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Blakeney EAR, Chu F, White AA, Randy Smith G, Woodward K, Lavallee DC, Salas RME, Beaird G, Willgerodt MA, Dang D, Dent JM, Tanner E“I, Summerside N, Zierler BK, O’Brien KD, Weiner BJ. A scoping review of new implementations of interprofessional bedside rounding models to improve teamwork, care, and outcomes in hospitals. J Interprof Care 2024; 38:411-426. [PMID: 34632913 PMCID: PMC8994791 DOI: 10.1080/13561820.2021.1980379] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 08/13/2021] [Accepted: 08/29/2021] [Indexed: 01/22/2023]
Abstract
Poor communication within healthcare teams occurs commonly, contributing to inefficiency, medical errors, conflict, and other adverse outcomes. Interprofessional bedside rounds (IBR) are a promising model that brings two or more health professions together with patients and families as part of a consistent, team-based routine to share information and collaboratively arrive at a daily plan of care. The purpose of this systematic scoping review was to investigate the breadth and quality of IBR literature to identify and describe gaps and opportunities for future research. We followed an adapted Arksey and O'Malley Framework and PRISMA scoping review guidelines. PubMed, CINAHL, PsycINFO, and Embase were systematically searched for key IBR words and concepts through June 2020. Seventy-nine articles met inclusion criteria and underwent data abstraction. Study quality was assessed using the Mixed Methods Assessment Tool. Publications in this field have increased since 2014, and the majority of studies reported positive impacts of IBR implementation across an array of team, patient, and care quality/delivery outcomes. Despite the preponderance of positive findings, great heterogeneity, and a reliance on quantitative non-randomized study designs remain in the extant research. A growing number of interventions to improve safety, quality, and care experiences in hospital settings focus on redesigning daily inpatient rounds. Limited information on IBR characteristics and implementation strategies coupled with widespread variation in terminology, study quality, and design create challenges in assessing the effectiveness of models of rounds and optimal implementation strategies. This scoping review highlights the need for additional studies of rounding models, implementation strategies, and outcomes that facilitate comparative research.
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Affiliation(s)
- Erin Abu-Rish Blakeney
- Department of Biobehavioral Nursing and Health Informatics,
School of Nursing, University of Washington
| | | | - Andrew A. White
- Department of Medicine, University of Washington School of
Medicine
| | | | | | | | | | | | - Mayumi A. Willgerodt
- Department of Family and Child Nursing, School of Nursing,
University of Washington
| | | | | | | | | | - Brenda K. Zierler
- Department of Biobehavioral Nursing and Health
Informatics, School of Nursing, University of Washington
| | | | - Bryan J. Weiner
- Departments of Global Health and Health Services, School
of Public Health, University of Washington
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2
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Summerside N, Abu-Rish Blakeney E, Brashers V, Dyer C, Hall LW, Owen JA, Ottis E, Odegard P, Haizlip J, Liner D, Moore A, Zierler BK. Early outcomes from a national Train-the-Trainer Interprofessional Team Development Program. J Interprof Care 2023; 37:S41-S44. [PMID: 30388914 PMCID: PMC6934916 DOI: 10.1080/13561820.2018.1538115] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Revised: 08/29/2018] [Accepted: 10/03/2018] [Indexed: 01/20/2023]
Abstract
The imperative need to train health professions faculty (educators and clinicians) to lead interprofessional education efforts and promote interprofessional team-based care is widely recognized. This need stems from a growing body of research that suggests collaboration improves patient safety and health outcomes. This short report provides an overview of a Train-the-Trainer Interprofessional Team Development Program (T3 Program) that equips faculty leaders with the skills to lead interprofessional education and interprofessional collaborative practice across the learning continuum. We also describe the history, approach, and early outcomes of this innovative program.
