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ECU CON AGNP/FNP/DNP Team Retreat 6/26/14 and 6/27/14. WELCOME!!!!. Thank You to our host The Farm on Salem Church. Pirate Welcome….ARRGH!. Objectives. Day #1. Day #2. Complete curriculum review and evaluation. Demonstrate understanding of CCNE accreditation requirements (11/5-11/7)

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ECU CON AGNP/FNP/DNP Team Retreat 6/26/14 and 6/27/14

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Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

ECU CONAGNP/FNP/DNP Team Retreat6/26/14 and 6/27/14

WELCOME!!!!


Thank you to our host the farm on salem church

Thank You to our hostThe Farm on Salem Church


Pirate welcome arrgh

Pirate Welcome….ARRGH!


Objectives

Objectives

Day #1

Day #2

Complete curriculum review and evaluation.

Demonstrate understanding of CCNE accreditation requirements (11/5-11/7)

Complete Program/policy revisions relevant to AGNP/FNP/DNP Curriculum.

  • Enhance team cohesion during time of transition from to new DNP curriculum.

  • Review IPE Grant

  • Demonstrate Understanding of interprofessional education competencies in curriculum.


Agenda for day 1 9am 3 30pm

Agenda for Day 19AM-3:30PM

  • Welcome

  • Overview

  • Review of Agenda for both days

  • Welcome new faculty

  • Presentation by Dr. Andrea Pfeifle

    • Enhance team cohesion during transition to new DNP curriculum

    • Learning activities supporting IPE grant objectives

  • Wrap up with Dr. Bobby Lowery

    • *IPE and the AGNP/FNP Curriculum

    • *Teach-out plan for MSN AGNP/FNP/DNP Curriculum

    • *Review DNP Curriculum

      • Certification options

        • AANP/ANCC (between 8123/20 & 8124)

      • *Depending on time remaining

  • Optional Dinner @ Lowery’s 311 Ashworth Dr. Goldsboro, NC 27530


Agenda for day 2 9am 3 30p

Agenda for Day 29AM-3:30P

  • Discuss impending CCNE accreditation visit

  • Peripheral Website

  • Clinical Placement for IPE Evaluation

    • Medatrax

      • Clinical Logs

      • IPEC Ranking for each pt.& Global IPEC Reflection

    • Nicaragua Course Development

    • VC

    • Clinical Skills Workshop IPEC Vignettes

  • Faculty Composition/New Team Members

  • Review teaching assignments/needs

  • Scholarship

  • Policies/Procedures

  • DNP Faculty Meeting Schedule for 2014-15 Academic Year


Welcome new faculty

Welcome New Faculty

  • Dr. Patricia Crane

  • Dr. Rebecca Benfield (in new role)

  • Jan Tillman, FNP

  • Tamika Williams, ANP/GNP

  • 2 PhD positions vacant

    • Dr. K. Newnam, PhD, NNP


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Overview of Grant: Enhancing the Primary Care Management of Patients with Multiple Chronic Conditions through Interprofessional Education

Bobby Lowery, PhD, FNP-BC, FAANP


What is interprofessional education

What is Interprofessional Education?

  • Interprofessional Education (IPE) and collaborative Practice

  • Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. Interprofessional education is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs

    • Source: World Health Organization (2010): Framework for Action on Interprofessional Education & collaborative Practice


Collaborative practice

Collaborative practice

  • When multiple health workers from different professional backgrounds work together with patients, families, care givers and communities to deliver the highest quality of care. It allows health workers to engage any individual whose skills can help achieve local health goals.

    • Source: World Health Organization (2010): Framework for Action on Interprofessional Education & collaborative Practice


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Why is this Important?Institute for Healthcare Improvementhttp://www.ihi.org/Engage/Initiatives/TripleAim/Pages/MeasuresResults.aspx


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Enhancing the Primary Care Management of Patients with Multiple Chronic Conditions through Interprofessional Education

Purpose

Method

IPE strategies/competencies in AGNP & FNP curriculum (yr.1)

Interprofessional learning scenarios in VCCLE (yr. 2)

Didactic & clinical content in management MCC infused into OSCAE (yr. 2)

Promote/evaluate IPE competencies by clinicians/students in rural, underserved community serving diverse, ethnic minority population (yr. [2] & 3)

  • HRSA Advanced Nursing Education Grant (Grant # D09HP25923) $1,091,723 over 3 yrs.

