NAP 2010 Interdisciplinary Poster Session

Please click on the titles below to view full descriptions.

 

 

 
Joellen Hawkins, RN, PhD and Nancy Veeder, MS, PhD
 
The Haverhill Community Violence Coalition (HCVC) is a collaborative effort in a diverse, multi-ethnic city north of Boston, MA. Participants in this community-wide effort include teachers, physicians, psychologists, social workers, police, representatives from community health, mental health and child welfare agencies such as Head Start, Nursing and Social Work academics, and the Regional Director of the Massachusetts Department of Public Health. The group meets monthly during the school year.
 
Goals of HCVC:
  1. Decrease violence at all levels in the Haverhill community, especially among youth
  2. Use the success of the Coalition’s efforts to provide community violence ameliorative and preventive programs to generate models for use in other communities.
The Community Problem:
Using Haverhill, Massachusetts as an example: Violence in communities across the U.S. is escalating, exacerbated further by current economic hardships, affecting families and youth especially. Escalation of all types of violent behaviors across all sectors of the population, coupled with lack of personnel and funding resources for community-wide responses to violence, are provoking community-wide crises. Haverhill (population: 60,242) is a city troubled with increasing violence in homes, schools, and the community. A significant part of the population consists of individuals and whole families whose first language is not English. Half of the population is between ages 15 and 44.
 
Example of an HCVC Designed and Implemented Violence Prevention Training Program in Middle and High Schools:
The development and implementation of a violence prevention training program for Middle and High School students titled “Prevention of Youth Violence Through Promotion of Positive Youth Development,” funded by a Grant from the Massachusetts Department of Public Health, is an example of one of HCVC’s community-wide youth-targeted programs in the Haverhill Public Schools. Components of this training included:
 
  1. Child Witness to Violence (with modules on types and prevalence of violence in the community, and relationships to include teen dating, date rape, violence-prone relationships; suicide, and restraining orders)
  2. Financial Literacy
  3. Career Exploration and Job Readiness
  4. The VIP Program in Junior and Senior High Schools
  5. A series of community-wide meetings titled “Speak Out Against Violence and Speak Up”
An outside evaluation of this program showed remarkable success as measured by both student participants and teachers. Results will be reported on NAP Poster.

 

Encouraging Optometrists to Engage the Community:
Expanding Professional Identity
 
R. Norman Bailey, OD, MA, MBA, MPH
Clinical Professor
 
Purpose: Optometry's professional identity should extend beyond a practice's office and into the community. Meeting community vision health needs is a professional obligation that can be met in a number of ways. Eye health education for the public is one activity that can contribute to the vision health of the community.
 
Methods: At the University of Houston College of Optometry, future optometrists in the Community Health classes participate in a community-based service-learning eye health education project to build their confidence in engaging the community. The purpose of this descriptive study was to evaluate the impact of this optometry student service-learning activity on those served and on those serving. Each year, the class of 100 first-year optometry students is divided into 12 project groups. Each group, working with a faculty advisor, develops an eye health education program to deliver to school-aged children. At the conclusion of each group's presentation to children at one of twelve different community schools, a group report is written. Each optometry student keeps a personal journal of their project activities from which they write an individual paper reflecting on what the project has meant to those served, to themselves, and to their likely community behavior as future optometrists.
 
Results: The emotional as well as cognitive realizations revealed by the reflection essays indicate a positive impact on developing professional identities. Conclusions: It is too early to know the long-term impact of this service-learning experience on these future optometrists' community behavior. It is hoped that members of the public will gain important education on eye and vision health practices through the efforts of the College’s graduates as they move into their practice communities, improving the vision health of each community. Recommendations: This activity is recommended for each of the three remaining years in the UHCO professional program to reinforce the first-year students' experience.
 
 
 
Ruth Bindler, PhD, RNC
Professor
and
Kenneth B Daratha, PhD
 
A USDA-funded research project (Teen Eating/Activity Mentoring in Schools or TEAMS) was designed to compare effects of changes in the middle school environment with individual/family interventions to reduce obesity in early adolescence. A university bio-statistics researcher identified the call for proposals and assembled an interdisciplinary group of faculty (from informatics, nursing, extension, human development, and psychology), school district representatives (nutrition and physical fitness administrators, principals), and a community physician. Prior partnerships of the university and school district facilitated networking.
 
