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and mental health.
PICKER INSTITUTE’S EIGHT PRINCIPLES OF PERSON-CENTERED Picker Institute’s Eight Principles of Patient-Centered Care originated with the Seven Dimensions of Patient-Centered Care, whose development was traced in the 1993 groundbreaking book Through the Patient’s Eyes. Using a wide range of focus groups—recently discharged patients, family members, physicians and non-physician hospital staff—combined with a review of pertinent INTERPROFESSIONAL COLLABORATION SCALE (ICS) The self-report tool was designed to collect perceptions of interprofessional collaboration among three different groups: nurses, doctors, and allied health professionals (to include physical therapists, pharmacists,and social workers). Specifically, perceptions of communication, isolation, and accommodation are measured in a13-item survey.
ASSESSMENT FOR COLLABORATIVE ENVIRONMENTS (ACE-15 The ACE-15 was designed to help faculty and administrators conduct a rapid assessment of the quality of interprofessional teamwork in clinical sites. Results can be used as a guide for placing learners (students, residents) in positive teaching environments in which interprofessional collaboration is being modeled. This 15-item, self-report survey is appropriate for a broadCALL FOR ABSTRACTS
INTERPROFESSIONAL COLLABORATIVE COMPETENCIES ATTAINMENT The ICCAS was designed to assess the change in interprofessional collaboration-related competencies in healthcare students and practicing clinicians before and after IPE training interventions. Specifically, this 20-item, self-report tool measures participants' skills in communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach,MICHAEL P. DENTATO
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota. NATIONAL CENTER FOR INTERPROFESSIONAL PRACTICE ANDINFORMINGCONNECTINGENGAGINGADVANCINGPROFESSIONAL DIRECTORYGROUPS The National Center is charged to provide the leadership, evidence and resources needed to guide the nation on interprofessional education and collaborative practice. In that pursuit, we aim to challenge tradition and create a deeply connected, integrated learning system that will transform education and care together. NEXUS SUMMIT 2021NATIONAL CENTER FOR INTERPROFESSIONAL PRACTICE AND EDUCATIONNEWS & BLOGWORKSHOPSSTUDENT EVENTS The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota. ASSESSMENT AND EVALUATION The Interprofessional Professionalism Assessment (IPA) instrument was designed to measure interprofessional professionalism (IPP), which is defined as the “Consistent demonstration of core values evidenced by professionals working together, aspiring to, and wisely applying principles of altruism and caring, excellence, ethics, respect, communication, and accountability to achieve optimal THE SHORT-FORM (SF-36) HEALTH SURVEY The SF-36 is a multi-purpose survey designed to capture adult patients' perceptions of their own health and well-being. Based on a much longer survey developed in the 1980's by Ware, J.E., the SF-36 has 36 items grouped in 8 dimensions: physical functoning, physicial and emotional limitations, social functioning, bodily pain, generaland mental health.
PICKER INSTITUTE’S EIGHT PRINCIPLES OF PERSON-CENTERED Picker Institute’s Eight Principles of Patient-Centered Care originated with the Seven Dimensions of Patient-Centered Care, whose development was traced in the 1993 groundbreaking book Through the Patient’s Eyes. Using a wide range of focus groups—recently discharged patients, family members, physicians and non-physician hospital staff—combined with a review of pertinent INTERPROFESSIONAL COLLABORATION SCALE (ICS) The self-report tool was designed to collect perceptions of interprofessional collaboration among three different groups: nurses, doctors, and allied health professionals (to include physical therapists, pharmacists,and social workers). Specifically, perceptions of communication, isolation, and accommodation are measured in a13-item survey.