  • Address the health care needs of individuals in rural communities with multiple chronic conditions (MCC)


Project team members

Project Team Members

  • Dr. Bobby Lowery, Project Director

  • Dr. Elizabeth Feldhousen, Project Coordinator:

  • Dr. Andrea Pfeifle, EdD, PT, Consultant

  • Project Faculty

    • Dr. Annette Greer

    • Dr. Carol (Ann) King

    • Mr. Karl Faser

    • Dr. Michelle Skipper

    • Dr. Candace Harrington

    • Mr. Patrick Merricks

    • Ms. Eva Meekins, CSE

    • Project Evaluator—TBA

  • Advisory Panel

    • Dr. Grishonra Branch-Mays

    • Dr. Maria Clay

    • Dr. Sheila Bunch

    • Dr. Thomas Irons

    • Dr. Tomas Maynor


Work plan project manual p 27

Work Plan—Project Manual p. 27


Work plan year 2 p 28 34

Work Plan Year #2: p. 28/34


Work plan p 29 34

Work Plan P. 29/34

Dr. Andrea Pfeifle


Work plan pg 30 34

Work Plan Pg. 30/34


Work plan pg 31 34

Work Plan Pg. 31/34


Work plan pg 32 34

Work Plan pg. 32/34


Work plan pg 33 34

Work Plan pg. 33/34


Work plan year 3 pg 34 34

Work Plan Year #3pg. 34/34


Overview of synergistic ipe work @ the con

Overview of Synergistic IPE Work @ the CON

  • ACKNOWLEDGEMENT of Contributions:Promoting Interprofessional Education and Collaborative Practice through Web-based Technology: Options for Distance Learning Programs in Graduate Nursing Education(slides 8-28)

  • Pamela J. Reis, PhD, CNM, NNP-BC

  • Bobby Lowery, PhD, FNP-BC

  • Carol Ann King, DNP, FNP-BC

  • Karl E. Faser, BS


Using a theoretical framework for interprofessional education starting with the end in mind

Using a Theoretical Framework forInterprofessional Education:Starting with the End in Mind

  • Constructivist Theory

    • Individuals “learn to learn as they learn ” (Langdon, 2009, p. 51).

  • Experiential Learning – based on Kolb’s (1981) Learning Cycle

    • Learning through direct encounter, in situ problem solving

  • Behaviorism

    • Learning outcomes are expressed as behaviors


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Constructs in the Measurement of IPE: The IPEC Core Competencies for Interprofessional Collaborative Practice


Interprofessionality

Interprofessionality

“the process by which professionals reflect on and develop ways of practicing that provides an integrated and cohesive answer to the needs of the client/family/population… It involves continuous interaction and knowledge sharing between professionals, organized to solve or explore a variety of education and care issues all while seeking to optimize the patient’s participation…

Interprofessionalityrequires a paradigm shift, since interprofessional practice has unique characteristics in terms of values, codes of conduct, and ways of working. These characteristics must be elucidated” (D’Amour and Oandasan, 2005, p. 9).


Hallmarks of effective learning in ipe

Hallmarks of Effective Learning in IPE

“Integration of theory and practice, recognition of other professionals’ knowledge and skills, and the need for learners to progress from knowledge acquisition to deep understanding of teamwork are all hallmarks of effective learning.”

~Walsh and van Soeren, 2012, p. 43


Bridging professional silos

Bridging professional silos

Interprofessional

Education


Inception evolution of vccle

Inception & Evolution of VCCLE

  • 2005 HRSA Funding

  • Purpose: Nursing Leadership in the management of culturally diverse clients in primary care.

  • Social presence

  • Virtual Community defined (Giddens, et al 2010).


Virtual technology in interprofessional education

Virtual Technology in Interprofessional Education

Benefits

Challenges

Costly

Long developmental trajectory

Potential for technical failures

Building new ideas and concepts into a curriculum full of uni-professional content

Steep learning curve for faculty, both in technology and IPE content

Faculty workload realities

Longitudinal outcomes are not yet available regarding the efficacy of virtual technology as a pedagogical approach in IPE

  • Allows students with disparate schedules and locations to “meet” online asynchronously and synchronously

  • Can be delivered to an international audience, expanding global health opportunities

  • Content can be reused over time

  • Allows students to practice critical thinking and problem-based learning in a low-risk environment


Nurse practitioner virtual clinic experience

Nurse Practitioner Virtual Clinic Experience

  • Self-paced patient assessment

  • Application of information to plan care

  • Evidence-based feedback/rationale

  • Includes ECGs, x-rays, lab results, links

  • SOAP note

  • Cultural and Ethnic Diversity

  • Limited only by our imagination!


