Interprofessional Education and Practice // Carolina Digital Repository

Works (86)

71. Book Discussions for Health Sciences Interprofessional Education: An IPE Pilot Project

Title Tesim:: Book Discussions for Health Sciences Interprofessional Education: An IPE Pilot Project
Creator:: Zomorodi, Meg, McCall, Rebecca, Richardson, Lee M., Haley, Jennifer, and Moreton, Elizabeth
Date Created:: August 28, 2018
Date of publication:: 2018
Abstract Tesim:: Academic health sciences librarians worked with the Interprofessional Education (IPE) Steering Committee at UNC-CH to organize an inaugural interprofessional book discussion for incoming health sciences students in allied health, dentistry, medicine, nursing, pharmacy, public health, and social work, to learn from, with, and about other professions. 91% of students agreed in a post-survey that we achieved this goal.
Resource type:: Poster
Affiliation Label Tesim:: Office for Interprofessional Education and Practice, University of North Carolina at Chapel Hill. Health Sciences Library, and School of Nursing
Conference Name:: Medical Library Association Annual Meeting
Deposit Record:: 718cba3c-8215-4f2c-8548-d6f6ba30b7e1
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/c4t3-cq86
Keyword:: IPE and interprofessional education
Language Label:: English
ORCID:: , https://orcid.org/0000-0002-4380-8435, and https://orcid.org/0000-0003-0076-9859
Other Affiliation:
Person:: Zomorodi, Meg, McCall, Rebecca, Richardson, Lee M., Haley, Jennifer, and Moreton, Elizabeth
Rights Statement Label:: In Copyright
Source:: 1j92g950t

72. Building collaborations: Designing and implementing an interprofessional course in the health professions

Title Tesim:: Building collaborations: Designing and implementing an interprofessional course in the health professions
Creator:: Zomorodi, Meg and Zerden, Lisa de Saxe
Date Created:: May 3, 2017
Date of publication:: 2017
Abstract Tesim:: Our Model: Designed by Students for Students • Independent study with 6-7 health professions graduate students • Faculty mentors • Students developed objectives, learning activities, and designed modules • Content validity • Students were our best recruiters for the fall
Resource type:: Presentation
Affiliation Label Tesim:: School of Nursing and School of Social Work
Conference Name:: Center for Faculty Excellence Annual Faculty Showcase on Teaching (6th: 2017: University of North Carolina at Chapel Hill)
Deposit Record:: 37dbdec9-f567-49c1-89e4-bb9e71e0d19b
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/tcf8-vf19
Keyword:: Education Higher Study and teaching, Interprofessional Education, and Curriculum planning North Carolina
Language Label:: English
ORCID:
Other Affiliation:
Person:: Zomorodi, Meg and Zerden, Lisa de Saxe
Rights Statement Label:: In Copyright
Source:: 37720f717

73. DELIBERATE PRACTICE WITH MASTERY LEARNING: USING AN ONLINE APPROACH TO DEVELOP NURSING STUDENTS’ INTERPROFESSIONAL CRITICAL INCIDENT REPORTING SKILLS

