The Nurse Executive’s Role in Leading Improvement: An Interprofessional Didactic and Experiential Project


TTUHSC Interprofessional Practice and Education (IPE) Experience


Title of the Interprofessional Practice and Education Experience

The Nurse Executive’s Role in Leading Improvement: An Interprofessional Didactic and Experiential Project


Experience Status

Approved


Approval Date Range

9/9/2022 - 8/11/2024


Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Didactic learning
  • Experiential and/or clinical learning

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes
  • Advancing health equity
  • Enhancing the experience of care
  • Improving care team well-being
  • Reducing the cost of care

Detailed Description and Purpose of the IPE Experience

Purpose: The purpose of the Interprofessional Education (IPE) activity is to provide an in situ clinical experience in which the graduate student in the nurse administration program enacts the role of a nurse executive and leads a team of interprofessional healthcare professionals (that includes at least one person from a from a different profession, i.e., physician, social worker, respiratory therapist, occupational therapist, physical therapist, pharmacist, etc...) in an improvement initiative (nurse administration project [NA Project]).

Detailed Description: In a prerequisite course, NURS5448, Administrative Role Development: The Nurse Administrator as Leader, students work directly with faculty and a preceptor(s) to develop and implement the clinical experience. In preparation for leading change in an interprofessional environment, the students learn skills related to the nurse executive role as well as other profession’s leadership skills. The core competencies used to build leadership skills for nurses are the Nurse Manager and Nurse Executive Core Competencies developed by the American of Nurse Leaders (AONL), and for the other professions, the Healthcare Leadership Alliance (HLA) Core Competency Directory is utilized. Students use the core competencies to measure the status of their leadership skills by reflecting on their clinical experience via a clinical log. During clinical, students spend time with leaders within the organization, mostly non-nurse leaders i.e. financial vice presidents, billing personnel, quality improvement directors, pharmacy as well as ancillary department leaders. This helps students attain skills from recognized clinical experts and facilitates interprofessional relationships needed to create sustainable change and provide safe high-quality care in the clinical setting. A deliverable at the end of the didactic portion of this class is a written proposal for an improvement project, NA Project. Development of the proposal requires students to work with the preceptor as well as appropriate interprofessional(s) to identify and plan the project. The level of engagement of other interprofessionals will vary based on the NA Project and the clinical site, but at the very least includes the student interviewing non-nursing professionals to ensure multiple professional perspectives influence the improvement project. At the end of the course, students are required to have a NA Project that has been approved by either the site or TTUHSC’s QIRB or IRB and is ready to implement in the next class, or NUR6410: Application of the Administrative Practice.


Level of IPE Integration

  • 3. Entry-to-Practice Level: Consists of practice-ready learning activities where learners will integrate their interprofessional education and collaborative knowledge and skills in an authentic team-based environment. These activities will have learners actively engaged in team decision-making around patient, family, and/or community care. The desired outcome for activities offered at this level is the development of each IPEC Core Competency to enable a team-based approach.

Attendance or Participation in the IPE Experience

  • Course requirement - NURS5448 and NURS6410;
  • Experiential credit
  • Certificate credit

Frequency of the IPE Experience

  • 02. Semesterly
  • Courses taught annually:
    NURS5348 – Summer
    NURS5448- Spring
    NURS6010 – Fall
    NURS6410 – Summer

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • Throughout the entire semester

Campus and/or Location of the IPE Experience

  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • 25 -35 students per cohort

Target Audiences

Graduate School of Biomedical Sciences Audiences


School of Health Professions Audiences


School of Medicine Audiences


School of Nursing Audiences

  • Graduate MSN

School of Pharmacy Audiences


School of Population and Public Health Audiences


Other

Interprofessional healthcare team members located at each student's clinical site.

IPE Learning Objectives for the Experience

Values and Ethics

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.

Roles and Responsibilities

  • RR05. Practice cultural humility in interprofessional teamwork.
  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.

Communication

  • C04. Promote common understanding of shared goals.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.
  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.

Teams and Teamwork

  • TT04. Use shared leadership practices to support team effectiveness.
  • TT01. Describe evidence-informed processes of team development and team practices.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
  • TT07. Share team accountability for outcomes.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.

Type of Learner Assessment Administered

  • Formative assessment
  • Self-reflection with facilitated debrief
  • Summative assessment

Formal Assessment Protocol used, if Applicable

Via a course forum, students discuss their IPE experience in leading change, emphasizing the interprofessional team roles and responsibilities, team dynamics, team communication strategies, and healthcare leadership competencies needed to create and sustain change. Project Specific Objectives – Forum In terms of interprofessional engagement, discuss your improvement project, NA Project. Within the description include: 1. A brief summary of your project: title, purpose, and outcome measures. 2. Recognition of the interprofessional team members engaged in the project (or should have been involved). In the recognition address: who was involved (last name only), type of profession, the role and responsibility the profession had in the project i.e. how the professional contributed to the project, and a reflection of what you learned of the profession by involving the professional in the activity. 3. Provide a brief summary of the team dynamics and communication strategies used to facilitate your interprofessional team. 4. An evaluation of your role as the nurse executive (based leadership core competencies). Address at least four (4) leadership competencies (two from the AONE’s Nurse Executive Core Competencies and two from the Healthcare Leadership Alliance Directory) that you feel contributed to the success or failure of your project. In addressing the competencies, identify the competency, describe how the competency affected the project, and how you as a leader will use the competency in the future to ensure you have a high functioning interprofessional team. Please note: the competency can be missing (from you, another member of the team, or the entire team), one that was weak or poorly performed, or one that was strongly performed.

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
  • Activity feedback/evaluation – from learners

Provide Details on the Potential Sustainability of the IPE Experience

  • Integrated into program curriculum
  • Met an identified need or gap
  • Integrated into a course and/or experiential rotation requirements
  • The improvement activity has been integrated into the MSN Administration Track curriculum for over five years, showing evidence that the activity is completely sustainable. At no cost to SON, students self-select a clinical site and an improvement project to develop, implement, and evaluate. It is through the student’s relationship building skills with an approved preceptor and interprofessional team that the clinical objectives, including an improvement project’s goals, are achieved. Each improvement project is case specific to each student so multiple projects can be performed at the same clinical site, at the same time or at different times.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • Facilitators, instructors, and in rare cases preceptor

Additional Information About the IPE Experience, if Necessary


IPE Experience Organizer

  • School of Nursing

Contact Person(s) and Contact Information for the IPE Experience

Cindy Acton, RN, DNP, NEA-BC
Associate Professor
Program Director of MSN Administration Track
Office Phone: (806)743-9200
Email: cindy.acton@ttuhsc.edu