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Technical Staff

  • Primary architects

  • - Mr. Yanhao Zhu

  • - Mr. Kuan Chen

  • Essential, supporting assistance

  • - Mr. Jacob Pennock, Unicorn Forest Games

  • - Mr. Collin Bayard

  • - Mr. Jonathon Parish

  • Talented, dedicated, engaged, conscientious

  • people = success.


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Overview:

How it works

Cast of characters

- Receptionist

- Preceptor

- Patient

Classic patient interview/

diagnostic sequence

- Chief Complaint

- HPI

- Review of Systems

- Physical Exam

- Lab Tests

- Differential Diagnosis

- Impression

- Care Plan

The art of the question


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

VC Components: Technical

Front End

- Unity 3D engine/web plugin

- Ivona text-to-speech engine

- Models

- Rocket box

- Mixamo animations

- MS Kinect

Back End

- Database/ MS SQL server

- Admin website

- Student section

- Instructor Section

- Case Builder

- XML web service


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Directions

  • - Multi-media

  • - Billing/Coding

  • International patients

  • - Select-a-model


Student feedback

Student Feedback

We like it!

The VC cases enabled me to:

Better understanding of my role as an APRN: 5.29

More effectively implement therapeutic interventions: 5.26

Formulate an appropriate diagnosis: 5.85

Synthesize knowledge, skills, and competencies required for advanced practice nursing: 5.81

N=34/1-7 scale


We like it

We Like It!

  • Fun to do, very realistic for good learning

  • Helpful to pull all of the pieces together

  • Great learning tool, wish we had more of this

  • I really enjoyed the virtual clinic. It is a great tool for distance education in that it gives a different type of learning style than simply reading or listening to a lecture.


Office of clinical skills assessment education

Office of Clinical Skills Assessment & Education

Michelle Skipper

Patrick Merricks

HRSA Grant Team Meeting

Friday February 14, 2014


Who are standardized patients

Who are Standardized Patients?

SPs Enjoy Observing Students Grow & Become Professionals!!


What are standardized patients

What are Standardized Patients?

Howard Barrows .. Southern Illinois University


What s an osce

What’s an OSCE?

  • Objective Structured Clinical Examination

    • Learners have limited time to gather and share information, make decisions and foster the relationship.

  • Script/Scenario:

    • The patient’s story and background information used to standardize the portrayal.

      • Standard Scenarios: global content that can support multiple disciplines (“as is” or customized).

      • Pilot Scenarios: developed for grants, research and licensure preparation.

  • Checklist

    • A faculty driven compilation of history, communication skills and/or physical exam items that a learner is expected to explore as they confirm/refute the differential diagnoses (“as is” or customized).


Ocsae academic support unit

OCSAE Academic Support Unit

6500 sq foot simulated modular unit located at Lakeside Annex 6. The facility includes 15 examination rooms, and 3 conference rooms equipped for basic physical examinations with video recording and data management capabilities. An academic support unit that offers education and assessment to the followingECU programs of study:

  • Brody School Of Medicine

  • College of Nursing

  • College of Allied Health Sciences

    • Health Services Management

    • Rehabilitation and Career Counseling

    • Occupational Therapy

    • Physician Assistant

    • Physical Therapy

  • School of Dental Medicine

  • College of Education

  • The School of Social Work

  • Residency Programs


Hrsa grant ocsae

HRSA Grant & OCSAE

  • HRSA Grant Objective #3

    • Develop and expand clinical and didactic content in the management of individuals with multiple chronic conditions (MCC) living in rural communities through interprofessional experiences with Standardized patient (SP) simulated case scenarios.

  • Script/Scenario:

    • The patient’s story and background information used to standardize the portrayal.

      • Standard Scenarios: global content that can support multiple disciplines (“as is” or customized).

      • Pilot Scenarios: developed for grants, research and licensure preparation.


