Essay Grade

Assessment 2 Instructions: Interview and Interdisciplinary Issue Identification
Content
For this assessment, you will create a 2-4 page report on an interview you have conducted with a health
care professional. You will identify an issue from the interview that could be improved with an
interdisciplinary approach, and review best practices and evidence to address the issue.
As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be
vital to the health outcomes for your patients and organization. One way to approach designing an
improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare
Improvement describes it thus:
The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by
planning it, trying it, observing the results, and acting on what is learned. This is the scientific method
adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a
smaller scale before evaluating the results and making adjustments before potentially launching into a
somewhat larger scale project (n.d.).
You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining
experience with this model of project design is that it provides nurses with an opportunity to ideate and
lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead,
you are being asked to interview a health care professional of your choice to determine what kind of
interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview,
in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary
collaboration in Assessment 3.
Reference
Institute for Healthcare Improvement. (n.d.). How to improve. Retrieved from
http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx
Demonstration of Proficiency
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and
systems outcomes.
Summarize an interview focused on past or current issues at a health care organization.
Describe collaboration approaches from the literature that could be relevant in establishing or
improving an interdisciplinary team to address an organizational issue.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Identify an issue from an interview for which an evidence-based interdisciplinary approach would be
appropriate.
Competency 4: Explain how change management theories and leadership strategies can enable
interdisciplinary teams to achieve specific organizational goals.
Describe change theories and a leadership strategy that could help develop an interdisciplinary solution
to an organizational issue.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact
patient, interdisciplinary team, and systems outcomes.
Communicate with writing that is clear, logically organized, and professional, with correct grammar and
spelling, using current APA style.
Professional Context
This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization.
By interviewing a colleague of your choice, you will begin gathering information about an
interprofessional collaboration problem that your colleague is experiencing or has experienced. You will
identify a change theory and leadership strategies to help solve this problem.
Scenario
This assessment is the first of three related assessments in which you will gather interview information
(Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on
how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4).
At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or
she could present to stakeholders to address an interdisciplinary problem in the workplace.
For this assessment, you will need to interview a health care professional such as a fellow learner,
nursing colleague, administrator, business partner, or another appropriate person who could provide
you with sufficient information regarding an organizational problem that he or she is experiencing or has
experienced, or an area where they are seeking improvements. Consult the Interview Guide [DOCX] for
an outline of how to prepare and the types of information you will need to complete this project
successfully.
Remember: this is just the first in a series of three assessments.
Instructions
For this assessment, you will report on the information that you collected in your interview, analyzing
the interview data and identifying a past or current issue that would benefit from an interdisciplinary
approach. This could be an issue that has not been addressed by an interdisciplinary approach or one
that could benefit from improvements related to the interdisciplinary approach currently being used.
Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3)
by researching potential change theories, leadership strategies, and collaboration approaches that could
be relevant to issue you have identified.
When submitting your plan, use the Interview and Issue Identification Template [DOCX], which will help
you to stay organized and concise. As you complete the template, make sure you use APA format for intext citations for the evidence and best practices that are informing your plan, as well as for the
reference list at the end.
Additionally, be sure to address the following, which corresponds to the grading criteria in the scoring
guide. Please study the scoring guide carefully so you understand what is needed for a distinguished
score.
Summarize an interview focused on past or current issues at a health care organization.
Identify an issue from an interview for which an evidence-based interdisciplinary approach would be
appropriate.
Describe potential change theories and a leadership strategies that could inform an interdisciplinary
solution to an organizational issue.
Describe collaboration approaches from the literature that could facilitate establishing or improving an
interdisciplinary team to address an organizational issue.
Communicate with writing that is clear, logically organized, and professional, with correct grammar and
spelling, and using current APA style.
Additional Requirements
Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be
sure to include a reference page at the end of the plan.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support
your central ideas. Resources should be no more than 5 years old.
APA formatting: Make sure that in-text citations and reference list follow current APA style
How to use pdsa model resources.
http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx
www.ihi.org/education/IHIOpenSchool/resources/Pages/AudioandVideo/QI-Games-Learn-How-to-UsePDSA-Cycles-by-Spinning-Coins.aspx
Health Professions Networks
Nursing & Midwifery
Human Resources for Health
Framework for Action on
Interprofessional Education
& Collaborative Practice
Framework for Action on Interprofessional Education & Collaborative Practice (WHO/HRH/HPN/10.3)
This publication is produced by the Health Professions Network Nursing and Midwifery Office within the Department of Human
Resources for Health.