ASSESSMENT FOR COLLABORATIVE ENVIRONMENTS (ACE-15 The ACE-15 was designed to help faculty and administrators conduct a rapid assessment of the quality of interprofessional teamwork in clinical sites. Results can be used as a guide for placing learners (students, residents) in positive teaching environments in which interprofessional collaboration is being modeled. This 15-item, self-report survey is appropriate for a broadCALL FOR ABSTRACTS
INTERPROFESSIONAL COLLABORATIVE COMPETENCIES ATTAINMENT The ICCAS was designed to assess the change in interprofessional collaboration-related competencies in healthcare students and practicing clinicians before and after IPE training interventions. Specifically, this 20-item, self-report tool measures participants' skills in communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach,MICHAEL P. DENTATO
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota. NEXUS INNOVATION CHALLENGE The 2021 Nexus Innovation Challenge is a catalyst for teams to learn and apply Design Thinking principles to solve challenges and design opportunities within their clinical and educational environments. Using mapping tools, protoyping and visualization models, this longitudinal program is designed for teams to grow practical skillsand apply
IPEC COMPETENCY SELF-ASSESSMENT TOOL This instrument was designed to assess competencies related to collaborative practice at the healthcare degree program level through individual student self-assessment. Specifically, the tool measures students' self-efficacy on items based on the 42 core competency statements developed by the Interprofessional Education Collaborative (IPEC, 2011), a consortium of professional LONG-TERM CARE IN AMERICA: AMERICANS WANT TO AGE AT HOME This report summarizes a survey conducted by the Associated Press-NORC Center for Public Affairs Research on long-term care in America. The results found that in the wake of the Covid-19 pandemic that was especially devastating for nursing homes, the vast majority of Americans want to age at home and want government action to help themdo so.
THE GERIATRIC CERTIFICATE PROGRAM: COLLABORATIVE This article published in Gerontology & Geriatrics Education discusses the Geriatric Certificate Program (GCP) which represents a collaborative partnership leveraging existing educational courses, with new courses developed to fill existing education gaps, aimed at improving quality of care for older adults. It also describes examines the GCP's impact on knowledge, skills, clinical practice IMPROVING FAMILY MEDICINE RESIDENT TRAINING IN DEMENTIA This article published in Gerontology & Geriatrics Education describes the curriculum for a resident training intervention in Primary Care Collaborative Memory Clinics (PCCMC), outlines its underlying educational principles, and examines its impact on residents’ ability to provide dementia care. PCCMCs are family physician-led interprofessional clinic teams that provide evidence-informed WEB-BASED TOOLKIT TO GUIDE IMPLEMENTATION OF IPE IN THE This web-based tool kit guides a faculty team through the steps to develop, implement, and evaluate interprofessional education experiences in the clinical setting. The toolkit includes concrete and specific instructions as well as checklists and worksheets to guide a faculty team through the process, including the use of our observational tool for team skills, DOTI (Direct Observation of Team AN INNOVATIVE EDUCATIONAL CLINICAL EXPERIENCE PROMOTING This article published in Gerontology & Geriatrics Education describes how formal educational training in physical activity promotion is relatively sparse throughout the medical education system. The authors describe an innovative clinical experience in physical activity directed at medical clinicians on a geriatrics rotation. The experience consists of a single 2 1/2 hour COALITION BUILDING TO CREATE AN AGE-FRIENDLY UNIVERSITY This article published in Gerontolgy & Geriatrics Education shares the story of one public university that became the first in its state to join the Age-Friendly University (AFU) global network. The article highlights several partnerships and programs that reflect the AFU principles and discuss how becoming an AFU helped to further strengthen university ties and is now providing a valuable STUDENTS REPORT MORE POSITIVE ATTITUDES TOWARD OLDER This article published in Gerontology & Geriatrics Education discusses a study which was aimed to assess undergraduate students’ perceptions of older adults over the semester in an interprofessional service-learning course that implemented a health promotion program called Bingocize® at community facilities for older adults. Students were surveyed at the beginning of the DEVELOPING A PROGRAM TO INCREASE GEROPSYCHOLOGY This article published in Gerontology & Geriatrics Education describes how health policy experts called for increasing geriatric mental health competencies for all mental health providers, including within Veterans Health Administration (VHA), to address the alarming supply and demand gap for geropsychology expertise within the United States. The VHA Geriatrics Scholar Program (GSP) NATIONAL CENTER FOR INTERPROFESSIONAL PRACTICE ANDINFORMINGCONNECTINGENGAGINGADVANCINGPROFESSIONAL DIRECTORYGROUPS The National Center is charged to provide the leadership, evidence and resources needed to guide the nation on interprofessional education and collaborative practice. In that pursuit, we aim to challenge tradition and create a deeply connected, integrated learning system that will transform education and care together.NEXUS SUMMIT 2021
Nexus Summit 2021 will continue to address Strategic Priority Action Areas defined during last year’s Nexus Summit. Themes will include: Innovations in Interprofessional Learning: in Practice and/or the Classroom. Innovations in Interprofessional Collaborative Practice (NEW for 2021!) Patient-Engaged and Co-created Practice and Education. INTERPROFESSIONAL COLLABORATION SCALE (ICS) The self-report tool was designed to collect perceptions of interprofessional collaboration among three different groups: nurses, doctors, and allied health professionals (to include physical therapists, pharmacists,and social workers). Specifically, perceptions of communication, isolation, and accommodation are measured in a13-item survey.