Interprofessional education and collaboration partnership clinical site evaluation

Interprofessional Education and Collaboration Partnership

Clinical Site Evaluation

Thomas E. Maynor, II, MD, MPHDeputy CEO/

Chief Operating Officer

Eva Meekins,

RN, BSN, MN, MHA

Clinical Site Evaluator


Clinical sites interprofessional education

Clinical Sites/Interprofessional Education

  • Clinical Faculty Pre-assessment/Education on IPEC

    • About Robeson Health Care Corporation

    • How to Assess Faculty (Staff) at Different Sites

    • How IPEC may Impact Faculty (Patients with MCC) at Sites


About robeson health care corporation

About Robeson Health Care Corporation

RHCC premier provider of care Since 1985

Private Nonprofit

Primary, Preventative Health Care

Substance Abuse Services

Federally Qualified Health Center (FQHC)

Accredited by The Joint Commission.

60 Commerce Plaza

Pembroke, North Carolina 28372


Service area

Service Area

  • Robeson, Columbus, Scotland, Montgomery, Moore, Johnston and Pitt.

  • RHCC operates the only migrant/seasonal farm worker program in Robeson County

    • Goal: To provide access to medical, dental, and prenatal care for farm workers and their families.


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Maxton Medical Center

Eugene Nor, MD

Thomas Rinkacs FNP

Lumberton Health Center

Robin Peace, MD

Sonia Duggal, MD

Elena Hierseman, PA

Shawana Faulk, FNP-C

Julian T. Pierce

Health Center, Pembroke

Allison Jacobs, FNP

South Robeson

Medical Center, Fairmont

Brenda Allen, FNP

Leslie Oxendine, FNP


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Columbus Co. Community

Health Center

Kimberly Campbell, PA-C

Montgomery Co. Community

Health Center

Biscoe, NC

Scotland Community

Health Center

Ashley Locklear, PA-C


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

IPEC | Clinical Site Assessment Plan

  • Literature Review to Explore Constructs and Concepts of IPEC

  • Conduct a RHCC Appraisal to Better Understand the:

    • Full Scope of Services

    • Providers and Area of Expertise/ Health Care Focus

    • Population/Patient served with MCC (Multiple Chronic Conditions)

  • Plan Project “Launch” to Introduce Project to RHCC Providers and Staff

    • Attend RHCC Scheduled Providers Meeting (Establish a Presence)

  • Strategically Visit Each Clinical Site/ Service Area to:

    • Interact w/ Faculty (Providers) and Staff to Determine Level of Impact

    • Identify IPE Opportunities for ECU Students to Develop IPE Competencies


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Interprofessional Education Competencies

|Collaboration Opportunities|

"At DHHS, we are confronting one of North Carolina's biggest and most important healthcare challenges," said Dr. Wos. "We are partnering with underserved communities … develop innovative solutions that can increase access and quality of health care… [by] providing funding, [and] recruiting health providers to meet unmet needs in local communities."

  • Dr. Sonia Duggal

  • HokeCounty

  • Community Health Center

Dr. Thomas Maynor, MD and Jinnie Lowery, President, CEO, both of RHCC stated,

"It is important to let people know that all eight of our centers provide health care for residents who are uninsured, as well as, those with Medicaid, Medicare, BCBS, other insurance, and especially TRICARE coverage."


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Interprofessional Education Competencies

|Collaboration Opportunities|

Robin Yolanda Peace, MDVice President/Chief Medical Officer


Behavioral health services

Behavioral Health Services

Support Services

  • 9-Bed, Supervised Living Facility (90 day length of stay).

  • Substance Abuse Comprehensive Outpatient Treatment (SACOT)

  • 12 Step Support Group

  • Social Services

  • Medical Care Access

  • Case Management

  • Community Resources

  • Transportation to/from school and job

  • Infant/child care

George Timothy HallChief Behavioral Health Officer

RHCC Men’s Recovery Home


Women s health services

Women’s Health Services

Grace Court ~ Lumberton

  • 24 Apartment-based, Supervised Living Facility for Women and their Children.

    • 16 Beds are transitional living

    • 8 beds are designed for more intensive services.

