Informatics-enabled interprofessional education and collaborative practice: A framework-driven approach

Abstract

a b s t r a c tIn the United States there is an urgent need for the development of a healthcare system that addresses the lack of safe, efficient, quality care. Two solutions receiving significant attention include health information technology (HIT) and interprofessional education and collaborative practice (IPECP). To accelerate advancement of HIT-enabled IPECP and improved outcomes, a consortium of more than 346 rural, community and university settings engaged in developing and implementing a framework. This framework bridges the gap between education and practice and leverages intentionally designed automation within multiple HIT systems. The framework, consists of six actionable models that include tools, processes infrastructures, and reflects the intersection of several theories and implementation science. Without intentionally designed HIT and interprofessional approaches to care, automation will have minimal impact on improving health outcomes and perpetuate repetitious care delivery. This paper presents an overview of the framework, replicable, sustainable outcomes and research implications.

<p>Health Professional Digital Capabilities Frameworks: A Scoping Review</p>

“…Eight further articles were excluded; they lacked capabilities for delivering digital healthcare and were deemed to not represent appropriate capabilities or a professional competency framework. For example, there being a lack of direct focus on capabilities, 7,30 description of educational elements or pedagogical approaches, 31 recommendations, [32][33][34] or discussion of intervention categories 29 despite key words and titles that implied relevance. The full text articles of the remaining articles (n13) were retrieved.…”

Best Practices for Health Informatician Involvement in Interprofessional Health Care Teams

“…27,28 When HI is mentioned in the literature on interprofessional health care, it is as a set of tools that "has the capacity to support the work of health care teams" 29 and improve IPE. 30 We argue that health informaticians have a professional role on teams, apart from providing direct care. a This role should be better defined and communicated to other professions.…”

“…Articulate your skills with respect to health informatics • Explain to teammates the breadth of HI • Explain to teammates the specialization(s) within HI represented by HI team members • Act politely and be forgiving when a team member has incorrect assumptions or perceptions of your skills: offer gentle corrections with the goal of educating and enhancing your effectiveness and efficiency in the team • Inform team members of data needs early in the project lifecycle, to facilitate future access to health care data 58 • Ensure team members' understanding and use of proper terminology and techniques related to health data 58 BP6. Develop skills and knowledge in interprofessional teamwork and domains • Understand roles and values of all team members 7,41,45 • Interact with and learn from other professions, being attentive to their languages and practices 59 • Seek out interprofessional collaboration and cross-training opportunities before graduation 60 • Establish interprofessional collaborative practice culture and team (not individual) reward systems 30 • Work to improve team skills such as self-assessment of strengths and weakness, listening, and managing shared goals, in addition to gaining domain knowledge 62 BP7. Ensure health informatics education supports interprofessional collaboration • Align HI professional education with above best practices 47 • Offer opportunities for hands-on health care problem solving in interprofessional teams, using interdisciplinary informatics approaches, with faculty feedback and support 48,50 • Faculty should provide interprofessional opportunities, feedback, and support 48,50…”

An Approach for All in Pharmacy Informatics Education

“…Fortunately for those seeking to incorporate pharmacy informatics education, existing resources are available both within and outside of pharmacy. 36,50,55,60,[66][67][68][69][70][71][72][73] A proposed educational approach includes three domains, which are discussed below, and is presented in Appendix 1 using the medication use system as the framework.…”