Early meetings of the research planning group served to identify the purpose of the project, explore theoretical constructs to guide interventions, and determine additional project participants. Key components for the interdisciplinary TEAMS project included a clear organizational structure, communication plan, and information management strategies. Willingness to identify barriers such as time, resources, system differences and needs were essential. Interdisciplinary research provides an essential tool for meeting the current complex challenges facing the health sciences, and is increasingly promoted by funding agencies. The benefits of a collaborative approach are well-defined, and researchers can develop skills to meet the challenges of interdisciplinary work.
 
 
 
Valentina Brashers, MD
Professor of Nursing and Attending Physician in Internal Medicine, University of Virginia
and
Christine Peterson, MD
 
Purpose:
Early in 2009, University of Virginia School of Nursing (SON) Dean Dorrie Fontaine and School of Medicine (SOM) Dean Steven DeKosky mutually called for the formation of the UVA Interprofessional Education Initiative (IPEI). The overarching goal of the IPEI is to graduate medical and nursing students who have the interprofessional competencies necessary for effective collaborative practice.
 
Background:
In the ten years since the Institute of Medicine (IOM) published its report “To Err is Human”, practice organizations from across the health professions have recognized that interprofessional collaboration is essential to providing safe, effective, and efficient healthcare. The follow-up 2003 IOM report “Health Professions Education” was one of the first in a series of foundational publications that documented the need for interprofessional education as the basis for developing a health professions workforce capable of working in teams. The strategic goals of both the Association of American Medical Colleges and the American Association of Colleges of Nursing stress learning that is “interdisciplinary team-based” and strives to educate “skilled interprofessional teams of practitioners” while promoting “interdisciplinary research teams”.
 
The IPEI Vision, Mission and Values:
 
Vision -
To improve the quality of patient care through the development and adoption of effective methods of interprofessional education and practice.
 
Mission -
To establish interprofessional educational experiences and assess their effectiveness in developing competencies required for interprofessional practice.
 
Values -
Interprofessional education is committed to training the next generation of healthcare providers in a learning environment that fosters collaboration in providing patient-centered care that is respectful, compassionate and culturally sensitive. 
 
IPEI Principles:
• Interprofessional collaborative practice is vital to improving access, quality and costs of healthcare
• Interprofessional competencies are necessary to produce graduates who are “collaboration ready”
• IPE should be integrated into the educational experiences of all of our students at all learning levels
• IPE can be provided using a variety of formal and informal learning strategies
• Ongoing assessment of student outcome is essential to improving and expanding IPE appropriately
 
IPEI Membership:
Current membership includes four Co-Chairs (2 each from the SON and the SOM), five faculty members from each School, three students from each School, and one faculty member each from the School of Public Health and the TelemedicineCenter. Administrative input is provided by both Deans and by the Associate Deans for Academics from each School.
 
IPEI Consultant:
Madeline Schmitt PhD RN FAAN has served as a consultant to the IPEI for the past year. Dr. Schmitt is an Emerita Professor of Nursing at the University of Rochester and is widely recognized as the leading expert on IPE in the U.S.
 
Interprofessional Core Competencies:
An intensive review of IPE programs around the country was initiated. The following 5 core competencies have been selected and approved by the Deans. These core competencies can be achieved using a broad range of course/experience-specific objectives and strategies.
• Communication
• Professionalism
• Shared problem solving
• Shared decision making
• Conflict resolution
 
Learning Levels:
The IPEI recognizes that student achievement of competencies, especially within an interprofessional framework, requires that students work at various learning levels throughout their curricula. These levels reflect the long view of IPE as a means to achieve future effective collaborative practice.
• Level 1: Acquisition of knowledge about the history, basic role, values, training, and capabilities of own and other professions and the ability to communicate with ease
• Level 2: Acquisition of teamwork competencies
• Level 3: Demonstration of teamwork competencies
• Level 4: Application of teamwork competencies to effective patient-centered care in multiple care systems
• Level 5: Engagement in life-long learning and self evaluation of teamwork competencies
 
Examples of Current and Proposed UVA IPE Activities:
Many possible IPE activities can contribute to achieving IP competencies. Thus multiple planned student experiences appropriate to the assessed needs of the learner can be offered. Examples include:
 
1. Basic interactive methods (shared orientation, student pairing, basic skills teaching, use of narrative and reflection)
2. Didactic (shared ethics, team building, cultural awareness)
3. E learning (web courses, case studies, modules)
4. Simulation (role plays, web based, Sim Man, standardized patients)
5. Shared clinical experiences (observational, practice based [shared rounds, clinical conferences, model clinics and units])
6. Telehealth
7. Service learning (shared experiences, shared discussion and reflection sessions)
8. Continuing education (disaster preparedness, emerging infectious diseases, avoidance of medical errors)
 
