The Midwest Interprofessional Practice, Education, and Research Center: A regional approach to innovations in interprofessional education and practice

Nagelkerk, Jean; Coggan, Peter; Pawl, Brenda; Thompson, Margaret E.

doi:10.1016/j.xjep.2017.02.001

Cited by 12 publications

(5 citation statements)

References 9 publications

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“…However, conventional training on unidisciplinary knowledge and skills is not enough to cope with the increasing complicated health and care needs inherent in LTC. Since LTC plan 2.0 aims at fostering person-centered care, team care courses would focus on decreasing fragmented communication among multi-disciplinary teams related to care delivery, and changes should be made in the culture of professional education in order to improve safety and quality of care [57].…”

Section: Hcbs Utilization Period and Influencing Factorsmentioning

confidence: 99%

Profile of Long-Term Care Recipients Receiving Home and Community-Based Services and the Factors That Influence Utilization in Taiwan

Shih

Wang

Liu

et al. 2020

IJERPH

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In response to the irreversible aging trend, the Taiwan government has promoted the Long-Term Care (LTC) policy 1.0 launched in 2007 and the LTC policy 2.0 reform since 2016. This study aimed to explore the utilization of formal home and community-based care under LTC policy 1.0 to add scientific support for the on-going LTC policy 2.0 reform. Methods: By using Andersen and Aday’s behavioral model of healthcare utilization, the long-term care dataset was analyzed from 2013 to 2016. A total of 101,457 care recipients were identified after data cleaning. Results: The results revealed that about 40.7% of the care recipients stayed in the care system for more than two years. A common factor influencing the length of home and community-based services (HCBS) utilization period included need factors, where more dependent recipients leave the LTC system regardless of their socio-economic status. However, the utilization period of non-low-income households is significantly affected by the level of service resources. Conclusion: For long-term care needs, the phenomenon of a short utilization period was concerning. This study adds information which suggests policy should reconsider care capacity and quality, especially for moderate to severely dependent recipients. This will allow for better understanding to help maintain care recipients in their own communities to achieve the goal of having an aging in place policy.

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Section: Hcbs Utilization Period and Influencing Factorsmentioning

confidence: 99%

Profile of Long-Term Care Recipients Receiving Home and Community-Based Services and the Factors That Influence Utilization in Taiwan

Shih

Wang

Liu

et al. 2020

IJERPH

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“…MIPERC was established in 2007 as a regional, inter-institutional infrastructure to transform healthcare education and practice (Nagelkerk, Coggan, Pawl, & Thompson, 2017). MIPERC, along with its 24 member organisations, provides leadership and resources to fulfill its mission of infusing interprofessional practice and education into participating communities to improve safety and quality care as well as providing IPCP learning experiences for health professional students.…”

Section: Midwest Interprofessional Practice Education and Research mentioning

confidence: 99%

Improving outcomes in adults with diabetes through an interprofessional collaborative practice program

Nagelkerk

Thompson

Bouthillier

et al. 2017

Journal of Interprofessional Care

Self Cite

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In 2014, the Midwest Interprofessional Practice, Education and Research Center partnered with a Federally Qualified Health Center (FQHC) to implement an interprofessional collaborative practice (IPCP) education program to improve the health of adult patients with diabetes and to improve practice efficiency. This partnership included integrating an interprofessional team of students with the practice team. Twenty-five students and 20 staff engaged in the IPCP program, which included completion of educational modules on IPCP and implementation of daily huddles, focus patient visits, phone calls, team-based case presentations, medication reconciliation, and student-led group diabetes education classes. This study used a sequential mixed methods design. Tools used for collecting data from staff and students included demographic forms, the Interdisciplinary Education Perception Scale (IEPS), the Entry-level Interprofessional Questionnaire, the Collaborative Practice Assessment Tool, and pre/post module knowledge tests completed at baseline and at one-year post implementation. Patient clinical indicators included HgbA1c, glucose, lipid panel laboratory assessments, body mass index, blood pressure, and documentation of annual dental, foot, and eye examinations. Practice efficiency was measured by the average number of patients seen per provider per hour. Both students and staff showed significant knowledge gains in IPCP on Team Dynamics and Tips for Behavioural Changes knowledge tests (p < .05). Patients who had an HgbA1c of ≥ 7% significantly decreased their HgbA1c (p < .05) and glucose (p < .01). However, BMI and annual dental and eye examinations did not improve. Providers demonstrated an increase in the number of patients seen per hour. This IPCP intervention showed improvement in practice efficiencies and select patient outcomes in a family practice clinic.

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“…These interactions should be based on their value to enhancing the perspective/knowledge of pharmacy students, not simply their educational accessibility. Co-location of these schools on the same campus is desirable but not necessary; it is appropriate to meet with students from other professions through specific collaborating institutions or through regional networks [9,36,37]. The IPE emphasis should be on team building skills not just individual competencies [38].…”

Section: Discussionmentioning

confidence: 99%

Preparing Pharmacists for Collaborative/Integrated Health Settings

Ascione

2019

Pharmacy

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Pharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schools are encouraged to follow the approach outlined in the recent guidance published by the Health Professions Accreditors Collaborative (HPAC) for interprofessional practice and education (“the new IPE”). This approach includes articulating an IPE plan, establishing goals, assessing student achievement of the necessary IPE competencies, developing educational plans that are multi-faceted and longitudinal, and modifying the existing assessment/evaluation process to ensure the quality of the IPE effort. These curricular decisions should be based on existing and new research on the effectiveness of IPE on student’s attitudes, knowledge, skills, and behavior. A key decision is how to create effective interactions between pharmacy students and those of other professions. Educational emphasis should be directed toward team building skills, not just individual competencies. The pharmacy faculty probably need to enhance their teaching abilities to accommodate this change, such as learning new technology (e.g., simulations, managing online exchanges) and demonstrating a willingness to teach students from other professions.

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The Midwest Interprofessional Practice, Education, and Research Center: A regional approach to innovations in interprofessional education and practice

Cited by 12 publications

References 9 publications

Profile of Long-Term Care Recipients Receiving Home and Community-Based Services and the Factors That Influence Utilization in Taiwan

Profile of Long-Term Care Recipients Receiving Home and Community-Based Services and the Factors That Influence Utilization in Taiwan

Improving outcomes in adults with diabetes through an interprofessional collaborative practice program

Preparing Pharmacists for Collaborative/Integrated Health Settings

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