This publication is available on the Internet at: http://www.who.int/hrh/nursing_midwifery/en/
Copies may be requested from:
World Health Organization, Department of Human Resources for Health, CH-1211 Geneva 27, Switzerland
© World Health Organization 2010
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addressed to WHO Press, at the above address (fax : +41 22 791 4806; E-mail : permissions@who.int).
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion
whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its
authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines
for which there may not yet be full agreement.
The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended
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the names of proprietary products are distinguished by initial capital letters.
All reasonable precautions have been taken by the World Health Organization to verify the information contained in this publication.
However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for
the interpretation and use of the material lies with the reader. In no event shall the World Health Organization be liable for damages
arising from its use.
Edited by : Diana Hopkins, Freelance Editor, Geneva Switzerland
Layout: Monkeytree Creative Inc.
Cover design: S&B Graphic Design, Switzerland, www.sbgraphic.ch (illustration © Eric Scheurer)
Health Professions Networks
Nursing & Midwifery
Human Resources for Health
Framework for Action on
Interprofessional Education
& Collaborative Practice
4
Contents
Acknowledgements…………………………………………………………………………………………………………. 6
Key messages………………………………………………………………………………………………………………….. 7
Executive summary………………………………………………………………………………………………………….. 9
The case for interprofessional education and
collaborative practice for global health…………………………………………………………………………..10
Moving forward with integrated health and education policies…………………………………10
A call to action……………………………………………………………………………………………………………………..11
Learning together to work together for better health………………………………………………………….. 12
The need for interprofessional collaboration…………………………………………………………………14
Interprofessional education and collaborative practice
for improved health outcomes ………………………………………………………………………………………..18
The role of health and education systems………………………………………………………………………20
A culture shift in health-care delivery …………………………………………………………………………….22
Moving forward…………………………………………………………………………………………………………….. 23
Interprofessional education: achieving a collaborative
practice-ready health workforce ……………………………………………………………………………………..24
Collaborative practice: achieving optimal health-services ………………………………………….28
Health and education systems: achieving improved health outcomes …………………….31
Conclusion…………………………………………………………………………………………………………………….. 36
Contextualize……………………………………………………………………………………………………………………….38
Commit………………………………………………………………………………………………………………………………….39
Champion……………………………………………………………………………………………………………………………. 40
References……………………………………………………………………………………………………………………. 42
5
Annexes……………………………………………………………………………………………………………………….. 46
Annex 1 Membership of the WHO Study Group on
Interprofessional Education and Collaborative Practice……………………………………………….47
Annex 2
Partnering organizations………………………………………………………………………………… 48
Annex 3
Methodology……………………………………………………………………………………………………..53
Annex 4 Public announcement on the creation of the WHO Study Group
on Interprofessional Education and Collaborative Practice………………………………………….56
Annex 5 Key recommendations from the 1988 WHO Study Group
on Multiprofessional Education for Health Personnel technical report……………………..58
Annex 6 Summary chart of research evidence from systematic reviews
on Interprofessional Education (IPE)………………………………………………………………………………. 60
Annex 7 Summary chart of research evidence from select systematic
reviews related to collaborative practice…………………………………………………………………………61
Annex 8 Summary chart of select international collaborative
practice case studies…………………………………………………………………………………………………………..62
Tables
Table 1. Actions to advance interprofessional education
for improved health outcomes………………………………………………………………………………………….27
Table 2. Actions to advance collaborative practice
for improved health outcomes………………………………………………………………………………………….30
Table 3. Actions to support interprofessional education
and collaborative practice at the system-level……………………………………………………………….35
Table 4. Summary of identified mechanisms that shape
interprofessional education and collaborative practice……………………………………………….38
Figures
Figure 1. Health and education systems………………………………………………………………………..9
Figure 2.
Interprofessional education…………………………………………………………………………..12
Figure 3. Collaborative practice……………………………………………………………………………………..12
Figure 4. Types of learners who received interprofessional
education at the respondents’ insitutions………………………………………………………………………16
Figure 5.
Providers of staff training on interprofessional education……………………….17
Figure 6.