Strategies to sustain IPE at UVA:
The history of IPE initiatives nationwide makes it clear that such programs can only succeed in becoming truly integrated into health professions curricula with support from all faculty, students and administrators toward the development of an institutional culture that supports IPE.
1. Seek administrative commitment (curricular and resource support)
2. Complete a comprehensive review of IPE “thread” in current curricula of both Schools and recommend additional objectives and learning strategies
3. Create an Interprofessional Education and Curriculum Consultation Team (IPECCT) that will work with established curricular bodies for planning, implementing and evaluating interprofessional experiences including courses, clinical experiences, and research
4. Provide for faculty development and positive role modeling
5. Increase internal and external visibility (e.g. website)
6. Obtain intra and extramural funding to support new projects
 
Intramural and Extramural funding:
The IPEI is actively pursuing extramural funding for a program
1. To pilot medical student and nursing student tele-enhanced interprofessional learning that is aligned and integrated with university-community partnerships and University telehealth resources to improve health and health care disparities of persons living in rural underserved communities of Southwest Virginia;
2. To plan and conduct faculty development to support pilot and future IPE student learning, and
3. To identify additional opportunities for aligning and integrating interprofessional education while addressing the health care needs of underserved residents of Southwest Virginia.
 
Evaluation Plan:
For each aspect of this initiative, there will be a clear statement of focus, goals, timelines, and how outcomes will be measured. Validated tools that measure interprofessional competencies are being made available to faculty. The overall effectiveness of the IPEI will be evaluated regularly.
 
 
 
Marie DiCowden, PhD
Executive Director of the Biscayne Institutes of Health & Living
and
Dr. Teri DeGrand
 
This poster will demonstrate the use of the International Classification of Functioning (ICF) to track functional outcomes that result from interdisciplinary care of chronically ill an/or seriously injured individuals. Data presented will address three patient case studies of individuals who have suffered traumatic brain injury as well as other serious orthopedic injuries. Functional recovery following their interdisciplinary treatment is tracked for a minimum of two years up to ten years of recovery. Data demonstrate the course of recovery for physical, emotional and cognitive variables. Overall trend analysis, as well as three dimensional graphs showing trends of recovery for specific functions over time, is used to present the empirical data.
 
Findings reveal that development/recovery of function follows a pattern of tracks laid down in the brain over time. Data presentation also demonstrates the pattern of recovery that can occur over time given consistent interventions to address the whole person through coordinated interdisciplinary treatment. The data presented shatters the myth that there can be no further significant recovery in brain injury cases beyond a two year period.
 
This poster presentation provides a clear example of the utility of the ICF to transmit complex information in a concise and easily comprehended manner. It demonstrates how communication and comprehension of information can be easily conveyed between professionals as well as lay individuals. The ICF is currently being used in most industrialized countries to follow overall public health data. In the United States, the Bureau of Vital Statistics is in charge of the implementation of the International Classification of Functioning. At present, awareness of the ICF in the United States, and the ICF’s potential for use in following functional outcomes for health, is less known among U.S. health care professionals in general. This presentation will enhance awareness, understanding and demonstration of the efficacy of using the ICF in clinical treatment planning and follow up among many disciplines.
 
 
 
Jean-Venable R. Goode, PharmD
Professor and Director
and
Kennedy AK, Moczygemba LR, Gatewood SBS, Alexander AJ, Osborn RD, Matzke GR, Reynolds-Cane D.
 
Purpose: To develop a Comprehensive Clinical Pharmacy Service (CCPS) practice model to increase the availability and scope of clinical pharmacy services for underserved patients who receive their primary care at the Daily Planet, Inc., a Federally Qualified Health Care for the Homeless (HCH).
 
Clinic Methods: The CCPS practice model was developed to improve medication outcomes in an underserved homeless population. The CCPS incorporates the following five components:
1. Medication Therapy Management (MTM);
2. DiseaseState Management (DSM);
3. Health Education;
4. Drug Information; and
5. Interprofessional and Community Integration and Coordination of Care.
 
