The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative Agreement Award No. UE5HP25067. The National

Center is also funded in part by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University

of Minnesota. © 2015 Regents of the University of Minnesota, All Rights Reserved.

This activity has been planned and implemented by the National Center for Interprofessional Practice and Education.

In support of improving patient care, the National Center for Interprofessional Practice and Education is jointly accredited by the Accreditation Council for Continuing Medical

Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the

healthcare team.

Physicians: The National Center for Interprofessional Practice and Education designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™.

Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.

Nurses: Participants will be awarded up to 1.5 contact hours of credit for attendance at this workshop.

Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.

Pharmacists: This activity is approved for 1.5 contact hours (.15 CEU) UAN: 0593-0000-17-012-H04-P

The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative Agreement Award No. UE5HP25067. The National

Center is also funded in part by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University

of Minnesota. © 2015 Regents of the University of Minnesota, All Rights Reserved.

Disclosures

The National Center for Interprofessional Practice and Education

has a conflict of interest policy that requires disclosure of financial

interests or affiliations of organizations with a direct interest in the

subject matter of the presentation.

Jinnette Senecal, Lynne Sinclair, Teri Kennedy, Karen Saewert

and Michael Moramarco

do not have a vested interest in or affiliation with any corporate

organization offering financial support or grant monies for this

interprofessional continuing education activity, or any affiliation with

an organization whose philosophy could potentially bias his/her

presentation.

The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative Agreement Award No. UE5HP25067. The National

Center is also funded in part by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University

of Minnesota. © 2015 Regents of the University of Minnesota, All Rights Reserved.

Interprofessional continuing education credit will be awarded to

participants that paid the continuing education credit fee while registering

for the Summit.

All workshop participants are asked to scan their barcode (from nametag)

upon entrance to session and complete the evaluation distributed at the

end of the workshop. Those who registered to receive continuing

education credit will also receive a certificate of completion following the

Summit.

Designing Team Development for

Sustaining Impactful Academic-Clinical

Partnerships

Lynne

Sinclair

Karen J.

Saewert

Michael

Moramarco

Jinnette

Senecal

Teri

Kennedy

objectives

Identify key strategies for working effectively with expert team educators to maximize impact and foster momentum.

Construct a blueprint for designing a team development workshop for faculty and clinical partners including: participant selection, recruitment strategies, learning activities and planning for sustainability.

Propose practical solutions to known key barriers in local institutions for implementing sustainable, impactful academic-practice team education.

agen

daExplore the Story of Team Arizonto

Why we came together How our relationship unfolded The journey to defined goals The practical planning processes & tasks The results!

Construct your own team development blueprint

Prepare to overcome barriers and navigate the unexpected

Put it all together

The Story of Us

Team Arizonto

Why team development?

Leverage best available expertise

Limited resources

Complex environment

New Center

How our relationship unfolded

•Way before the event…these 3 things happened

• Similar and complementary missions/goals/values

•Opportunity to share respective expertise and thus learn from each other

• Importance of sustainability and mentorship

• Intergroup contact theory evolved as foundational principle

Intergroup Contact Theory (part I)Dimension Example Impact

Equal Status:Each group in the contact situation should have equal status.

CAIPER/CIPE collaboration

50/50 academic & clinical

participation

Open dialogue on differences

in scope & focus, different

selected niche areas

Flattened hierarchies – all

have opportunity to make

major contributions

See the value they bring

Common Goals:Members should be working on common goals.

Sustainable and meaningful

health/education outcomes

Committed to the energy and

work of collaborating and

learning together

Personal and professional

relationships developed

Joy/re-energized for purpose

Intergroup Contact Theory (part II)Dimension Example Impact

Intergroup Cooperation:Goal attainment is an interdependent effort without intergroup competition.

Equal respect – focus on

unique strengths

Building up intergroup

functions developmentally

builds the trust

Dampened/eliminated

competition

Each group learned from the

other

Support of Authorities:The group should have institutional support.

Collaboration with assistant

deans, practice CEOs –

structured network reach

Language used to articulate

invitations; value to

organizations

Cost-benefit analysis

Increased and improved senior

leadership support

The journey to defined goals

• The impact of consultation & relationship-building

•Needs analysis

•Guiding principles

•Gradual evolution of goals

The Practical Planning

Processes and Tasks

Subtitle:“Every Last Detail is

Intentional & Strategic!”

Interprofessional planning committee, timeline

An engaged, interprofessionally diverse planning committee is imperative.

Members bring different ideas, perspectives, and networks to the table.

Make time for brainstorming – you never know where a brilliant idea will come from!

Share the load – mindfully align tasks to super powers and be flexible as the process unfolds.

Develop a timeline early and build in as much wiggle room as possible – it WILL take more time than you expect.

Venue and learning environment

Get out of the office! Find some place unique!

Make sure the space is conducive to large & small group activity

Use the space and environment to create

theme if possible

Thorny questions – Participant selection

•Practical considerations

•Philosophical considerations

• The right number

• The right mix

•Who would you invite if…?

