I-CAN Quarterly Newsletter- Fall 2013
This is the November, 2013 newsletter of the Interprofessional Care Access Network (I-CAN), a 3-year grant project funded by the Health Resources and Services Administration based at the Oregon Health & Science University.
Bedside, classroom and bench: Collaborative strategies to generate evidence-based knowledge for nursing practice
The rise of evidence-base practice (EBP) as a standard for care delivery is rapidly emerging as a global phenomenon that is transcending political, economic and geographic boundaries. Evidence-based nursing (EBN) addresses the growing body of nursing knowledge supported by different levels of evidence for best practices in nursing care. Across all health care, including nursing, we face the challenge of how to most effectively close the gap between what is known and what is practiced.
Changing Courses: A Conversation with Connie Delaney
Jim Meyer talks with Connie Delaney, dean of the University of Minnesota School of Nursing, about what nursing schools - and individual students - need to know and possess to thrive in these changing times.
Please note: The full text of this article is only available to those with subscription access to the Springer database. Contact your institutional library or the publisher for details.
Quality Through Collaboration: The Future of Rural Health
Rural America is a vital component of American society. Representing nearly 20 percent of the population, rural communities, like urban landscapes, are rich in cultural diversity. However, the smaller, poorer, and more isolated a rural community is, the more difficult it is to ensure the availability of high-quality health services. The Institute of Medicine report, Quality Through Collaboration: The Future of Rural Health examines the quality of health care in rural America.
An Examination of the Healthcare Workforce Issues in Rural America
In the Eigth Annual Report of the Advisory Committee on Interdisciplinary, Community-Based Linkages (ACICBL), the committee writes that health care professional shortages, insufficient numbers of faculty members, demographic changes in the rural population, a strained delivery system, and emerging health care needs affecting quality of care combine to make unprecedented demands on the rural health care system.
Improving geriatric transitional care through inter-professional care teams
OBJECTIVES: The aim of this study was to examine the impact of the use of an inter-professional care team on patient length of stay and payer charges in a geriatric transitional care unit.
METHODS: An analysis of de-identified administrative records for transitional care patients for the 12-month period (2003-2004) cared for by the inter-professional team (n = 163) and cared for by traditional single provider care model (n = 176) was carried out. We conducted logistic regression on length of stay and charges controlling for patient demographics and acuity levels.
Blended learning: Emerging best practices in allied health workforce development
To remain dynamic and viable, academic institutions preparing the future workforce need to convert to a more accessible and convenient pathway for students. The need for responsiveness is especially true when considering strategies to prepare an allied health workforce in areas of shortages and to meet the needs of the underserved. A blended or hybrid learning model that strategically uses web-based and face-to-face teaching/learning methods is an innovative and strategic way that promotes learner-centered higher education and facilitates a higher learning experience.
1Health, the Center for Interprofessional Education, the University of Minnesota
The Center for Interprofessional Education within the Academic Health Center at the University of Minnesota is launching a new initiative called 1Health. 1Health requires health professional students to participate in courses and/or experiences to achieve competencies set by the Academic Health Center prior to graduation. This new initiative launched with Phase I in the fall of 2010 and includes all beginning health professional students enrolled in participating programs.
Renewed focus in the United States links interprofessional education with redesigning health care
No scholars and practitioners are more aware of the research and debate about interprofessional education (IPE) and interprofessional collaborative care (IPCC) than the readers of the Journal of Interprofessional Care. Since the 1970s, interest in IPE and IPCC in the United States (U.S.) has been characterized by peaks and lows as the major issues in health care have shifted. So, it is exciting to describe what may be a new window of opportunity in the U.S. to fully develop and test this evolving concept that, for so long, has been an exception rather than the “norm”.
Commentary: Reshaping Physician Education
Fragmented care delivery is the product of an outdated approach to medical education.