The foundation of CCPS is MTM and all patients will receive a yearly session to identify and resolve drug related problems. Four clinical pharmacists will also provide DSM, which will initially focus on the management of diabetes mellitus, hypertension, hyperlipidemia, chronic obstructive pulmonary disease, and obesity, for patients who meet national eligibility guidelines for each disease state. Education, which promotes healthy living and foundational disease management principles, will be provided via print materials, video, and during pharmacist directed individual or group sessions. Pharmacists will also serve as a drug information resource for clinic patients and providers. Finally, the pharmacists will facilitate coordination of care with community partners such as local pharmacies, emergency departments, and jails. An electronic medical record will be utilized to document all CCPS activities. The CCPS practice model will be implemented in July 2009 and is a dramatic expansion of clinical pharmacy services provided since 2005.
Results: The staff and physicians of the HCH Clinic have enthusiastically endorsed the CCPS to provide clinical pharmacy services for this high risk patient population. Conclusion: The CCPS will hopefully serve as a model for provision of clinical pharmacy services in an underserved population in the greater Richmond community.
 
 
 
John Herbold, DVM, MPH, PhD
Associate Professor of Epidemiology, University of TexasSchool of Public Health
and
D. Bullock, M. Medrano, V. Young, J. Colver, K. Stevens, J. Herbold, M. Rubin, A. Parekh, J. Patterson
 
Background:
Interprofessional education prepares health professional students to work and communicate effectively in teams, and will potentiate quality and safety in their future work. Optimal healthcare for patients with chronic diseases has been achieved through interprofessional healthcare professionals working together. Though there have been immense gains through practicing teamwork and interdisciplinary medicine, health professionals’ education has inadequate assimilation of interdisciplinary education. 
 
Students will learn how to function as members of an interprofessional team in HIV case management. The overarching goal is to introduce medical, nursing, pharmacy, public health, social work and physician assistant professional students to HIV case management. At the end of the course, students will be familiar with issues of: patient safety, health literacy, medication reconciliation, and interprofessional teamwork in HIV care.
An IOM report recommended educating all health professionals to deliver patient-centered care as members of an interdisciplinary team(1). The 2003 IOM Report recommends “a common language; development, demonstration and maintenance of core competencies; funding for education, practice and research to support the integration of core competencies”(2). Shine suggested that all health professional students be taught together so that they learn to solve problems jointly(3). Interprofessional collaboration is critical to optimize safety and quality(1,3). IPE experiences must address existing cultural differences between healthcare professions(4).
 
Methods:
A team of faculty from UTHSCSACenter for Patient Safety& Health Policy, School of Medicine, School of Nursing, School of Allied Health, College of Pharmacy and UT-Houston School of Public Health, San Antonio Regional Campus and UTSA School of Social Work have developed an interprofessional curriculum to educate HIV/AIDS patients, through community based service learning, about evidence-based anti-retroviral therapy. This included relevant aspects of HIV/AIDS medication management, including cultural and educational barriers. Medical, PharmD, nursing, physician assistant, social work and public health students participated in the spring and fall longitudinal electives. These students also provided patient education in the HIV/AIDS Clinic for Bexar County, Texas.
 
The electives had didactic lectures, clinic visits, group case analysis, and self reflective exercises. The later would also have a community based service project.
 
The didactic component taught students about evidence-based regimens for anti-retroviral therapy and medications to prevent opportunistic infections in this patient population, patient education principles and cultural barriers to medication compliance. The community-based service component took place at the University Health System FFACTS/Immunosuppresion Clinic that serves under- and uninsured patients of BexarCounty. Students performed medication reconciliation with providers using a standardized form.
 
Blackboard, web-based format with PowerPoint, Sonic Foundry presentations and a discussion board are used.
 
Assessment
Knowledge, skills and attitudes regarding interprofessional education are assessed before and after the course. Readiness for Interprofessional Learning Scale (RIPLS) is used pre and post course to evaluate the knowledge about IPE.
 
Results:
It is the first time that formal interprofessional education involving multidisciplinary students will be conducted at the FFACTS clinic.
 
Short term Outcomes: better appreciation and attitude for IPE, increased knowledge in patient safety & medication reconciliation, serves as a framework for future IPE courses
 
 
 
Lester Jones, DPM, MS Ed
Executive Associate Dean of Academic Affairs
and
T. Meyer, E. Hoppe, J. Tegzes, S. Mackintosh
 
The purpose was to advance Western University of Health Sciences commitment to fulfilling recommendations from the IOM to improve patient care through interprofessional education. WU has embarked on an innovative venture to operationalize IPE involving 9 health professions colleges. Methods assessed the attitudes of faculty and students to identify barriers to IPE utilizing standardized survey instruments. Data were analyzed to identify patterns of perceived barriers.
 
