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Appendix B Models and Tools Discussed at the Workshop Model or Tool Description Source Directory and DREAM is an effort by the Association www.mededportal.org/dream Repository of of American Medical Colleges (AAMC) Educational to conduct a critical analysis of Assessment assessments that are in the public domain Measures that could be relevant to multiple health (DREAM) care institutions. AAMC is publishing each analysis on their website, including a description of the assessment instrument, educational objectives, relevant competencies, the audience, and the instructional methods. Group Development Tuckman’s theory of group development Tuckman, B., and M. A. Jensen. Model has been applied in health care. The 1977. Stages of small-group model is made up of three phases that are development revisited. Group & necessary for teams work together in a Organization Management 2:419. cohesive, productive manner. Published by Sage Publications. TeamSTEPPS Six regional training centers are leading http://teamstepps.ahrq.gov/aboutnati National the national implementation of onalIP.htm Implementation TeamSTEPPS, which is a training curriculum to improve patient safety through better communication and teamwork skills among health care professionals. The six centers offer training to establish a national network of master trainers. These trainers then offer TeamSTEPPS training to frontline providers throughout the country. On the CUSP: Stop National Implementation of the http://www.onthecuspstophai.org/ HAI Comprehensive Unit-based Safety Program (CUSP) to Eliminate Health Care-Associated Infections (HAI) began as part of the Agency for Healthcare Research and Quality’s (AHRQ’s) patient B-1 PREPUBLICATION COPY: UNCORRECTED PROOFS

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Model or Tool Description Source safety project to reduce central line- associated bloodstream infections. This pilot is now being taken to scale through Implementing On the CUSP. This effort provides manuals, training modules, and toolkits for building and maintaining effective teams for improved patient safety. Canadian This competency framework for http://www.cihc.ca/files/CIHC_IPCo Interprofessional interprofessional collaboration mpetencies_Feb1210.pdf Health emphasizes knowledge, skills, attitudes Collaborative and judgments. It has been used for (CIHC) structuring and evaluating Competency interprofessional education and as a Framework means of assessing collaborative practice. Collaborative CPAT is a 56-item survey designed to http://www.wrha.mb.ca/professional Practice Assessment assess perceptions of constructs of s/collaborativecare/files/S2-Queen- Tool (CPAT) collaborative practice identified in the CPAT.pdf literature. Interprofessional IP-COMPASS is a quality improvement http://www.wrha.mb.ca/professional Collaborative framework for clinical settings that s/collaborativecare/files/S2-IP- Organizational Map provides a structured process to better COMPASS.pdf and understand the organizational culture Preparedness thorough assessment that can create an Assessment (IP- environment conducive to COMPASS) interprofessionalism, safety, and IPE. Interprofessional ICAR is a tool for assessing http://www.med.mun.ca/getdoc/b78e Collaborator interprofessional collaborator b859-6c13-4f2f-9712- Assessment Rubric competencies. It can aid in improving the f50f1c67c863/ICAR.aspx (ICAR) quality of learning experiences and direct instruction, and it directs learners toward targets of proficiency to aim for. High-reliability Using high-reliability concepts and http://www.ahrq.gov/professionals/q organization work tools—developed for high-risk industries uality-patient-safety/quality- like commercial aviation and nuclear resources/tools/hroadvice/hroadvice. power— to improve safety, quality, and pdf efficiency in hospital settings. http://www.jointcommission.org/ass ets/1/6/Chassin_and_Loeb_0913_fin al.pdf Coursera Coursera is an education company that https://www.coursera.org partners with major universities to offer free online courses in 12 different languages. B-2 PREPUBLICATION COPY: UNCORRECTED PROOFS

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Model or Tool Description Source Johns Hopkins JHUSON is offering continuing nursing https://www.coursera.org/course/tbm University School education credits, at a low cost, through anagement of Nursing’s its Coursera MOOCs in the following (JHUSON) MOOCs topic areas: “Global Tuberculosis Clinical https://www.coursera.org/course/de Management and Research” and “Care of mentiacare Elders with Alzheimer’s Disease and Other Major Neurocognitive Disorders.” Khan Academy Khan Academy is a not-for-profit MOOC https://www.khanacademy.org that has partnered with AAMC and the Robert Wood Johnson https://www.mededportal.org/icollab Foundation to produce online tutorials for orative/about/initiatives/prehealth the 2015 MCAT exam. Khan Academy is also partnering with https://www.khanacademy.org/scien AACN and the Jonas Center to develop ce/healthcare-and- free, online resources that help prepare medicine/NCLEX-RN/nclex- nurses for selected portions of the competition/v/nclex-competition- National Council Licensure Examination. video-announcement HipChat HipChat is a computer and mobile https://www.hipchat.com application service provider that is set up for companies or teams to create and participate in multiple simultaneous chat rooms, send one-on-one messages, and share files with individuals or groups. Health Catalyst Health Catalyst is a health care data http://www.healthcatalyst.com/comp model, in terms of warehouse that facilitates data access, any the education discovery, analysis, and reporting. Groups are now looking into using it for assessments in education. Magnet Recognition This program of the American Nurses http://www.nursecredentialing.org/M Program Credentialing Center formally recognizes agnet.aspx health care organizations that provide high-quality patient care, nursing excellence, and innovations in professional nursing practice. Standards for obtaining Magnet Recognition include visionary leadership, nursing structure, professional practice, quality improvement, nursing research and outcomes, quality and safety standards, and the nurses’ role in improving care. 360-Degree Also referred to as multirater feedback, Allerup, P., K. Aspegren, E. Feedback multisource feedback, and multisource Ejlersen, G. Jørgensen, A. Malchow- assessment, this is a tool for receiving Møller, M. K. Møller, K. K. input from multiple sources that could Pedersen, O. B. Rasmussen, A. B-3 PREPUBLICATION COPY: UNCORRECTED PROOFS

