Disclosure The speakers have no conflicts of interest to disclose. - PDF document

APNA 30th Annual Conference Session 2012: October 20, 2016 Developing an Academic ‐ Practice Partnership Team: A Story of Collision and Collaboration Merrie J. Kaas, Ph.D, APRN, PMHCNS ‐ BC, FAAN Barbara L Peterson, Ph.D, APRN, PMHCNS ‐ BC Laura Church Disclosure The speakers have no conflicts of interest to disclose. Presentation Objectives • Describe five points of project team conflict and collaboration that occurred during a three ‐ year funded HRSA grant to develop and implement IPE learning experiences for PMHNP DNP, Pharm. D, and OT students • Identify two measures of team development that can be used to evaluate project team outcomes • List three recommendations for positive grant ‐ funded project team development Kaas 1

APNA 30th Annual Conference Session 2012: October 20, 2016 HRSA ANE Grant (2013 ‐ 2016) Enhancing Interprofessional Integrative Psychiatric/Mental Health Nurse Practitioner DNP Education to Address Health Care of Persons with Psychiatric Disorders and Other Chronic Conditions • Enhance the psychiatric mental health NP DNP courses with evidence ‐ based integrative approaches for persons with multiple chronic mental and physical health conditions • Create interprofessional educational learning experiences for PMH NP, PharmD., and Occupational Therapy students, faculty and staff • Design, implement and evaluate agency ‐ tailored, authentic IP clinical education experiences for PMH ‐ NP, PharmD., and OT students in partnership with two community based mental health care agencies. HRSA Academic ‐ Practice Team Members • Faculty from PMHNP, OT, Pharm.D (n=6) • Clinical site staff (n=4) • Evaluators (n=2) • Project manager (n=1) • Simulation lab director (n=1) Generally 14 members meeting monthly, first Monday, 1 ‐ 3 pm; rotating meeting sites Effective Academic ‐ Practice Partnerships (APP) • Shared vision; trust; mutual respect • Personal relationships • Commitment to open communication and collaboration • Shared financial investment • Mutual investment in student learning and patient care • Active participation/engagement to hear and share ideas Kaas 2

APNA 30th Annual Conference Session 2012: October 20, 2016 Common Barriers to Effective APP Team Development • Lack of shared vision between partners • Lack of clear expectations of role and function of team members • Resistance to change • Lack of common language • Financial disincentives • Lack of standardized evaluation tools/process Our Team’s Major Points of Collision 1. Language: interprofession, preceptor, clinical rotation, clinical supervision/evaluation 2. Culture change: we are all teachers; we are all learners 3. Interprofessional vs. uni ‐ professional student learning requirements 4. Understanding role and function of each discipline to patient care 5. Faculty and staff workload limits Our Team’s Strategies for Collaboration • Developed a common glossary • “CV of failures”, voiced expectation of an honest, complicated journey toward interprofessional collaboration which mirrors student learning • Built in time for reflection about goals, process, and outcomes • Expected attendance at monthly meetings by everyone; review of meeting minutes • Focused on long ‐ term investment and sustainability of our APP team Kaas 3

APNA 30th Annual Conference Session 2012: October 20, 2016 Measures of APP Team Development and Project Outcomes • Focus groups • Surveys • Quantitative measures: PSAT, InSITE, ICCAS • Program theory modeling for case/clinical site comparisons Intended and Unintended Outcomes of Our APP Team Development • More clinical opportunities for OT and Pharmacy students and faculty practice • Enhanced clinical supervision of students provided by a variety of IP clinicians • Growth in agency staff and students’ interprofessional collaborative practice behaviors • Funded second HRSA ANE grant (2016 ‐ 2019) written by our APP team Recommendations for Positive Academic ‐ Practice Partnership Team Work Preventing Collisions • Ensure common language • Develop and articulate APP team culture, including expectations of team members and roles • Build in opportunities for reflection, evaluation, and re ‐ direction • Be clear about budget limitations • Have an independent project/team manager Kaas 4

APNA 30th Annual Conference Session 2012: October 20, 2016 Recommendations for Positive Academic ‐ Practice Partnership Team Work Enhancing Collaboration • Develop and refine shared vision and goals • Institute regular team meetings which include decision ‐ makers • Keep excellent patient care at center of decisions • Laugh, share stories, bring food Summary • 14 member HRSA APP team began in 2013 and will continue through 2019 • Many challenges in team work but able to set clear goals now that we are speaking the same language • All team members have developed mutual respect and trust Q & A Kaas 5

APNA 30th Annual Conference Session 2012: October 20, 2016 References • Cox, M & Naylor, M. (2013). Transforming patient care: Aligning interprofessional education with clinical practice design. Proceedings of a conference sponsored by the Josiah Macy Jr. Foundation, New York, NY. • NONPF. (2016). Academic Practice Partnerships. Sharing the vision for advanced practice nurse education. National Organization of Nurse Practitioner Faculty. • Beal, JA., Alt ‐ White, A., Erickson, J., Everett, LQ., Flesher, I., Karshmer, J., Swider, S., & Gale, S. (2012). Academic ‐ Practice Partnerships: A national dialogue. Journal of Professional Nursing, 28, 327 ‐ 332. • Lawlis, TR., Anson, J., & Greenfield. (2014). Barriers and enablers that influence sustainable interprofessional education: A literature review. Journal of Interprofessional Care, 28(4), 305 ‐ 310. • Beal, JA., Breslin, E., Austin, T., Brower, L., Bullard, K., Light, K., Millican, S., Pelayo, LW., & Ray, N. (2011). Hallmarks of best practice in academic ‐ service partnerships in nursing: Lessons learned from San Antonio. Journal of Professional Nursing, 27, 90 ‐ 95. Kaas 6