Implementing a Clinical Co-Preceptor Model in Academe

Slides:



Advertisements
Similar presentations
Medical Education Outcomes Research Frederick Chen, MD, MPH Center for Primary Care Research Agency for Healthcare Research and Quality June 26, 2003.
Advertisements

C3 Goals Students will: 1.acquire teamwork competencies 2.acquire knowledge, values and beliefs of health professions different from their own profession.
Community Health / Public Health Nursing and the Doctor of Nursing Practice Carolyn A. Williams, RN, PhD, FAAN Dean and Professor, College of Nursing,
Charting the Course for the DNP by the DNP 6 th National DNP Conference September 25-27, 2013 Dianne Conrad, DNP, RN, FNP-BC David O’Dell, DNP, ARNP, FNP-BC.
Division of Diversity, Equity and Inclusion (DEI) Strategy Map October /04/11 University Strategic Goals Ensuring Student Success (Access, Recruitment.
Overarching Focus Increase the effectiveness of health systems Improve the health of individuals, families and communities Strengthen nursing capacity.
What is a Clinical Nurse Leader sm ? The Clinical Nurse Leader is an advanced generalist with master’s-level preparation in nursing. This is an emerging.
Educational Research Funding Opportunities W. Eryn Perry.
What role do I play in the nursing profession? Nurse Educator Developed by: Erin Kibbey, RN BS.
Competencies of Nurse Educators in Curriculum Design: A Delphi Study Milena Staykova, Melissa Marszalek, Shanice Vennable, Dustin Whitaker.
The Role of Assessment in the EdD – The USC Approach.
Four School Interprofessional Workshop Exposure to Roles/Responsibilities and Team Work Ellen Luebbers, MD 1, Patricia Underwood, PhD, RN 4, Kristin Victoroff,
A Grassroots Campaign for Supporting RN to BSN Education Sonya Curtis Matthew French-Bravo Marilyn Parker Patti West.
A Federal Update on Title VIII Nursing Workforce Development Programs The Ties That Bind: Creating Partnerships and Collaboratives – Education, Practice,
Psychology Workforce Development for Primary Care Cynthia D. Belar, PhD, ABPP Executive Director, APA Education Directorate Collaborative.
© 2011 Partners Harvard Medical International Strategic Plan for Teaching, Learning and Assessment Program Teaching, Learning, and Assessment Center Strategic.
Quality and Safety Education for Nurses Katherine Hinic May 2, 2012.
WHO Global Standards. 5 Key Areas for Global Standards Program graduates Program graduates Program development and revision Program development and revision.
CREATED BY: HOLLY GAGNE ASHLEY GAGNON SARAH JONES JESSICA SNIEGOWSKI Institute of Medicine (IOM)
Presentation Pennsylvania Coalition for the Advancement of Nursing Education October 14, 2014.
AACN – Manatt Study In February 2015, the AACN Board of Directors commissioned Manatt Health to conduct a study on how to position academic nursing to.
LEARN. CARE. COMMUNITY. PNWU.edu Figure 1: Concept Map for IPE Fidelity 1.Determine the rubric score that represents high, medium, and low fidelity. 2.Identify.
Why Now? Taking Action for the Future of Public Health Nursing Pamela A. Kulbok, DNSc, PHCNS-BC, FAAN, University of Virginia Susan M. Swider, PhD, APHN-BC,
Henry M. Sondheimer, MD Association of American Medical Colleges 7 August 2013 A Common Taxonomy of Competency Domains for the Health Professions and Competencies.
Academic Nursing’s Commitment to Ensuring Quality Palliative Care Deborah E. Trautman, PhD, RN, FAAN President and Chief Executive Officer American Association.
Effects of Participation in an Interprofessional Student-Run Free Clinic on Achievement of Core Curricular Competencies Tamar Nobel, BS, David Lawrence,
Panel 1: Why the AETC?. HIV Care Continuum Of all PLWH in the U.S., 70% are not virally suppressed. 2 This chart represents the HIV care continuum in.
The Eugene T. Moore School of Education Working together to promote the growth, education, and social development of children and youth David E. Barrett.
