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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

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



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


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


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


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 Multiple Chronic Conditions through Interprofessional Education

  • 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 Multiple Chronic Conditions through Interprofessional Education


Work plan year 2 p 28 34
Work Plan Multiple Chronic Conditions through Interprofessional Education Year #2: p. 28/34


Work plan p 29 34
Work Plan P. 29/34 Multiple Chronic Conditions through Interprofessional Education

Dr. Andrea Pfeifle


Work plan pg 30 34
Work Plan Pg. 30/34 Multiple Chronic Conditions through Interprofessional Education


Work plan pg 31 34
Work Plan Pg. 31/34 Multiple Chronic Conditions through Interprofessional Education


Work plan pg 32 34
Work Plan pg. 32/34 Multiple Chronic Conditions through Interprofessional Education


Work plan pg 33 34
Work Plan pg. 33/34 Multiple Chronic Conditions through Interprofessional Education


Work plan year 3 pg 34 34
Work Multiple Chronic Conditions through Interprofessional EducationPlan Year #3pg. 34/34


Overview of synergistic ipe work @ the con
Overview of Synergistic IPE Work @ the CON Multiple Chronic Conditions through Interprofessional Education

  • 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 for Multiple Chronic Conditions through Interprofessional EducationInterprofessional 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


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


Interprofessionality
Interprofessionality Competencies for Interprofessional Collaborative Practice

“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 Competencies for Interprofessional Collaborative Practice

“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 Competencies for Interprofessional Collaborative Practice

Interprofessional

Education


Inception evolution of vccle
Inception & Evolution of VCCLE Competencies for Interprofessional Collaborative Practice

  • 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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice

  • 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!


Technical Staff Competencies for Interprofessional Collaborative Practice

  • 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.


Overview: Competencies for Interprofessional Collaborative Practice

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


VC Components: Technical Competencies for Interprofessional Collaborative Practice

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


Directions Competencies for Interprofessional Collaborative Practice

  • - Multi-media

  • - Billing/Coding

  • International patients

  • - Select-a-model


Student feedback
Student Feedback Competencies for Interprofessional Collaborative Practice

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! Competencies for Interprofessional Collaborative Practice

  • 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 Competencies for Interprofessional Collaborative Practice

Michelle Skipper

Patrick Merricks

HRSA Grant Team Meeting

Friday February 14, 2014


Who are standardized patients
Who are Standardized Patients? Competencies for Interprofessional Collaborative Practice

SPs Enjoy Observing Students Grow & Become Professionals!!


What are standardized patients
What are Standardized Patients? Competencies for Interprofessional Collaborative Practice

Howard Barrows .. Southern Illinois University


What s an osce
What’s an OSCE? Competencies for Interprofessional Collaborative Practice

  • 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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice

  • 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 Competencies for Interprofessional Collaborative PracticePartnership

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 Competencies for Interprofessional Collaborative PracticeSites/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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative PracticeArea

  • 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.


Maxton Medical Center Competencies for Interprofessional Collaborative Practice

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


Columbus Co. Community Competencies for Interprofessional Collaborative Practice

Health Center

Kimberly Campbell, PA-C

Montgomery Co. Community

Health Center

Biscoe, NC

Scotland Community

Health Center

Ashley Locklear, PA-C


IPEC | Clinical Site Assessment Plan Competencies for Interprofessional Collaborative Practice

  • 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


Interprofessional Education Competencies Competencies for Interprofessional Collaborative Practice

|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."


Interprofessional Education Competencies Competencies for Interprofessional Collaborative Practice

|Collaboration Opportunities|

Robin Yolanda Peace, MDVice President/Chief Medical Officer


Behavioral health services
Behavioral Health Services Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice


References and Resources Competencies for Interprofessional Collaborative Practice

  • 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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice

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 Competencies for Interprofessional Collaborative Practice

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


References
References Competencies for Interprofessional Collaborative Practice

  • 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! Competencies for Interprofessional Collaborative Practice

Questions

Comments

Evaluation of Meeting

Project Process

Other


Declaration of interest
Declaration of Interest Competencies for Interprofessional Collaborative Practice

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. Competencies for Interprofessional Collaborative PracticePfeifle’ 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 Competencies for Interprofessional Collaborative Practice

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? Competencies for Interprofessional Collaborative Practice


Wrap up with dr bobby lowery
Wrap up with Dr. Bobby Lowery Competencies for Interprofessional Collaborative Practice


Review did we cover everything day 1
Review: Did We Cover Everything? Day 1 Competencies for Interprofessional Collaborative Practice

  • 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 2 Competencies for Interprofessional Collaborative Practice9AM-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 Competencies for Interprofessional Collaborative Practice

  • VC Cases

  • OSCAE cases for IPE


Upcoming accreditation visit
Upcoming Accreditation Visit Competencies for Interprofessional Collaborative Practice

  • 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


Upcoming Accreditation Visit, continued Competencies for Interprofessional Collaborative Practice—

  • 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 Competencies for Interprofessional Collaborative Practice

July 16, 2014 Memo to Carol Winters July 16th

DATE TBA Unit GCC

DATE TBA GFO

August 27th Materials to Univ. GCC Univ. GCC

September 3 Univ. GCC


Peripheral website
Peripheral Website Competencies for Interprofessional Collaborative Practice

  • See WORD Document

  • Accuracy

  • Consistency

  • Updates Needed


Medatrax
Medatrax Competencies for Interprofessional Collaborative Practice

  • 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 Proposal Competencies for Interprofessional Collaborative PracticeD. Kosko

Interprofessional, Global Experience


Clinical placement for ipe evaluation
Clinical Placement for IPE Evaluation Competencies for Interprofessional Collaborative Practice

RHCC

Bernstein

Goshen

Greene County

Others?


Review of teaching assignments needs
Review of Teaching Assignments/Needs Competencies for Interprofessional Collaborative Practice

Skipper/Lowery


Scholarship
Scholarship Competencies for Interprofessional Collaborative Practice

  • Local, state, national, international presentations

  • Publications

  • Discipline-specific leadership


Policies procedures
Policies/Procedures Competencies for Interprofessional Collaborative Practice

  • See Website

    • Graduate Student Handbook

    • Policy Manual


Dnp faculty meeting schedule 2014 15
DNP Faculty Meeting Schedule 2014-15 Competencies for Interprofessional Collaborative Practice

  • 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) Competencies for Interprofessional Collaborative Practice

  • 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 Competencies for Interprofessional Collaborative Practice

  • 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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