Health and education systems………………………………………………………………………18
Figure 7. Examples of mechanisms that shape interprofessional
education at the practice level………………………………………………………………………………………….23
Figure 8. Examples of mechanisms that shape collaboration
at the practice level ……………………………………………………………………………………………………………29
Figure 9. Examples of influences that affect interprofessional
education and collaborative practice at the system level…………………………………………….32
Figure 10.
Implementation of integrated health workforce strategies……………………39
Framework
for Action on
Interprofessional
Education and
Collaborative
Practice
6
Acknowledgements
The Framework for Action on Interprofessional Education and Collaborative Practice is the
product of the WHO Study Group on Interprofessional Education and Collaborative
Practice (see Annex 1 for a complete list of members). The Framework was prepared
under the leadership of John HV Gilbert and Jean Yan, with support from a secretariat
led by Steven J Hoffman.
Preparation of background papers and project reports was led by: Marilyn Hammick
(lead author, Glossary and IPE Working Group Report), Steven J Hoffman (co-author,
IPE International Scan), Lesley Hughes (co-author, IPE Staff Development Paper),
Debra Humphris (lead author, SLSS Working Group Report), Sharon Mickan (coauthor, CP Case Studies), Monica Moran (co-author, IPE Learning Outcomes Paper),
Louise Nasmith (lead author, CP Working Group Report and CP Case Studies), Sylvia
Rodger (lead author, IPE International Scan), Madeline Schmitt (co-author, IPE Staff
Development Paper) and Jill Thistlethwaite (co-author, IPE Learning Outcomes Paper).
Significant contributions were also made
by Peter Baker, Hugh Barr, David Dickson,
Wendy Horne, Yuichi Ishikawa, Susanne
nterprofessional
Lindqvist, Ester Mogensen, Ratie Mpofu, Bev
education… is an
Ann Murray and Joleen Tirendi. Considerable
opportunity to not
support was provided by the Canadian
only change the way that
Interprofessional Health Collaborative.
we think about educating
Administrative and technical support
future health workers, but
was provided by Virgie Largado-Ferri and
is an opportunity to step
Alexandra Harris. Layout and graphics were
back and reconsider the
designed by Susanna Gilbert.
traditional means of healthThe main writers were Andrea Burton,
care delivery. I think that
Marilyn Hammick and Steven J Hoffman.
what we’re talking about
is not just a change in
educational practices, but
a change in the culture of
medicine and health-care.
–Student Leader
I
7
Key messages
* The World Health Organization
(WHO) and its partners recognize
interprofessional collaboration
in education and practice as an
innovative strategy that will play
an important role in mitigating the
global health workforce crisis.
* Interprofessional education occurs
when students from two or more
professions learn about, from and
with each other to enable effective
collaboration and improve health
outcomes.
* Interprofessional education is
a necessary step in preparing a
“collaborative practice-ready”
health workforce that is better
prepared to respond to local health
needs.
* A collaborative practice-ready
health worker is someone who
has learned how to work in an
interprofessional team and is
competent to do so.
* Collaborative practice happens
when multiple health workers from
different professional backgrounds
work together with patients,
families, carers and communities to
deliver the highest quality of care.
It allows health workers to engage
any individual whose skills can help
achieve local health goals.
* After almost 50 years of enquiry,
the World Health Organization and
its partners acknowledge that there
is sufficient evidence to indicate
that effective interprofessional
education enables effective
collaborative practice.
* Collaborative practice strengthens
health systems and improves health
outcomes.
* Integrated health and education
policies can promote effective
interprofessional education and
collaborative practice.
* A range of mechanisms shape
effective interprofessional
education and collaborative
practice. These include:
— supportive management practices
— identifying and supporting
champions
— the resolve to change the culture
and attitudes of health workers
— a willingness to update, renew and
revise existing curricula
— appropriate legislation
that eliminates barriers to
collaborative practice
* Mechanisms that shape
interprofessional education and
collaborative practice are not the
same in all health systems. Health
policy-makers should utilize
the mechanisms that are most
applicable and appropriate to their
own local or regional context.
* Health leaders who choose
to contextualize, commit and
champion interprofessional
education and collaborative
practice position their health
system to facilitate achievement
of the health-related Millennium
Development Goals (MDGs).
* The Framework for Action on
Interprofessional Education and
Collaborative Practice provides
policy-makers with ideas on how
to implement interprofessional
education and collaborative
practice within their current
context.