Title Tesim:: DELIBERATE PRACTICE WITH MASTERY LEARNING: USING AN ONLINE APPROACH TO DEVELOP NURSING STUDENTS’ INTERPROFESSIONAL CRITICAL INCIDENT REPORTING SKILLS
Creator:: Yeh, Vicky J.-H.
Date Created:: June 13, 2018
Date of publication:: May 2018
Abstract Tesim:: Communication breakdown among healthcare providers is a major contributing factor in healthcare errors that could lead to serious patient harm. The ability to convey patient information accurately and promptly is pivotal in order for healthcare providers to make informed care decisions. However, pre-licensure nursing students rarely have opportunities to practice reporting patient information to non-nurse healthcare providers. The use of deliberate practice (DP), a conceptual model for skills acquisition, is widely used to develop psychomotor clinical skills and demonstrate effectiveness. The purpose of this dissertation is to explore the feasibility of using DP to develop communication skills for pre-licensure nursing students. This project examines the impacts of using an online DP intervention that is guided by mastery learning theory on learners’ skill performance and confidence in reporting a patient critical incident using the standardized communication tool, SBAR (situation, background, assessment, recommendation). This dissertation is composed of three papers. The first paper is a systematized review of the current literature on the use of DP in developing clinical communication skills. The second paper describes the design and evaluation of story-guided online DP sessions to provide learners with an avenue to practice reporting a patient critical incident. Based on a 10-week pilot experimental study, the third paper examines the impact of engaging in regular online DP, at least five sessions for the intervention group (n = 22) versus two for the control group (n = 21), on learners’ ability to achieve a preset mastery standard and on any changes in their SBAR performance and confidence. The results of the systematized review support the continued study of DP for developing clinical communication skills to produce further evidence of its effectiveness. Feasibility testing of the online DP sessions shows that this cost-effective teaching/learning approach could provide highly satisfactory learning experiences and be adopted into nursing curricula. The results of the pilot experimental study indicate that the intervention group learners showed significantly (p < .05) greater improvement in their performance and confidence levels than the control group after controlling for covariates. Two intervention group learners (versus none in the control group) met the mastery standard. Future study is needed to examine the number of practice sessions needed to attain mastery, retain skills, and determine the effects on patient outcomes.
Resource type:: Dissertation
Affiliation Label Tesim:: School of Nursing
Degree:: Doctor of Philosophy
Degree Granting Institution:: University of North Carolina at Chapel Hill Graduate School
Deposit Record:: 22219515-68ee-48e7-8af2-16191236be63
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/hdbj-pk34
Graduation Year:: 2018
Keyword:: Mastery learning, Education, Nursing education, Deliberate practice, SBAR, Pedagogy, Nursing, Interprofessional communication, and Online learning
Language Label:: English
ORCID:
Other Affiliation:
Person:: Kardong-Edgren, Suzie, Schwartz, Todd, Durham, Carol, Beeber, Linda, Sherwood, Gwen, and Yeh, Vicky J.-H.

74. Defining Nurse Leadership: Nurses’ Perceptions of Nurse Leadership and the Conditions that Influence its Development

Title Tesim:: Defining Nurse Leadership: Nurses’ Perceptions of Nurse Leadership and the Conditions that Influence its Development
Creator:: Williams, Megan
Date Created:: July 6, 2017
Date of publication:: May 2017
Abstract Tesim:: In this era of technologic and scientific advancement, the aging population, and the shift from illness and treatment to wellness and prevention, the multitude of calls for nurses to lead is shining the spotlight on the significant work of all nurses. However, the phrase “nurse leadership” is defined and used in a variety of ways in the literature. Conceptual clarity about nurse leadership and nurse leadership development in the context of nursing and health care is needed to provide an empirical direction for future research and theory development. Transparency is needed in this area so nurse leadership is utilized as a legitimate vehicle for advancing health care and the nursing profession. This study contributes to both academic and practice environments current understanding of nurse leadership. Using nurses’ viewpoints this qualitative study sought to explore the concept of nurse leadership in today’s health care environment and the conditions that influence leadership development. A literature review on nurse leadership was conducted. Qualitative methodology was employed to study fifteen registered nurses’ perceptions of nurse leadership. Data analysis yielded seven themes: confidence; leading by example; risk taking; “you have potential”; resource person; “prove myself”; and sticking out. Nurse leadership can be broadly defined as the process by which nurses, individually or collectively, intentionally influence their patients, colleagues, and settings both internal and external to health care to improve the practice of nursing with the aim of safe patient care.
Resource type:: Dissertation
Affiliation Label Tesim:: Curriculum and Instruction Graduate Program
Degree:: Doctor of Education
Degree Granting Institution:: University of North Carolina at Chapel Hill Graduate School
Deposit Record:: 10f8a7b2-ce97-42e3-bb7e-4cd0a7130652
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/kdwq-zb90
Graduation Year:: 2017
Keyword:: Leadership Development, Education, Nurse Leadership, and Nursing
Language Label:: English
ORCID:
Other Affiliation:
Person:: Hughes, Sherick, Stone, Lynda, Alexander, Rumay, Rong, Xue Lan, Anderson, Janice, and Williams, Megan
Rights Statement Label:: In Copyright

75. Knowledge, Perceived Ability, and Practice Behaviors Regarding Oral Health among Pediatric Hematology and Oncology Nurses

