What Students are Saying

"This interprofessional home health case is realistic and shows what the home health team would likely look like in the field. Going over responsibilities and how the home health team works together was helpful."--OTA Student



Description

By the end of this self-paced course, the learner will demonstrate foundational understanding of evaluations and interventions from an inter- and intraprofessional home health care collaborative perspective. The team in this scenario includes OT, PT, SLP, RN, OTA, PTA, client, and caregiver.

Learners are introduced to the intra- and interprofessional collaborative process, common evaluation tools, intervention strategies, documentation, and terminology related to treatment of an individual with a CVA/ TBI within the home environment.

This case is particularly relevant as the US Bureau of Labor Statistics projects that home healthcare  employment will grow by 21% from 2021 to 2031.

Course Content

scroll down for more details

  • Curriculum

    Find below curriculum with specific course content - videos, assessments, treatments, resources, documentation forms

  • Learning Objectives

    Comprehensive list of learning objectives for this course found below

  • ACOTE and CAPTE Standards, AACN Core Competencies

    Scroll down to view the ACOTE and CAPTE standards, and AACN Core Competencies addressed in this scenario

Departmental Pricing

Contact us for free faculty access or a custom quote

Course Curriculum

    1. Case Trailer

      FREE PREVIEW
    2. ClinEdWeb Instructions (Pre-Brief)

      FREE PREVIEW
    3. Welcome (Pre-Brief)