ASSESSMENT FOR COLLABORATIVE ENVIRONMENTS (ACE-15 The ACE-15 was designed to help faculty and administrators conduct a rapid assessment of the quality of interprofessional teamwork in clinical sites. Results can be used as a guide for placing learners (students, residents) in positive teaching environments in which interprofessional collaboration is being modeled. This 15-item, self-report survey is appropriate for a broad INTERPROFESSIONAL COLLABORATIVE COMPETENCIES ATTAINMENT The ICCAS was designed to assess the change in interprofessional collaboration-related competencies in healthcare students and practicing clinicians before and after IPE training interventions. Specifically, this 20-item, self-report tool measures participants' skills in communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach,CALL FOR ABSTRACTS
MICHAEL P. DENTATO
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.MARY BETH BIGLEY
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.JILL THISTLETHWAITE
Jill Thistlethwaite. Professor Jill Thistlethwaite is a health professions education consultant and a practising family physician. She is affiliated to the University of Technology, Sydney (UTS) and the University of Queensland. Jill received her medical degree from the University of London and was a general practitioner in asemi-rural
CAPRICA YOUNG
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota. NATIONAL CENTER FOR INTERPROFESSIONAL PRACTICE ANDINFORMINGCONNECTINGENGAGINGADVANCINGPROFESSIONAL DIRECTORYGROUPS The National Center is charged to provide the leadership, evidence and resources needed to guide the nation on interprofessional education and collaborative practice. In that pursuit, we aim to challenge tradition and create a deeply connected, integrated learning system that will transform education and care together.NEXUS SUMMIT 2021
Nexus Summit 2021 will continue to address Strategic Priority Action Areas defined during last year’s Nexus Summit. Themes will include: Innovations in Interprofessional Learning: in Practice and/or the Classroom. Innovations in Interprofessional Collaborative Practice (NEW for 2021!) Patient-Engaged and Co-created Practice and Education. INTERPROFESSIONAL COLLABORATION SCALE (ICS) The self-report tool was designed to collect perceptions of interprofessional collaboration among three different groups: nurses, doctors, and allied health professionals (to include physical therapists, pharmacists,and social workers). Specifically, perceptions of communication, isolation, and accommodation are measured in a13-item survey.
ASSESSMENT FOR COLLABORATIVE ENVIRONMENTS (ACE-15 The ACE-15 was designed to help faculty and administrators conduct a rapid assessment of the quality of interprofessional teamwork in clinical sites. Results can be used as a guide for placing learners (students, residents) in positive teaching environments in which interprofessional collaboration is being modeled. This 15-item, self-report survey is appropriate for a broad INTERPROFESSIONAL COLLABORATIVE COMPETENCIES ATTAINMENT The ICCAS was designed to assess the change in interprofessional collaboration-related competencies in healthcare students and practicing clinicians before and after IPE training interventions. Specifically, this 20-item, self-report tool measures participants' skills in communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach,CALL FOR ABSTRACTS
MICHAEL P. DENTATO
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.MARY BETH BIGLEY
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.JILL THISTLETHWAITE
Jill Thistlethwaite. Professor Jill Thistlethwaite is a health professions education consultant and a practising family physician. She is affiliated to the University of Technology, Sydney (UTS) and the University of Queensland. Jill received her medical degree from the University of London and was a general practitioner in asemi-rural
CAPRICA YOUNG
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota. LONG-TERM CARE IN AMERICA: AMERICANS WANT TO AGE AT HOME This report summarizes a survey conducted by the Associated Press-NORC Center for Public Affairs Research on long-term care in America. The results found that in the wake of the Covid-19 pandemic that was especially devastating for nursing homes, the vast majority of Americans want to age at home and want government action to help themdo so.