Framework
for Action on
Interprofessional
Education and
Collaborative
Practice
9
Executive
summary
At a time when the world is facing a
shortage of health workers, policymakers are looking for innovative
strategies that can help them develop
policy and programmes to bolster the
global health workforce. The Framework
for Action on Interprofessional Education
and Collaborative Practice highlights
the current status of interprofessional
collaboration around the world, identifies
the mechanisms that shape successful
Figure 1.
collaborative teamwork and outlines a
series of action items that policy-makers
can apply within their local health system
(Figure 1). The goal of the Framework is
to provide strategies and ideas that will
help health policy-makers implement the
elements of interprofessional education
and collaborative practice that will be
most beneficial in their own jurisdiction.
Health and education systems
Improved
health
outcomes
Local context
Health & education systems
Collaborative
practice
Collaborative
practice-ready
Present &
future
health
workforce
Interprofessional
education
Strengthened
health system
Optimal
health
services
health
workforce
Fragmented
health system
Local
health
needs
Framework
for Action on
Interprofessional
Education and
Collaborative
Practice
10
The case for interprofessional
education and collaborative
practice for global health
step in moving health systems from
fragmentation to a position of strength.
Interprofessional health-care teams
understand how to optimize the skills of
their members, share case management
and provide better health-services
to patients and the community. The
resulting strengthened health system
leads to improved health outcomes.
The Framework for Action on
Interprofessional Education and
Collaborative Practice recognizes that
many health systems throughout the
world are fragmented and struggling to
manage unmet health needs. Present
Moving forward with
and future health workforce are tasked
with providing health-services in the
integrated health and
face of increasingly complex health
education policies
issues. Evidence shows that as these
health workers move through the
The health and education systems must
system, opportunities for them to gain
work together to coordinate health
interprofessional experience help them
workforce strategies. If health workforce
learn the skills needed to become part of
planning and policymaking are
the collaborative practice-ready health
integrated, interprofessional education
workforce.
and collaborative practice can be fully
A collaborative practice-ready
supported.
workforce is a specific way of describing
A number of mechanisms shape how
health workers who have received
interprofessional education is developed
effective training in interprofessional
and delivered. In this Framework,
education. Interprofessional education
examples of some of these mechanisms
occurs when students
have been divided into
from two or more
two themes: educator
professions learn
mechanisms (i.e.
he faculty
about, from and
academic staff
development
with each other
training, champions,
interprofessional
to enable effective
institutional
education program was
collaboration and
support, managerial
an expanding (mind and
improve health
commitment, learning
soul) experience for me
outcomes. Once
outcomes) and
to interact with other
students understand
curricular mechanisms
health workers in various
how to work
(i.e. logistics
health professions…an
interprofessionally,
and scheduling,
opportunity to share with
they are ready to
programme content,
like-minded people in other
enter the workplace
compulsory
professions who value
as a member of
attendance, shared
interprofessional education
the collaborative
objectives, adult
and are committed to
practice team.
learning principles,
bringing it about.
This is a key
contextual learning,
T
– Educator
11
assessment). By considering these
mechanisms in the local context, policymakers can determine which of the
accompanying actions would lead to
stronger interprofessional education in
their jurisdiction.
Likewise, there are mechanisms
that shape how collaborative practice is
introduced and executed. Examples of
these mechanisms have been divided
into three themes: institutional support
mechanisms (i.e. governance models,
structured protocols, shared operating
resources, personnel policies, supportive
management practices); working culture
mechanisms (i.e. communications
strategies, conflict resolution policies,
shared decision-making processes);
and environmental mechanisms (i.e.
built environment, facilities, space
design). Once a collaborative practiceready health workforce is in place, these
mechanisms will help them determine
the actions they might take to support
collaborative practice.
The health and education systems
also have mechanisms through which
health-services are delivered and patients
are protected. This Framework identifies
examples of health-services delivery
mechanisms (i.e. capital planning,
remuneration models, financing,
commissioning, funding streams) and
patient safety mechanisms (i.e. risk
management, accreditation, regulation,
professional registration).
A call to action
It is important that policy-makers review
this Framework through a global lens.
Every health system is different and new
policies and strategies that fit with and
address their local challenges and needs
must be introduced. This Framework
is not intended to be prescriptive nor
provide a list of recommendations or
required actions. Rather it is intended
to provide policy-makers with ideas
on how to contextualize their existing
health system, commit to implementing
principles of interprofessional education
and collaborative practice, and champion
the benefits of interprofessional
collaboration with their regional
partners, educators and health workers.
