An Interprofessional Curriculum to Advance Relational Coordination and Professionalism in Early-Career Practitioners

Katherine B. Valenziano, Susan Glod, Sharon Jia, Andrew Belser, Brent Brazell, Cheryl Dellasega, Linda Duncan, Michelle Farnan, Paul Haidet, Jan Phillips, Daniel Wolpaw, Peter Dillon

Research output: Contribution to journalArticle

Abstract

Introduction: We created a curriculum to help new physicians and nurses develop skills in interprofessional collaboration. This modular, team-based curriculum for early practitioners delivered training in the five following skill areas: listening for meaning, soliciting another's perspective, negotiating a transparent plan of care, attending to nonverbal communication and microaggression, and speaking up the hierarchy. Methods: We brought first-year medical and surgical residents and new nurses together for a 2-hour session monthly for 5 months. Each session began with an interactive large-group presentation, followed by small-group activities covering one of the five skill areas above, which had been identified as critical to interprofessional collaboration by national organizations. We measured relational coordination (RC), a validated measure of how well teams work together, before and after the curriculum was administered. We also obtained qualitative data from participant interviews and end-of-session evaluations. Results: Participants reported that the program helped them gain an understanding of each other's roles and workflow challenges. They felt that the curriculum allowed for the cultivation of professional relationships outside the clinical environment, which improved collegiality via gains in rapport and empathy towards each other. Nurses noted increased approachability of their physician colleagues after participation. RC scores improved for the entire cohort (p = .0232). Nurses had statistically higher RC gains than interns did (p = .0055). Discussion: Curriculum participants demonstrated improved RC scores and reported increased rapport with and empathy for each other. Curriculum development in this area is important because it may lead to better team-based patient care.

Original languageEnglish (US)
Number of pages1
JournalMedEdPORTAL : the journal of teaching and learning resources
Volume14
DOIs
StatePublished - Mar 22 2018

Fingerprint

Curriculum
Nurses
Nonverbal Communication
Physicians
Patient Care Team
Workflow
Negotiating
Professionalism
Interviews

Cite this

@article{6ec1154887ca409b8f93c40a5a58d702,
title = "An Interprofessional Curriculum to Advance Relational Coordination and Professionalism in Early-Career Practitioners",
abstract = "Introduction: We created a curriculum to help new physicians and nurses develop skills in interprofessional collaboration. This modular, team-based curriculum for early practitioners delivered training in the five following skill areas: listening for meaning, soliciting another's perspective, negotiating a transparent plan of care, attending to nonverbal communication and microaggression, and speaking up the hierarchy. Methods: We brought first-year medical and surgical residents and new nurses together for a 2-hour session monthly for 5 months. Each session began with an interactive large-group presentation, followed by small-group activities covering one of the five skill areas above, which had been identified as critical to interprofessional collaboration by national organizations. We measured relational coordination (RC), a validated measure of how well teams work together, before and after the curriculum was administered. We also obtained qualitative data from participant interviews and end-of-session evaluations. Results: Participants reported that the program helped them gain an understanding of each other's roles and workflow challenges. They felt that the curriculum allowed for the cultivation of professional relationships outside the clinical environment, which improved collegiality via gains in rapport and empathy towards each other. Nurses noted increased approachability of their physician colleagues after participation. RC scores improved for the entire cohort (p = .0232). Nurses had statistically higher RC gains than interns did (p = .0055). Discussion: Curriculum participants demonstrated improved RC scores and reported increased rapport with and empathy for each other. Curriculum development in this area is important because it may lead to better team-based patient care.",
author = "Valenziano, {Katherine B.} and Susan Glod and Sharon Jia and Andrew Belser and Brent Brazell and Cheryl Dellasega and Linda Duncan and Michelle Farnan and Paul Haidet and Jan Phillips and Daniel Wolpaw and Peter Dillon",
year = "2018",
month = "3",
day = "22",
doi = "10.15766/mep_2374-8265.10697",
language = "English (US)",
volume = "14",
journal = "MedEdPORTAL : the journal of teaching and learning resources",
issn = "2374-8265",

}

An Interprofessional Curriculum to Advance Relational Coordination and Professionalism in Early-Career Practitioners. / Valenziano, Katherine B.; Glod, Susan; Jia, Sharon; Belser, Andrew; Brazell, Brent; Dellasega, Cheryl; Duncan, Linda; Farnan, Michelle; Haidet, Paul; Phillips, Jan; Wolpaw, Daniel; Dillon, Peter.