Title Tesim:: Knowledge, Perceived Ability, and Practice Behaviors Regarding Oral Health among Pediatric Hematology and Oncology Nurses
Creator:: Perry, Antiana DeShawn
Date Created:: February 14, 2015
Date of publication:: August 2013
Abstract Tesim:: The purpose of this study was to examine the knowledge, perceived ability, and practice behaviors of pediatric oncology and hematology nurses in assisting with the various oral health care needs of pediatric oncology patients and to identify pediatric oncology nurses' previous training/education, practice types, and other demographic characteristics that are related to their oral health competencies. A survey of a convenience sample of nurses was conducted during the Association of Pediatric Oncology and Hematology Nurses' (APHON) 36th Annual Conference and Exhibit. Among the 300 surveys that were distributed, 235 surveys were returned, giving a response rate of 78%. Approximately 75% of survey participants reported receiving less than 3 hours of oral health related education/training and 60% did not have a clinical requirement regarding the assessment of the teeth and gums during their nursing school education. Pediatric oncology nurses' knowledge, perceived ability, and practice behaviors vary by topic and might reflect their educational preparedness.
Resource type:: Masters Thesis
Affiliation Label Tesim:: Department of Dental Ecology
Degree:: Master of Science
Degree Granting Institution:: University of North Carolina at Chapel Hill
Deposit Record:: 6e197fa0-ddbd-495a-93cc-8c97b54922e4
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/bgp3-5292
Graduation Year:: 2013
Language Label:: English
ORCID:
Other Affiliation:
Person:: Iida, Hiroko and Perry, Antiana DeShawn
Publisher:: University of North Carolina at Chapel Hill
Rights Statement Label:: In Copyright

76. Promoting Foundations for Interprofessional Collaborative Practice: Oral Health in Nursing Education

Title Tesim:: Promoting Foundations for Interprofessional Collaborative Practice: Oral Health in Nursing Education
Creator:: Dsouza, Roxanne
Date Created:: June 13, 2018
Date of publication:: May 2018
Abstract Tesim:: This study evaluates knowledge, confidence, and practice behaviors of 64 Accelerated Bachelor of Nursing first–year students at the University of North Carolina at Chapel Hill regarding preventive oral health services. Using a pre–post survey–study design, students completed oral–health–related–questionnaires following didactic and clinical–simulation on oral health principles and preventive services. Fifty–five (86%) students completed the pre–survey, 49 (77%) completed the post–survey following clinical rotations five months later; 44 (69%) completed both. Participants’ showed a significant increase in knowledge from pre–post–questionnaires for two of five questions (p=0.04; p<0.0001). Confidence for screenings (p<0.0001) and counseling (p=0.006) increased; while referrals decreased (p=0.718). Post–intervention, 37% reported performing screenings, 45% counseling, and 8% referrals. Respondents reported significant increase in willingness to implement preventive services in clinical visits (p<0.0001). Mixed educational methods can successfully influence knowledge, confidence and willingness to perform in clinical practice.
Resource type:: Masters Thesis
Affiliation Label Tesim:: Dental Hygiene Master's Program
Degree:: Master of Science
Degree Granting Institution:: University of North Carolina at Chapel Hill
Deposit Record:: 22219515-68ee-48e7-8af2-16191236be63
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/8zan-mr69
Graduation Year:: 2018
Keyword:: Dentistry
Language Label:: English
ORCID:
Other Affiliation:
Person:: Quinonez, Rocio B., Hubbell, Sara, Brame, Jennifer, and Dsouza, Roxanne