Interprofessional education and
collaborative practice can play a
significant role in mitigating many of
the challenges faced by health systems
around the world. The action items
identified in this Framework can help
jurisdictions and regions move forward
towards strengthened health systems,
and ultimately, improved health
outcomes. This Framework is a call
for action to policy-makers, decisionmakers, educators, health workers,
community leaders and global health
advocates to take action and move
towards embedding interprofessional
education and collaborative practice in
all of the services they deliver.
Framework
for Action on
Interprofessional
Education and
Collaborative
Practice
12
Learning together to
work together for
better health
The need to strengthen health systems
based on the principles of primary
health-care has become one of the
most urgent challenges for policymakers, health workers, managers
and community members around the
world. Human resources for health are
in crisis. The worldwide shortage of 4.3
million health workers has unanimously
been recognized as a critical barrier to
achieving the health-related Millennium
Development Goals (1,2). In 2006, the
59th World Health Assembly responded
to the human resources for health crisis
Figure 2.
Present & future
health
workforce
Figure 3.
by adopting resolution WHA59.23
which called for a rapid scaling-up of
health workforce production through
various strategies including the use
of “innovative approaches to teaching
in industrialized and developing
countries” (3).
Governments around the world
are looking for innovative, systemtransforming solutions that will
ensure the appropriate supply, mix and
distribution of the health workforce. One
of the most promising solutions can be
found in interprofessional collaboration.
Interprofessional education
Interprofessional
education
Collaborative
practice-ready
health
workforce
Collaborative practice
Collaborative
practice-ready
health
workforce
Collaborative
practice
Optimal
health
services
Key concepts
13
Health worker is a wholly inclusive term which refers to all people engaged in actions whose
primary intent is to enhance health. Included in this definition are those who promote and
preserve health, those who diagnose and treat disease, health management and support workers,
professionals with discrete/unique areas of competence, whether regulated or non-regulated,
conventional or complementary (1).
Interprofessional education occurs when two or more professions learn about, from and with
each other to enable effective collaboration and improve health outcomes.
* Professional is an all-encompassing term that includes individuals with the knowledge
and/or skills to contribute to the physical, mental and social well-being of a community.
Collaborative practice in health-care occurs when multiple health workers from different
professional backgrounds provide comprehensive services by working with patients, their families,
carers and communities to deliver the highest quality of care across settings.
* Practice includes both clinical and non-clinical health-related work, such as diagnosis,
treatment, surveillance, health communications, management and sanitation engineering.
Health and education systems consist of all the organizations, people and actions whose
primary intent is to promote, restore or maintain health and facilitate learning, respectively. They
include efforts to influence the determinants of health, direct health-improving activities, and
learning opportunities at any stage of a health worker’s career (47–48).
* Health is a state of complete physical, mental and social well-being and not merely the
absence of disease or infirmity (World Health Organization, 1948) (49).
* Education is any formal or informal process that promotes learning which is any
improvement in behaviour, information, knowledge, understanding, attitude, values or skills
(United Nations Educational, Scientific and Cultural Organization, 1997) (50).
A greater understanding of how this
strategy can be implemented will help
WHO Member States build more flexible
health workforces that enable local
health needs to be met while maximizing
limited resources.
For health workers to collaborate
effectively and improve health outcomes,
two or more from different professional
backgrounds must first be provided with
opportunities to learn about, from and
with each other. This interprofessional
education is essential to the development
of a “collaborative practice-ready”
health workforce, one in which staff
work together to provide comprehensive
services in a wide range of health-care
settings. It is within these settings where
the greatest strides towards strengthened
health systems can be made.
Policy-makers and those who support
this innovative approach to human
resources for health planning can
use this Framework to move towards
optimal health-services and better health
outcomes by:
* examining their local context
to determine their needs and
capabilities
* committing to building
interprofessional collaboration into
new and existing programmes
* championing successful initiatives
and teams.
Framework
for Action on
Interprofessional
Education and
Collaborative
Practice
14
The Framework for Action on Interprofessional Education and Collaborative
Practice provides a unique opportunity
for all levels in the health and education
systems to reflect on how they might better utilize interprofessional education
and collaborative practice strategies to
strengthen health system performance
and improve health outcomes (Figures
2,3).
and academic centres of excellence
have been launched, demonstrating the
growing momentum for interprofessional
collaboration.
Interprofessional education and
collaborative practice can positively
contribute to some of the world’s most
urgent health