Abstract
As health care rapidly evolves to promote person-centered care, evidence-based practice, and team-structured environments, nurses must lead interprofessional (IP) teams to collaborate for optimal health of the populations and more cost-effective health care. Four professions—nursing, medicine, social work, and pharmacy—formed a teaching team to address fall prevention among older adults in Oregon using an IP approach. The teaching team developed training sessions that included interactive, evidence-based sessions, followed by individualized team coaching. This article describes how the IP teaching team came together to use a unique cross-training approach to teach each other. They then taught and coached IP teams from a variety of community practice settings to foster their integration of team-based falls-prevention strategies into practice. After coaching 25 teams for a year each, the authors present the lessons learned from the teaching team’s formation and experiences, as well as feedback from practice team participants that can provide direction for other IP teams.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 545-550 |
| Number of pages | 6 |
| Journal | Journal of Continuing Education in Nursing |
| Volume | 47 |
| Issue number | 12 |
| DOIs | |
| State | Published - Dec 1 2016 |
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ASJC Scopus subject areas
- Review and Exam Preparation
Cite this
Collaborative falls prevention : Interprofessional team formation, implementation, and evaluation. / Lasater, Kathie; Cotrell, Victoria; McKenzie, Glenise; Simonson, William; Morgove, Megan W.; Long, Emily E.; Eckstrom, Elizabeth.
In: Journal of Continuing Education in Nursing, Vol. 47, No. 12, 01.12.2016, p. 545-550.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Collaborative falls prevention
T2 - Interprofessional team formation, implementation, and evaluation
AU - Lasater, Kathie
AU - Cotrell, Victoria
AU - McKenzie, Glenise
AU - Simonson, William
AU - Morgove, Megan W.
AU - Long, Emily E.
AU - Eckstrom, Elizabeth
PY - 2016/12/1
Y1 - 2016/12/1
N2 - As health care rapidly evolves to promote person-centered care, evidence-based practice, and team-structured environments, nurses must lead interprofessional (IP) teams to collaborate for optimal health of the populations and more cost-effective health care. Four professions—nursing, medicine, social work, and pharmacy—formed a teaching team to address fall prevention among older adults in Oregon using an IP approach. The teaching team developed training sessions that included interactive, evidence-based sessions, followed by individualized team coaching. This article describes how the IP teaching team came together to use a unique cross-training approach to teach each other. They then taught and coached IP teams from a variety of community practice settings to foster their integration of team-based falls-prevention strategies into practice. After coaching 25 teams for a year each, the authors present the lessons learned from the teaching team’s formation and experiences, as well as feedback from practice team participants that can provide direction for other IP teams.
AB - As health care rapidly evolves to promote person-centered care, evidence-based practice, and team-structured environments, nurses must lead interprofessional (IP) teams to collaborate for optimal health of the populations and more cost-effective health care. Four professions—nursing, medicine, social work, and pharmacy—formed a teaching team to address fall prevention among older adults in Oregon using an IP approach. The teaching team developed training sessions that included interactive, evidence-based sessions, followed by individualized team coaching. This article describes how the IP teaching team came together to use a unique cross-training approach to teach each other. They then taught and coached IP teams from a variety of community practice settings to foster their integration of team-based falls-prevention strategies into practice. After coaching 25 teams for a year each, the authors present the lessons learned from the teaching team’s formation and experiences, as well as feedback from practice team participants that can provide direction for other IP teams.
UR - http://www.scopus.com/inward/record.url?scp=85006476297&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85006476297&partnerID=8YFLogxK
U2 - 10.3928/00220124-20161115-07
DO - 10.3928/00220124-20161115-07
M3 - Article
C2 - 27893917
AN - SCOPUS:85006476297
VL - 47
SP - 545
EP - 550
JO - Journal of Continuing Education in Nursing
JF - Journal of Continuing Education in Nursing
SN - 0022-0124
IS - 12
ER -