  • Outpatient Mental Health

  • Substance Abuse Comprehensive and Intensive Outpatient (SACOT and SAIOP)

Photo Here


Women s health services1

Women’s Health Services

For Pregnant and Post Partum Mothers and their Newborns

  • 10-Bed, Supervised Living Facility

    • Substance Abuse Comprehensive and Intensive Outpatient (SACOT and SAIOP)

Our House ~ Pembroke

Cambridge Place ~ Smithfield

  • 6-Bed, Apartment Based Supervised Living Facility

    • Substance Abuse Comprehensive and Intensive Outpatient (SACOT and SAIOP)


Women s health services2

Women’s Health Services

For Women in Recovery

  • Designed to Provide Substance Abuse Treatment along with Job Readiness and Employment Training

  • For Women receiving Work First Cash Assistance that have at least one child under the age of 11.

  • 8 Apartment-Based Facility located in Smithfield

Crystal Lake | CASA Works,

CASA Works

  • 8 Apartment-Based Facility located in Southern Pines


Questions and discussion

Questions and Discussion


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

References and Resources

  • Lowery, B. (2011). The Future of Nursing report: policy implications for nursing. Bariatric Nursing & Surgical Patient Care, 6(1), 49-51.

  • Lowery, B. (2010). Interagency collaboration: a strategy for obesity policy success. Bariatric Nursing & Surgical Patient Care, 5(4), 331-334.


What s on the horizon

What’s on the Horizon

Health Sciences Division Faculty Development Workshop

Expand student experiences in rural FQHCs serving a large American Indian/Native American population

Begin the implementation of a number of complex interprofessional OSCAE scenarios with NP students

More Virtual Clinic cases addressing agromedicine and implementation of IPEC competencies and interprofessional experiences into the curriculum


Websites

Websites

American Interprofessional Health Collaborative: http://www.aihc-us.org/

Canadian Interprofessional Health Collaborative: http://www.cihc.ca/

Centre for the Advancement of Interprofessional Education: http://caipe.org.uk/

Interprofessional Education Collaborative: https://ipecollaborative.org/

WHO Framework for Action on Interprofessional Education and Collaborative Practice: http://www.who.int/hrh/resources/framework_action/en/index.html


Centers for interprofessional education

Centers for Interprofessional Education

Thomas Jefferson UniversityUniversity of California San FranciscoUniversity of KansasUniversity of MinnesotaUniversity of Washington


References

References

  • Abu-Rish et al. (2011). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26, 444-451.

  • Barr, H., Koppel, I., Reeves, S., Hammick, M. & Freeth, D. (2005). Effective interprofessional education. Argument, assumption, and evidence. Malden, MA: Blackwell Publishing.

  • Curran V., Hollet, A., Casimiro, L.M., et al. (2011). Development and validation of the Interprofessional Collaborator Assessment Rubric (ICAR). Journal of Interprofessional Care, 25, 339-44.

  • D’Amour, D. & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19 (Supplement 1), 8-20.

  • Giddens, J., Fogg, L., & Carlson-Sabelli, L. (2010). Learning and engagement with a virtual community by undergraduate nursing students. Nursing Outlook, 58(5), 261-267. DOI: 10.1016/j.outlook.2010.08.001

  • Institute of Medicine. (2003). Health Professions Education: A Bridge to Quality. Washington, DC: The National Academies Press.

  • Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.

  • King, S. et al. (2012). Developing interprofessional health competencies in a virtual world. Medical Education Online, 17, http://dx.doi.org/10.3402/meo.v17i0.11213.

  • Kolb, D. (1981). Learning styles and disciplinary differences. In A.W. Chickering & Associates (Eds.), The modern American college: Responding to new realities of diverse students and a changing society (p. 232-255). San Francisco: Jossey-Bass.

  • Langdon, H. (2009). Interprofessional education in higher education institutions: models, pedagogies, and realities. In P. Bluteau & A. Jackson (Eds.), Interprofessional education. Making it happen (p. 37-58). Hampshire, England: Palgrave Macmillan.

  • Luke, R. et al. (2009). Online interprofessional health sciences education: From theory to practice. Journal of Continuing Education in the Health Sciences, 29, 161-167.

  • Walsh, M. & van Soeren, M. (2012). Interprofessional learning and virtual communities: An opportunity for the future. Journal of Interprofessional Care, 26, 43-48.


Your feedback is important

Your feedback is important!

Questions

Comments

Evaluation of Meeting

Project Process

Other


Declaration of interest

Declaration of Interest

Enhancing the Primary Care Management of Patients with Multiple Chronic Conditions through Interprofessional Education, East Carolina University College of Nursing, Greenville, N.C.