77. HEALTH LITERACY IN TREATMENT ASSIGNMENT AND MEDICATION ADHERENCE: APPLICATION TO STABLE ANGINA PECTORIS

Title Tesim:: HEALTH LITERACY IN TREATMENT ASSIGNMENT AND MEDICATION ADHERENCE: APPLICATION TO STABLE ANGINA PECTORIS
Creator:: Savitz, Samuel
Date Created:: June 13, 2018
Date of publication:: May 2018
Abstract Tesim:: Health literacy is a major determinant of health outcomes, spending, and hospital admissions. However, gaps in the literature remain on the relationship between health literacy and health behaviors. The objective of this dissertation was to assess the relationship between health literacy and key health behaviors for patients with stable angina pectoris. The dissertation had three aims: 1) evaluate the relationship between health literacy and treatment assignment: medication only, percutaneous coronary intervention (PCI), or coronary artery bypass grafting (CABG) surgery; 2) assess patient and clinician behavior during treatment planning conversations; and 3) evaluate the relationship between health literacy and adherence to anti-anginal medications for stable angina. We used a 20 percent Medicare claims sample from 2007-2013 to evaluate the first and third aims. Health literacy was assessed using an area-based measure. Multinomial logistic regression was used to evaluate the relationship between health literacy and treatment assignment. Probit regression, inverse probability of treatment weighting, and two-stage residual inclusion were used to assess the relationship between health literacy and medication adherence. For the second aim, we used recorded patient-clinician encounters and questionnaire data from the PCI Choice Trial. In this data source, health literacy was assessed using a validated screening question. Patients living in low health literacy areas had significantly higher utilization of medication only (3.3 percentage points) and lower utilization of CABG (-3.0 percentage points) compared to patients in high health literacy areas. This finding may be related to health literacy being a predictor of worse access to care. Low literacy was associated with greater decisional conflict among patients and may be a barrier in communication. The clinician and the setting in which the conversation took place may also be important determinants of communication quality. Low health literacy may act as barrier to patient-clinician communication. Living in low health literacy areas was also associated with significantly lower medication adherence when using the quartile specification of health literacy (-2.8 percentage points), but not the dichotomous specification. There was also strong evidence for selection into treatment assignment. The small magnitude of these findings do not support the use of health literacy to inform interventions to improve medication adherence.
Resource type:: Dissertation
Affiliation Label Tesim:: Department of Health Policy and Management
Degree:: Doctor of Philosophy
Degree Granting Institution:: University of North Carolina at Chapel Hill Graduate School
Deposit Record:: 22219515-68ee-48e7-8af2-16191236be63
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/km83-n207
Graduation Year:: 2018
Keyword:: Medical Decision-making, Health care management, Medication Adherence, Stable angina pectoris, and Health literacy
Language Label:: English
ORCID:
Other Affiliation:
Person:: Jones, William, Stearns, Sally, Trogdon, Justin, Bailey, Stacy, Dusetzina, Stacie, and Savitz, Samuel

78. Incorporating Advance Care Planning into Primary Care

Title Tesim:: Incorporating Advance Care Planning into Primary Care
Creator:: Quintana, Catherine
Date Created:: June 13, 2018
Date of publication:: May 2018
Abstract Tesim:: Advance care planning (ACP) offers patients and providers the opportunity to plan for future health care needs. Primary care is an ideal setting for ACP, due to the close relationship patients have with primary care providers (PCP). However, rates of ACP in primary care are relatively low. The purpose of this Doctor of Nursing Practice (DNP) project was to explore barriers to ACP at UNC Family Medicine (UNCFM), a primary care clinic serving a large and diverse patient population, and collaborate with stakeholders to improve ACP in this practice. Clinic stakeholders participated in interviews based on the Ottawa Decision Support Framework. Notes from 17 interviews were analyzed for themes. The most frequently cited barrier was lack of knowledge about ACP; therefore, an educational ACP guide was developed and presented to three PCPs in an hour-long didactic session. ACP billing codes were compared before and after the education session to determine whether education increased rates of ACP. ACP billing increased very slightly from an average of 0 ACP conversations per provider per 30 days pre-intervention to 0.3 ACP conversations per 30 days post-intervention. In conclusion, education did not yield a significant increase in ACP billing. Lack of a clinical workflow for ACP hindered providers’ ability to conduct ACP. Provider education is a first step, but multiple other interventions are needed to increase ACP rates in primary care.
Resource type:: Masters Thesis
Affiliation Label Tesim:: School of Nursing
Degree Granting Institution:: University of North Carolina at Chapel Hill
Deposit Record:: 22219515-68ee-48e7-8af2-16191236be63
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/8vsb-v031
Graduation Year:: 2018
Keyword:: Nursing, primary care, Doctor of Nursing Practice, advance care planning, and quality improvement
Language Label:: English
ORCID:
Other Affiliation:
Person:: Beeber, Anna, Tesh, Anita, Zomorodi, Meg, Clarke, Cristine, and Quintana, Catherine