    4. Home Health Team (Pre-Brief)

      FREE PREVIEW
    5. Clinical Pearl: Funding Information - Home Health Coverage

      FREE PREVIEW
    6. Clinical Pearl - Homebound

    7. Safety - Home Health Care Professionals

    8. Intake and Referral Information

    1. History of Present Illness (HPI)

      FREE PREVIEW
    2. Requisitions

    3. Precautions

    4. Social History

    5. Work History

    6. Past Medical History

    7. Chart Review Questions Preparation

    8. Chart Review Questions

    1. Occupational Therapist (OT) Introduction

      FREE PREVIEW
    2. Admission and OT Evaluation Documentation

    3. Clinical Pearl - Medicare Regulations for Home Health Admissions Assessment

    4. Greeting a Client in Their Home

      FREE PREVIEW
    5. Greeting Quiz

    6. Clinical Pearl - MAHC-10 Fall Risk Assessment Tool

    7. Admissions Assessment

    8. Admissions Assessment Quiz

    9. Occupational Therapy Assessment Selection

      FREE PREVIEW
    10. Occupational Therapy Functional ROM Assessment

    11. Occupational Therapy Functional ROM Assessment Quiz

    12. Occupational Therapy Gross Manual Muscle Test

    13. Occupational Therapy Gross Manual Muscle Test Quiz

    14. Safety Assessment

      FREE PREVIEW
    15. Safety Quiz

      FREE PREVIEW
    16. ADL Interview

    17. ADL Interview Quiz

    18. Cognitive Screen

    19. Cognitive Screen Quiz

    20. Clock Drawing Test (CDT) Preparation

    21. Clock Drawing Test

    22. Clock Drawing Test Quiz

    23. Medical Complications - Diabetes Mellitus

    24. Medical Complications - Diabetes Mellitus Quiz

    25. Vitals

    26. Vitals Quiz

    27. Client-Centered Goal Planning

    28. Client-Centered Goal Planning Quiz

    29. Clinical Pearl - Documenting Assistance Levels

    30. Bed Mobility and Skin Integrity Assessment

    31. Bed Mobility and Skin Integrity Assessment Quiz

    32. Toilet Transfer Assessment

    33. Toilet Transfer Assessment Quiz

    34. Intervention Planning

    35. Intervention Planning Quiz

    36. OT Evaluation Form Documentation

    1. Physical Therapist (PT) Introduction

      FREE PREVIEW
    2. Physical Therapy Evaluation Documentation

    3. Physical Therapy - Greeting the Client

      FREE PREVIEW
    4. Physical Therapy - Greeting the Client Quiz

    5. Physical Therapy Interview

    6. Physical Therapy Interview Quiz

    7. Lower Extremity Manual Muscle Testing

    8. Lower Extremity MMT Quiz

    9. Tinetti Balance Assessment Preparation

    10. Balance - Tinetti Balance Assessment

    11. Balance - Tinetti Balance Assessment Quiz

    12. Timed Up and Go (Tug) Test Preparation

    13. TUG Test

    14. TUG Test Quiz

    15. Bed Mobility Preparation

    16. Bed Mobility

    17. Bed Mobility Quiz

    18. Stairs Preparation

    19. Stairs

    20. Stairs Quiz

    21. Car Transfer

    22. Car Transfer Quiz

    23. Outdoor Ambulation

    24. Outdoor Ambulation Quiz

    25. Treatment Planning

    26. Treatment Planning Quiz

    27. PT Evaluation Form Documentation

    1. Registered Nurse (RN) Introduction

      FREE PREVIEW
    2. Nursing Introduction

    3. Nursing Introduction Quiz

    4. Diabetes - Medication Management

    5. Diabetes - Medication Management Quiz

    6. Diabetes Management - Hyper vs. Hypoglycemia

    7. Diabetes Management - Hyper vs. Hypoglycemia Quiz

    8. Diabetes Management - Wounds

    9. Diabetes Management - Wounds Quiz

    10. Cognition Screen

    11. Cognition Screen Quiz

    12. Physical Assessment

    13. Physcial Assessment Quiz

    14. Bladder Health

    15. Bladder Health Quiz

    16. Bowel Health

    17. Bowel Health Quiz

    18. Vitals

    19. Vitals Quiz

    20. Foot Check

    21. Foot Check Quiz

    22. Wrap Up

    23. Wrap Up Quiz

    24. Documentation - RN

    1. Speech-Language Pathologist (SLP) Introduction

      FREE PREVIEW
    2. SLP Introduction

    3. SLP Introduction Quiz

    4. Picture Description Task Preparation

    5. Picture Description Task

    6. Picture Description Task Quiz

    7. Boston Naming Test (BNT) Preparation

    8. Boston Naming Test (BNT)

    9. Boston Naming Test (BNT) Quiz

    10. Oral Motor Musculature Assessment Preparation

    11. Oral Motor Musculature Assessment

    12. Oral Motor Musculature Assessment Quiz

    13. Swallowing Assessment

    14. Swallowing Assessment Quiz

    15. Language Fluency Test Preparation

    16. Language Fluency Test

    17. Language Fluency Test Quiz

    18. Treatment Planning

    19. Treatment Planning Quiz

    20. Aphasia - Psychosocial Factors

    21. Aphasia - Psychosocial Factors Discussion

    1. Certified Occupational Therapy Assistant (COTA) Introduction

      FREE PREVIEW
    2. COTA Intervention Documentation

    3. Clinical Pearl - Vitals

    4. COTA Introduction

      FREE PREVIEW
    5. COTA Introduction Quiz

    6. Clinical Pearl - Montreal Cognitive Assessment (MoCA) Training

    7. MoCA Documentation Preparation

    8. Cognitive Assessment - Montreal Cognitive Assessment (MoCA)

    9. MoCA Performance

    10. Cognitive Assessment - Montreal Cognitive Assessment (MoCA) Quiz

    11. Meal Prep 1 - Navigating Environment

    12. Meal Prep 1 - Navigating environment Quiz

    13. Meal Prep 2 - Cutting

    14. Meal Prep 2 - Cutting Quiz

    15. Treatment Planning and Wrap Up of Session

    16. Treatment Planning and Wrap Up of Session Quiz

    17. COTA SOAP Note and OTA Responsibilities related to Outcomes

    1. Physical Therapist Assistant (PTA) Introduction

