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Transdisciplinary Collaboration: A Demonstration ProjectPhyllis M. Connolly, PhD, RN, CS Phyllis M. Connolly, PhD, RN, CS
Jean M. Novak, PhD, CCC-SLPJean M. Novak, PhD, CCC-SLP San Jose State University, San Jose, CA San Jose State University, San Jose, CA
Discuss the driving forces related to the need for
transdisciplinary collaborationRecognize discipline specific assessment tools and interventions
use for SJSU Transdisciplinary ProjectIdentify client specific outcomes based on the Omaha
Documentation System
ObjectivesObjectives
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Societal Shifts
Nationalism replaced with global economy
Social ecology--needs for integration & connections
Social capital--networks, norms, trust, coordination & cooperation
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TRENDS
New organizations New forms of delivery
systems-- managed care
New ways of relating to each other
Smaller companies Outsourcing Disease management
High-value organizations depend on and expect workers at all levels to be capable of making decisions
Health care being driven by changes in industry
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Changing Work Environment
Technology Demographics Managed Care Purchaser’s Influence Health Insurance
Industry Changing Health
Systems Telemedicine
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Relationship to Health
Concern not only with costs & benefits but with social, emotional, & physical health
Promoting health and providing health care, no
longer the exclusive domain of any discipline
Need for interdependence to improve population health care outcomes
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Primary Care: Collaboration Needed
Anxiety disorders, depression & substance abuse most frequently misdiagnosed in primary care practices
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Through collaborative efforts, provide quality, cost effective services for persons with serious mental illness living in the community while simultaneously preparing future mental health professionals for practice.
Project Goal
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Transdisciplinary Collaboration ProjectSan Jose State UniversitySan Jose State University
Office of Sponsored ProgramsOffice of Sponsored ProgramsCollege of Applied Sciences and ArtsCollege of Applied Sciences and Arts
School of Nursing School of Nursing Nurse Managed CentersNurse Managed Centers
Communication Disorders & Sciences:Communication Disorders & Sciences: Program & ClinicProgram & Clinic
Department of Occupational TherapyDepartment of Occupational TherapyDepartment of Recreation & Leisure Studies: TRDepartment of Recreation & Leisure Studies: TR
College of Social WorkCollege of Social WorkInstitute for Teaching & LearningInstitute for Teaching & Learning
Faculty and StudentsFaculty and StudentsRevised 5/99Revised 5/99
Psychosocial.Psychosocial.Occupational Occupational Therapy ClinicTherapy Clinic
Santa ClaraSanta ClaraCountyCountyMentalMentalHealthHealth
Santa Clara CountySanta Clara CountyAlliance for theAlliance for the
Mentally IllMentally Ill
ALLIANCE for ALLIANCE for Community CareCommunity Care
Zoe HouseZoe HouseCrossroads VillageCrossroads Village
Casa FelizCasa Feliz
ResidentsResidentsStaffStaff
FamiliesFamilies
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Definition Collaboration
A dynamic transforming process of creating a power sharing partnership for pervasive application in health care practice, education, research, & organizational settings for the purposeful attention to needs and problems in order to achieve likely successful outcomes (Sullivan, 1998, p. 6)
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Transdisciplinary
Refers to a relatively new model based on the concept that the needs of the recipient of services (student, patient, client, etc.) dictates the roles to be performed by members of the team. There can be much overlap in individual job descriptions.