Results indicated that faculty and students view IPE favorably but cautiously. The authors concluded that the primary perceived barriers to IPE at WU relate to faculty work load, impact on curricula, affect on college level systems and processes, student assessment and inter-rater reliability. WU recommends a system-wide faculty training program that targets perceived barriers, and structured processes for case development and assessment. University administrative support is essential to a large-scale IPE effort.
 
 
 
Gary Matzke, PharmD
Professor and Associate Dean for Clinical Research and Public Policy
and
Moczygemba LR, Gatewood SBS, Alexander AA, Kennedy AK, Osborn RD, Goode JR, Reynolds-Cane D.
 
Purpose: To enhance the continuity of Clinical Pharmacy Services at transition points of care through the development of a Provider Network.
 
Methods: The Daily Planet Inc., a Health Care for the Homeless Clinic, and the Virginia Commonwealth University School of Pharmacy (VCU SOP) through their collaborative care provision to homeless mental health patients have identified many barriers to optimal medication use. Homeless patients have high rates of mental and physical health problems and substance abuse which are exacerbated by living on the streets and in shelters. Also, homeless patients often experience transitions of care, such as emergency department visits or incarcerations, which may lead to medication errors and gaps in medication use for chronic diseases. Disruptions in patients’ medication regimens decrease medication adherence and can lead to poor health outcomes. Therefore, the Daily Planet and VCU SOP providers proposed a plan to enhance the communication and quality of care with community providers. The first step in this process was to create a Clinical Pharmacy Services Provider Network (CPSPN) to minimize medication errors and gaps in medication use during transitions of care. The CPSPN currently has four additional partners, VCU Health System Outpatient Pharmacy, VCU Health System Emergency Department, and two community pharmacies, all of whom have enthusiastically endorsed the mission to coordinate clinical pharmacy services with an initial focus on medication reconciliation.
 
Results: Initial funding for this CPSPN initiative has been received from the VCU Council for Community Engagement. This pilot project will test the utility of the network’s foundational electronic tool for coordinating medication reconciliation between the Daily Planet-VCU team and community providers.
 
Conclusion: The CPSPN concept has been implemented and further expansion to additional partners which includes inpatient treatment and correctional facilities, is planned. The initial results of the pilot project will be available in Spring 2010.
 
 
 
Dr. Maureen Murphy-Ruocco, EdD, RN, APN, MSN
Associate Dean and Professor
School Nursing and Health Education Graduate Programs, FelicianCollege, Lodi and Rutherford, New Jersey
 
This interdisciplinary health education curriculum model partners certified school nurses who are also certified teachers of health education with certified teachers from multiple disciples to incorporate methods of teaching health education across the curriculum. The purpose is to improve self-care competencies and health outcomes in school aged children. This collaborative partnership model provides examples of how health education teachers can incorporate the students’ previously learned knowledge from the visual and performing arts, language arts, mathematics, science, social studies, world languages, technology literacy, career education/consumer family and life skills into the health education curriculum. Furthermore, the incorporation of previously learned health education content in other classes positively impacts the development of healthy behaviors for students. 
 
This interdisciplinary model identifies the health education content knowledge, integrates the health education standards into the curriculum, and demonstrates activities that promote successful achievement of health education competencies across grade levels. Implementation designs include classroom exercises, homework assignments, classroom projects, games, practicum experiences, technology based assignments, and community services projects successful at different K-12 grade levels. The model provides student learning experiences that engage parents/guardians, significant others and the community in several projects fostering a better understanding for those who may have the potential to influence students’ choices and support them during the learning process. Projects appropriate to the developmental level of the students that are cutting-edge and exciting produce an environment conducive to learning about health promotion, health education and health maintenance. 
 
Faculty development is an essential component of the model so that faculty learn how best to incorporate an interdisciplinary health education curriculum plan. Faculty learn how to be collaborative teachers who embrace the cross cutting themes of learning how to learn, multicultural perspectives and understanding, caring skills, and technology to improve student learning outcomes. To meet the Core Curriculum Content Standards in Comprehensive Health Education, students need to achieve the requisite critical thinking skills, and the qualitative and quantitative reasoning skills necessary for productive lifestyles. Furthermore, students who develop self-care competencies at a young age gain the knowledge and benefits of long-term health care outcomes.
 
