Interprofessional Evidence-Based Practice: A Workbook for Health Professionals

Penelope A Moyers, EdD OT/L FAOTA ; Patricia L Finch-Guthrie, PhD RN

  • $82.95
  • ISBN 10 1-63091-098-8
  • ISBN 13 978-1-63091-098-3
  • 272 pp Soft Cover
  • Pub. Date: 2016
  • Order# 30983

Interprofessional Evidence-Based Practice: A Workbook for Health Professionals promotes active, team learning of interprofessional evidence-based practice (EBP). This text is distinctive in that it departs from the tradition of EBP occurring from a single disciplinary perspective. Interprofessional EBP is described in terms of a dynamic team process that blends the patient’s preferences and values, and the expertise of practitioners from multiple disciplines, and incorporates multidisciplinary evidence. Teams learn to use the nine phases in the interprofessional process to challenge current disciplinary paradigms and biases to create an integrated approach to patient care, health care delivery, or population health.

 

Drs. Penelope Moyers and Patricia Finch-Guthrie focus on developing and fostering collaboration between academic institutions and health care organizations so that students and faculty participate on interprofessional teams with mentors and staff from a health care organization. Interprofessional Evidence-Based Practice: A Workbook for Health Professionals also addresses the communication and cross-organizational factors important for supporting the work of the team. Common team and mentoring issues encountered in EBP are clearly articulated, along with the iterative problem-solving approaches necessary to mitigate temporary “stumbling blocks.”

 

The text provides detail for developing and launching an interprofessional EBP program that goes beyond the evidence process to include implementation science to support practice change. Approaches for developing partnerships for supporting this type of program between universities and health care institutions are contained within, including sample partnership agreements and resource-sharing strategies.

 

Inside Interprofessional Evidence-Based Practice: A Workbook for Health Professionals, each chapter includes performance objectives, key words, checklists, and materials and resources that an interprofessional team can use. PowerPoint lectures, mentor newsletters, forms, tools, and other resources are included on a companion website to guide team learning about key EBP topics, as well as to support the program coordinators and team mentors in their work with the interprofessional teams.

 

Interprofessional Evidence-Based Practice: A Workbook for Health Professionals is the go-to resource for those who want to engage in interprofessional EBP, and for leaders who want to develop and implement an interprofessional EBP program.



Dedication

Acknowledgments

About the Authors

Contributing Authors

Foreword by Mary Fran Tracy, PhD, RN, APRN, CNS, FAAN

Introduction

Section I            Preparation for an Interprofessional Evidence-Based Practice Program

Chapter 1              Getting Started

                                Penelope A. Moyers, EdD, OT/L, FAOTA

Chapter 2              Establishing Partnerships and Organizational Readiness

                                Patricia L. Finch-Guthrie, PhD, RN

Chapter 3              Developing Deliberative and Reflective Mentoring

                                Penelope A. Moyers, EdD, OT/L, FAOTA and Patricia L. Finch-Guthrie, PhD, RN

Chapter 4              Forming Interprofessional Teams and Clarifying Roles

                                Janet Benz, DNP, RN and Patricia L. Finch-Guthrie, PhD, RN

Chapter 5              Facilitating Effective Interprofessional Team Communication

                                Therese Whalen Dlugosch, MA, OTR/L and Penelope A. Moyers, EdD, OT/L, FAOTA

Section II          Immersion Into the Evidence

Chapter 6              Orienting the Interprofessional Team and Addressing Program Logistics

                                Sue E. Sendelbach, PhD, APRN CNS, FAHA, FAAN and Patricia L. Finch-Guthrie, PhD, RN

Chapter 7              Figuring Out the Problem and Getting Focused

                                John D. Fleming, EdD, OTR/L

Chapter 8              Settling Into the Rhythm of the Interprofessional Evidence-Based Practice Process

                                John D. Fleming, EdD, OTR/L

Chapter 9              Transitioning Into Interprofessional Evidence-Based Practitioners

                                VaLinda I. Pearson, PhD, RN, CRRN and Patricia L. Finch-Guthrie, PhD, RN

Section III        Completion and Dissemination of the Interprofessional Evidence-Based Project

Chapter 10            Designing the Interprofessional Evidence-Based Practice Project

                                David D. Chapman, PhD, PT/L and Vicky J. Larson, PhD, RN, CNE

Chapter 11            Linking the Design to the Ethics of Evidence-Based Practice and Grant Funding

                                David D. Chapman, PhD, PT,/L; Vicky J. Larson, PhD, RN, CNE; and Patricia L. Finch-Guthrie, PhD, RN