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Model or Tool Description Source include colleagues, clients, patients, and Rohold, and B. Sørensen. 2007. Use community representatives. of 360-degree assessment of residents in internal medicine in a Danish setting: A feasibility study. Medical Teacher 29(2-3):2-3. Potter, T. B., and R. G. Palmer. 2003. 360-degree assessment in a multidisciplinary team setting. Rheumatology (Oxford) 42(11):1404-1407. http://obgyn.mcmaster.ca/wp- content/uploads/2011/10/360- DEGREE-EVALUATION- Guidelines.pdf http://obgyn.mcmaster.ca/wp- content/uploads/2011/10/360- EvaluationFINAL1.pdf Patient-Centered Also known as medical homes, this http://www.hrsa.gov/healthit/toolbox Medical Homes model of primary care emphasizes /Childrenstoolbox/BuildingMedical coordination and communication that Home/whyimportant.html revolve around respecting patients’ wants, needs, and preferences with the goal of maximizing health outcomes. This is an underused resource for health professional education. Accountable care ACOs are based on a delivery of care http://innovation.cms.gov/initiatives/ organizations model where groups of health aco (ACOs) professionals voluntarily work together in an effort to better coordinate care to the Medicare patients. Reimbursement for care is linked to quality metrics reductions in costs and overall care of patients served. Bundled Payments Under this initiative, health care http://innovation.cms.gov/initiatives/ for Care organizations in the United States will bundled-payments Improvement enter into payment arrangements that Initiative reward hospitals and other health systems for improving patient outcomes and providing innovative care delivery that decrease costs. A number of teaching hospitals are participating in this 3-year initiative. The participating organizations will be assessed to determine whether their B-4 PREPUBLICATION COPY: UNCORRECTED PROOFS

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Model or Tool Description Source models resulted in improved patient care and lower costs to Medicare. Creighton This is a tool developed at the Creighton http://www.creighton.edu/publicrelat Simulation University School of Nursing for ions/newscenter/news/2013/october2 Evaluation conducting observational analysis of 013/october102013/nursingsimnr101 Instrument students in simulated clinical 013/index.php environments (noted in Chapter 4). The tool is included at the end of this http://www.cod.edu/academics/conte appendix. For more information about d/business/nursing_symposium/pdf/c this instrument or to obtain permission for sei.pdf use please contact Martha Todd at marthatodd@creighton.edu. Sweeny-Clark This tool uses a five-point Likert scale for Gantt, L. T. 2010. Using the Clark Clinical Simulation grading of health professional students in Simulation Evaluation Rubric with Performance Rubric eight competency categories by observers associate degree and baccalaureate during simulation experiences. It nursing students. Nursing Education measures such areas as critical thinking, Perspectives 31(2):101-105. communication, and assessment. Student Satisfaction Produced by the National League for NLN (2005). Student satisfaction and Self- Nursing (NLN), this tool measures and self-confidence in learning. Confidence in satisfaction and self-confidence of http://www.nln.org. Learning students using a scale. B-5 PREPUBLICATION COPY: UNCORRECTED PROOFS

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Creighton Simulation Evaluation Instrument™ (C-SEI) Scenario: 0 = Does not demonstrate competency Date: M M D D Y Y Y Y 1 = Demonstrates competency ASSESSMENT (Circle Appropriate Score for all Applicable Criteria) GROUP COMMENTS* Obtains Pertinent Subjective Data 0 1 Obtains Pertinent Objective Data 0 1 Performs Follow-Up Assessments as Needed 0 1 Assesses in a Systematic & Orderly Manner Using the Correct Technique 0 1 COMMUNICATION Communicates Effectively w/Providers (delegation, medical terms, SBAR, WRBO) 0 1 Communicaties Effectively with Patient and S. O. (verbal, nonverbal, teaching) 0 1 Writes Documentation Clearly, Concisely, & Accurately 0 1 Responds to Abnormal Findings Appropriately 0 1 Promotes Realism/Professionalism 0 1 CRITICAL THINKING Interprets Vital Signs (T, P, R, BP, Pain) 0 1 Interprets Lab Results 0 1 Interprets Subjective/Objective Data (recognizes relevant from irrelevant data) 0 1 Formulates Measurable Priority Outcomes 0 1 Performs Outcome-Driven Interventions 0 1 Provides Specific Rationale for Interventions 0 1 Evaluates Interventions and Outcomes 0 1 Reflects on Simulation Experience 0 1 TECHNICAL SKILLS Uses Patient Identifiers 0 1 Utilizes Standard Precautions Including Hand Washing 0 1 Administers Medications Safely 0 1 Manages Equipment, Tubes, & Drains Therapeutically 0 1 Performs Procedures Correctly 0 1 Student Participants ____________________________________ Total If not applicable, Score no score is given. ____________________________________ ____________________________________ Passing Passing score = ____________________________________ 0.75 × number Score Faculty Evaluator: of items used. *Individual comments on clinical evaluation form Copyright © Creighton University School of Nursing, Omaha, Nebraska. No modification, reproduction, or further distribution permitted. Revised 10/09