This activity has been planned and implemented by the National Center for Interprofessional Practice and Education. In support of improving patient care, the National Center for Interprofessional Practice and Education is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physicians: The National Center for Interprofessional Practice and Education designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits. Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME. Nurses: Participants will be awarded up to 1.5 contact hours of credit for attendance at this workshop. Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC. Pharmacists: This activity is approved for 1.5 contact hours (.15 CEU) UAN: 0593-0000-17-025- H04-P The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative Agreement Award No. UE5HP25067. The National Center is also funded in part by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University of Minnesota. 2015 Regents of the University of Minnesota, All Rights Reserved.
Disclosures The National Center for Interprofessional Practice and Education has a conflict of interest policy that requires disclosure of financial interests or affiliations of organizations with a direct interest in the subject matter of the presentation. Gerri Lamb, Lesley Manson, Karen Saewert, Liz Harrell, Glen Nelson, Michael Moramarco, and Jinnette Senecal do not have a vested interest in or affiliation with any corporate organization offering financial support or grant monies for this interprofessional continuing education activity, or any affiliation with an organization whose philosophy could potentially bias her/his presentation. The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative Agreement Award No. UE5HP25067. The National Center is also funded in part by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University of Minnesota. 2015 Regents of the University of Minnesota, All Rights Reserved.
Interprofessional continuing education credit will be awarded to participants that paid the continuing education credit fee while registering for the Summit. All workshop participants are asked to scan their barcode (from nametag) upon entrance to session and complete the evaluation distributed at the end of the workshop. Those who registered to receive continuing education credit will also receive a certificate of completion following the Summit. The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative Agreement Award No. UE5HP25067. The National Center is also funded in part by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University of Minnesota. 2015 Regents of the University of Minnesota, All Rights Reserved.
TEAMWORK TRAINING IN INTEGRATED CARE: Navigating the Nexus in Real-Time 2017 Arizona Board of Regents for and on behalf of Arizona State University, All Rights Reserved
Karen J. Saewert Lesley Manson Liz Harrell Jinnette Senecal Michael Moramarco Glen Nelson Gerri Lamb
Nexus through the Looking Glass
Down the Rabbit Hole A Mad Tea-Party #1 A Mad Tea-Party #2 Advice from a Caterpillar Alice s Evidence
OBJECTIVES 1. Prioritize clinician goals for teamwork training in integrated care. 2. Incorporate the Interprofessional Education Collaborative (IPEC ) and integrated care competencies in teamwork training. 3. Design one competency-based active teaching strategy for teamwork training in integrated care. 4. Anticipate and solve challenges in designing and implementing team training for integrated care.
Who in the world am I? Ah, that's the great puzzle.
Down the Rabbit Hole
One day Alice came to a fork in the road and saw a Cheshire cat in a tree. Which road do I take? she asked. Where do you want to go? was his response. I don t know, Alice answered. Then said the cat, it doesn t matter. If you don t know where you are going, any road will get you there.
FALLING INTO PLACE In another moment down went Alice after it, never once considering how in the world she was to get out again.
CONTRACTS IN WONDERLAND It would be so nice if something made sense for a change.
Everyone has won, and all must have prizes.
Illustration 2017 ASU Center for Advancing Interprofessional Practice, Education and Research CAUCUS-RACE AND LONG TALE... More Team Collaboration Adopt Refine Deliver Adapt Distribute Pilot Negotiate Design Team Collaboration... Listen and Learn Answer the Call to the Adventure
Illustration 2017 ASU Center for Advancing Interprofessional Practice, Education and Research Integrated Care Competencies Interprofessional Communication Competency Values/Ethics for Interprofessional Practice Competency Teams and Teamwork Competency Roles/Responsibilities Competency Compare Categorize Align Integrate
MANAGING DIFFERENCES Engaging Stakeholders Creating Connections
FOCUS GROUP: DEALING ACES Expressed deep commitment to members and to assisting members in meeting their goals. Described value in working with team members and organizations they see as creative and forward-thinking. Indicated a desire for and expectation of being active participants in team training. Recognized changes are needed to achieve integration. Believed the changes are essential to providing quality member care.
FOCUS GROUP: DEALING ACES Described efforts to anticipate challenges and address them early and constructively. Recommended training topics address what makes teams effective. Emphasized the importance of training for professional growth and practice improvement. Preferred relevant, practical, interactive, experiential training embedded in ongoing training schedules to maximize efficiencies and productivity. Wanted to bring their strengths in value-driven care and creativity to the process of integration efforts.
