Background: Evidence-based clinical care delivery begins with comprehensive assessments of patients' priority needs. A Canadian health sciences corporation conducted a quality improvement initiative to enhance clinical care delivery, beginning with one acute care site. A real-time staffing tool, the synergy tool, was used by direct care providers and leadership to design and implement patient-centered care delivery. The synergy tool is the patient characteristics component of the Synergy Model™, developed by an expert panel of nurses in the 1990s. Since then, the tool has been effectively used to assess a variety of patient populations on eight important characteristics, informing real-time staffing decisions. Methods: Plan-Do-Study Act cycles were managed by department-based project teams with assistance from business analytics and a quality/safety officer. Results: Initial findings demonstrate reductions in nurse missed breaks, improved workload management, and significant increases in staff engagement. Conclusions: The synergy tool is an easy-to-use tool that can be used to highlight priority care needs for individual patients or specific patient populations. The tool informs real-time staffing decisions, ensuring a better fit between patient needs and nurse staffing assignments. Although this initiative began with nurses, project work is expanding to include inter-professional teams.

Purpose: Occupational therapist assistants and physiotherapist assistants work on inter-professional teams in both institutional and community settings to facilitate patients’ rehabilitation and recovery. Examination of how the assistant role is viewed by assistants and other inter-professional team members is needed to inform how to support and sustain development of the role and associated practice relationships. Method: In this explanatory sequential-design mixed-methods study, we first surveyed rehabilitation personnel, then held focus groups at a large urban health care organization. Statistical and thematic analysis was conducted to combine the findings from both data sources. Results: A total of 89 therapists and assistants completed surveys; 30 also contributed to four focus groups. Five themes were developed that expressed the perceptions of the assistant role on inter-professional teams: (1) left out of the loop, (2) living in the grey: negotiating and navigating the assistant role, (3) who’s the boss? (4) things just don’t fall into your lap: pursuing professional development, and (5) (not) just the assistant: the influence of norms and attitudes and external perspectives. Conclusions: The findings describe perceptions and institutional norms of the assistant practice role. They can inform discussions on regulation and accreditation as well as professional and continuing education, and they can promote reflection on team dynamics and supervisory practices.

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Given the pressures that exist in our health care system, health care professionals often are under significant stress to provide both quality clinical care to patients and quality teaching to their learners. We present an innovative program to develop faculty and health professional  skills in reflective practice and resilience, which strengthen participants' ability to act as effective clinicians, educators, role models, and leaders. The basis of the curriculum  rests in the neuroscience of mindfulness  and its applications. This program was enabled through a unique partnership between acute care hospitals (Hamilton Health Sciences and St Joseph's Healthcare Hamilton), Family Health Teams (McMaster Family Health Team and Hamilton Family Health Team) and the McMaster Faculty of Health Sciences Program for Faculty Development (PFD), with additional funding support in 2013 from the Ontario Ministry of Health and Long Term Care (MOH-LTC). Data from 2013 course participants (validated measurement  tools and qualitative feedback) was analyzed to evaluate the effectiveness of this initiative. This poster outlines the journey of this work and a summary of the data gathered to inform further education.