Chapter 12            Planning and Implementing the Interprofessional Evidence-Based Practice Project

                                Patricia L. Finch-Guthrie, PhD, RN

Chapter 13            Evaluating and Analyzing the Interprofessional Evidence-Based Practice Project

                                Mark Blegen, PhD, FACSM and Penelope A. Moyers, EdD, OT/L, FAOTA

Chapter 14            Wrapping Up the Interprofessional Evidence-Based Practice Project

                                Penelope A. Moyers, EdD, OT/L, FAOTA

Chapter 15            Disseminating the Interprofessional Evidence-Based Practice Project

                                Susan M. Hageness, DNP, RN, AHN-BC, CNE and Patricia L. Finch-Guthrie, PhD, RN

 Appendix A: Material on Website

Financial Disclosures

Index

“This is a remarkable resource for interprofessional, evidence-based practice with both theoretical and practical resources. The significance of training health professionals to engage in interprofessional collaboration cannot be overlooked in this changing healthcare arena.”

            - Yolanda Griffiths, OTD, OTR/L, FAOTA, College of Saint Mary, Doody’s Review Service

Penelope A. Moyers, EdD, OT/L, FAOTA, more often called "Penny," is the Dean of the Henrietta Schmoll School of Health and the Graduate College at St. Catherine University in St. Paul, Minnesota, and is a Professor of Occupational Therapy. The School of Health has over 35 programs in a variety of health professions and has provided Dr. Moyers an opportunity to observe how different professions learn and work together. She was the Department Chair for Occupational Therapy at the University of Alabama at Birmingham and was a Dean of the School of Occupational Therapy at the University of Indianapolis in Indiana. Penny is a Fellow and a past president of the American Occupational Therapy Association (AOTA), received the association’s Award of Merit, and is board certified by AOTA in Mental Health.

Penny received her BS degree in occupational therapy from the University of Missouri in Columbia and has over 30 years of experience in the field. She went on to the University of Louisville in Kentucky, where she received an MS degree in community development. Her EdD is from Ball State University, Muncie, Indiana, in adult education. Her clinical expertise is in the areas of mental health, substance use disorders, HIV/AIDS, and upper extremity rehabilitation. She has published extensively on the occupational therapy interventions for persons with substance use disorders and those with co-occurring disorders. She also has expertise in the continuing competence of health care professionals and has authored many articles and book chapters on this topic.In her role as Dean at St. Catherine University, she co-founded the Interprofessional Clinical Scholar Program with North Memorial Medical Center in Robbinsdale, Minnesota and then was invited to work with Abbott Northwestern Hospital, Minneapolis, Minnesota in their existing Evidence-Based Practice Fellows Program. Her desire was to bring groups of faculty, students, and staff together from multiple disciplines to solve problems in practice in a manner that places the patient and family at the center while considering the talents, expertise, and knowledge of professionals from multiple health care professions.

Patricia L. Finch-Guthrie, PhD, RN is the Director of Interprofessional Education, Practice and Research in the Henrietta Schmoll School of Health and is Assistant Professor in the Department of Nutrition and Exercise Science at St. Catherine University. In her role, Patricia has developed and taught interprofessional courses for baccalaureate students from multiple disciplines on teamwork, team roles and responsibilities, health care teams and quality, and research and evidence-based practice. Patricia has practiced as a Clinical Nurse Specialist in Gerontology and served as the Director of Education and Nursing Research at North Memorial Medical Center in Robbinsdale, Minnesota, overseeing many interprofessional evidence-based practice initiatives. Patricia co-founded the Interprofessional Clinical Scholar Program at North Memorial Medical Center and is now working with Abbott Northwestern Hospital in Minneapolis, Minnesota as part of their Evidence-Based Practice Fellows Program, bringing an interprofessional focus to the program.

Patricia received her BSN from the University of Iowa in Iowa City, a MS degree in nursing from the University of Minnesota in Minneapolis as a Clinical Nurse Specialist, and a PhD in nursing with a minor in gerontology from the University of Minnesota. Patricia has practiced as a bedside nurse in acute care for 14 years and in nursing administration for 21 years, with clinical and practice expertise in cardiovascular nursing care, the acute care of older adults, and advanced nursing practice. Patricia has published about the care of older adults regarding assessment, care planning, prevention of delirium, and decreasing pressure ulcer rates in critical care, and has served as a dissertation chair for PhD nursing students and as an advisor for master’s level nursing projects as an educator.


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