Center of Excellence in Primary Care Education (CoEPCE)- San Francisco VA Medical Center
The San Francisco Center and Education for Patient Aligned Care Teams (EDPACT) is working to develop and implement a model of patient-centered, interprofessional education. The goal is to bring together teams of trainees, physicians, advanced practice and other nurses and associated health care providers to build shared knowledge and incorporate design principles for optimal workplace learning.
Taking the lead: Community pharmacists' perception of their role potential within the primary care team
BACKGROUND: Patient-focused care provided by an interprofessional team has long been presented as the preferred method of primary care delivery. Community pharmacists should and can provide leadership for many clinical and managerial activities within the primary care team.
OBJECTIVE: To determine the extent to which community pharmacists are prepared to be members of the health care team, and to assess their support for general expansion of clinical responsibilities.
Nursing student perceptions of intraprofessional team education using high-fidelity simulation
High-fidelity simulation in health professional programs helps educators and students meet the challenges of increasingly complex clinical practice settings. Simulation has been used primarily to train nursing students either in interprofessional teams or within their respective nursing training levels. However, students' experiences of learning alongside others in different levels or years of the nursing program have not been explored.
An evaluation of a training placement in general practice for paramedic practitioner students: improving patient-centred care through greater interprofessional understanding and supporting the development of autonomous practitioners
OBJECTIVES: To report the extent to which the placement of paramedic practitioner students (PPSs) in accredited general practice (GP) training practices supported their development as autonomous, patient-centred practitioners and fostered interprofessional learning.
The use of smartphones in general and internal medicine units: A boon or a bane to the promotion of interprofessional collaboration?
Effective communication and coordination are critical components for improving collaborative care delivery among different healthcare providers who work in mobile and time-pressured environments. Increasingly, healthcare providers are exploring alternative communication technologies to help bridge the temporal and spatial issues that are often inherent in the clinical communication conundrum.
Reflections from my time in Minnesota
I’m currently enjoying the height of summer in Sydney and it is glorious beach weather. It’s hard to believe that just a few weeks ago I was shivering in the snow and freezing temperatures of Minnesota. The end of an old year is a time for reflection, and I have been thinking about my time at the National Center and how it will affect my work in the New Year.
Interprofessional Leadership Training in MCH Social Work
The need to train health social workers to practice interprofessionally is an essential goal of social work education. Although most health social workers have exposure to multidisciplinary practice within their field work, few social work education programs incorporate interprofessional learning as an integrated component of both course work and field experiences (McPherson, Headrick, & Moss, 2001; Reeves, Lewin, Espin, & Zwaranstein, 2010; Weinstein, Whittington, & Leiba, 2003).
Reducing barriers to interprofessional training: Promoting
The need to train health professionals who can work across disciplines is essential for effective, competent, and culturally sensitive health care delivery. By its very nature, the provision of health service requires communication and coordination between practitioners. However, preparation for interdisciplinary practice within the health care setting is rare. The authors argue that the primary reason students are not trained across disciplines is related to the diverse cultural structures that guide and moderate health education environments.
Interprofessional Education: A Theoretical Orientation Incorporating Profession-Centrism and Social Identity Theory
It is clear that in order to improve health for our citizens, our health work force must be team-focused and collaboration-ready at the time of their graduation. Shortages of adequately trained health care workers must be addressed if we are to reduce the global disease burden for HIV/AIDS and other infectious diseases, infant mortality, childhood preventable disease, among other global health woes.
