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dc.contributor.authorKimble, Susan J.en
dc.contributor.authorBrommelsiek, Margareten
dc.contributor.authorGotham, Heatheren
dc.date.accessioned2016-03-17T12:56:26Z
dc.date.available2016-03-17T12:56:26Z
dc.date.issued2016-03-17
dc.identifierINRC15E13
dc.identifier.urihttp://hdl.handle.net/10755/601822
dc.description<p>Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.</p>en
dc.description.abstract<p>Session presented on Saturday, July 25, 2015:</p> <p><strong>Background:</strong> This project extended experiences in two urban clinics utilizing collaborative healthcare teams of advanced practice nursing students alongside Pharm D and Dental students. This project enhanced interprofessional education (IPE) efforts, where students gained advanced knowledge and skills in caring for vulnerable medically underserved populations. The project was the first clinically-based IPE activity at this midwestern university focused on nurse leadership and the importance of developing patient focused team based care.</p> <p><strong>Methods:</strong> The project provided innovative opportunities for IPE by incorporating team based primary care, collaborating with two urban clinics. Prior to clinical placement, focused education was provided on the four IPE goals: roles and responsibility, values and ethics, interprofessional communication, and teamwork (IPE Expert Panel Report, 2011), with an emphasis on patient centered care of vulnerable populations. Tools utilized for evaluation included Student Surveys, Student and Provider Focus Groups, Patient Satisfaction Surveys, and student reflection through jouRNing on clinical experiences. Instruments utilized pre and post clinical rotations included, Readiness for Interprofessional learning Scale (McFadyen et al., 2006), Interprofessional Collaboration Scale (Kenaszchuk et al., 2010), Attitudes Toward Health Care Teams Scale (Heinemann, et al., 1999), Team Skills Scale (Hepburn, Tsukuda, &amp; Fasser, 1998), and the Cultural Competence Assessment (Schim, et al., 2004). Clinical huddles and case study presentations based on patient visits extended the student experience.</p> <p><strong>Results:</strong> Quantitative results include students' reports of increased team skills and cultural competence. Qualitative themes included student learning to make team-informed care decisions. In addition, student participants acquired new perspectives regarding vulnerable patient populations, improved team communication skills through interactions with team members, increased confidence about working in challenging situations, and overcoming preconceived role assumptions. The project established a platform for open and honest communication, integral to team identify, which impacted both health delivery and desired patient outcomes as student teams provided care.</p> <p><strong>Conclusions:</strong> Based on final analysis, the data supports the importance of developing team identity early in the process through expanded discussions providing concise explanations of IPE and IPCP, with examples of how IPCP works in the real world. References on IPE and cultural competency are currently lacking to provide concise guidance to the beginning students. Content on the specific minority populations served at the clinics was needed. The focus group data provided valuable considerations for future IPE rotations. The evaluation data as a whole serves to guide future IPE curriculum development.</p>en
dc.formatText-based Documenten
dc.language.isoenen
dc.subjectInterprofessional Educationen
dc.subjectInterprofessional Clinical Practice Teamsen
dc.subjectVulnerable Populationsen
dc.titleUtilizing student outcome data from a three year interprofessional clinical practice team grant to develop effective nursing leadership educationen
dc.title.alternativeLeadership education for nursing studentsen
dc.typePresentationen
dc.rights.holder<p> All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. </p><p> All permission requests should be directed accordingly and not to the Sigma Repository. </p><p> All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary. </p>en
dc.description.note<p>Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.</p>
dc.type.categoryFull-texten
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.contributor.departmentLambda Phien
dc.author.detailsSusan J. Kimble, RN, ANP-BC; Margaret Brommelsiek; Heather Gothamen
dc.conference.name26th international Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationSan Juan, Puerto Ricoen
dc.date.conferenceyear2015
dc.description.reviewtypeAbstract Review Only: Reviewed by Event Hosten
dc.description.acquisitionProxy-submissionen


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