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APNA 30th Annual Conference Session 2012: October 20, 2016 Kaas 1

Developing an Academic‐Practice Partnership Team: A Story of Collision and Collaboration

Merrie J. Kaas, Ph.D, APRN, PMHCNS‐BC, FAAN Barbara L Peterson, Ph.D, APRN, PMHCNS‐BC Laura Church

Disclosure

The speakers have no conflicts of interest to disclose.

Presentation Objectives

• Describe five points of project team conflict and

collaboration that occurred during a three‐year funded HRSA grant to develop and implement IPE learning experiences for PMHNP DNP, Pharm. D, and OT students

• Identify two measures of team development that can

be used to evaluate project team outcomes

• List three recommendations for positive grant‐

funded project team development

APNA 30th Annual Conference Session 2012: October 20, 2016 Kaas 2

HRSA ANE Grant (2013‐2016)

Enhancing Interprofessional Integrative Psychiatric/Mental Health Nurse Practitioner DNP Education to Address Health Care of Persons with Psychiatric Disorders and Other Chronic Conditions

• Enhance the psychiatric mental health NP DNP courses with

evidence‐based integrative approaches for persons with multiple chronic mental and physical health conditions

• Create interprofessional educational learning experiences

for PMH NP, PharmD., and Occupational Therapy students, faculty and staff

• Design, implement and evaluate agency‐tailored, authentic

IP clinical education experiences for PMH‐NP, PharmD., and OT students in partnership with two community based mental health care agencies.

HRSA Academic‐Practice Team Members

• Faculty from PMHNP, OT, Pharm.D (n=6)
• Clinical site staff (n=4)
• Evaluators (n=2)
• Project manager (n=1)
• Simulation lab director (n=1)

Generally 14 members meeting monthly, first Monday, 1‐3 pm; rotating meeting sites

Effective Academic‐ Practice Partnerships (APP)

• Shared vision; trust; mutual respect
• Personal relationships
• Commitment to open communication and

collaboration

• Shared financial investment
• Mutual investment in student learning and

patient care

• Active participation/engagement to hear and

share ideas

APNA 30th Annual Conference Session 2012: October 20, 2016 Kaas 3

Common Barriers to Effective APP Team Development

• Lack of shared vision between partners
• Lack of clear expectations of role and function
• f team members
• Resistance to change
• Lack of common language
• Financial disincentives
• Lack of standardized evaluation tools/process

Our Team’s Major Points of Collision

• 1. Language: interprofession, preceptor, clinical

rotation, clinical supervision/evaluation

• 2. Culture change: we are all teachers; we are all

learners

• 3. Interprofessional vs. uni‐professional student

learning requirements

• 4. Understanding role and function of each

discipline to patient care

• 5. Faculty and staff workload limits

Our Team’s Strategies for Collaboration

• Developed a common glossary
• “CV of failures”, voiced expectation of an

honest, complicated journey toward interprofessional collaboration which mirrors student learning

• Built in time for reflection about goals, process,

and outcomes

• Expected attendance at monthly meetings by

everyone; review of meeting minutes

• Focused on long‐term investment and

sustainability of our APP team

APNA 30th Annual Conference Session 2012: October 20, 2016 Kaas 4

Measures of APP Team Development and Project Outcomes

• Focus groups
• Surveys
• Quantitative measures: PSAT, InSITE, ICCAS
• Program theory modeling for case/clinical site

comparisons

Intended and Unintended Outcomes

• f Our APP Team Development
• More clinical opportunities for OT and

Pharmacy students and faculty practice

• Enhanced clinical supervision of students

provided by a variety of IP clinicians

• Growth in agency staff and students’

interprofessional collaborative practice behaviors

• Funded second HRSA ANE grant (2016‐2019)

written by our APP team

Recommendations for Positive Academic‐ Practice Partnership Team Work

Preventing Collisions

• Ensure common language
• Develop and articulate APP team culture, including

expectations of team members and roles

• Build in opportunities for reflection, evaluation, and

re‐direction

• Be clear about budget limitations
• Have an independent project/team manager

APNA 30th Annual Conference Session 2012: October 20, 2016 Kaas 5

Recommendations for Positive Academic‐ Practice Partnership Team Work

Enhancing Collaboration

• Develop and refine shared vision and goals
• Institute regular team meetings which include

decision‐makers

• Keep excellent patient care at center of decisions
• Laugh, share stories, bring food

Summary

• 14 member HRSA APP team began in 2013

and will continue through 2019

• Many challenges in team work but able to set

clear goals now that we are speaking the same language

• All team members have developed mutual

respect and trust

Q & A

APNA 30th Annual Conference Session 2012: October 20, 2016 Kaas 6

References

• Cox, M & Naylor, M. (2013). Transforming patient care: Aligning

interprofessional education with clinical practice design. Proceedings of a conference sponsored by the Josiah Macy Jr. Foundation, New York, NY.

• NONPF. (2016). Academic Practice Partnerships. Sharing the vision for

advanced practice nurse education. National Organization of Nurse Practitioner Faculty.

• Beal, JA., Alt‐White, A., Erickson, J., Everett, LQ., Flesher, I., Karshmer, J.,

Swider, S., & Gale, S. (2012). Academic‐ Practice Partnerships: A national

• dialogue. Journal of Professional Nursing, 28, 327‐332.
• Lawlis, TR., Anson, J., & Greenfield. (2014). Barriers and enablers that

influence sustainable interprofessional education: A literature review. Journal of Interprofessional Care, 28(4), 305‐310.

• Beal, JA., Breslin, E., Austin, T., Brower, L., Bullard, K., Light, K., Millican, S.,

Pelayo, LW., & Ray, N. (2011). Hallmarks of best practice in academic‐ service partnerships in nursing: Lessons learned from San Antonio. Journal

• f Professional Nursing, 27, 90‐95.