Team Health Presentation - Rob Wilkins & Danielle Byers

Chris Ham, Chief Executive at The King’s Fund, highlights the 16 lessons needed to make a reality of integrated care, drawing on work by the Fund and others to provide examples of good practice.

The document discusses interprofessional education (IPE) and collaborative practice (IPCP) in family medicine. It defines IPE as students from different professions learning together to enable effective collaboration and improve health outcomes. IPCP is defined as multiple healthcare workers from different backgrounds working as a team with patients, families, and communities to provide the highest quality care. The document advocates for IPE and IPCP, arguing it can improve mutual respect between professions, knowledge sharing, decision-making, and ultimately lead to better patient care through a more coordinated healthcare system.

Presentation by Leanne Wells, CEO, CHF, at the International Primary Health Care Reform Conference, Brisbane, March 14-16 2016.

Adriana Perez, PhD, ANP-BC, Assistant Professor & Southwest Borderlands Scholar, Arizona State University College of Nursing Latino Health Forum 2014

This document discusses interprofessional practice and collaboration in healthcare. It defines interprofessional practice as multiple healthcare workers from different backgrounds working together to provide comprehensive patient care. Interprofessional collaboration is described as developing effective working relationships between professionals and with patients to enable optimal health outcomes. The document outlines some core competencies for interprofessional practice, including roles and responsibilities, values and ethics, communication, and teamwork. It provides evidence that team-based care can improve outcomes like continuity of care and patient satisfaction.

This document provides information on interprofessional education (IPE), including definitions, core competencies, rationale, implementation strategies, and tools. It defines IPE as occurring when two or more professions learn about, from and with each other to improve collaboration and quality of care. The document outlines the core IPE competencies of roles/responsibilities, values/ethics, communication, and teamwork. It emphasizes that change is difficult but can be achieved through forming inclusive coalitions, attaining clear goals, and building on small successes. A variety of teaching methods are presented, including case conferences, shadowing, and interprofessional research.

This document summarizes a report by a Canadian panel that evaluated access to oral healthcare for vulnerable groups. The panel found that vulnerable groups have the highest oral health issues but lowest access to care. The current public and private systems do not effectively provide reasonable access to care for all vulnerable Canadians. The panel recommends developing evidence-based standards of care, planning personnel and delivery systems to provide this care across diverse settings, financing necessary resources, and monitoring outcomes to improve access for all Canadians.

Conscious Instruction: Awareness, Restoration & Growth in Knowledge Transfer(FMI email CECE@UNE.EDU) Global Forum on Innovation in Health Professions Education The National Academy of Sciences, Engineering, and Medicine To view the case study: https://youtu.be/mVjii51ODzk Shelley Cohen Konrad, Ph.D., L.C.S.W., F.N.A.P. Director, School of Social Work Director, Center for Excellence in Collaborative Education Professor, School of Social Work Karen T. Pardue, Ph.D., M.S., RN, CNE, ANEF Dean, Westbrook College of Health Professions Professor, School of Nursing and Population Health Interim Director, Nutrition Chat Moderator Kris Hall, MFA Program Manager, Center for Excellence in Collaborative Education August 2020 This presentation addresses Step 3: "Train New Recruits & Current Faculty to be Effective Educators" 

Professional power in healthcare comes from legal authority, regulations, codes of conduct, experience, and organizational roles. It gives professionals the capacity and expertise to achieve organizational goals through mobilizing resources and making decisions within their clinical specialties. While medicine has traditionally been the most powerful profession, collaborative teams aim to empower all professionals by sharing power and decision-making authority based on knowledge and the needs of patients. Differentials in power between professions still exist but effective collaboration requires acknowledging, recognizing, and resolving power imbalances.

Communication is essential in healthcare settings. Effective communication requires properly transferring information from the sender to the receiver. Barriers to communication in healthcare include language barriers, distractions, varying communication styles, and shift changes. Lack of communication can cause medical errors and adverse patient outcomes. Standardized communication tools like SBAR, call-outs, check-backs, and handoffs can improve information exchange between healthcare team members. These tools provide structured frameworks for communicating critical patient information, especially during care transitions.

Set of slide decks for the UDHC related presentation at the University of Canterbury Tertiary Engagement Summit where the purpose of discussion is to share ideas how students and trainees in tertiary education can engage with the community to bring about real world change. I chose to focus on UDHC and the excellent work the project has brought about.

Presented at the First Congress of Indonesian Health Economic Association - Bandung, 24th of January, 2014