Clinical Focus: Interprofessional and Patient-Centered Care

Submitter Information

Author: Cynthia Rothenberger, DNP, RN, ACNS, BC
Title: Assistant Professor, Nursing
Institution: Alvernia University
Email: cynthia.rothenberger@alvernia.edu

Competency Category(s)
Patient-Centered Care, Teamwork and Collaboration

Learner Level(s)
Pre-Licensure ADN/Diploma, Pre-Licensure BSN

Learner Setting(s)
Clinical Setting

Strategy Type
General Strategy

Learning Objectives

Learning Outcomes:
-Describe the scope of practice and roles of interprofessional team members
-Value the perspectives and expertise of all interprofessional team members in assisting clients and families meet health care goals
-Value active partnership with the client/family in planning, implementing and evaluating care
-Propose a strategy for improving interprofessional or patient-centered care for an assigned client in an acute care setting by the end of the clinical day

Strategy Overview

Strategy Overview:
Recognizing the value of members of the health care team, ensuring the patient and/or family are active partners, and participating in a team-based approach to care are basic competencies which are necessary for safe patient care (American Association of Colleges of Nursing, 2008; National League for Nursing, 2016). Collaboration with members of the interprofessional team is also included on the NCLEX-RN test plan (National Council of State Boards of Nursing, 2019). This teaching strategy is intended to introduce novice prelicensure nursing students to interprofessional and patient-centered care.

Strategy Implementation:
This learning activity was used in a junior-level prelicensure clinical course. Students had experiences in medical-surgical, pediatric and maternal-child nursing during the semester, and could complete the activity during any inpatient clinical day. The attached worksheet (Clinical Focus: Interprofessional and Patient-Centered Care) was completed about the assigned patient, in addition to the routine client assessment worksheet, and submitted to the Clinical Instructor at the end of the day. Clinical Instructors were encouraged to discuss student observations and recommendations during post-conference.

This learning activity could be adapted to any clinical setting. It could also be used as an alternative clinical activity for low census days or days when an assigned client is discharged.

References:
American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education in nursing. Retrieved from http://www.aacnnursing.org/portals/42/publications
/baccessentials08.pdf

National Council of State Boards of Nursing. (2015). 2019 NCLEX-RN test plan. Retrieved from https://www.ncsbn.org/testplans.htm
National League for Nursing. (2016). Guide to effective interprofessional education experiences in nursing education. Retrieved from http://www.nln.org/docs/default-source/default-document-library/interprofessional-education-and-collaborative-practice-toolkit1.pdf

Submitted Materials

QSEN-Clinical-Focus-Interprofessional-Care-2019-1.docx

Additional Materials

Evaluation Description

This learning activity was pass/fail, based on submission of a completed worksheet.

Formative verbal feedback on the learning outcomes was provided during post-conference discussion. Students received written formative feedback about all learning outcomes from the Clinical Instructor on the submitted worksheet. Formative feedback focused on the quality and completeness of student responses to each question on the worksheet. Although not formally graded, the Instructor considered this learning activity when evaluating student performance for the following outcome on the Clinical Evaluation for the week: “Demonstrates understanding of evidence-based health care specific to patient care in weekly clinical assignments”. This clinical learning outcome was evaluated using a scale on the evaluation form (0 = Does not meet standard, 1 = Meets expected standard with direction/instruction from faculty, 2 = Meets expected standard). The form, with Instructor feedback, was returned to the student during the following clinical week. Each student submitted the completed form, with Clinical Instructor feedback, at the end of the semester as part of the Clinical Portfolio. Submission of all components of the Clinical Portfolio was a small portion of the final course grade.

Anecdotal feedback from students and Clinical Instructors indicated this was a valuable learning experience. Students commented that they developed a more detailed understanding of the role of interprofessional team members in patient care across various settings, and increased awareness of strategies which could be used to ensure that the patient’s perspective was considered when planning and implementing care. In addition, faculty feedback indicated that students were better prepared for an interprofessional experience in a later clinical course.