Recruitment

•Extensive networking• Champions

• Support from leaders

• Finding entry points

•Generating interest• Contextual semantics

• Value, big picture

• Scarcity

Setting the stage

• Convey expectations• General goals• Specific outcomes or asks

• Affirm commitment to action, co-creation, sustainable change, etc.

•When?• Recruitment/networking phase• Registration phase• Event launch phase

Learning activities and facilitation

•20 min theory bursts followed by experiential application

• Intentional seating – IP, diverse settings & experience for best active learning groups

•Active engagement – specific to setting

•Customization – cases/populations/profs.

•Co-facilitators “walk the talk”, role modeling

•Reflections++

blossoming outcomesemerging horizons

evalua

tion

framew

ork Level Description

1 Reaction Learner’s views on the learning experience and its interprofessional

nature.

2a Modification of

Attitudes/

Perceptions

Changes in reciprocal attitudes or perceptions between participant

groups.

Changes in perception or attitude towards the value and/or use of

team approaches to caring for a specific client group.

2b Acquisition of

Knowledge/

Skills

Including knowledge and skills linked to interprofessional collaboration

Kirkpatrick’s Expanded Outcomes Typology, Reeves, S., Boet, S., Zierler, & Kitto, S. (2015). Interprofessional education and practice guide No. 3: Evaluating

interprofessional education. Journal of Interprofessional Care, 29(4), 305-312.)

evalua

tion

framew

ork

Level Description3 Behavioural

Change

Identifies individuals’ transfer of interprofessional learning to their

practice setting and their change in professional practice

4a Change in

Organisational

Practice

Wider changes in the organization and delivery of care

4b Benefits to

Patients/Clients

Improvements in health or well-being of clients

Kirkpatrick’s Expanded Outcomes Typology, Reeves, S., Boet, S., Zierler, & Kitto, S. (2015). Interprofessional education and practice guide No. 3: Evaluating

interprofessional education. Journal of Interprofessional Care, 29(4), 305-312.)

Construct Your Own Team Development Blueprint

Activity

Activity instructions

Refer

• packet handouts and examples

Review

• begin work on your blueprint (individual)

Relate

• share, explore and discuss with your table colleagues (small group)

Reflect

• participate in facilitated discussion (large group)

refle

ct

Prepare to Overcome

Barriers and Navigate the Unexpected

Strategies & Solutions

One person’s desert…

• Importance of resilience and adaptation

•Plan for droughts…

One person’s desert…appreciative inquiry

…the rain will come

Bloom where you are planted!

Appreciative inquiry (AI) – a strengths perspective

Discovery

Appreciating

Dream

EnvisioningResults / Impact

Design

Co-constructing

Destiny

Sustaining

Affirmative

Topic

Adapted from Stavros, Godwin, & Cooperrider (2015)

Positive

Core

Appreciative inquiry (AI) – a strengths perspective

“At its heart, AI is about the search for the best in people, their organizations, and the strengths-filled, opportunity-rich world around them. AI is not so much a shift in the methods and models of organizational change, but AI is a fundamental shift in the overall perspective taken throughout the entire change process to ‘see’ the wholeness of the human system and to “inquire” into that system’s strengths, possibilities, and successes.”

Stavros, Godwin, & Cooperrider (2015)

Getting the right people to the table…

…at the right time!• Get creative with finding allies to assist in recruitment• Consider the (sometimes) less obvious but potentially high value contributors

• Academic clinical placement staff• Faculty development staff / instructional designers• Professions that bring diverse perspectives to the table

• Architecture, engineering, & design• Health systems & finance• Student leaders

• Reach beyond current affiliates to explore new collaborative opportunities, relationships

brainstorm

activity

Put It All Together

From Blueprint to Building

Team Arizonto Top Five Takeaways

Develop planning team relationships with theory, respect, trust, and joy.

Processes and tasks need to be just as strategic as curriculum and facilitation.

Designing & delivering team development events = challenging, but transformative for planning teams & participants!

So much work for us all to do – let’s dampen any competition and collaborate more!

Sustainability takes deep intent and needs many partners in both clinical and academic settings.

Cooperrider, David. (2012). What is appreciative inquiry? Retrieved from http://www.davidcooperrider.com/ai-process/

Pettigrew, TF. (1998). Intergroup contact theory. Annu Rev Psychol. 49:65-85.

Reeves, S., Boet, S., Zierler, & Kitto, S. (2015). Interprofessional education and practice guide No. 3: Evaluating interprofessional education. Journal of Interprofessional Care, 29(4), 305-312.

Stavros, Jacqueline, Godwin, Lindsey, & Cooperrider, David. (2015). Appreciative Inquiry: Organization Development and the Strengths Revolution. In Practicing Organization Development: A guide to leading change and transformation (4th Edition), William Rothwell, Roland Sullivan, and Jacqueline Stavros (Eds). Wiley

References