 
 
Robert Newcomb, OD, MPH
Professor, OSU College of Optometry
 
Blindness and vision impairment affect a patient's ability to drive, read, work, learn, stay active in the community and take care of simple household tasks. These impairments can also lead to social isolation, depression, increased risk of falls, and injuries that unfortunately create an emotional and economic toll on individuals and their families. Improving the vision health of Ohio's growing senior population is the mission of Ohio's Aging Eye Public Private Partnership. The AEPPP is a volunteer-driven statewide collaboration of eighteen diverse organizations, including professional groups, non-profit organizations, elected officials, and state governmental agencies. The partnership was formed in 2003; and has developed a strategic plan of action to address interdisciplinary issues relating to public policy, preventive, diagnostic and rehabilitative services, public/professional awareness, and vision research. This poster will present the AEPPP's met and unmet goals to date.
 
 
 
W. Padula, C. Nelson, W. Padula, R. Benabib, T. Yilmaz
 
Objective: This study will demonstrate that the perception of visual midline often shifts following a cerebrovascular accident reinforcing or causing balance problems. This characteristic shift in perceived midline affecting posture has been termed Visual Midline Shift Syndrome (VMSS). Design: Evaluation of shift in midline concept and its correlation with postural lean was studied in 30 post CVA subjects and 30 controls. Yoked prisms were used to affect visual midline, and to improve postural orientation. Conclusions: The data demonstrates that yoked prisms statistically improved balance for those subjects in the experimental (CVA) group. Yoked prisms are effective for treating VMSS in this population, and may be useful in other neurological syndromes with visual spatial involvement.
 
 
 
Leonid Skorin, Jr., OD, DO
Senior Staff Ophthalmologist
 
The purpose of this poster is to present an innovative preceptorship curriculum which equips optometry interns with the training they need to participate fully in an interdisciplinary medical/hospital setting. This three-month preceptorship rotation will help prepare the optometry interns to pursue additional advanced training such as optometry residencies and allow them to successfully integrate into larger medical clinics and community hospitals upon graduation. This curriculum is unique in that the fourth-year optometry interns receive one-on-one instruction with an osteopathic ophthalmologist. They get an opportunity to observe and participate within a larger multidisciplinary frame of reference and learn to collaborate with other medical specialties. These include, but are not limited to: radiology, pathology, surgery, internal medicine, family practice, pharmacy, psychology, ancillary services, etc.
 
The curriculum was informally implemented in 2001 as a preceptorship. A formal curriculum of the preceptorship was written and implemented fully in 2009. The poster will highlight this curriculum's learning outcomes, performance indicators, learner competencies and the evaluation and assessment plan. This poster will also present the results of two surveys, one which targets optometry interns who have chosen the preceptorship site for their rotations; but, have not yet started (pre-rotation) and the second one of optometry interns who have already completed their three-month externship rotation at the site (post-rotation). The results of these surveys show a definite increase in competency and confidence by the optometry interns in their ability to function within a multidisciplinary setting.
 
 
 
Michelle Troseth, MSN, RN, DPNAP
Executive VP/Chief Professional Practice Officer, CPM Resource Center/Elsevier
and
Tracy Christopherson, RRT
 
This poster will describe how thousands of interdisciplinary care providers have worked collaboratively to co-create an innovative framework to achieve and sustain interdisciplinary integration at the point of care. The work is coordinated by the CPMResourceCenter (CPMRC) which was established in 1992 and now engages an active healthcare consortium of hundreds of healthcare settings across the US and Canada. Principles that support a patient-centric and interdisciplinary approach to care will be shared. The nature of deepening the individual and integrated scopes of practice of different professional disciplines will be reviewed with advanced processes and clinical tools used at the point of care everyday. Finally, outcomes from various CPMRC Consortium sites will be shared.
 
 
 
Bonnie Wesorick, RN, MSN
Founder and Chairman Emerita
 
The nature of the work related to the vision to achieve integrated, interdisciplinary evidenced base practice at the point of care in both acute and ambulatory settings requires a depth of understanding and skill to manage the common polarities, dilemmas or paradoxes that will arise when this work begins. The principles of polarity management and 10 of the most common polarities including the technological innovation and practice innovation polarity experienced by an International Consortium of over 280 clinical settings collectively engaged in the work will be presented. A newly developed assessment tool used to measure the degree to which the polarities are being managed by the organization will be shared and correlated to the action steps necessary to reach the desired clinical, financial and operation outcomes associated with interdisciplinary, evidence-based integrated care.

 

National Academies of Practice
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