Start Date
10-29-2016 1:00 PM
End Date
10-29-2016 2:00 PM
Description
The purpose of this interprofessional collaborative project is to integrate primary healthcare, oral health, exercise science, occupational therapy and mental health services at one site, thus making it a single healthcare destination for patients. This project also provides interprofessional education opportunities to students in these healthcare disciplines. The model is targeted toward underserved populations and focuses on treatment, prevention and health education. This approach not only improves care and long term patient outcomes, but also expands the scope of practice for each professional group involved, including students.
Lewis and Clark’s interprofessional model involves a care team that is integrated into the college’s on-site family health clinic (FHC) and, by extension, its mobile health unit (MHU). In conjunction with the college’s practitioners, collaborating partners from Southern Illinois University’s Dental Medicine and Advanced Practice Nursing Programs also provide services through the FHC/MHU. Key to the model’s success is the incorporation of a clinical care coordinator, who manages care and helps patients navigate the delivery of services.
Interprofessional education allows health profession students to engage in interactive learning experiences with other disciplines and prepares the students to work together to improve the quality and safety of patient care (Interprofessional Education Collaborative Expert Panel, 2011). Lewis and Clark’s model provides multiple opportunities for students to learn and share information, which will help prepare them for their futures in the rapidly changing healthcare environment.
Measurable results of this model include: 1.) increased healthcare access to underserved populations; 2.) integrated oral health and other healthcare services into a nurse-managed primary care practice; 3.) incorporation of a clinical care coordinator to strengthen patient compliance and improve communication among the care team members; and 4.) early identification and intervention that results in better patient outcomes and overall lower medical costs.
Reference
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for
interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Three outcomes:
- Discuss the role of community college health science programs in interprofessional education.
- Identify barriers to instituting interprofessional practice and education on a community college campus.
- Identify data collection and evaluation for the interprofessional collaboration and education model.
Included in
Improving Patient Outcomes and Student Learning through Interprofessional Collaboration
The purpose of this interprofessional collaborative project is to integrate primary healthcare, oral health, exercise science, occupational therapy and mental health services at one site, thus making it a single healthcare destination for patients. This project also provides interprofessional education opportunities to students in these healthcare disciplines. The model is targeted toward underserved populations and focuses on treatment, prevention and health education. This approach not only improves care and long term patient outcomes, but also expands the scope of practice for each professional group involved, including students.
Lewis and Clark’s interprofessional model involves a care team that is integrated into the college’s on-site family health clinic (FHC) and, by extension, its mobile health unit (MHU). In conjunction with the college’s practitioners, collaborating partners from Southern Illinois University’s Dental Medicine and Advanced Practice Nursing Programs also provide services through the FHC/MHU. Key to the model’s success is the incorporation of a clinical care coordinator, who manages care and helps patients navigate the delivery of services.
Interprofessional education allows health profession students to engage in interactive learning experiences with other disciplines and prepares the students to work together to improve the quality and safety of patient care (Interprofessional Education Collaborative Expert Panel, 2011). Lewis and Clark’s model provides multiple opportunities for students to learn and share information, which will help prepare them for their futures in the rapidly changing healthcare environment.
Measurable results of this model include: 1.) increased healthcare access to underserved populations; 2.) integrated oral health and other healthcare services into a nurse-managed primary care practice; 3.) incorporation of a clinical care coordinator to strengthen patient compliance and improve communication among the care team members; and 4.) early identification and intervention that results in better patient outcomes and overall lower medical costs.
Reference
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for
interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Three outcomes:
- Discuss the role of community college health science programs in interprofessional education.
- Identify barriers to instituting interprofessional practice and education on a community college campus.
- Identify data collection and evaluation for the interprofessional collaboration and education model.