Using the Innovations Exchange To Develop Health Professional Competencies

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  • Using the Innovations Exchange to Develop Health Professional CompetenciesWeb SeminarSeptember 18, 2013Follow this event on Twitter Hashtag: @AHRQIX

  • Using the Webcast Console and Submitting Questions

    *Click the Q&A widget to get the Q&A box to appearTo submit a question, type question here and hit submit.

  • Accessing PresentationsDownload slides from console

    Click on the Download Slides button for a PDF version


  • What is the Health CareInnovations Exchange? Publicly accessible, searchable database of health policy and service delivery innovationsSearchable QualityToolsSuccesses and attemptsInnovators stories and lessons learnedExpert commentariesLearning and networking opportunitiesNew content posted to the Web site every two weeks Sign up at under Stay Connected*

  • Innovations Exchange Web Event SeriesArchived Event MaterialsAvailable within two weeks under Events & Podcasts

    Examples of Past EventsMay 9, 2013 A Close Look at Care Coordination within Patient-Centered Medical HomesApril 9, 2013 Promoting the Spread of Health Care Innovations


  • PresenterKathleen Stevens, RN, EdD, FAAN *Professor and DirectorAcademic Center for Evidence-Based PracticeImprovement Science Research NetworkUniversity of Texas Health Science Center San Antonio

  • Catalysts for InnovationImproving your work is our workImprovement requires changeNot all change lead to improvement

    Test innovationsPlan, Do, Study, Act (PDSA)


  • Recommendations and Initiatives

    New Curricula Guidelines

    Catalysts for Innovation*

  • Patient Protection and Affordable Care Act: Title V Health Care Workforceto improve access to and the delivery of health care services for all individuals, particularly low income, underserved, uninsured, minority, health disparity, and rural populations by enhancing health care workforce education and trainingproviding support to the existing health care workforce

    Catalysts for Innovation*

  • Discovery ResearchEvidence SummaryTranslation to GuidelinesProcess, Outcome EvaluationPractice IntegrationAcademic Center for Evidence-based Practice (ACE) Star Model of Knowledge Transformation*

  • 23451USPSTF

  • Is Innovation Difficult? Watermelon Squared*

  • Every title includes the innovation and the outcomes

    Example 1: Patient- and Family-Activated Response TeamAverts Potential Problems and Generates High Levels of Patient, Family, and Staff Satisfaction What They Did; Did It Work?*

  • Every title includes the innovation and the outcomes

    Example 2: Team-Developed Care Plan and Ongoing Care Management by Social Workers and Nurse Practitioners Results in Better Outcomes and Fewer Emergency Department Visits for Low-Income Seniors

    What They Did; Did It Work?*





  • Intensive care unit patients have life-threatening problems and complex care needs Require a combination of many treatments and services to achieve timely recovery and dischargeSusceptible to preventable complications (i.e. ventilator-associated pneumonia, deep vein thrombosis, and catheter-associated bloodstream infections), which lead to suboptimal clinical outcomes and prolonged length of stayTools to improve communication and checklists to guide adherence to evidence-based interventions are known to improve outcomes, yet many hospitals have not adopted these initiatives

    Problem Addressed*

  • Created an improvement team Established multiple initiatives designed to improve care including a comprehensive unit-based safety program (CUSP) to enhance the culture of patient safety and tools to expedite the translation of evidence into practice Used evidence-based processes to reduce catheter-related bloodstream infectionsIntegrated proven interventions to reduce complications associated with mechanical ventilationAdopted tools and tacticsWhat They Did*

  • Improved the culture of safety among participating ICUs Prevented catheter-associated bloodstream infections1,800 lives saved140,000 hospital days avoided$270 million in savings in 5 yearsEvidence rating: moderatePre- and post-implementation comparisons of safety culture survey results and catheter-related bloodstream infectionsPredictive model that estimated the number of lives, dollars, and hospital days saved over a 5-year period

    Did It Work?