  • This project is supported in part by funds from the Division of Nursing (DN), Bureaus of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number D09HP25923-01-00, Advanced Nursing Education Grants, for $1,091,723. The 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 the Division of Nursing, BHPr, HRSA, DHHS or the U.S. Government.


Dr pfeifle s presentation

Dr. Pfeifle’ s presentation

  • 9-9:15 a.m.                         Opening (Bobby)

  • Welcome/Logistics

  • Introductions:  Rebecca Benfield and Patricia Crane

  • 9:15-9:55 a.m.                   Teambuilding Exercise (Andrea)

  • 9:55-10:10 a.m. Summary and review of project progress to date / goals for AY 2014-2015 (Bobby)

  • 10:10-10:20 a.m.               Break

  • 10:20-11:30 a.m.               IPCP Curriculum Development (Andrea)

  • Needs Assessment

  • Philosophical Underpinnings of IPE

  • Competency-Based Education – definitions, philosophical underpinnings, implications

  • Integration of IPEC Competencies into curriculum

  • Application

  • Additional Resources

  • 11:45-12:45 p.m.               Lunch

  • 12-1:00 p.m.                       IPE Evaluation (Andrea)

  • Review Miller’s Pyramid

  • Kirkpatrick’s New World Evaluation

  • Application

  • Summary of Measurement Instruments by Outcome

  • Additional Resources

  • 1:00-1:40 p.m.   IP Learning Activities (Andrea)

  • Epi Pen Exercise

  • Others: 

    • Demystifying the professions

    • Barnga

    • Common Reading/Movie Experience

    • From Methods to Madness

    • Paper Chain

    • Gallery Hop

    • Error Disclosure simulation

    • IP Pictionary

  • Resources

  • 1:40-2 p.m.         Wrap-up and Summary (Andrea and Bobby)


Review of bsn to dnp curriculum

Vision

Review of BSN to DNP curriculum

Learning activities supporting IPE grant objectives, beginning with 8114, 8118, and subsequent courses

1. 8114

a. (obj. 7) Apply interprofessional care competencies in the provision of primary and chronic care with emphasis on rural clients with multiple chronic conditions

2. 8118

a. (obj. 7) Apply legal, ethical, and professional standards in the provision of interprofessional primary health care to families.


Recommended changes

Recommended Changes?


Wrap up with dr bobby lowery

Wrap up with Dr. Bobby Lowery


Review did we cover everything day 1

Review: Did We Cover Everything? Day 1

  • Wrap up with Dr. Bobby Lowery

    • *IPE and the AGNP/FNP Curriculum

    • *Teach-out plan for MSN AGNP/FNP/DNP Curriculum

    • *Review DNP Curriculum

      • Certification options

        • AANP/ANCC (between 8123/20 & 8124)

      • *Depending on time remaining

  • Optional Dinner @ Lowery’s 311 Ashworth Dr. Goldsboro, NC 27530

  • Welcome

  • Overview

  • Review of Agenda for both days

  • Welcome new faculty

  • Presentation by Dr. Andrea Pfeifle

    • Enhance team cohesion during transition to new DNP curriculum

    • Learning activities supporting IPE grant objectives


Agenda for day 2 9am 3 30p1

Agenda for Day 29AM-3:30P

  • Discuss impending CCNE accreditation visit

  • Peripheral Website

  • Clinical Placement for IPE Evaluation

    • Medatrax

      • Clinical Logs

      • IPEC Ranking for each pt.& Global IPEC Reflection

    • Nicaragua Course Development

    • VC

    • Clinical Skills Workshop IPEC Vignettes

  • Faculty Composition/New Team Members

  • Review teaching assignments/needs

  • Scholarship

  • Policies/Procedures

  • DNP Intensives/Clinical Skills Workshop

  • DNP Faculty Meeting Schedule for 2014-15 Academic Year


Review dnp curriculum

Review DNP Curriculum

  • VC Cases

  • OSCAE cases for IPE


Upcoming accreditation visit

Upcoming Accreditation Visit

  • Discuss impending CCNE accreditation visit (11/5-7/14)—Mary Holland/Claudia McCann

    • All FT faculty need to be on campus

      • Students avail. For interviews

      • Faculty must be available—make arrangements now.

