Enhancing the Primary Care Management of Patients with Multiple Chronic Conditions through Interprofessional Education Grant uri icon

abstract

  • The purpose of this proposal, consistent with the statutory purpose, is to develop and implement interprofessional competencies in the primary care management of rural clients with multiple chronic conditions (MCC). Students will include learners in the Adult Gerontology (AGNP) and Family Nurse Practitioner (FNP) concentrations as well as learners in other health-related disciplines. The East Carolina University College of Nursing (ECUCON) has educated 575 NPs who complete their clinical experiences and later serve in Health Profession Shortage Areas (HPSAs) or Medically Underserved Areas. A 2011 survey of graduates demonstrated that the majority of our graduates serve in rural, primary care and out-patient chronic care settings. Based on this data, the funding preference for rural and underserved populations is requested. The AGNP and FNP concentrations have an 18 year history of utilizing innovative technology to educate students including a virtual community clinic learning environment (VCCLE). The VCCLE provides an asynchronous, immersive, web-based environment where students interact with virtual patients and preceptors to develop competency-based clinical skills through the entire diagnostic sequence. In addition, the Office of Clinical Skills Assessment and Education (OCSAE), a nationally recognized clinical teaching and assessment center, provides an opportunity for students to interact with trained patients to provide interprofessional care to a diverse population. Both the VCCLE and the OSCAE are avenues through which IPE competencies can be utilized to teach management of MCCs of rural clients. The major objectives of this proposal are to : 1) Infuse IPE competencies throughout the curriculum of the AGNP and FNP programs beginning with the first clinical course. 2) Develop and expand interprofessional clinical management cases in the VCCLE to reflect IPE competencies required in the management of MCC of rural clients; 3) Develop and expand clinical cases in the OSCAE reflecting IPE competencies required in the management of MCC of rural clients; and 4) Implement and evaluate IPE competencies used by clinicians, faculty and students serving in a rural underserved county which serves a diverse, minority population. . Process and outcome evaluation of IPE will utilize the Interprofessional Education Collaborative Expert Panel (2011) four core interprofessional competencies that are linked to the five IOM core competencies for all health professionals. The implementation and evaluation of the project will be guided by an interprofessional advisory board with representation from nursing, medicine, dentistry, social work, a leader in a Federally Qualified Health Clinic and the Agromedicine Institute.

date/time interval

  • July 2013 - June 2017

contributor