The aim of this quality improvement (QI) project was to assess a shadowing experience with a certified WOC nurse (CWOCN) on 4 interprofessional collaborative practice domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. PARTICIPANTS AND SETTING: Forty-nine physician residents in Family and Internal Medicine participated in this project set at a health system in Chicago, Illinois. APPROACH: Residents spent 16 hours shadowing a CWOCN and completed the Interprofessional Education Collaborative Competency Self-Assessment Tool (IPESAT) pre-and postshadowing that measured 4 interprofessional education (IPE) domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. Paired t tests were performed to determine differences in IPESAT scores before and after the shadowing experience. OUTCOMES: Residents demonstrated significant improvement in their overall knowledge of IPE (P = .000) as well as knowledge within each of the 4 domains (P = .000). After the shadowing experience, the overall ranking improved by 7.5%; the greatest gain (10.8%) occurred in the teamwork domain.
IMPLICATIONS FOR PRACTICE:We found that even a comparatively brief shadowing experience with a CWOCN improved knowledge in IPE competencies. The shadowing experience is now permanently part of the Internal Medicine Residency program, and based on these IPE outcomes, other residency programs in our setting, such as the Rehabilitation and Family Medicine program, have increased their requests to shadow with the CWOCN.
Background: Reconceptualized nursing education can prepare registered nurses to practice at the full scope of licensure on interprofessional teams across care continua while enhancing the quality of health care systems. Problem: Traditional nursing programs minimally address primary care competencies. Rapidly changing managed care models demand nurses develop knowledge, skills, and attitudes to effectively deliver population health, primary care, care coordination, and disease prevention/management services across care continua. Approach: A faculty team built an innovative concept and competency-based accelerated bachelor of science in nursing primary care-focused curriculum integrating behavioral health, aesthetic knowing, and technology. Outcomes: The curriculum was implemented twice, with the third cohort mid-program. Program evaluation is ongoing. Conclusion: A paradigm shift in nursing education may improve population-based biobehavioral wellness, disease prevention, and chronic disease management. Future research should focus on how this innovative curricular approach builds essential nursing competencies and enhances digital fluency, observation, communication, empathy, and critical thinking skills.
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