    • IPAR—Means of Assessment

    • Sharepoints

      • CVs

      • Certifications

      • Team Minutes


Ecu con agnp fnp dnp team retreat 6 26 14 and 6 27 14

Upcoming Accreditation Visit, continued—

  • 4. Title Change AGNP

    • Consultation Karen Summey, Coordinator, Acad Prgm Develop, AAH Inst Planning Assessment Research (328-2344) –6/23

    • Will need to go through unit GCC, University GCC & EPPC.

  • Will need the following 4 items

    • Memorandum of Request—what you want & why

    • Notification of affected units

    • Marked Catalog Copy

    • Signature Form


Agnp name change timeline

AGNP Name Change Timeline

July 16, 2014Memo to Carol Winters July 16th

DATE TBAUnit GCC

DATE TBAGFO

August 27thMaterials to Univ. GCC Univ. GCC

September 3Univ. GCC


Peripheral website

Peripheral Website

  • See WORD Document

  • Accuracy

  • Consistency

  • Updates Needed


Medatrax

Medatrax

  • Review of process, to date

  • Purpose of clinical log/implications for concentration processes if Meditrax adopted

  • IPEC Rubric

    • We were thinking of simply adding a one-click column to the clinical log section that allows students to rank the six elements of interprofessional collaboration with each case. The idea that the student would be able to simply click a rubric option (1-4) consistent with the ICAR (see attached). 

    • Global ICAR reflection combining all six categories.


Nicaragua course proposal d kosko

Nicaragua Course ProposalD. Kosko

Interprofessional, Global Experience


Clinical placement for ipe evaluation

Clinical Placement for IPE Evaluation

RHCC

Bernstein

Goshen

Greene County

Others?


Review of teaching assignments needs

Review of Teaching Assignments/Needs

Skipper/Lowery


Scholarship

Scholarship

  • Local, state, national, international presentations

  • Publications

  • Discipline-specific leadership


Policies procedures

Policies/Procedures

  • See Website

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Dnp faculty meeting schedule 2014 15

DNP Faculty Meeting Schedule 2014-15

  • No team meeting in July

  • 8/28/14 3p-5p DNP Faculty Meeting

  • 9/8/14-10 DNP Intensives 8A-5P

  • 10/11/14 through 10/14/14 Fall Break

  • 10/23/14 3p-5p DNP Faculty Meeting

  • 11/20/14 3p-5p DNP Faculty Meeting

  • 12/9/14-Classes end

  • 12/18/14-1p-3p(2nd Annual Christmas Covered Dish!)

  • 12/19/14-Commencement-ALL FT FACULTY NEED TO ATTEND

  • 1/12/15-Classes Begin

  • 1/15/15-3p-5p DNP Faculty Meeting

  • 2/9/15-11 DNP Intensives 8a-5p

  • 2/19/15-3p-5p-DNP Faculty Meeting


Dnp faculty meeting schedule continued

DNP Faculty Meeting Schedule (continued)

  • 3/8/15-3/15/15-Spring Break

  • 3/19/15 3p-5p-DNP Faculty Meeting

  • 4/16/15-3p-5p DNP Faculty Meeting

  • 4/28/15-Classes End

  • 5/18/15-Classes Begin

  • 5/21/15-3p-5p DNP Faculty Meeting

  • 6/8/15-10 DNP Intensives-8a-5p

  • 6/25/15-6/26/15- Team Retreat-9a-3:30p

  • 7/31/15-Classes End

  • 9/14/15-9/16/15- DNP Intensives 8a-5p


Dnp intensives 2014 15

*DNP Intensives, 2014-15

  • DNP students can expect executive on-campus sessions (2-3 days per session; September, February, June, and September).  The on-campus sessions are scheduled the first three days of the second full week of the second month of each semester.

  • BSN to DNPAdditional campus time is required for BSN to DNP students to provide skill building and evaluation processes to ensure assimilation and application clinical knowledge for entry level into advanced practice nursing in a safe and appropriate manner. BSN to DNP students can expect a minimum of 12 required campus visits over the full BSN to DNP program of study. You will be notified with ample time to arrange your obligations to meet these campus requirements. Campus visits are required for the following courses in the prescribed program of study:

  • Fall

    • 9/8/14-9/10/14 DNP Intensives 8A-5P

    • Spring

      • 2/9/15-2/11/15 DNP Intensives 8a-5p

  • Summer

    • 6/15/15-6/17/15 DNP Intensives

      *Dates subject to change depending on program/student learning needs. Any changes will be communicated as early as possible.


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