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Transdisciplinary Team Advantages
Individualized rehabilitation plan-goals Integrated service delivery Role delineation Reduction of redundant care Increase of interaction between professionals Generalization and maintenance of skills Learning with and from each other Sharing and growing Improved quality of life Cost effectiveness
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Behavioral Ecological Model of Community Mental Health
LawsLaws
Administration ofAdministration ofJusticeJustice
CommunityCommunity
Friends and PeersFriends and Peers
LawsLaws
Mental Health Mental Health SystemSystem
Social PolicySocial Policy
LegislationLegislation
ChurchChurch
FamilyFamily
UniversityUniversity
Training ofTraining ofProfessionalsProfessionals
PersonPerson
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Behavioral-ecological Perspective Values & Interventions
Specific values:– Promoting individual competence
– Enhancing psychological sense of community
– Supporting cultural diversity
Interventions seek to:– Optimize human development
– Enhance coping and mastery skills
– Enhance organizational and community strengths
Improved quality of lifeImproved quality of life
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Competence Paradigm: Health Based
View of Families: CompetentEmphasis on: StrengthsRole of Professionals: Enabling AgentsAssessment: CompetenciesGoal of Interventions: EmpowermentModus Operandi: AdaptationPerspective: Ecological Framework
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Transdisciplinary Project
S em in ar A M IM eetin g s
P rac ticu m
S TU D E N TS F A C U L TY S TA F F
•weekly•campus•case presentation•discipline information•discussion & feedback
Caring & Sharing •2 days/week•on-site/campus•client contact•experience•implementation•evaluation
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Assessment & Outcome Tools
Pragmatic Protocol Social Skills Rating Scale Canadian Occupational Performance Omaha Nursing Documentation System Allen’s Cognitive Levels Kohlman Evaluation of Living Skills Psychosocial Assessment CERT-Psych
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Omaha Nursing Documentation System
Domains Interventions
I. Environmental
II. Psychosocial
III. Physiological
IV. Health Related
Behaviors
I. Health Teaching
Guidance,
Counseling II. Treatments &
Procedures III. Case Management IV. Surveillance
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Domain II. Psychosocial IV. Health Related Behaviors
Communication with community resources
Social contact Role change Interpersonal relationship Spiritual distress Grief Emotional stability Human sexuality Caretaking/parenting Neglected child/adult Abused child/adult Growth & development
Nutrition Sleep and rest patterns Physical activity Personal hygiene Substance use Family planning Health care supervision Prescribed medication
regimen Technical procedure
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Targets
Behavior modification Caretaking/parenting
skills Communication Coping skills Exercises Food Interaction Wellness
Medication action/side effects
Nutrition Rehabilitation Relaxation/breathing
techniques Safety Signs/symptoms Stress management
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Omaha Rating Scale
Concept 1 2 3 4 5
Knowledge Noknowledge
Mini-mal
Basic Adequate Superior
Behavior Notappropriate
Rarely Incon-sistently
Usually Consis-tently
Status ExtremeS&S
SevereS&S
ModerateS&S
MinimalS&S
No S&S
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Issues for Collaboration Health Communication
Weight loss Exercise Grooming Safe sex Nutrition Stress management Symptom
management
Memory Cognition Speech Narrative discourse Conversational skills Social skills Hearing Literacy
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Approaches to Collaborative Outcomes
Primary disciplinePrimary discipline Assess and evaluate
problems and needs Treat & evaluate Seek consultation &
referrals Collaborate
Supportive disciplineSupportive discipline Validate treatment
approach Assess, treat,
recommend Collaborate
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Collaborative Interventions
Individual– One to one
– Consultation
– Case Management
– Health teaching and counseling/guidance
– Surveillance
– Treatments & Procedures
– Referrals
Group– Psychoeducational
classes
– Modules
– Activities
– Health teaching
– Advocacy
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Weight Loss
Nursing– Assess nutritional
status
– Assess eating behaviors
– Assess environment
– Assess and establish exercise program
– Teach appropriate food selections
– Evaluate, weigh weekly
Communication Disorders– Organizing a eating
schedule
– Categorizing appropriate food choices
– Follow up comprehension
– Food preparation
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Stress Management
Nursing– Crisis intervention
» Deep breathing
» Self talk
» Time out
» Visualization
– Prevention» Diet & nutrition
» Exercise
» Time management
Communication Disorders– Organizing and
creating schedules
