Cross-Cutting Learning Activities

 

Care Team Roles and Responsibilities  

IP Student Learning Activity related to Factors 1, 2, 3, 5, 6 and 7, Element D, Standard 2:

The IP student team members complete the St. Louis University TeamSTEPPS Team Structure Module as a team.

The IP student team works together to draft a report that includes descriptions of how the practice team:

  • Defines roles for clinical and nonclinical team members
  • Identifies the team structure and the staff who lead and sustain team based care
  • Holds scheduled patient care team meetings or a structured communication process focused on individual patient care
  • Trains and assigns members of the care team to coordinate care for individual patients
  • Trains and assigns members of the care team to support patients/families/caregivers in self-management, self-efficacy and behavior change
  • Holds scheduled team meetings to address practice functioning
  • Involves care team staff in the practice’s performance evaluation and quality improvement activities
  • Involves patients/families/caregivers in quality improvement activities or on the practice’s advisory council
  • Identifies potential gaps or needs

Information for this report will rely on written documentation as well as on student team interviews with appropriate practice team members from at least two different professions. The report will then be presented to the appropriate practice team members, who, together with the students, will review, revise and determine adjustments to the practice’s care team strategies. (See details Standard 2, Element D, NCQA PCMH Standards.)

Learning Objectives:

  • Explain the roles and responsibilities of other care providers and how the team works together to provide care. (IPEC RR4)
  • Engage in continuous professional and interprofessional development to enhance team performance. (RR8)
  • Communicate the importance of teamwork in patient-centered and community-focused care. (IPEC CC8)
  • Describe the process of team development and the roles and practices of effective teams. (IPEC TT1)
  • Use available evidence to inform effective teamwork and team-based practices. (IPEC TT10)

Standard 2, Element D: The Practice Team (a MUST-PASS element)

The practice uses a team to provide a range of patient care services by:

  • Factor 1: Defining roles for clinical and nonclinical team members
  • Factor 2: Identifying the team structure and the staff who lead and sustain team based care
  • Factor 3: Holding scheduled patient care team meetings or a structured communication process focused on individual patient care (a critical factor)
  • Factor 5: Training and assigning members of the care team to coordinate care for individual patients
  • Factor 6: Training and assigning members of the care team to support patients/families/caregivers in self-management, self-efficacy and behavior change
  • Factor 7: Training and assigning members of the care team to manage the patient population
  • Factor 8: Holding scheduled team meetings to address practice functioning
  • Factor 9: Involving care team staff in the practice’s performance evaluation and quality improvement activities
  • Factor 10: Involving patients/families/caregivers in quality improvement activities or on the practice’s advisory council

Briefings and Debriefings

Student Learning Activity related to Factor 3 (a critical factor) in Standard 2, Element D:

Factor 3 describes what TeamSTEPPS refers to as briefings (usually pre-session), debriefings (usually post-session) and huddles (mid-session) related to patient care. IP student teams move through the steps of:

Learning Objectives:

  • Demonstrates effectively leading a team briefing or debriefing that addresses the items on the TeamSTEPPs checklist.
  • Develop a trusting relationship with patients, families and other team members (IPEC VE6).
  • Engages diverse healthcare professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs. (IPEC RR3)
  • Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention. (IPEC RR6)
  • Express one’s knowledge and opinions to team members involved in patient care with confidence, clarity and respect, working to ensure common understanding of information and treatment and care decisions. (IPEC CC3)
  • Listens actively and encourages ideas and opinions of other team members. (IPEC CC4)
  • Give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others. (IPEC CC5)
  • Use respectful language appropriate for a given difficult situation, crucial conversation, or interprofessional conflict. (IPEC CC6)
  • Engages other health professionals — appropriate to the specific care situation — in shared patient-centered problem-solving. (IPEC TT3)
  • Reflect on individual and team performance for individual, as well as team, performance improvement. (IPEC TT8)
  • Use available evidence to inform effective teamwork and team-based practices. (IPEC TT10)