THE SHORT-FORM (SF-36) HEALTH SURVEY The SF-36 is a multi-purpose survey designed to capture adult patients' perceptions of their own health and well-being. Based on a much longer survey developed in the 1980's by Ware, J.E., the SF-36 has 36 items grouped in 8 dimensions: physical functoning, physicial and emotional limitations, social functioning, bodily pain, generaland mental health.
IMPROVING FAMILY MEDICINE RESIDENT TRAINING IN DEMENTIA This article published in Gerontology & Geriatrics Education describes the curriculum for a resident training intervention in Primary Care Collaborative Memory Clinics (PCCMC), outlines its underlying educational principles, and examines its impact on residents’ ability to provide dementia care. PCCMCs are family physician-led interprofessional clinic teams that provide evidence-informed WEB-BASED TOOLKIT TO GUIDE IMPLEMENTATION OF IPE IN THE This web-based tool kit guides a faculty team through the steps to develop, implement, and evaluate interprofessional education experiences in the clinical setting. The toolkit includes concrete and specific instructions as well as checklists and worksheets to guide a faculty team through the process, including the use of our observational tool for team skills, DOTI (Direct Observation of Team COALITION BUILDING TO CREATE AN AGE-FRIENDLY UNIVERSITY This article published in Gerontolgy & Geriatrics Education shares the story of one public university that became the first in its state to join the Age-Friendly University (AFU) global network. The article highlights several partnerships and programs that reflect the AFU principles and discuss how becoming an AFU helped to further strengthen university ties and is now providing a valuable THE GERIATRIC CERTIFICATE PROGRAM: COLLABORATIVE This article published in Gerontology & Geriatrics Education discusses the Geriatric Certificate Program (GCP) which represents a collaborative partnership leveraging existing educational courses, with new courses developed to fill existing education gaps, aimed at improving quality of care for older adults. It also describes examines the GCP's impact on knowledge, skills, clinical practice ASSESSMENT OF INTERPROFESSIONAL TEAM COLLABORATION SCALE The AITCS is designed as a diagnostic instrument to evaluate the level of interprofessional collaboration among a variety of health care teams. Specifically, the tool measures partnership, cooperation, and coordination in a 37-item self-report instrument. The results are meant to provide insight into the strengths and weakness of interprofessional teams in a variety of PICKER INSTITUTE’S EIGHT PRINCIPLES OF PERSON-CENTERED Picker Institute’s Eight Principles of Patient-Centered Care originated with the Seven Dimensions of Patient-Centered Care, whose development was traced in the 1993 groundbreaking book Through the Patient’s Eyes. Using a wide range of focus groups—recently discharged patients, family members, physicians and non-physician hospital staff—combined with a review of pertinent AN INNOVATIVE EDUCATIONAL CLINICAL EXPERIENCE PROMOTING This article published in Gerontology & Geriatrics Education describes how formal educational training in physical activity promotion is relatively sparse throughout the medical education system. The authors describe an innovative clinical experience in physical activity directed at medical clinicians on a geriatrics rotation. The experience consists of a single 2 1/2 hour RIPLS: READINESS FOR INTERPROFESSIONAL LEARNING SCALE The Readiness for Interprofessional Learning Scale (RIPLS) was developed to assess the attitudes and perceptions of students and professionals to determine their readiness for interprofessional learning and change. RIPLS is proposed to measure a change in attitudes, the effect of different interventions, and the effectiveness of interventions on changing perceptions and attitudes. NATIONAL CENTER FOR INTERPROFESSIONAL PRACTICE ANDINFORMINGCONNECTINGENGAGINGADVANCINGPROFESSIONAL DIRECTORYGROUPS The National Center is charged to provide the leadership, evidence and resources needed to guide the nation on interprofessional education and collaborative practice. In that pursuit, we aim to challenge tradition and create a deeply connected, integrated learning system that will transform education and care together.NEXUS SUMMIT 2021
Nexus Summit 2021 will continue to address Strategic Priority Action Areas defined during last year’s Nexus Summit. Themes will include: Innovations in Interprofessional Learning: in Practice and/or the Classroom. Innovations in Interprofessional Collaborative Practice (NEW for 2021!) Patient-Engaged and Co-created Practice and Education. THE SHORT-FORM (SF-36) HEALTH SURVEY The SF-36 is a multi-purpose survey designed to capture adult patients' perceptions of their own health and well-being. Based on a much longer survey developed in the 1980's by Ware, J.E., the SF-36 has 36 items grouped in 8 dimensions: physical functoning, physicial and emotional limitations, social functioning, bodily pain, generaland mental health.