79. A Human Capital Approach to Examining Primary Care Nurses’ Contributions to Primary Care and Their Economic Returns

Title Tesim:: A Human Capital Approach to Examining Primary Care Nurses’ Contributions to Primary Care and Their Economic Returns
Creator:: Li, Yin
Date Created:: June 30, 2017
Date of publication:: December 2016
Abstract Tesim:: This dissertation addressed the contributions of primary care nurses (PCNs) to primary care and the economic returns to their human capital. Human capital theory was used to derive a conceptual framework that provided guidance for the three analyses conducted in this dissertation. The first analysis was an integrative literature review of PCNs’ contributions to primary care, including the care they provide and the outcomes of their care. The second analysis compared the care provided by PCNs and primary care physicians (PCPs), including their functions, roles, and the diagnostic characteristics of their care recipients. The third analysis compared the wages of primary care nurse practitioners (PCNPs) working in primary care settings with those working in specialty care settings. The findings of the first analysis indicate that PCNs perform a wide range of functions, serve in substitute, supplemental, and other roles, and manage patients with a variety of diagnoses. With respect to the outcomes of PCN care, the findings indicate that PCNs have improved the effectiveness and patient-centeredness of primary care, but that evidence is lacking with respect to the safety, timeliness, efficiency, and equity of primary care. The findings of the second analysis indicate that PCNs were more likely to provide therapeutic care but less likely to provide diagnostic care than PCPs. Moreover, when PCNs served in a substitute role for PCPs, they managed patients with similar diagnoses as those managed by PCPs, and when PCNs and PCPs served in supplemental roles, they managed patients with different diagnoses. Finally, findings from the third analysis indicate that PCNPs working in primary care settings earned, on average, $4.07 per hour less than PCNPs working in specialty care settings, and this wage disparity was largely due to unobserved or unexplained factors. The findings of this dissertation provide guidance for future research focusing on PCNs’ contributions to primary care and the economic returns to their human capital. Organizational leaders, educators, and policymakers can use these findings to develop approaches and policies that address how PCNs’ human capital is best used in the changing primary care system and in meeting the increased demand for primary care.
Resource type:: Dissertation
Affiliation Label Tesim:: School of Nursing
Degree:: Doctor of Philosophy
Degree Granting Institution:: University of North Carolina at Chapel Hill Graduate School
Deposit Record:: 81fbc573-5099-4a16-893f-147d8ef9707c
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/vs88-1z18
Graduation Year:: 2016
Keyword:: Nurse, Nursing, Human Capital, Nurse Practitioner, Wages, Contributions, and Primary Care
Language Label:: English
ORCID:
Other Affiliation:
Person:: Holmes, George M., Mark, Barbara, Mayer, Celeste, Jones, Cheryl, Fraher, Erin, and Li, Yin
Rights Statement Label:: In Copyright

80. Knowledge, opinions and practice behaviors of North Carolina endocrinologists’ and internists’ regarding periodontal disease and diabetes

Title Tesim:: Knowledge, opinions and practice behaviors of North Carolina endocrinologists’ and internists’ regarding periodontal disease and diabetes
Creator:: Owens, Jonathan Blaine
Date Created:: March 18, 2013
Date of publication:: May 2010
Abstract Tesim:: This study was to determine the knowledge and practice behaviors of endocrinologists and internists who treat patients with diabetes. A 35-item questionnaire was mailed to 115 endocrinologists/1,000 internists in NC. Questions were open and closed ended and Likert-scaled. Descriptive statistics and bivariate analysis were utilized. The response rate was 34% (N=378). Endocrinologists' and internists' knowledge about PD was high. The majority agree that physicians should be taught about PD (88%) and should be trained to screen for PD (78%). Eighty-nine percent agreed that physicians need to collaborate with dental professionals. NC endocrinologists and internists have some knowledge and think there is a link between PD and DM. The majority do not know the studies that link PD and DM. They agree collaboration with dental professionals is important. Interprofessional education and collaboration between medical and dental professionals is needed to prepare for the future increase in patient and treatment needs.
Resource type:: Masters Thesis
Access Right:: Open access
Affiliation Label Tesim:: Dental Hygiene Master's Program
Degree Granting Institution:: University of North Carolina at Chapel Hill
Deposit Record:: 19b09f3d-65bb-4e39-9b90-75ddc17fdf44
Type:: http://purl.org/dc/dcmitype/Text
DOI:: https://doi.org/10.17615/g9y8-1x76
Language Label:: English
Note:: "... in partial fulfillment of the requirements for the degree of Master of Science in Dental Hygiene Education in the Department of Dental Ecology, School of Dentistry."
ORCID:
Other Affiliation:
Person:: Wilder, Rebecca S. and Owens, Jonathan Blaine
Place of Publication:: Chapel Hill, NC
Publisher:: University of North Carolina at Chapel Hill
Rights Statement Label:: In Copyright

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