An Integrative Training Model 3 2 06 (Stfm 2005 Austin.Tx)

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This document discusses an integrative training model that creates partnerships between resident physicians and behavioral science trainees. The model aims to provide integrated training to address the biopsychosocial aspects of healthcare. Behavioral science trainees take on clinical, consultation, educational, and research roles within medical residency programs. Strategies are discussed for infusing integrative training using the ACGME core competencies and creating healthcare partnerships after training to meet patient needs.

Saúde e medicina

An Integrative Training Model: Creating Healthcare Partnerships between Resident Physicians & Behavioral Science Trainees Craig S. Travis, Ph.D. Director of Behavioral Sciences Mount Carmel Family Medicine Residency Holly H. Miller, M.S. Ph.D. Candidate Counselor Education Ohio University (26th Annual STFM Conference on Families and Health, March 1-5, 2006)

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The Multiple Roles of Behavioral Science Trainees Clinical, Consultation, and Education

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Strategies to Infuse Integrative Training Using Behavioral Science Trainees to Meet The ACGME Core Competencies

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Creating Healthcare Partnerships Post Residency Meeting the Inclusive Care Needs of the Healthcare Consumer

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SWOT Analysis Template Remove or Replace: Header Is Not Doc TitleSWOT AnalysisStrengthsWeaknessesOpportunitiesThreats 1 2 Running head: IMPACT REPORT TO SENIOR LEADERSHIP 1 Copyright ©2017 Capella University. Copy and distribution of this document are prohibited. Impact Report to Senior Leadership Learner’s Full Name Capella University Organizational and Systems Management for Quality Outcomes Impact Report to Senior Leadership May, 2017 IMPACT REPORT TO SENIOR LEADERSHIP 2 Copyright ©2017 Capella University. Copy and distribution of this document are prohibited. Impact Report to Senior Leadership Nurse leaders play an important role in guiding nursing professionals to achieve a health care organization’s quality and safety standards—standards that should help patients receive high-quality care without negative outcomes on their health. Despite efforts to maintain these standards, health care organizations across the United States of America have witnessed an increase in the number of poor patient outcomes (that stem from unsafe care. According to the Quality Interagency Coordination Task Force, the consequences of quality and safety issues in patients have amounted to an annual loss of $29 billion (Huber, 2017). The importance of maintaining patient safety standards in health care will be explored based on the challenges faced by a well-known nursing facility in the United States of America. Located in a major city, the facility provides 24-hour residential care to the elderly and people with special needs who require customized care. The facility has been facing patient safety issues connected to how its nursing professionals administer treatment and monitor patients. Patient Safety as a Nursing Challenge in the Nursing Facility Nursing professionals are the primary caregivers in any health care setting; they spend the most time with patients as they administer treatment, detect signs of deterioration in patients, and build caring relationships with them. Therefore, safety issues that cause any negative outcomes in their patients can affect nursing professionals emotionally and hinder their career development (Lawton, Carruthers, Gardner, Wright, & McEachan, 2012; Huber, 2017). The nursing facility encountered safety issues caused by nurses when administering medicines, patients falling or injuring themselves because of nursing negligence. These issues Comment [A1]: Nice job identifying the challenge of providing patient safety care measures. Good inclusion of how unsafe practices leads to emotional and decreased career development in nurses as well as the impact of sentinel events for the organization. You stated that patients are negatively impacted and could further explain what is meant by that. IMPACT REPORT TO SENIOR LEADERSHIP 3 Copyright ©2017 Capella University. Copy and distribution of this document are prohibited. are call ...