INTERPROFESSIONAL COLLABORATION SCALE (ICS) The self-report tool was designed to collect perceptions of interprofessional collaboration among three different groups: nurses, doctors, and allied health professionals (to include physical therapists, pharmacists,and social workers). Specifically, perceptions of communication, isolation, and accommodation are measured in a13-item survey.
INDEX OF INTERDISCIPLINARY COLLABORATION (IIC) The IIC is designed to assess social workers’ perception of the quality of collaborative exchanges in interdisciplinary team settings. The tool breaks down interdisciplinary collaboration into five sub-dimensions: interdependence, newly created professional activities, collective ownership of goals, reflection on process, and flexibility. The 42-item self-report questionnaire INTERPROFESSIONAL COLLABORATIVE COMPETENCIES ATTAINMENT The ICCAS was designed to assess the change in interprofessional collaboration-related competencies in healthcare students and practicing clinicians before and after IPE training interventions. Specifically, this 20-item, self-report tool measures participants' skills in communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach,MICHAEL P. DENTATO
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.MARY BETH BIGLEY
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.JILL THISTLETHWAITE
Jill Thistlethwaite. Professor Jill Thistlethwaite is a health professions education consultant and a practising family physician. She is affiliated to the University of Technology, Sydney (UTS) and the University of Queensland. Jill received her medical degree from the University of London and was a general practitioner in asemi-rural
CAPRICA YOUNG
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota. NATIONAL CENTER FOR INTERPROFESSIONAL PRACTICE ANDINFORMINGCONNECTINGENGAGINGADVANCINGPROFESSIONAL DIRECTORYGROUPS The National Center is charged to provide the leadership, evidence and resources needed to guide the nation on interprofessional education and collaborative practice. In that pursuit, we aim to challenge tradition and create a deeply connected, integrated learning system that will transform education and care together.NEXUS SUMMIT 2021
Nexus Summit 2021 will continue to address Strategic Priority Action Areas defined during last year’s Nexus Summit. Themes will include: Innovations in Interprofessional Learning: in Practice and/or the Classroom. Innovations in Interprofessional Collaborative Practice (NEW for 2021!) Patient-Engaged and Co-created Practice and Education. THE SHORT-FORM (SF-36) HEALTH SURVEY The SF-36 is a multi-purpose survey designed to capture adult patients' perceptions of their own health and well-being. Based on a much longer survey developed in the 1980's by Ware, J.E., the SF-36 has 36 items grouped in 8 dimensions: physical functoning, physicial and emotional limitations, social functioning, bodily pain, generaland mental health.
INTERPROFESSIONAL COLLABORATION SCALE (ICS) The self-report tool was designed to collect perceptions of interprofessional collaboration among three different groups: nurses, doctors, and allied health professionals (to include physical therapists, pharmacists,and social workers). Specifically, perceptions of communication, isolation, and accommodation are measured in a13-item survey.
