Schapmire Tara J, Head Barbara A, Nash Whitney A, Yankeelov Pamela A, Furman Christian D, Wright R Brent, Gopalraj Rangaraj, Gordon Barbara, Black Karen P, Jones Carol, Hall-Faul Madri, Faul Anna C
Division of General Internal Medicine, Palliative Care and Medical Education, University of Louisville School of Medicine.
Kent School of Social Work.
Adv Med Educ Pract. 2018 Feb 15;9:109-118. doi: 10.2147/AMEP.S149863. eCollection 2018.
A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE) is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas. A core group of university faculty from multiple disciplines received funding from the Health Resources and Services Administration Geriatric Workforce Enhancement Program to collaborate with community-based providers from several Area Agencies on Aging in the creation and implementation of the Interprofessional Curriculum for the Care of Older Adults (iCCOA). This geriatric curriculum is interprofessional, comprehensive, and community-based. Learners include third-year nursing students, nurse practitioner students, third-year medical students, internal medicine and family medicine residents, master's level social work students, third-year pharmacy students, pharmacy residents, third-year dental students, dental hygiene students, community-based organization professionals, practicing community organizers, and community health navigators. This article describes the efforts, successes, and challenges experienced with this endeavor, including securing funding, ensuring equal representation of the disciplines, adding new components to already crowded curricula, building curriculum on best practices, improving faculty expertise in IPE, managing logistics, and ensuring comprehensive evaluation. The results summarize the iCCOA components, as well as the interprofessional domains, knowledge, and competencies.
由多个学科组成的零散劳动力队伍，其成员培训水平各异，团队协作能力有限，却常常为老年人提供护理服务。跨专业教育（IPE）对于培养从业者以实现为老年人提供基于社区、全面、以患者为中心的护理所需的有效团队合作至关重要。尽管有众多项目和课程来推进教育和跨学科患者护理，但老年跨专业教育仍存在未满足的需求，特别是涉及医疗服务不足地区的社区居住老年人和护理人员的跨专业教育。来自多个学科的一组核心大学教师获得了卫生资源与服务管理局老年劳动力增强计划的资金，与多个地区老龄问题机构的社区提供者合作，创建并实施了老年人护理跨专业课程（iCCOA）。这一老年护理课程具有跨专业性、综合性且基于社区。学习者包括三年级护理专业学生、执业护士学生、三年级医学专业学生、内科和家庭医学住院医师、硕士水平社会工作专业学生、三年级药学专业学生、药学住院医师、三年级牙科专业学生、口腔卫生专业学生、社区组织专业人员、在职社区组织者以及社区健康导航员。本文描述了这项工作所经历的努力、成功与挑战，包括获得资金、确保各学科的平等代表性、在本就拥挤的课程中添加新内容、基于最佳实践构建课程、提高教师在跨专业教育方面的专业知识、管理后勤工作以及确保全面评估。结果总结了iCCOA的组成部分以及跨专业领域、知识和能力。
