Mary Wakefield, Ph.D., R.N., FAAN Assoc. Dean for Rural Health & Director Health Workforce AcademyHealth Annual Research Meeting June 2, 2007

R C H 2 IOM Vision for a Reformed System – including the health care workforce

R C H 3 Reform of Health Professions Education Quality Chasm Recommendation #12 A multidisciplinary summit of leaders within the health professions should be held to discuss and develop strategies to: restructure clinical education at all levels assess the implications of change for credentialing programs

R C H 4

R C H 5 5 Forces Affecting Health Professions Education 1) Shift from acute care to chronic care. 2) Need to manage a continually expanding knowledge base and technological innovation: information technology biomedical advances

R C H 6 Forces Affecting Health Professions Education (continued) 3) More clinical practice in teams and complex delivery arrangements. 4) Changing patient-provider relationship - more empowered consumers. 5) Health personnel shortages and discontent; squeeze on costs.

R C H 7 Five Core Competencies Across Professions Goal is to achieve broad consensus across all the health professions. Core but not exhaustive set. Application will differ across disciplines.

R C H 8 Reform education so that: All health professionals are educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics.

R C H 9 1.) Patient Centered Care Share power and responsibility with patients and family members. Communicate with patients in a shared, open manner. Allow for patient individuality and values.

R C H 10 2.) Interdisciplinary Teams Learn about team members’ expertise. Define roles and processes. Demonstrate group skills, including conflict resolution. Coordinate and integrate care across clinicians and settings. Customize care.

R C H 11 Public Views about Effective Actions to Improve Care Quality (Commonwealth Fund, 2006)

R C H 12 3.) Evidence-Based Practice Formulate clear clinical questions. Know where/how to find best evidence. Determine where/how to integrate evidence into practice. Consider patient values.

R C H 13 4.) Quality Improvement Assess and measure the quality of care  Individual, team and organization levels. Design and test interventions to improve care processes:  Compare to best practices  Identify errors and hazards Continually measure.

R C H 14 5.) Informatics Manage knowledge and information Make decisions Communicate Reduce errors

R C H 15

R C H 16 Current IOM Concerns/Efforts Problem Indicators: Supply/Demand mismatch. Wide geographic variation in use of healthcare workers. Wide disparities in access to appropriate services. Inefficient use of current health workers. Workforce members without knowledge, skills to address individuals health care needs.

R C H 17 Interprofessional Health Care Education (IPHC): An example from the University of North Dakota

R C H 18 “the process by which a group of students from the health related occupations with different educational backgrounds learn together during certain periods of education, with interaction as an important goal, to collaborate in providing pro-motive, preventive, curative, rehabilitative, and other health related services.” World Health Organization, 1988

R C H 19 Why Interprofessional Health Care? Complexity of illness. Poor communication. Breakdown barriers between professions. Disparity between work environment and education. Quality health care.

R C H 20 Task Force Observations Many topics are important to all health care professions. Learning with other health care team members to prepare individuals who ultimately must practice in teams. Patients should benefit from improved effectiveness of care rendered by individuals better prepared to function as team members.

R C H 21 Task Force Goal Explore new opportunities to strengthen interdisciplinary education in order to better prepare health care professionals for interdisciplinary practice. Such educational opportunities should improve the ability of graduates to meet patient needs through team practice.

R C H 22 IPHC Course Objectives After completing this course the student will: 1.Demonstrate group process skills for effective interaction and gain an understanding of the contribution of one’s own discipline to the team. 2.Demonstrate team decision making using clinical cases. 3.Demonstrate team member characteristics essential to team effectiveness. 4.Articulate one’s professional contributions as a team member. 5.Describe the role of other health professionals and their contributions to the team. 6. Demonstrate a shared patient-centered approach to health care delivery.

R C H 23 Student Levels Physical Therapy 2 nd year Nutrition and Dietetics2nd year Occupational Therapy(2nd year) Nursing Senior 1 st semester Medicine 2 nd year Social Work Senior and 1st or 2nd year graduate students Communication ScienceSenior Disorders Physician AssistantsSenior Clinical Lab SciencesGraduate students

R C H 24 Sample Stereotypes Nurses don’t know anything – are lazy - don’t do anything. Doctors are in it for the money. Doctors are arrogant. Sexy “porn nurse.” Nurses just follow orders - don’t have judgment. He’s a doctor-he’s going to have a huge house, he’s special – not a real person. PT students do massages – chiropractors have more education that PT’s.

R C H 25 Case Process

R C H 26

Who are the primary healthcare professionals directly involved in Ms. Olson’s care during her ACUTE/ER phase of care? What do we know about the roles/training of each? Which healthcare professional would be the “leader” of the team at this point? WHY? What is the organizational structure of the ER? What can facilitate or impair communication in the ER? How might this impact Ms. Olson’s care? What types of error might occur? What contributes to poor patient outcomes and error?

R C H 28 Faculty Learning Objectives Ms. Olson 1.Describe the educational training role and contribution of each healthcare team member involved in this case. Be inclusive of disciplines not at the table. 2.Identify the best team work practices for ER, in- patient and out-patient. Give supportive evidence. 3.Describe the major sources of error in healthcare delivery. Identify risks for error, preventive measures and barriers. 4.Apply communication systems from other non- healthcare disciplines to the interdisciplinary healthcare team. What can be learned? Explain rationale (example aviation crew resource management.)

Faculty Learning Objectives (Cont.) 5. What is HIPAA? Describe the key elements of HIPAA and how it impacts the teams’ ability to provide quality care for Ms. Olson. 6. Identify issues of ethnic, cultural and linguistic diversity that impact delivery of services by health care team. Describe how these variables impacted the management of this specific case. 7.Define what is meant by a patient-centered approach to care. Provide supportive evidence. How is patient-centered care achieved by a healthcare team? 8.What are the barriers to an ideal healthcare team? How could you be involved in system change for the future?

R C H 30 For more information contact: Center for Rural Health University of North Dakota School of Medicine and Health Sciences Grand Forks, ND Tel: (701) Fax: (701)