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Affiliation(s)
| | | | - Valentina Brashers
- School of Nursing, School of Medicine, University of Virginia, Charlottesville, U.S
| | - Carla Dyer
- Department of Medicine, University of Missouri School of Medicine, Columbia, U.S
| | - Les W Hall
- University of South Carolina School of Medicine, Columbia, U.S
| | - John A Owen
- School of Nursing, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, U.S
| | | | - Peggy Odegard
- School of Pharmacy, University of Washington, Seattle, U.S
| | - Julie Haizlip
- School of Nursing & Department of Pediatrics, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, U.S
| | - Debra Liner
- School of Nursing, University of Washington, Seattle, U.S
| | - Amanda Moore
- School of Nursing, University of Washington, Seattle, U.S
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Woodward KF, Kett PM, Willgerodt M, Summerside N, Hart J, Buchanan DT, Cunitz TC, Birkey C, Zierler BK. Using an academic-practice partnership to enhance ambulatory care nursing skills. Nurse Educ Today 2022; 119:105585. [PMID: 36215853 DOI: 10.1016/j.nedt.2022.105585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Revised: 09/13/2022] [Accepted: 09/29/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Ambulatory nursing services are essential to healthcare in communities, but nursing curricula often omit ambulatory care training. The purpose of this project was to enhance ambulatory care competencies among nursing students and provide ongoing education for practicing nurses through an academic-practice partnership. METHODS A four-year externally funded project targeted enhancements to undergraduate nursing curricula and development activities. Students received didactic content and clinical experiences and were evaluated to assess critical ambulatory care nursing skills. Existing continuing education offerings were enhanced with team-based practice content. RESULTS Despite pandemic-related clinical training changes, data from multiple quarters showed improvement in students' perceptions of self-efficacy (1.7-4.28-point increases) and actual performance (3.46-4.05-point increases) of core competencies on the 20-point evaluation scales. In addition, students rated simulations favorably, with scores ranging from 1.4 to 1.9 on the 2-point subscales. CONCLUSION An academic-practice partnership provides mutually beneficial opportunities for enhancing the ambulatory care nursing workforce through undergraduate education and training and professional development for practicing nurses.
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Affiliation(s)
- Kyla F Woodward
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America.
| | - Paula M Kett
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America; Center for Health Workforce Studies, Department of Family Medicine, Univ. of Washington, United States of America
| | - Mayumi Willgerodt
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America; Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America
| | - Nicole Summerside
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
| | - Jennie Hart
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
| | - Diana Taibi Buchanan
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
| | - Tamara C Cunitz
- Department of Child, Family, and Population Health Nursing, University of Washington, United States of America; Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America
| | - Carly Birkey
- Kaiser Permanente of Washington, United States of America
| | - Brenda K Zierler
- Center for Sciences Interprofessional Education, Research, and Practice, Univ. of Washington, United States of America; Department of Biobehavioral Nursing and Health Informatics, University of Washington, United States of America
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4
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Blakeney EAR, Owen JA, Ottis E, Brashers V, Summerside N, Haizlip J, Dyer C, Hall L, Zierler BK. Measuring the Impact of the National Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) on the Implementation of Interprofessional Education and Interprofessional Collaborative Practice. ACTA ACUST UNITED AC 2021; 24. [PMID: 34734129 DOI: 10.1016/j.xjep.2021.100442] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Background In order to prepare current and future educators and clinicians to lead interprofessional education (IPE) and interprofessional collaborative practice (IPCP), faculty and staff need training in collaborative approaches to developing, implementing, assessing, and sustaining high quality IPE across the interprofessional learning continuum. The Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) is a 3.5-day program designed to develop expert IPE teams through interactive workshops, coaching, and the development and implementation of an IPE or IPCP (IPECP) project for their home institutions. Purpose The purpose of this research was to assess the impact of the T3-ITDP on the development and implementation of IPECP projects by participating teams. Methods The T3-ITDP impact survey was created and administered to collect data on the scope and impact of participant teams' projects, including learner and project outcomes, training methods, dissemination plans, assessment strategies, and teams' intentions to continue working together beyond the initial project. With human subject's approval, we invited 55 T3-ITDP participant teams to complete the impact survey. These teams were at least one year post-completion of the in-person portion of the program and thus had time to initiate their IPECP projects. Results Forty-one (74.5%) teams responded to the survey. Of those teams, 31 (76%) used T3-ITDP content and/or approaches to develop their IPECP projects that targeted learners across the interprofessional learning continuum. Sustainability of IPECP projects was supported through several mechanisms, including institutional support or incorporating IPECP activities into existing courses. Almost half of the teams worked together on new projects, and 74% of teams planned to repeat a newly developed activity. Discussion & Conclusions Results of the T3-ITDP impact survey demonstrated that team-based, project-focused professional development catalyzed the development, implementation, and sustainment of new IPECP projects at academic and community institutions throughout the U.S.