In: MedEdPORTAL : the journal of teaching and learning resources, Vol. 14, 22.03.2018.

Research output: Contribution to journalArticle

TY - JOUR

T1 - An Interprofessional Curriculum to Advance Relational Coordination and Professionalism in Early-Career Practitioners

AU - Valenziano, Katherine B.

AU - Glod, Susan

AU - Jia, Sharon

AU - Belser, Andrew

AU - Brazell, Brent

AU - Dellasega, Cheryl

AU - Duncan, Linda

AU - Farnan, Michelle

AU - Haidet, Paul

AU - Phillips, Jan

AU - Wolpaw, Daniel

AU - Dillon, Peter

PY - 2018/3/22

Y1 - 2018/3/22

N2 - Introduction: We created a curriculum to help new physicians and nurses develop skills in interprofessional collaboration. This modular, team-based curriculum for early practitioners delivered training in the five following skill areas: listening for meaning, soliciting another's perspective, negotiating a transparent plan of care, attending to nonverbal communication and microaggression, and speaking up the hierarchy. Methods: We brought first-year medical and surgical residents and new nurses together for a 2-hour session monthly for 5 months. Each session began with an interactive large-group presentation, followed by small-group activities covering one of the five skill areas above, which had been identified as critical to interprofessional collaboration by national organizations. We measured relational coordination (RC), a validated measure of how well teams work together, before and after the curriculum was administered. We also obtained qualitative data from participant interviews and end-of-session evaluations. Results: Participants reported that the program helped them gain an understanding of each other's roles and workflow challenges. They felt that the curriculum allowed for the cultivation of professional relationships outside the clinical environment, which improved collegiality via gains in rapport and empathy towards each other. Nurses noted increased approachability of their physician colleagues after participation. RC scores improved for the entire cohort (p = .0232). Nurses had statistically higher RC gains than interns did (p = .0055). Discussion: Curriculum participants demonstrated improved RC scores and reported increased rapport with and empathy for each other. Curriculum development in this area is important because it may lead to better team-based patient care.

AB - Introduction: We created a curriculum to help new physicians and nurses develop skills in interprofessional collaboration. This modular, team-based curriculum for early practitioners delivered training in the five following skill areas: listening for meaning, soliciting another's perspective, negotiating a transparent plan of care, attending to nonverbal communication and microaggression, and speaking up the hierarchy. Methods: We brought first-year medical and surgical residents and new nurses together for a 2-hour session monthly for 5 months. Each session began with an interactive large-group presentation, followed by small-group activities covering one of the five skill areas above, which had been identified as critical to interprofessional collaboration by national organizations. We measured relational coordination (RC), a validated measure of how well teams work together, before and after the curriculum was administered. We also obtained qualitative data from participant interviews and end-of-session evaluations. Results: Participants reported that the program helped them gain an understanding of each other's roles and workflow challenges. They felt that the curriculum allowed for the cultivation of professional relationships outside the clinical environment, which improved collegiality via gains in rapport and empathy towards each other. Nurses noted increased approachability of their physician colleagues after participation. RC scores improved for the entire cohort (p = .0232). Nurses had statistically higher RC gains than interns did (p = .0055). Discussion: Curriculum participants demonstrated improved RC scores and reported increased rapport with and empathy for each other. Curriculum development in this area is important because it may lead to better team-based patient care.

UR - http://www.scopus.com/inward/record.url?scp=85070093942&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070093942&partnerID=8YFLogxK

U2 - 10.15766/mep_2374-8265.10697

DO - 10.15766/mep_2374-8265.10697

M3 - Article

VL - 14

JO - MedEdPORTAL : the journal of teaching and learning resources

JF - MedEdPORTAL : the journal of teaching and learning resources

SN - 2374-8265

ER -