Difficult Conversations in Healthcare: Teaching and Practice- April 16, 2016
This 1-day interprofessional faculty development course will be offered 3 times throughout 2016. The course is designed for physicians in all specialties, multidisciplinary healthcare professionals, clinicians/practitioners, medical/healthcare education leaders, and others interested and/or involved in teaching / training in the areas of interpersonal and communication skills, professionalism, relationship-centered care, patient-clinician relationships, interprofessional collaboration and related topics.
Difficult Conversations in Healthcare: Teaching and Practice- March 5, 2016
This 1-day interprofessional faculty development course will be offered 3 times throughout 2016. The course is designed for physicians in all specialties, multidisciplinary healthcare professionals, clinicians/practitioners, medical/healthcare education leaders, and others interested and/or involved in teaching / training in the areas of interpersonal and communication skills, professionalism, relationship-centered care, patient-clinician relationships, interprofessional collaboration and related topics.
The Patient-Centered Medical Home's Impact on Cost and Quality: Annual Review of Evidence, 2014-2015
As in previous editions, this year’s Annual Review of the Evidence provides a summary of PCMH cost and utilization results from peer-reviewed studies, state government evaluations, industry reports, and new this year, independent federal program evaluations published between October 2014 and November 2015. It reviews the recent evidence for PCMH and advanced primary care in light of new and long-awaited developments in health system payment reform including Medicare’s transition to value-based payments and passage of the Medicare Access and CHIP Reauthorization Act (MACRA).
A Case-based Interprofessional Education Forum Improves Students' Perspectives on the Need for Collaboration, Teamwork, and Communication
Interprofessional education (IPE) focusing on patient centered care is an emerging trend in health care education. With the goal of facilitating interprofessional teamwork and collaboration, an IPE forum was implemented following the keys to success outlined by Buring et al, and the impact of the IPE experience on health science students was examined using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS).
A Case-Based Interprofessional Education Forum Increases Health Students’ Perceptions of Collaboration
Introduction
The Interprofessional Education Collaborative (IPEC) expert panel advocates for health profession students to learn to work together. 1 This study examined the impact of a single interprofessional experience on three cohorts of health profession students’ readiness, knowledge, and perceptions of working as a team.
Method
Lessons from the Field: Promising Interprofessional Collaboration Practices: Video
A video describing the "Lessons from the Field: Promising Interprofessional Collaboration Practices" Report.
https://nexusipe.org/informing/resource-center/lessons-from-the-field
Yoga Therapy: Meeting the Needs of the Triple Aim
Perspective piece in Yoga Today referencing the National Center and focusing on yoga therapy’s potential for integration into the changing healthcare paradigm.
Relationship of organizational culture, teamwork and job satisfaction in interprofessional teams
Background
Team effectiveness is often explained on the basis of input-process-output (IPO) models. According to these models a relationship between organizational culture (input = I), interprofessional teamwork (process = P) and job satisfaction (output = O) is postulated. The aim of this study was to examine the relationship between these three aspects using structural analysis.
Methods
An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs
In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014).