HRSA Grant Awarded in July 2015
Wichita State University (WSU) College of Health Professions (CHP)
The Role of a Health Foundation in
Challenge for Rural Health Systems & Nurse Educators
Retaining Wisdom in the Nursing Workforce
Nurse Residency Programs*
Associate Dean of Nursing, Belmont University
Adrianne J. Lane EdD, RN, CNE Cindy Foster, MS, RN, APRN
Interprofessional Health care Teams
Evaluations Using the Interprofessional Collaboration Assessment Rubric (ICAR) Audrey Weymiller, PhD, CNP-BC; Anna Jarrett, PhD, CNP-BC; Marilou Shreve,
Opioid Management in Primary Care Michael Parchman, MD, MPH
VONL Annual Meeting September 23, 2016 Equinox Resort, Manchester, VT
Student Loan Repayment
Issues and Trends Nursing 870.
Introductions: Imelda R. Revuelto, MSEd
EMS for Children Day Celebrating EMS Week 2017 Wednesday May 24, 2017
National Certifications and Recertification Requirements
Health Professionals’ Education & the Environment
Kathleen Amos, MLIS & C. William Keck, MD, MPH
Weaving a Strong Safety Net: Oral Health Care Access
Educating Rural PMH Advanced Practice Nurses
Behavioral Health Workforce Education & Training (BHWET)
PARTNERSHIPS WITH CLINICAL SETTINGS: ROLES AND RESPONSIBILITIES OF NURSE EDUCATORS – Chapter 9 –
A SOCIO-ECOLOGICAL MODEL APPROACH FOR STUDENT SUCCESS IN A GRADUATE NURSING PROGRAM Kimberly Hayman BSN, RN, PhD Candidate; Larronda Rainey MNSc, RN;
Nursing Core Competencies
IPE at EVMS Jeffrey A. Johnson, DHSc
The Future of Nursing Report Implications for Iowa
Membership Management Highlights
Jennifer Bryer PhD, RN, CNE Virginia Peterson-Graziose DNP, RN, CNE
University of Southern Indiana Interprofessional Collaborative Care Model Constance Swenty DNP, RN, CWOCN, Gina Schaar DNP, RN, Ryan Butler BSN, RN University.
Take Home Implementation Tools for Safety Evaluation
Dr. Rathee, E. & Dr. Riedford, K.
QSEN Presented by: Diana VanRhee Kim Mcpike Sheila Mahaney Megan Davis
Interprofessional Education
Creating a Multidisciplinary Team to Develop and Implement Interprofessional Education (IPE) Simulations Preparing Students for Collaborative Practice.
Health Care Management Angell Snyder School of Business
Interprofessional Education Training Residents about the Healthcare Response to Victims of Abuse, Neglect and Exploitation Kathleen Franchek-Roa MD University.
Physical Health Mental Health Behavioral Health
to Sustainably Develop Nurse Leaders in Targeted Areas of Excellence
Post Doctorate Psychiatric Mental Health Certificate
Clinical Education Programs
Student-Parent Commitment Session June 2019.
Presentation transcript:

Implementing a Clinical Co-Preceptor Model in Academe Anna Jarrett, PhD, CNP-BC Logo The Mutually Beneficial Partnerships project will implement an innovative, collaborative plan to enhance the educational experience of clinical preceptors and Doctor of Nursing Practice (DNP) students. By enhancing existing and creating new clinical partnerships, nursing students who are preparing for advance practice roles as nurse practitioners and/or clinical nurse specialists can be placed in existing and new clinical sites in medically underserved, rural and/or minority communities. This will be accomplished with a collaborative effort between a School of Nursing and a community clinic, with expansion throughout the state. Using the co-preceptor clinical model, students will have knowledge and skills to provide safe, quality care within the complex practice-based environment. Goals Measures References Institute of Medicine (US). Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing. The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press; 2010. American Association of Colleges of Nursing (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. Washington, DC: Author. Arkansas State Board of Nursing. Annual report 2012-2013. 2013:2-66. Foret Giddens JF, Lauzon-Clabo L, Morton PG, Jeffries P, McQuade-Jones B, Ryan S. Re- envisioning clinical education for nurse practitioner programs: Themes from a national leaders' dialogue. Journal of Professional Nursing. 