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Affiliation(s)
| | - John A Owen
- School of Nursing, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | | | - Valentina Brashers
- School of Nursing and School of Medicine, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | | | - Julie Haizlip
- School of Nursing and Department of Pediatrics, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | - Carla Dyer
- Department of Medicine, University of Missouri School of Medicine, Columbia, MO
| | - Les Hall
- University of South Carolina School of Medicine, Columbia, SC
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Averill MM, Dillon-Sumner L, Stergachis A, Sconyers J, Summerside N, Brazg T, Errett N. Integrating public health students into interprofessional education. J Interprof Care 2019; 34:427-430. [PMID: 31865828 DOI: 10.1080/13561820.2019.1690436] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Recognizing the public health professional are critical members of interprofessional teams, the Council on Education for Public Health (CEPH) recently added a required Masters of Public Health (MPH) student competency focused on interprofessional education (IPE). A student-centered approach to the design and evaluation of an emergency preparedness-focused curricular program to meet the interprofessional needs of MPH students was used to meet this expectation at the University of Washington. Curriculum design was informed by two 80-minute listening sessions with MPH students to better understand their current interprofessional educational experiences and needs, and how an emergency preparedness-focused two-hour Interprofessional Active Learning Series (iPALS) session could help them develop interprofessional competency. The resultant iPALS session was assessed with a short, paper-based questionnaire. We found MPH students have an interest in participating in IPE, and that all students who participated in the emergency preparedness-focused iPALS session reported significant increases in their interprofessional and disaster response abilities based on their pre- and post-session evaluations. Student-centered IPE curriculum focused on emergency preparedness can enhance the self-reported ability of students across the health sciences to perform on interprofessional teams while engaging in a topic that has relevance to MPH students.
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Affiliation(s)
| | - Laurel Dillon-Sumner
- School of Public Health, Univesity of Washington, Seattle, WA, USA.,Kaiser Permanente Washington Health Research Institute, Seattle, Washington
| | - Andy Stergachis
- School of Pharmacy, University of Washington, Seattle, WA, USA
| | - Jeff Sconyers
- School of Public Health, Univesity of Washington, Seattle, WA, USA
| | - Nicole Summerside
- Center for Health Sciences Interprofessional Education Research and Practice, University of Washington, Seattle, WA, USA
| | - Tracy Brazg
- Center for Health Sciences Interprofessional Education Research and Practice, University of Washington, Seattle, WA, USA
| | - Nicole Errett
- School of Public Health, Univesity of Washington, Seattle, WA, USA
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Willgerodt MA, Abu-Rish Blakeney E, Summerside N, Vogel MT, Liner DA, Zierler B. Impact of leadership development workshops in facilitating team-based practice transformation. J Interprof Care 2019; 34:76-86. [PMID: 31039647 DOI: 10.1080/13561820.2019.1604496] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
The development of interprofessional collaborative practice (IPCP) environments requires a systematic, multi-pronged approach. Despite recognition of the need for IPCP, interventions that support its development are not well described in the literature. Leadership training is necessary for individuals and teams to build IPCP-supportive environments. This study describes the impact of a longitudinal series of leadership development workshops to strengthen IPCP and facilitate practice transformation. Semi-structured interviews were conducted with 16 healthcare professionals who described ways in which the workshops influenced the team-based practice transformation. Thematic analysis indicated that the workshops were instrumental in providing structure and opportunity for participants to learn skills, expand perspectives, and change behavior to improve team outcomes. Findings highlight the importance of supporting individual and team development over time and suggest that intentional, targeted coaching focused on relationship building and meeting the evolving needs of the team is critical to the implementation and sustainment of practice change.
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Affiliation(s)
| | | | | | - Mia T Vogel
- School of Nursing, University of Washington, Seattle, WA, USA
| | - Debra A Liner
- School of Nursing, Department of Biobehavioral Nursing and Health Informatics
| | - Brenda Zierler
- School of Nursing, University of Washington, Seattle, WA, USA
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