core competencies for interprofessional collaborative practice and care coordination madeline h....
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Core Competencies for Interprofessional Collaborative Practice and Care Coordination
Madeline H. Schmitt PhD, RN, FAAN
Professor Emerita
University of Rochester School of Nursing
IPEC and the Core Competencies Expert Panel
Six national health professions education associations (AACN, AACOM, AACP, AAMC, ADEA, ASPH) formed a working group (IPEC) in 2009 to develop a framework of joint activities to support patient-centered team-based care, promote delivery reform, and foster interprofessional learning experiences
Jointly implement an Expert Panel in early 2010
IPEC Charge to Expert Panel
Recommend common core competencies relevant across the professions to address the essential preparation of clinicians for interprofessional collaborative practice
Recommend learning experiences and educational strategies for achieving the competencies and related objectives
Expert Panel Process
Interprofessional Education and Interprofessional Collaboration
IPE When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes (WHO, 2010)
IPC When multiple health workers from different professional backgrounds work together with patients, families, careers, and communities to deliver the highest quality of care (WHO, 2010)
Professional & Interprofessional Competency
Professional Competency
Interprofessional Competency
Behavioral demonstrations of an integrated set of knowledge, skills, and attitudes that define the domains of work of a specific health profession applied in specific care contexts
Behavioral demonstrations of an integrated set of knowledge, skills and attitudes for working together across the professions, with other health care workers, and with patients/families/ communities/populations to improve health outcomes in specific care contexts
IOM 5 Core Competencies, adapted to IPEC Expert
Panel Work
Work in Interprofessional
Teams“Core
Competencies”Apply
Quality Improvement
Provide Patient-
CenteredCare
UtilizeInformatics
Employ Evidence-
BasedPractice
IP Competencies: General Criteria
Patient, Population & Relationship-centered Process-oriented “Common” language Applicable across practice settings
across professions Relevant to the learning continuum Outcome driven [performance] Relevant to IOM goals for improvement:
patient-centered, efficiency, effectiveness, safety, timeliness, and equity
Work in IP Teams
Core Competencies
TeamworkProcesses
Roles/Responsibilities
Values/Ethics
Communication
Core Competencies: Four Domains
VALUES/ETHICSOverall Competency
Work with individuals of other professions
to maintain a climate of mutual respect
and shared values
VALUES/ETHICS Example competencies
Place the interests of patients and populations at the center of IP health care delivery
Respect the unique cultures, values, roles/responsibilities and expertise of other health professions
ROLES & RESPONSIBILITIESOverall Competency
Use the knowledge of one’s own role
and those of other professions
to appropriately assess and address
the health care needs of the patients
and populations served
ROLES & RESPONSIBILITIESExample Competencies
Recognize one’s limitations in skills, knowledge and abilities
Engage diverse health care professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs
INTERPROFESSIONAL COMMUNICATION
Overall Competency
Communicate with patients, families, communities and other health professionals
in a responsive and responsible manner
that supports a team approach
to the maintenance of health
and treatment of disease
INTERPROFESSIONAL COMMUNICATION
Example Competencies
Organize and communicate information with patients, families and health care team members in a form that is understandable, avoiding discipline-specific terminology when possible
Give timely, sensitive, instructive feedback to others about their performance on the team, and respond respectfully as a team member to feedback from others
INTERPROFESSIONAL TEAMWORK &TEAM-BASED CARE Overall Competency
Apply relationship-building values
and the principles of team dynamics
to perform effectively in different team roles
to plan and deliver patient/population-centered care that is safe, timely,
efficient, effective, and equitable
INTERPROFESSIONAL TEAMWORK & TEAM-BASED CAREExample Competencies
Integrate the knowledge and experience of other professions-appropriate to the specific care situation-to inform care decisions, while respecting patient and community values and priorities/preferences for care
Use process improvement strategies to increase effectiveness of interprofessional teamwork and team-based care
Emphasis of Core Competency
Framework
Focus is on individual competencies for working together
Not focused on common or unique clinical or broader [e.g., systems, QI] knowledge bases
Builds on professional competencies Principles extend to non-professional team
members Report available for downloading at
https://www.aamc.org/download/186750/data/core_competencies.pdf
HRSA Invitational Conference February 16-17, 2011
Co-sponsored by Josiah Macy Jr. Foundation, Robert Wood Johnson Foundation, and American Board of Internal Medicine Foundation, along with HRSA and IPEC
Two goals-vetting core competencies Developing action plans for next steps Report available for downloading at
https://www.aamc.org/download/186752/data/team-based_competencies.pdf
Core Competencies and Care Coordination
Competences underpin three core processes of teamwork and team-based care: CooperationCoordination [within as well as across
settings]Collaboration
Linking core competencies and care coordination
“Care coordination” is a person-centered, assessment-based, interdisciplinary approach to integrating health care and social support services in a cost-effective manner in which an individual’s needs and preferences are assessed, a comprehensive care plan is developed, and services are managed and monitored by an evidence-based process which typically involves a designated lead care coordinator.”
Bold=core competency Blue=specific to care coordination fx or role
Definition contains:
Values->Patient/person/family centered;
Roles->all team members, care coordinator [vs coordination function]
Communication->between team and care coordinator
Teamwork->interdisciplinary, comprehensive assessment and planning process
Effective care coordination requires action at all levels#
National organizations [standards], Federal gov’t [monitoring system-level performance], State [tracking system performance], Regional/community [tracking system performance], Practice [allocate/manage care coordination function, integrate
care, monitor performance], Family [expectations, preferences, coordination role and skill
development, feedback]
#Antonelli, McAllister, & Popp (2009). Making care coordination a critical component of the pediatric health system: A multidisciplinary framework. The Commonwealth Fund. Publication No. 1277. Retrieved May 17, 2011 from http://www.commonwealthfund.org/Content/Publications/Fund-Reports/2009/May/Making-Care-Coordination-a-Critical-Component-of-the-Pediatric-Health-System.aspx
Collaborating Across Borders IIITucson, AZ November 19-21, 2011
See
www.cabarizona2011.org