ASPIRE works to create shared models of education and care delivery that will benefit students, clinicians, faculty, patients, and families.
The "Creating a Culture of Safety" program was created through a collaborative effort by faculty from both the UVA Schools of Nursing and Medicine and the Center for ASPIRE, along with clinical leaders from multiple professions in the UVA Health System. This ambitious project required a great deal of planning in order to create a program that is evidence-based, effective, and would be integrated into the existing DNP and resident training programs. The following content describes the steps that were undertaken to achieve the goals of the "Creating a Culture of Safety" program, and can serve as a guide for other institutions to create programs adapted for their own healthcare professions trainees.
Create Support for the Proposed Program
Bring together stakeholders
- Schools of Nursing and Medicine administrators
- DNP and Medical Resident program leadership and faculty
- Center for ASPIRE leadership
- Health System PSQI directors
- IPE PSQI content experts
- Institutional priorities and curricular gaps with opportunities for improvement
- Organizational assets, strengths, and challenges
- Opportunities to integrate DNP students and medical residents into established PSQI activities
- Logistically feasible time slots for new IPE PSQI activities
- Additional IPE PSQI insitutional champions and content experts
- Key consultants
Obtain grant funding
HRSA Advanced Nursing Education (ANE) Grant #D09HP26942
Develop Learning Objectives and Content for Enhanced Teamwork and PSQI Training
The "Creating a Culture of Safety" program requires that program goals and learning objectives align with:
- AACN DNP Essentials
- Graduate Medical Education (GME) Milestones
- IPEC competencies
Links to all can be found in the Resources section of this website.
The Center for ASPIRE offers a unique framework for designing, implementing, and assessing IPE that integrates key components of team-based care with the national Interprofessional Education Collaborative (IPEC) competencies. Using this framework, a grid was created that matched potential IPE/PSQI topics and contents with DNP Essentials, GME milestones, and IPEC competencies. In this way, a program was created that would address key components of IPE PSQI methodological, leadership, and teamwork competencies. The Curriculum Overview summarizes the topics and learning objectives created using this approach.
Design Learning Strategies for IPE Activities
The Center for ASPIRE has developed and empirically tested an evidence-based approach to developing IPE activities for undergraduate and graduate students, clinicians, and faculty. Consideration must be given to adult learning theories such as social contact, social identity, reflective, and experiential learning that optimally support learning objectives and content. The learning strategies that are developed must reflect institutional resources as well. For example, many institutions have high-tech simulation centers, but lack the faculty expertise to develop interprofessional simulations that promote true collaboration, communication, and teamwork. By using multiple learning strategies, it is possible to create a cohesive program that is feasible and effective. Developing content, learning strategies and outcomes assessment plans is an interactive process that must always cycle back to the primary goals and specific aims of the program. This process is summarized in the ASPIRE Approach to IPE Development.
For the "Creating a Culture of Safety" program, five learning strategies are used:
- DNP/Resident PSQI Workshops
- DNP Brown Bag Seminars
- Interprofessional Simulations
- DNP Project Development Workshops
- Expert Speaker Sessions
Develop a Process for Implementing IPE PSQI Projects in the Clinical Setting
The Center for ASPIRE teaches an evidence-based collaborative approach to team-based PSQI in the clinical setting. In an effort to support IPE PSQI projects that are feasible, acceptable to the clinical units, and have the potential for real and lasting impact on practice processes and patient outcomes, a systematic approach to designing and implementing these projects must be used. The following diagram summarizes this approach:
Create a Rigorous Outcomes Assessment Plan
An essential component of any significant educational program is the creation and implementation of both an evaluation and an outcomes assessment plan. In order for any institution or faculty team to invest time, resources and expertise, there must be measurable return on investment in terms of improved competencies by learners. Furthermore, reaching beyond educational goals to assess the impact of a program on patients, families, and institutions provides much-needed incentives for these programs to be sustained and disseminated. The evaluation and assessment plan for the "Creating a Culture of Safety" program used a multi-methods approach that contributed to both continuous process improvement for the program itself, as well as provided feedback to administrators and faculty about the impact of the program. The evaluation and assessment process for the "Creating a Culture of Safety" program can be found in the Assessment section of this website.
Create Faculty Development Opportunities for IPE Program Faculty
The Center for ASPIRE is one of three national sites chosen to provide IPE faculty and clinician training through the Train the Trainer (T3) Interprofessional Team Development Program. Since 2015, this highly-regarded program has mentored faculty and clinicians in creating high-quality IPE activities at national and international institutions.
ASPIRE faculty leaders have particular expertise in critical areas that support in-depth understanding and sustained behavior change relevant to safe team-based care such as appreciative practices, wisdom, and positivity.
Information about the Train the Trainer Interprofessional Team Development Program can also be found in the Resources section of this website.