– Follow up on comprehension
– Routines
– Social skills
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Memory Communication Disorders
interventions– Scheduling
– Visual, writing notes,
– Reminders
– Calendars
– Routines
– Self generated strategies
– Repetition
– Rehearsals
Nursing interventions– Assess for physiological
causes
– Assess for nutritional status
– Assess medication efficacy
– Develop collaborative plan utilizing memory enhancement strategies
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Speech (Dysarthria)
Communication Disorders– Oral facial evaluation
– Oral motor exercises» Voice
» Exaggerated enunciation
» Oral facial awareness
» Rate of speech
Nursing– Assess AIMS
– Assess medication
– Assess oral hygiene
– Assess dental hygiene
– Assess nutritional status
– Follow up on oral motor exercises
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CCF # 9012, Problem 21, Speech, Communication, Spring 97
Difficulty with– Intelligibility
– Topic maintenance
– Organizational skills
– Withdrawal
– Interventions
Outcomes Decrease in rate of speech Increased
– Intelligibility
– Narrative discourse, expanded utterances, increase volume
– Self expression
– Organizational skills
– Interaction
– Social interaction
– Attention and participation
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CCF # 9012, Problem 21, Speech, Nursing, Spring 97
Knowledge: 2
Behavior: 2
Status: 3
Knowledge: 4
Behavior: 4
Status: 4
Initial Rating Final Rating
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CCF #9513, Problem 21, Speech, Fall 98
Knowledge: 3
Behavior: 3
Status: 3
Knowledge: 4
Behavior: 4
Status: 4
Initial RatingInitial Rating Final RatingFinal Rating
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CCF # 9073, Problem 30,Digestion-Hydration, Spring 99
Knowledge: 2
Behavior: 2
Status: 2
Knowledge: 4
Behavior: 3
Status: 3
Initial RatingInitial Rating Final RatingFinal Rating
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CCF # 9033, Problem 21, Speech, Fall 98 - Spring 99
Knowledge: 2
Behavior: 2
Status: 3
Knowledge: 4
Behavior: 4
Status: 4
Initial RatingInitial Rating Final RatingFinal Rating
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CCF #9075, Problem 07, Social Contact, Fall 98 - Spring 99
Knowledge: 1
Behavior: 2
Status: 2
Knowledge: 3
Behavior: 3
Status: 3
Initial RatingInitial Rating Final RatingFinal Rating
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CCF #9012, Problem 38, Personal Hygiene, Spring 97
Knowledge: 2
Behavior: 2
Status: 3
Knowledge: 4
Behavior: 4
Status: 4
Initial RatingInitial Rating Final RatingFinal Rating
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CCF # 9036, Problem 39, Substance Use, Spring 97
Knowledge: 2
Behavior: 2
Status: 2
Knowledge: 4
Behavior: 3
Status: 3
Initial RatingInitial Rating Final RatingFinal Rating
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Outcomes Interpersonal Relations:Crossroads S 95 - F 98
0
1
2
3
4
5
S 95 F 95 S 96 F 96 F 98
Average Omaha Ratings All Contacts Across Semesters
KnowledgeBehaviorStatus
N = 15 N = 34 N = 28 N = 20
Note: Typical interventions: Health Teaching & SurveillanceTypical targets: Communication & Interactions
N = 5
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Additional Resident Outcomes
Decrease in symptoms Community tenure Increased use of
community resources Attendance at OT
Clinic on campus Increased use of City
& University libraries
Employment More independent
housing Participation in City
Recreation Program Enrollment in College
and University Volunteer jobs
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Cost Savings StudyCrossroads Village: 1993-94
N=25 (9 -12 month) By using Crossroads Village, 25 persons achieved tenure with total savings of $369,471 in the following areas:– Locked facility costs– Emergency psychiatric services costs– Acute in-patient psychiatric services costs– Contract services costs
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OutcomesFall 1993 - Spring 1999
22,837 hours direct care
321 undergraduates
59 graduate students
10 faculty
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Evaluating Student Learning
Transdisciplinary Seminar Supervision Groups Logs Direct Observation Process Recordings Care Plans One to one
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Challenges and Issues Conflicts in missions Supervision of non-
nursing students on site Staffing during non-
academic times Maintaining faculty
interest Role strain Students dropping clients Inadequate space to meet
with students
Lack of university support Staff turnover Client hospitalizations Communications Cutbacks in county
funding Obtaining permission to
provide services from conservators and case managers
Conflicts with OT clinic schedule
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Outcomes of Collaboration
Clearly, the closer educators, researchers, consumers, practitioners, and families come together in the service area, the more likely that curricula will be reality based and congruent with clients’ needs. At the same time, the possibility of improving the quality of life increases.