and Maryann Sonzogni RN, BSN
JMC/TJUH: Department of Urology
An interprofessional group developed a program within their department for all staff (including physicians, office clinical staff, and the nonphysician staff in the operating room setting) to increase urologic related knowledge to improve the delivery of patient care. Objectives of the program included describe roles and responsibilities of OR staff, Office staff, and in-patient urology unit, increase urologic related knowledge among staff to improve the delivery of patient care, and to identify barriers to patient care within our urology practice (outpatient and inpatient). Potential activities included designing a schedule with staff and managers to allow one staff person from each area to shadow monthly, regular Journal Club sessions, and a lecture series with faculty members. An employee satisfaction survey was developed as one method of evaluation.
- Project: Providing Care Beyond the Prescription: Addressing the Patient's Unique Emotions
Team: Rev. Joseph Leggieri, PhD, and Rev. Marianne Robbins, M.Div.
TJUH: Pastoral Care and Education
The goal of the program will be improving the communication skills of professional bedside clinicians in hearing and responding to the emotional content of patients' conversations. The first phase of this project will be mini presentations (15'-20' long) with approximately 40 nursing units at TJUH & JHN. A pool of approximately 10 professional clinicians (RN's, Dr's, SW's, etc.) will be selected, recruited, and join in collaboration to participate in the training and leadership of the presentations. Each professional will be asked to participate from 3 to 5 presentations. Objectives of the program are to develop listening skills that identify what feelings are being conveyed in words/conversations, to present a simplified theory of transference and engage in an open-ended discussion and story telling to give evidence to the theory, and to discuss personal dynamics that enhances or blocks the hearing/listening of the emotional content of another's conversation. Program activities include lecture and actual excerpts from pastoral care encounters to illustrate the theory, role-play of simulated patient/nurse, patient/doctor, patient/etc., encounters that lend themselves to discussion, and open ended discussion and storytelling.
- Project: Professionalism for OB/GYN Physicians and Nurses
Team: Brett Worley, MD
The purpose of this program is to help nurses, resident physicians, and attending physicians identify unprofessional behaviors and to improve professionalism and teamwork on Labor and Delivery in critical scenarios. The program objectives are: to enable learners to be able to define professionalism and categorize professional, recognize unprofessional/ professional behavior in a case study, and to identify unprofessional behavior on Labor and Delivery and pursue changes to improve professional behavior. Activities will consist of monthly meetings with nurses, resident physicians, and attending physicians. A different aspect of professionalism will be examined at each meeting, including communication errors, medical mistakes, reactions to poor outcomes, and managing workplace conflict. The Barry Professionalism Questionnaire and satisfaction surveys of the program will be used as evaluation measures.
- Project: Hand Hygiene Awareness Project
Team: Rosemary Moffitt, RN
TJUH and IHI Open School, Jefferson School of Population Health
The purpose of the student hand hygiene education program is to increase hand hygiene awareness among students and its relationship to hospital-acquired infections and to improve hand hygiene rates among TJUH students in the TJUH clinical setting. Potential activities will include Hand Hygiene Educational Session which will include a Grime Scene Investigation Video developed with an interprofessional group, a learning module, return demonstration, and the formal initiation of a role modeling session during clinical rotations for nursing students. After the video is complete, clinical instructors will be provided with orientation on how to incorporate the video and role modeling into the nursing student assignments. A potential evaluation method is for students to evaluate instructor hand hygiene and instructors to evaluate student hand hygiene performance.