      FREE PREVIEW
    2. PTA Intervention Documentation

    3. Clinical Pearl - Vitals

    4. PTA Introductions

      FREE PREVIEW
    5. PTA Introductions Quiz

    6. Balance Activity

    7. Balance Activity Quiz

    8. Gait Training

    9. Gait Training Quiz

    10. Stairs

    11. Stairs Quiz

    12. PTA Wrap-Up

    13. PTA Wrap-Up Quiz

    14. Intervention Documentation Completion

    1. Completion Checklist

      FREE PREVIEW
    2. Summative Exam Preparation

      FREE PREVIEW
    3. Summative Exam

    4. ClinEdWeb Paul Case Scenario: Simulation Effectiveness Tool -­‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)

About this course

  • $45.00
  • 160 lessons
  • 3.5 hours of video content

Meet Your Instructors

OTR/L Sarah Clemons-Wagner

Sarah Clemons-Wagner is a licensed Occupational Therapist who has specialized in Behavioral Health for over 17 years. Sarah worked in acute inpatient behavioral health and with several community mental health organizations. She recently transitioned to home health where she continues to provide holistic care. Her passion is to increase quality of life through education and empowerment.

PT Tracy Pollack

RN Jill Haugh

Learning Objectives

By the end of this case scenario, learners will be able to:

❏ Identify roles and responsibilities for collaborative practice.

❏ Recognize the value of inter- and intraprofessional communication. 

❏ Demonstrate understanding of teamwork and team-based care.

❏ Recall the scope of practice and educational requirements for physical therapists, occupational therapists, certified occupational therapy assistants, physical therapy assistants, and nurses.

❏ Demonstrate understanding of overlap between professions in home health care.

❏ Demonstrate understanding of psychosocial aspects of caregiving and expressive aphasia.

❏ Recall common home health examination assessments for an individual with a neurological injury such as a CVA/ TBI. 

❏ Identify commonly used evaluation tools appropriate for assessing baseline performance skill level.

❏ Glean salient information from a chart review.

❏ Identify client-centered goals.

❏ Complete point-of-service electronic documentation.

❏ Recognize common interventions and safety precautions implemented in home health care with an individual with a neurological injury such as CVA/ TBI.

❏ Recognize the value of the consultative process and specialist referral in a home health setting.

❏ Demonstrate understanding of commonly used assistive technologies/ mobility equipment used in home health care with an individual with a neurological injury such as CVA/ TBI.

❏ Recognize the role of third-party payers to support services in the home health setting.

❏ Recall the requirements for home health services under Medicare/ Medicaid.

❏ Recommend direct interventions to achieve client-centered goals.

 

ACOTE Standards Addressed:

The following 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards are addressed in the “Paul” Case Scenario.

Standard Number
Skill

Standard Definition


Evidence of Standard Met


B.3.2.
Interaction of Occupation and Activity
Apply, analyze, and evaluate the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors.

Evaluation within home environment (Home Health)

Cognition, strength, ROM, ADL, and fall assessments

Interview (skills and patterns)

Completion of Case Scenario Formative assessments to ensure understanding of these dynamic interactions



B.3.5.
Effects of Disease Processes

Analyze and evaluate the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance.



Evaluation within home environment (Home Health)

Cognition, strength, ROM, ADL, and fall assessments in relation to CVA/ TBI

Interview (skills and patterns)

Completion of Case Scenario Formative assessments to ensure understanding of the effects of the CVA/ TBI on performance

Completion Certificate: Passing score on summative assessment




B.3.6.
Activity Analysis
Demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors to formulate the intervention plan

Planning with patient and spouse – video and related formative questions

Observing interventions that address performance skills and client factors within home environment

Completion Certificate: Passing score on summative assessment



B.3.7.


Safety of Self and Others


Demonstrate sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. This must include the ability to assess and monitor vital signs (e.g., blood pressure, heart rate, respiratory status, and temperature) to ensure that the client is stable for intervention.

Throughout the case scenario the user is alerted with verbal, visual, and written prompts about safety concerns such as vital sign norms, gait belt use, wheelchair and walker safety during functional mobility

Completion of Case Scenario Formative assessment



B.4.1.
Therapeutic Use of Self

Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction



Practitioners in the case scenario model therapeutic use of self
B.4.2.
Clinical Reasoning

Demonstrate clinical reasoning to evaluate, analyze, diagnose, and provide occupation based interventions to address client factors, performance patterns, and performance skills



Chart review

Interview

Assessments addressing client factors, performance skills, and performance patterns

Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: safety during ADL (performance patterns), cognitive challenges(client factors), ADL and mobility skills (performance skills), and assistive technology training (performance skills)