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Master of Science in Nursing Practicum Experience Plan The development of a practicum experience plan is significant as I determine my goals and objectives for this course. The practicum experience plan acts as a planned, supervised, and evaluated practice experience guideline during the activities of the course (Demir & Ercan, 2018). The practicum experience plan helps in providing an opportunity for specifying how classroom learning will be applied in the work environment and the planned activities for observing and learning from professionals in the field (Fiedler et al., 2017). The objectives discussed in this practical experience plan are in relation to my self-assessment regarding clinical skills. The purpose of this paper is to discuss three of my individualized practicum learning objectives, planned activities for these objectives, the mode of assessment, and the course outcomes that will be addressed in the process. Part 2: Individualized Practicum Learning Objectives Objective 1: To improve my skills and techniques in psychiatrist assessments and evaluations when addressing the health issues of mental health patients by week 10. Planned Activities: To successfully assess and evaluate a minimum of 80 patients during the practicum for the purpose of enhancing my knowledge about the efficient skills and techniques to be used for similar patients. Mode of Assessment: A documentation of at least 80 patient encounters in meditrek. PRAC Course Outcome(s) Addressed: · Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities. Objective 2: To improve my ability in identifying the correct diagnosis and prioritizing the differential list by week 10. Planned Activities: I will observe my preceptor conduct at least 1 psychiatric assessment and use the information to develop the correct diagnosis and prioritize the differential list. I will then independently conduct 3 comprehensive psychiatric assessments and utilize the information in developing the correct diagnosis and correctly prioritizing the differential list. Mode of Assessment: A documentation of at least 3 independent comprehensive psychiatric assessments with correct diagnoses and correct prioritized differential lists in meditrek (Goolsby & Grubbs, 2018). PRAC Course Outcome(s) Addressed: · Apply advanced practice nursing assessment and diagnosis skills in mental health settings. · Formulate differential diagnoses for patients across the lifespan Objective 3: To enhance my ability to identify the correct assessment tool or scale utilized in diagnosis by week 10. Planned Activities: I will consult my preceptor about the appropriate tools used in various diagnoses. I will also obtain evidence-based research information about the various tools/scales and their appropriate use in diagnosis (McGuiness et al., 2019). I will independently identify correctly at least 3 assessment tools or scales that aide in spec ...

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Respond to at least two colleagues by explaining how they could use strategies to advocate for a client with a somatic symptom disorder given the reasons for advocacy they described. Colleague 1: Brooke Somatic symptom disorders are mental disorders that manifest with physical symptoms that are not always clear to explain with medical diagnosis (APA, 2013). One specific example of such a disorder is the Illness Anxiety Disorder (F45.21). This disorder is diagnosed when there is a pervasive and impacting preoccupation with having a serious medical condition in circumstances when no predisposition or existing symptomatology indicate there should be medical concern (APA, 2013). The diagnosed individual will exhibit heightened anxiety regarding their perceived condition. Furthermore, the diagnosis is classified as either “care-seeking type,” whereby the individual frequently seeks out medical guidance from professionals or “care-avoidant type: whereby the individual avoids medical care despite their ongoing concerns (APA, 2013). This can present a unique challenge for guiding professionals, as the client is potentially in need of both medical and mental health care. Therefore, a biopsychosocial assessment is recommended to gain the most thorough, comprehensive picture of the client and their current set of circumstances. This multi aspect evaluation serves to understand the biological, or physical, contributors to the individual’s somatic diagnosis, while also delving into their perceptions and beliefs (psychological) and their social environment and experiences. When this information is gathered from these varied perspectives, intervention can be designed to target specific areas of need, with the understanding that medical care may be required, concurrently, with mental health support (Dimsdale, Patel, Xin and Kleinman, 2007). Because of the complexity of such diagnoses, a multidisciplinary approach is deemed most effective when working with such clients. Because of the psychological involvement in this disorder, psychotherapy aimed at modifying existing thought patterns would be considered sound practice (Kirmayer and Sartorius, 2007). To expand, cognitive behavioral therapy (CBT) can be applied, increasing the client's awareness of their current thought patterns, possible triggers and strategies to combat negative thinking. Additionally, the prescription of medication to address the co-occurring anxiety or other resulting physical symptoms would be provided by a medical professional, such as a psychiatrist. This approach, widely accepted, allows for the client’s case to be viewed through different lenses. While there is certainly significant validity in approaching such cases through a multidisciplinary team, the professionals required to ensure this effective intervention all have to be “on board.” This may require advocacy on the part of a social worker to convey the importance of employing this approach. It can b ...

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