2014;30(3):273-278. Arkansas black population percentage by county. Index Mundi Web site. http://www.indexmundi.com/facts/united-states/quick-facts/arkansas/black-population- percentage#map. Accessed February 6, 2015. U.S. Department of Commerce. State and county quickfacts: Arkansas. United States Census Bureau Web site. http://quickfacts.census.gov/qfd/states/05000.html. Updated 2014. Accessed January 29, 2015 University of Arkansas Division of Agriculture Research & Extension. Rural profile of Arkansas. 2013; MP511:4-64. United Health Foundation. America's health rankings 2014: Arkansas. United Health Foundation Website. http://cdnfiles.americashealthrankings.org/SiteFiles/StateSummaries/Arkansas-Health- Summary-2014.pdf. Updated 2014. Accessed January 29, 2015. National Governors Association. The role of nurse practitioners in meeting increasing demand for primary care. 2012:1-14. U.S. Department of Health and Human Services. Find shortage areas: HPSA by state & county. HRSA: Health Resources and Services Administration Web site. http://hpsafind.hrsa.gov/HPSASearch.aspx. Updated 2015. Accessed February 03, 2015. National Association of Community Health Centers. Arkansas Health Center Fact Sheet, 2013. Retrieved from http://www.nachc.com/client/documents/research/maps/AR13.pdf Community Clinic NWA. (2015). NAP needs assessment in New Access Point Grant HRSA- 15-016. H80CS04290 – St. Francis House NWA, Inc. dba Community Clinic, 2014. Parker K, Oandasan I. Interprofessional collaborative organization map and preparedness assessment (IP-COMPASS). Toronto: Kathryn Parker and Ivy Oandasan; 2012. Yoon S, Yen P, Bakken, S. Psychometric properties of the self-assessment of nursing informatics competencies scale. Stud Health Technol Inform. 2009; 146:546-50. Curran VR, et al. Interprofessional collaborator assessment rubric (ICAR). Memorial University of Newfoundland Web site. https://www.med.mun.ca/getdoc/b78eb859-6c13- 4f2f-9712-f50f1c67c863/ICAR.aspx. Published 2010. Accessed February 12, 2015. Baker DP, Krokos, KJ, Amodeo, AM. TeamSTEPPS™ teamwork attitudes questionnaire manual. Agency for Healthcare Research & Quality Web site. http://teamstepps.ahrq.gov/teamstepps_t-taq.pdf. Published September 24, 2008. Updated October 7, 2008. Accessed February 12, 2015. American Institutes for Research. (2010). TeamSTEPPS™ teamwork perceptions questionnaire manual. Retrieved from http://teamstepps.ahrq.gov/teamwork_perception_questionnaire.pdf American Association of College of Nursing (2011). The Essentials of Master’s Education in Nursing. Washington, DC: Author. AONE the Voice of Nursing Leadership Press Releases and Statements. May 8, 2012. Retrieved from http://www.aone.org/membership/about/press_releases/2012/050412.shtml Quality Matters. QM. Higher Ed Program Rubric. Retrieved from https://www.qualitymatters.org/rubric Peyser B, Bosworth HB, Daily KA, Huda NM, Riley K. Enlisting new teachers in clinical environments (ENTICE): Novel ways to engage clinicians. Advances in Medical Education & Practice. 2014; 5:359-367. Fettling J. The 2002 user-friendly handbook for project evaluation.2002; NSF-02-057. Institute for Healthcare Improvement. Plan-do-study-act (PDSA) worksheet. Institute for Healthcare Improvement Website. http://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx. Accessed February 04, 2015. University of Arkansas. (2014). Catalog of studies, 2014-15. University of Arkansas Website. http://catalog.uark.edu/generalinfo/ Accessed February 12, 2015. “This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant # D09HP28679 Mutually Beneficial Clinical Partnerships for $1,081,736.00 over 3 years financed 100% by HRSA. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.” Goal 1: Establish a mutually beneficial partnership at practice sites in seven medically underserved, minority, and/or rural communities in Arkansas. Goal 2: Implement and evaluate an interprofessional, co-preceptor clinical model in seven medically underserved, minority and/or rural communities. Goal 3: Prepare 30 practice-ready, culturally fluent DNP graduates who will seek employment in medically underserved, minority, and/or rural communities. In addition to self, student, faculty and preceptor evaluations, these instruments will measure program outcomes: Students ICAR T-TAQ T-TPQ SANIC Preceptors ENTICE Faculty Co-Preceptor Model Logic Model Order online at https://www.postersession.com/order/