Completion of  Electronic Initial Evaluation Form

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment



B.4.3.
Occupation-Based Interventions
Utilize clinical reasoning to facilitate occupation-based interventions that address client factors. This must include interventions focused on promotion, compensation, adaptation, and prevention

Physical Environment (Home) Adaptations

Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: safety during ADL (performance patterns), cognitive challenges(client factors), ADL and mobility skills (performance skills), and assistive technology training (performance skills)

Completion of  Electronic Initial Evaluation Form

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment



B.4.4.
Standardized and Nonstandardized Screening and Assessment Tools
Contribute to the evaluation process of (OTA) or evaluate (OTR) client(s)’ occupational performance, including occupational profile, by analyzing and selecting standardized and non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods must take into consideration cultural and contextual factors of the client. Explain the importance of using psychometrically sound assessment tools (OTA) or Interpret evaluation findings of occupational performance and participation deficits (OTR) to develop occupation-based intervention plans and strategies. Intervention plans and strategies must be client centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence.

Evaluation within home environment and recommended adaptations

Cognition, strength, ROM, ADL, and fall assessments (standardized)

Chart review

Interview - nonstandardized

Completion of  Electronic Initial Evaluation Form 



B.4.5.
Application of Assessment Tools and Interpretation of Results
Select and apply assessment tools, considering client needs, and cultural and contextual factors. Administer selected standardized and nonstandardized assessments using appropriate procedures and protocols. Interpret the results based on psychometric properties of tests considering factors that might bias assessment results (e.g., culture and disability status related to the person and context).

Evaluation within home environment and recommended adaptations

Selection of appropriate cognition, strength, ROM, ADL, and fall assessments (standardized)

Chart review

Interview (nonstandardized)

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment





B.4.6.

Reporting Data



Collect, analyze, and report data in a systematic manner for evaluation of client and practice outcomes. Report evaluation results and modify practice as needed. (OTR) or  Under the direction of an occupational therapist, collect, organize, and report on data for evaluation of client outcomes (OTA)

Completion of  Electronic Initial Evaluation Form (OT)

Completion of standardized cognitive assessment (MoCA) by COTA and report in progress note


B.4.7.

Interpret Standardized Test Scores



Interpret criterion-referenced and norm referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.

Completion of Case Scenario Formative questions related to performance on standardized tests, i.e. MOCA



B.4.8.
Interpret Evaluation Data
Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team

Completion of Home Health evaluation form and progress notes by all practitioners on interprofessional team




B.4.10.
Provide Interventions and Procedures
Recommend and provide direct interventions and procedures to persons, groups, and populations to enhance safety, health and wellness, and performance in occupations. This must include the ability to select and deliver occupations and activities, preparatory methods and tasks (including therapeutic exercise), education and training, and advocacy.

Completion of Case Scenario Formative assessment questions related to occupation-based and therapeutic exercise interventions

Completion Certificate: Passing score on summative assessment

Completion of  Electronic Initial Evaluation Form



B.4.11.

Assistive Technologies and Devices



Assess the need for and demonstrate the ability to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being.
Occupation-based interventions addressed in case scenario are based on results of assessments  such as adapted cutting board, visual contrast, use of 4WW for functional mobility during meal prep
B.4.13.
Functional Mobility
Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices

Occupation-based interventions include functional mobility for meal prep, bed and toilet transfers with wheeled walker




B.4.15.
Technology in Practice

Demonstrate knowledge of the use of technology in practice, which must include: · Electronic documentation systems



Completion of Electronic Initial Evaluation and progress note forms
B.4.18.

Grade and Adapt Processes or Environments



Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances.

Home health environment context – modifying tasks for energy conservation and safety within home environment (i.e. toilet transfers, dressing, meal prep)




B.4.19.

Consultative Process
Demonstrate, evaluate, and plan the consultative process with person, groups, programs, organizations, or communities in collaboration with inter-and intraprofessional colleagues
OT practitioner provides recommendations for consults with SLP, RN, OTA and PT demonstrating the consultative process in a home health setting
B.4.20.

