Primary care collaborative practice in quality improvement: Description of an interprofessional curriculum

Hunt, Lindsey; Fisher, Amber; King, India; Wilper, Andrew P.; Speroff, Elena; Weppner, William G.

doi:10.2146/ajhp170103

Cited by 9 publications

(13 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Practices across all health professions should focus on expanding the use of these competencies to improve performance. Additional training and mentorship might be needed to improve health providers’ utilization of evidence-based practice, quality improvement, and health informatics (Hunt et al., 2018). These additional training should be tailored to the providers’ experience and age to improve effectiveness and in turn increase use.…”

Section: Discussionmentioning

confidence: 99%

“…Healthcare organizations are targeting the Triple Aim, to improve patient outcomes, provide a better patient experience, and ultimately reduce cost (Berwick et al., 2008). QI projects may include improving the process of delivering healthcare services, safety, clinical workflow, and patient satisfaction (Hunt et al., 2018). These QI initiatives require a multifaceted commitment due to the financial cost, training, and materials and providers involved.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

Hicks‐Roof

Bailey

et al. 2021

SAGE Open Nursing

View full text Add to dashboard Cite

Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

Hicks‐Roof

Bailey

et al. 2021

SAGE Open Nursing

View full text Add to dashboard Cite

show abstract

“…[12][13][14][15][16][17] While numerous QI curricula for internal medicine (IM) residents, 10,[18][19][20][21][22][23][24][25][26][27][28] graduate nursing students, [29][30][31][32][33] and other health professional trainees [34][35][36] have been published, we identified only one longitudinal, project-based curriculum for IP trainees in a primary care setting. 37 Comparable to the IP QI curriculum depicted by Hunt and colleagues, we created an experiential QI curriculum for primary care trainees that drew on best practices from professionspecific QI curricula, 1,12,18,21,[37][38][39][40][41][42][43][44][45][46][47] and our experiences as QI and IP educators. Key attributes of our curriculum included being (1) authentic (provide opportunities to learn QI knowledge and skills with projects that address real workplace problems), (2) team based (trainees work in IP QI teams, often with clinic staff), (3) mentored (team mentors have expertise in QI and local clinic context), and (4) integrated (formal teaching of QI concepts and tools occurs alongside project work).…”

Section: Introductionmentioning

confidence: 99%

“…12 – 17 While numerous QI curricula for internal medicine (IM) residents, 10 , 18 – 28 graduate nursing students, 29 – 33 and other health professional trainees 34 – 36 have been published, we identified only one longitudinal, project-based curriculum for IP trainees in a primary care setting. 37 …”

Section: Introductionmentioning

confidence: 99%

“…Comparable to the IP QI curriculum depicted by Hunt and colleagues, we created an experiential QI curriculum for primary care trainees that drew on best practices from profession-specific QI curricula, 1 , 12 , 18 , 21 , 37 – 47 and our experiences as QI and IP educators. Key attributes of our curriculum included being (1) authentic (provide opportunities to learn QI knowledge and skills with projects that address real workplace problems), (2) team based (trainees work in IP QI teams, often with clinic staff), (3) mentored (team mentors have expertise in QI and local clinic context), and (4) integrated (formal teaching of QI concepts and tools occurs alongside project work).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum

et al. 2020

View full text Add to dashboard Cite

Introduction: Health professionals must demonstrate competencies in quality improvement (QI) and interprofessional (IP) practice. Yet few curricula are designed to address these competencies in an integrated, longitudinal way. Our experiential IP QI curriculum addresses this gap. Methods: The IP QI curriculum was part of a San Francisco VA Health Care System training program for second-year internal medicine residents and adult gerontology primary care nurse practitioner students, pharmacy residents, and postdoctoral psychology fellows. Trainees worked in mentored IP teams to select, design, implement, evaluate, and present a project as part of a 9-month curriculum. Teaching methodologies included didactics and project-based skills application. Curriculum evaluation included trainees' QI knowledge and skills self-assessments, trainee satisfaction, mentor appraisals, and project results and impact assessments. Results: From 2011-2012 to 2017-2018, 242 trainees completed the curriculum and 41 QI projects. Trainees reported high satisfaction with the introductory sessions (M = 4.4, SD = 0.7). They also reported improvement in comfort with QI knowledge and skills by the curriculum's completion. QI mentors (n = 23) observed growth in trainees' QI knowledge and skills, felt confident in trainees' ability to orchestrate a QI initiative, and believed their mentored QI projects added value to the organization. Thirty-eight projects resulted in system modifications. Discussion: This IP QI curriculum offers team-based, workplace experiences for trainees to learn and apply QI knowledge and skills. Leading factors for successful implementation included attention to team-building and faculty development. Challenges included reliably collecting evaluation data, accurately measuring ongoing systems changes, and variable trainee engagement.

show abstract

An interprofessional postgraduate quality improvement curriculum: results and lessons learned over a 5-year implementation

Dolansky,

Edmiston,

Vehovec

et al. 2024

Medical Education Online

View full text Add to dashboard Cite

Problem Quality Improvement (QI) is interprofessional by nature; however, most academic QI programs occur in silos and do not leverage the opportunity to bring interprofessional learners together. Intervention To evaluate QI competencies of physician, nursing, pharmacy, behavioral health, and social work residents after participating in a longitudinal QI curriculum. Lessons learned are shared to guide educators in developing QI curriculum for interprofessional learners. Context Cohorts of graduate students over 5 years participated in a QI curriculum that aligned with each professions’ core quality competencies. Residents engaged in didactics and experiential learning in primary care clinics. Impact All learners ( N = 74) demonstrated improvement in QI knowledge measured by the QIKAT-R and applied their skills demonstrated by completion of a QI project presented at the Institute for Healthcare Improvement annual forums. Participation in QI curriculum resulted in knowledge and skill improvement. Lessons learned An experiential QI curriculum is a natural place to bring diverse post-graduate learners together to improve QI knowledge and skills. Successful QI curriculum goals are to (a) align projects with institutional and stakeholder goals, (b) include coaches to promote teamwork and project management, (c) narrow project scope, (d) develop an improvement mindset that failures are learning opportunities, and (e) address needs for data access.

show abstract

Primary care collaborative practice in quality improvement: Description of an interprofessional curriculum

Cited by 9 publications

References 10 publications

Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum

An interprofessional postgraduate quality improvement curriculum: results and lessons learned over a 5-year implementation

Contact Info

Product

Resources

About