INDEX OF INTERDISCIPLINARY COLLABORATION (IIC) The IIC is designed to assess social workers’ perception of the quality of collaborative exchanges in interdisciplinary team settings. The tool breaks down interdisciplinary collaboration into five sub-dimensions: interdependence, newly created professional activities, collective ownership of goals, reflection on process, and flexibility. The 42-item self-report questionnaire INTERPROFESSIONAL COLLABORATIVE COMPETENCIES ATTAINMENT The ICCAS was designed to assess the change in interprofessional collaboration-related competencies in healthcare students and practicing clinicians before and after IPE training interventions. Specifically, this 20-item, self-report tool measures participants' skills in communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach,MICHAEL P. DENTATO
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.MARY BETH BIGLEY
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota.JILL THISTLETHWAITE
Jill Thistlethwaite. Professor Jill Thistlethwaite is a health professions education consultant and a practising family physician. She is affiliated to the University of Technology, Sydney (UTS) and the University of Queensland. Jill received her medical degree from the University of London and was a general practitioner in asemi-rural
CAPRICA YOUNG
The National Center for Interprofessional Practice and Education was founded with support from the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, United States Health and Human Services Health Resources and Services Administration and the University of Minnesota. ASSESSMENT AND EVALUATION The Interprofessional Professionalism Assessment (IPA) instrument was designed to measure interprofessional professionalism (IPP), which is defined as the “Consistent demonstration of core values evidenced by professionals working together, aspiring to, and wisely applying principles of altruism and caring, excellence, ethics, respect, communication, and accountability to achieve optimal IPEC COMPETENCY SELF-ASSESSMENT TOOL This instrument was designed to assess competencies related to collaborative practice at the healthcare degree program level through individual student self-assessment. Specifically, the tool measures students' self-efficacy on items based on the 42 core competency statements developed by the Interprofessional Education Collaborative (IPEC, 2011), a consortium of professional GLOBAL REPORT ON AGEISM 1 day ago · The WHO Global Report on Ageism outlines a framework for action to reduce ageism including specific recommendations for different actors (e.g. government, UN agencies, civil society organizations, private sector). It brings together the best available evidence on the nature and magnitude of ageism, its determinants and its impact. It outlines what strategies work to preventAGE WELL PLANNER
1 day ago · The National Council on Aging created an Age Well Planner for older adults and family members to complete regarding the health and well being of aging adults. The planner includes a personalized assessment for individuals to complete depending on their role. At the completion of the assessment, individualized resources are provided to the individual based on three categories: TEAM DEVELOPMENT MEASURE (TDM) This self-report tool was designed to assess the degree to which a team has achieved aspects of effective teamwork within inpatient and ambulatory health care settings. Specifically, the tool measures team members' perceptions of cohesion, communication, roles and goals, and team primacy in a 31-item instrument. In a validation study, 1,194 self-identified team members ASSESSMENT FOR COLLABORATIVE ENVIRONMENTS (ACE-15 The ACE-15 was designed to help faculty and administrators conduct a rapid assessment of the quality of interprofessional teamwork in clinical sites. Results can be used as a guide for placing learners (students, residents) in positive teaching environments in which interprofessional collaboration is being modeled. This 15-item, self-report survey is appropriate for a broad ELDER ABUSE, NEGLECT & EXPLOITATION IN PRIMARY CARE 1 day ago · This lecture (1:31:15 minutes) by Drs. Page Ulrey and Kathy Van Olst is part of the Northwest Geriatrics Workforce Enhancement Center's 2021 Winter Lecture series discusses elder abuse, neglect, and exploitation in primary care. By the end of this lecture, learners should be able to: (1) identify elements of abuse and neglect types; (2) identify risk factors and perpetrator BECOMING AN AGE-FRIENDLY UNIVERSITY (AFU): INTEGRATING A 1 day ago · This article published in Gerontology & Geriatrics Education uses the partnership of an Age-Friendly University (AFU), Lasell College, and an affiliated university-based retirement community (UBRC), Lasell Village, to illustrate how AFU principles can be implemented to extend older adults' access to various educational opportunities. Specially-designed programs such as Talk of Ages andFaculty
HEALTH PROFESSIONS EDUCATION: ADVANCING GERIATRICS AND 1 day ago · Informing › Resource Center › Health professions education: Advancing geriatrics and gerontology competencies through Age-Friendly University (AFU) Principles DEVELOPING AN AGE-FRIENDLY UNIVERSITY (AFU) AUDIT: A PILOT 1 day ago · This article published in Gerontology & Geriatrics Education describes how a research team developed and piloted an audit tool to examine the level of age-friendliness at an Age-Friendly University (AFU) -- the University of Massachusetts Boston. In the audit process, major themes emerged related to educational programming, accessibility, and inclusivity. Skip to main contentToggle navigation
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NEWS @ NEXUSIPEâ„¢
Submit your abstract today. Deadline is June 6.posted Apr 05, 2021
UNE congressional testimony highlights importance of collaborativelearning
posted Jun 01, 2021
Your Work Helps Transform the Nexus in Ways That Matterposted May 26, 2021
Read the new report from the National Academy of Medicine - "The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity"posted May 24, 2021
Clinical Learning Environment Microlearning Course Availableposted Feb 12, 2021
2021 T3 Dates Announced!posted Oct 30, 2020
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The National Center is charged to provide the leadership, evidence and resources needed to guide the nation on interprofessional education and collaborative practice. In that pursuit, we aim to challenge tradition and create a deeply connected, integrated learning system that will transform educationand care together.
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