Care Coordination, Case Management, and Transition Services
Demonstrate, evaluate, and plan care coordination, case management, and transition services in traditional and emerging practice environments.
The OTR completes the initial admissions assessment – the person who completes this assessment in home health coordinates the care plan.
B.4.21.

Teaching–Learning Process and Health Literacy



Demonstrate, evaluate, and utilize the principles of the teaching–learning process using educational methods and health literacy education approaches: · To design activities and clinical training for persons, groups, and populations. · To instruct and train the client, caregiver, family, significant others, and communities at the level of the audience.
Practitioner in the case scenario models clinical training for person receiving services with health literacy considerations
B.4.23.

Effective Communication



Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness.
Completion of Electronic Initial Evaluation and progress note forms
B.4.25.

Principles of Interprofessional Team Dynamics
Demonstrate knowledge of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable
Interprofessional case demonstrating the roles and delivery of services to evaluate and provide care for patient (OT, PT, OTA, PTA, SLP, and RN)
B.4.26.

Referral to Specialists
Evaluate and discuss mechanisms for referring clients to specialists both internal and external to the profession, including community agencies
OT practitioner provides recommendations for consults with SLP, RN, OTA and PT demonstrating the consultative process in a home health setting
B.4.28.

Plan for Discharge



Develop a plan for discharge from occupational therapy services in collaboration with the client and members of the interprofessional team by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment.
Completion of Electronic Home Health Initial Evaluation Form

ACOTE Accreditation Standards adapted from: https://acoteonline.org

CAPTE Standards Addressed:

The following Commission on Accreditation in Physical Therapy Education (CAPTE) Standards are addressed in the “Paul” Case Scenario.

Standard #

Required Element

Evidence of Standard Met

7D7

Communicate effectively with all stakeholders, including patients/clients, family members, caregivers, practitioners, interprofessional team members, consumers, payers, and policymakers.

  • Interview of client and caregiver
  • Interventions with client and caregiver
  • Written communication with interprofessional team

7D17

Obtain a history and relevant information from the patient/client and from other sources as needed.

  • Interview of client and caregiver
  • Chart review

7D19

Select, and competently administer tests and measures52 appropriate to the patient’s age, diagnosis and health status

  • Assessment of balance (Tinetti and TUG)
  • Assessment of gait (TUG)
  • Assessment of strength/ ROM
  • Assessment of environmental factors in home
  • Assessment of mobility with stair management
  • Assessment of respiration during activity
  • Assessment of skin integrity
  • Assessment of assistive tech for mobility (w/c and 4WW)

7D20

Evaluate data from the examination (history, health record, systems review, and tests and measures) to make clinical judgments.

  • Written evaluation and plan of care based off of assessment data

7D24

Establish a safe and effective plan of care in collaboration with appropriate stakeholders, including patients/clients, family members, payors, other professionals and other appropriate individuals.

  • Written evaluation with plan of care created in collaboration with client and caregiver and interprofessional team.

7D25

Determine those components of the plan of care that may, or may not, be directed to the physical therapist assistant (PTA) based on (a) the needs of the patient/client, (b) the role, education, and training of the PTA, (c) competence of the individual PTA, (d) jurisdictional law, (e) practice guidelines policies, and (f) facility policies

  • Plan of Care (POC) is developed to be carried out by PTA in next session.
  • POC is carried out by PTA in the next session.

7D27

Competently perform physical therapy interventions to achieve patient/client goals and outcomes.

  • Interventions include:
  • Gait training
  • Balance training
  • Stair management

7D28

Manage the delivery of the plan of care that is consistent with professional obligations, interprofessional collaborations, and administrative policies and procedures of the practice environment.

  • Evaluation and delivery of POC within a home health environment within interprofessional collaboration and in alignment with Medicare Home Health Care policy.

7D29

Delineate, communicate and supervise those areas of the plan of care that will be directed to the PTA.

  • Written assessment and POC directed to PTA to follow through

 

7D32

Complete accurate documentation related to 7D15 - 7D30 that follows guidelines and specific documentation formats required by state practice acts, the practice setting, and other regulatory agencies.

  • Written Medicare Home Health compliant assessment (PT) and progress note (PTA)

7D33

Respond effectively to patient/client and environmental emergencies in one’s practice setting

  • PT responds to recent fall (night before assessment) and consults MD.