  • Assessed the causes of the patient's poor blood pressure controlDeveloped a guideline-based treatment plan Monitored patients treatment response at regular intervalsMade recommendations as necessary to the treating physician for medication adjustments designed to achieve good blood pressure controlWhat They Did*

  • Did It Work?Improved blood pressure control, even in hard-to-treat patients with diabetesIncreased physician adherence to established treatment guidelines for hypertensionEvidence rating: strong Prospective, cluster randomized controlled trial at six community-based family medicine residency programs Measured pre- and post-implementation blood pressure levels, degree of adherence to established treatment guidelines, and self-reported patient adherence to the prescribed regimen


  • Will It Work Here?A Decisionmakers Guide to Adopting InnovationsDoes this innovation fit? Should we do it here? Can we do it here? How can we do it here?

    Taking Innovations to ScaleResources to assist innovators and adoptersSpread success storiesPresentations and reports


  • Innovation is the one competence needed in the future--Peter Drucker

    early adoption is the second

    --Kathleen Stevens


  • PresenterJudith Kunisch, BSN, MBALecturerYale School of NursingYale University*

  • Using the Innovations Exchange as an Effective Practical Teaching Tool: A Case Study*

  • Background and GoalHealth care professional study includes course work related to quality and safety and the business of healthcare

    Innovations Exchange provides teaching opportunities for all levels of studyNursing undergraduates Masters level MSN, MBA, MPA, MPHDoctoral level DNP

    Learning activities/assignments vary with the level of study and focus of the course*

  • Examples of Learning Activities Quality and safety: nursing undergraduates, masters levelInnovation business plans: masters and doctoral level *

  • Masters Example: Leadership PracticeAdvanced practice studentsSemester course; 100 studentsPractice competency in leadership/quality and safetyAmerican Association of Colleges of Nursing (AACN) Masters EssentialsQuality and Safety Education for Nurses*

  • Masters Example (continued)Two part assignment: presentation, written memoInnovations Exchange provides contexts of careInnovation adoption guideProfiles and quality tools organized by subject areas

  • The Assignment: PresentationWorking in pairs Small group presentation (leadership communication)Single PowerPoint slide, 5-7 minute presentation, 5 minute question and answer Single slide tells a visual story; useful in other settings*

  • The Assignment: Written Memo5-6 paragraph written memo to senior leaderPractice writing (leadership communication)Translate the components of patient safety and risk management to a current topic in quality improvementComment on the value of the innovation or toolIncorporate other relevant articles and references

  • Active Hands On LearningStudent centered: learn to use the site, evaluate and analyze innovations/toolsResult: students will not forget the Innovations Exchange; updated and reliableWithout the assignment, teaching options include: Show them: passive learning, no motivation to use itTell them: passive learning, no motivation to look at itWait until I am in practice and need to use it or Maybe I will do this someday**

  • Example: Student Slide*

  • Measurable Objectives Students understand AHRQ selection criteria for innovations and quality toolsEach innovation or quality tool selection is relevant to students area of interest and practiceStudent employs critical analysis of a specific innovation or toolStudents practice professional communication with a presentation and written memo


  • Example: Student Slide*

  • Example: Student Slide*

  • Example: Student Slide*

  • Example Student Memos:Selected PhrasesAs an advanced practice nursing student of family psychiatry, I am particularly interested in interventions that aim to address the gaps in systems of care for youth with mental health illnesses . strength of this intervention is the emphasis on care coordination to bridge the experience from treatment discharge to community reentry.. a tool with comprehensive information is important for treating every patient, but it is particularly important in Pediatrics If I was going to change anything at all, I would expand it to be a global pediatric cancer tool because it is so helpful.Thank you for your time and for your dedication to quality improvement in healthcare.**

  • Grading CriteriaPresentationSlide is easy to read; accompanies the oral presentationNot graded on public speaking ability this is practice!MemorandumSet up professionallyStudent opinion is reasonable and relevant to practiceOverall writing demonstrates an understanding of the in