LISTENING AND LEARNING It s about the people and relationships and hope. Focus Group Participant Favorite Aspect of Providing Care to Members Being talked to like a person, talked with not at feeling heard. Focus Group Participant Satisfying Aspect for Members Receiving Care The core of teamwork is our belief and value systems that get translated through our behaviors. Focus Group Participant Characteristics of Effective Teams We ll see ourselves as a team and not just a team of behavioral health providers, but a team of people working to get this member healthy. Focus Group Participant Training Need
A Mad Tea- Party #1
But I don't want to go among mad people, said Alice. 'Oh, you can't help that,' said the cat. 'We're all mad here.
CREATE YOUR BUSINESS PLAN
DEFINE CUSTOMER Who is going to pay for this program?
DESCRIBE AUDIENCE Who are the learners?
IDENTIFY PROGRAM FOCUS What are the customer s goals for this audience?
IDENTIFY DEVELOPMENT TEAM Who is going to design and teach the program?
ESTIMATE TIME AND RESOURCES How much time will this take? What resources are needed?
EVALUATE SUPPORT SYSTEMS What business structures are in place? What support systems do you have? What structures and incentives are in place to support contracting, design, and delivery of the program?
ANTICIPATE CHALLENGES What challenges do you anticipate?
REPORT/DISCUSS Customer Audience Focus for Program Time and Resources Support Systems Challenges Development Team
OUR POOL OF TEARS Rapidly Changing Context Diverse Audience Amount of Time LESSONS LEARNED Contract everything explicitly. Designate a Keeper of the Contract. Instructional designers or bust!
A Mad Tea- Party #2
You're entirely bonkers. But I'll tell you a secret. All the best people are.
DESIGN YOUR PROGRAM
DEFINE CONTENT FOCUS What topics will your program include?
SELECT IPEC COMPETENCIES Which IPEC competencies? Values/Ethics for Interprofessional Practice Roles/ Responsibilities Interprofessional Communication Teams/ Teamwork
BRAINSTORM TEACHING AND LEARNING STRATEGIES What three teaching and learning strategies would you propose using?
ANTICIPATE CHALLENGES What challenges do you anticipate?
REPORT/DISCUSS Define Content Focus Select IPEC Competencies Brainstorm Teaching and Learning Strategies Anticipate Challenges
OUR POOL OF TEARS Chasing Moving Targets and Content Changes Managing Internal Team Dynamics Juggling Competing Priorities and Workloads LESSONS LEARNED Make it practical. Make it fun. People have to be ready and gain confidence quickly.
Advice from a Caterpillar
I can't go back to yesterday - because I was a different person then.
Why do this?
Alice s Evidence
One of the secrets of life is that all that is really worth the doing is what we do for others.
LIVING THE NEXUS: TOP 10 10.Never take anything personally, even when it becomes personal. 9. Negotiate clear priorities up front. Everything negotiated and decided upon must be written down and date stamp verified. 8. Always remember to laugh! 7. Keep focused on goals and achieving outcomes. 6. Start before you think you need to, develop project timelines, and stick to target deadlines. 5. Pay attention to your own team dynamics manage and nurture.
LIVING THE NEXUS: TOP 10 4. Explicitly contract everything develop a walk away clause so that all parties understand the lines in the sand. 3. Include the customer in the design process. Build in time for their feedback and refinements. The customer is part of the team and has a valuable and unique perspective. 2. Context is important; healthcare is changing rapidly and customer priorities will likely change too. 1. It s too academic is not an insult. It s practice-speak for we need tools and strategies we can use right now and a call for good boundary spanners.
QUESTIONS?
FOR FURTHER INFORMATION 2017 Arizona Board of Regents for and on behalf of Arizona State University, All Rights Reserved
REFERENCE ACKNOWLEDGMENTS Carroll, L. (1869). Alice s adventures in wonderland. Boston, MA: Lee and Shepard. Carroll, L. (1897).Through the looking glass: And what Alice found there. Philadelphia, PA: Henry Altemus Company. Interprofessional Education Collaborative (2016). Core competencies for interprofessional practice: 2016 update. Washington, DC: Author. Retrieved from https://ipecollaborative.org/uploads/ipec-2016-updated-core- Competencies-Report final_release_.pdf John Tenniel. (n.d.). In Wikimedia Commons. Retrieved August 8, 2017, from https://commons.wikimedia.org/wiki/john_tenniel