7D37

Assess and document safety risks of patients and the healthcare provider and design and implement strategies to improve safety in the healthcare setting as an individual and as a member of the interprofessional healthcare team

  • PT assesses fall risk and environmental factors such as clutter and caregiver assist with stairs that impact safety in the home. Verbal and written recommendations provided to client and interprofessional team.

 

7D39

Participate in patient-centered interprofessional collaborative practice.

  • Participation in this case scenario provides the opportunity to observe and interact virtually with an interprofessional patient-centered team.

 

 https://www.capteonline.org

Core Competencies for Professional Nursing Education:

The following AACN Core Competencies for Professional Nursing Education Standards are addressed in the “Paul” Case Scenario:

THE ESSENTIALS: CORE COMPETENCIES FOR PROFESSIONAL NURSING EDUCATION (APPROVED BY THE AACN MEMBERSHIP ON APRIL 6 , 2021)


Clinical Expectations

Clinical learning provides opportunities for a student to enhance the provision of care and gain the skills needed to be an effective member of an interprofessional team; thus, interprofessional experiences in a variety of practice settings are essential.


Clinical Sites

The program faculty assesses clinical sites to determine that, on the aggregate, clinical experiences provide students learning opportunities to foster interprofessional team practice and to provide care within the four spheres of care and with care recipients from diverse backgrounds and cultures, from different genders and age groups and with different religious and spiritual practices, including those who may be considered most vulnerable.


5.2 Contribute to a culture of patient safety.

5.2b Articulate the nurse’s role within an interprofessional team in promoting safety and preventing errors and near misses.

Domain 6: Interprofessional Partnerships

Descriptor: Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Contextual Statement: Professional partnerships that include interprofessional, intraprofessional, and paraprofessional partnerships, build on a consistent demonstration of core professional values (altruism, excellence, caring, ethics, respect, communication, and shared accountability) in the provision of team-based, person-centered care. Nursing knowledge and expertise uniquely contributes to the intentional work within teams and in concert with patient, family, and community preferences and goals. Interprofessional partnerships require a coordinated, integrated, and collaborative implementation of the unique knowledge, beliefs, and skills of the full team for the end purpose of optimized care delivery. Effective collaboration requires an understanding of team dynamics and an ability to work effectively in care-oriented teams. Leadership of the team varies depending on needs of the individual, community, population, and context of care.


6.1 Communicate in a manner that facilitates a partnership approach to quality care delivery.

6.1a Communicate the nurse’s roles and responsibilities clearly.

6.1b Use various communication tools and techniques effectively.

6.1c Elicit the perspectives of team members to inform person-centered care decision making.

6.1d Articulate impact of diversity, equity, and inclusion on team-based communications.

6.1e Communicate individual information in a professional, accurate, and timely manner.

6.1f Communicate as informed by legal, regulatory, and policy guidelines.

6.2 Perform effectively in different team roles, using principles and values of team dynamics.

6.2a Apply principles of team dynamics, including team roles, to facilitate effective team functioning.

6.2b Delegate work to team members based on their roles and competency.

6.2c Engage in the work of the team as appropriate to one’s scope of practice and competency.

6.2d Recognize how one’s uniqueness (as a person and a nurse) contributes to effective interprofessional working relationships.

6.2e Apply principles of team leadership and management. performance to improve quality and assure safety.

6.2f Evaluate performance of individual and team to improve quality and promote safety.

6.3 Use knowledge of nursing and other professions to address healthcare needs.

6.3a Integrate the roles and responsibilities of healthcare professionals through interprofessional collaborative practice.

6.3b Leverage roles and abilities of team members to optimize care.

6.3c Communicate with team members to clarify responsibilities in executing plan of care.

6.4 Work with other professions to maintain a climate of mutual learning, respect, and shared values.

6.4a Demonstrate an awareness of one’s biases and how they may affect mutual respect and communication with team members.

6.4b Demonstrate respect for the perspectives and experiences of other professions.

6.4c Engage in constructive communication to facilitate conflict management.

6.4d Collaborate with interprofessional team members to establish mutual healthcare goals for individuals, communities, or populations

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