Avoiding One and Done

Development and Application of a Model to Sustain Interprofessional Practice and Education Initiatives

Authors

DOI:

https://doi.org/10.18060/25335

Keywords:

Implementation science, interprofessional practice and education, IPE, know-do gap, sustainability

Abstract

This article presents the development of the Kennedy Model of Sustainability (Kennedy Model), a research-based model of sustainability, and its subsequent application to interprofessional practice and education (IPE) initiatives. The national mixed methods, multiple case study of Geriatric Education Centers that led to the development of the model and resulting four core components of sustainability and related strategies is described. The model is discussed in the context of implementation science and the know-do gap and applied to an IPE initiative and center. Finally, implications for further research are presented including opportunities to incorporate the model as a valuable tool in implementation science. Application of the Kennedy Model to IPE initiatives has provided opportunities for model testing, supporting the model’s core components, and providing additional strategies to foster sustainability of IPE initiatives.

Author Biography

Teri Kennedy, The University of Kansas Medical Center

Dr. Teri Kennedy is Associate Dean, Interprofessional Practice, Education, Policy, and Research (iPEPR) and Ida Johnson Feaster Professor of Interprofessional Practice and Education, University of Kansas School of Nursing; Professor, Department of Population Health, University of Kansas School of Medicine; and Co-Founder/Co-Facilitator, Health Humanities and Arts Research Collaborative (HHARC), University of Kansas Medical Center (KUMC) in Kansas City, Kansas. Her role is to advance, elevate, and sustain interprofessional practice and education (IPE) with a focus on policy and research. Her work concentrates on sustainability, interprofessional leadership, team science, health and aging policy, and policies that support IPE. Teri developed the Kennedy Model of Sustainability adopted by the National Center for Interprofessional Practice and Education, and a model of Strengths-Based Interprofessional Practice and Education (SB-IPE). She provides consultation and training to support a model of interprofessional lifelong learning with the KUMC Office of Continuing Education and Professional Development.

Teri serves on the Advisory Committee for Interdisciplinary, Community-Based Linkages, Health Resources and Services Administration; co-chairs the Research Subcommittee and serves on the Public Policy Steering Committee, National Academies of Practice; and is active within the Health and Aging Policy Fellow Alumni Network. She is a Distinguished Scholar and Fellow, National Academies of Practice and Social Work Academy, and Fellow, Gerontological Society of America’s Social Research, Policy, and Practice Section. She served as a Health and Aging Policy Fellow/American Political Science Association Congressional Fellow with the Senate Special Committee on Aging through Senator Jeff Flake's (R-AZ) DC Office.

She has 17 years of direct practice and administrative experience serving older adults and their families through the provision of health, behavioral health, and social services in home and community-based, home health, in-patient medical and gero-psychiatric, and skilled nursing facility settings. She has participated in a variety of interprofessional education and practice initiatives between health professions students, faculty, and practitioners in rural and urban settings. She has presented internationally in Canada, Ireland, and China and has been an invited presenter at state and national conferences.

Teri is an indie singer/songwriter with multiple CDs of original, contemporary, and traditional music (YouTube: Teri Woods – Topic; Teri – Topic), writer, and podcaster.

References

Advisory Committee on Interdisciplinary, Community-Based Linkages [ACICBL]. (2019, August). Preparing the current and future health care workforce for interprofessional practice in sustainable, age-friendly health systems. 17th annual report to the Secretary of Health and Human Services and the U.S. Congress. https://www.hrsa.gov/sites/default/files/hrsa/advisory-committees/community-based-linkages/reports/seventeenth-2019.pdf

Bell, J. (1999). Doing your research project: A guide for first-time researchers in education and social science (3rd ed.). Open University Press.

Berwick, D. M., Nolan, T. W., & Whittington, J. (2008). The triple aim: Care, health, and cost. Health Affairs, 27(3), 759-769. https://doi.org/10.1377/hlthaff.27.3.759

Bodenheimer, T., & Sinsky, C. (2014, November/December). From triple to quadruple aim: Care of the patient requires care of the provider. Annals of Family Medicine, 12(6), 573-576. https://doi.org/10.1370/afm.1713

Bonifas, R. P. (2017). Arizona State University. In C. Morano (Ed.), Perspectives on interprofessional education and practice (pp. 137-156). NASW Press.

Bonifas, R., Lundy, M., Hines, L., Kennedy, T., Velasquez, D., Lamb, G., Saewert, K., & Harrell, L. (2015, October 1). Interprofessional faculty coaches: Advancing the journey to intersect students’ classroom and clinical experiences [Paper presentation]. The Interprofessional Journey: Advancing Integrative and Impact, Collaborating Across Borders, Roanoke, VA.

Brandt, B., Lutfiyya, M. N., King, J. A., & Chioreso, C. (2014). A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393-399. https://doi.org/10.3109/13561820.2014.906391

Brandt, B. F. (2015, March). Interprofessional education and collaborative practice: Welcome to the “new” forty-year old field. The Advisor, 2015, 9-17. https://nexusipe-resource-exchange.s3-us-west-2.amazonaws.com/IPECP%20-%20Welcome%20to%20the%20New%2040-Year-Old%20Field%20-%20Brandt%3B%20The%20Advisor.pdf

Brandt, B. F., Dieter, C., & Leenman, T. (2019, October 8). Lessons learned from the Accelerating Initiative: A national community-based IPE implementation study. [Webinar]. Minneapolis, MN: National Center for Interprofessional Practice and Education. https://nexusipe.org/engaging/conferences-events/lessons-learned-accelerating-initiative-national-community-based-ipe

Center for Advancing Interprofessional Practice, Education and Research [CAIPER]. (2018, October). CAIPER Interprofessional by Design™ Tool: The preceptor’s guide to the nexus: Where interprofessional education meets collaborative practice. T. Kennedy (Lead Author). [Open Educational Resource]. https://ipe.asu.edu/tool/preceptors-guide-nexus-where-interprofessional-education-meets-collaborative-practice

CAIPER. (2020, February 11). CAIPER Interprofessional By Design ® eLearning Modules, Phoenix, AZ: Arizona State University. https://ipe.asu.edu/caiper-interprofessional-design℠-elearning-modules

CAIPER. (2021). Core interprofessional eLearning modules – Mandarin language versions. CAIPER Interprofessional by Design ®, Phoenix, AZ: Arizona State University. https://ipe.asu.edu/core-interprofessional-elearning-modules-mandarin-language-versions

CAIPER. (n.d.). CAIPER Interprofessional By Design ®, Phoenix, AZ: Arizona State University. https://ipe.asu.edu/

Dinkel, S., & Tucker, M. (2020, April 21). Improving health access for public housing residents: Washburn University’s Nexus Team [Webinar]. Real stories with real impacts: What worked for accelerating initiative teams. Minneapolis, MN: National Center for Interprofessional Practice and Education. https://nexusipe.org/engaging/conferences-events/improving-health-access-public-housing-residents-washburn-university

Djukic, M., Fulmer, T., Adams, J. G., Lee, S., & Triola, M. M. (2012). NYU3T: Teaching, technology, teamwork: A model for interprofessional education scalability and sustainability. Nursing Clinics, 47(3), 333-346. https://doi.org/10.1016/j.cnur.2012.05.003

Dubrowski, R., Barwick, M., & Dubrowski, A. (2018). “I wish I knew this before…”: An implementation science primer and model to guide implementation of simulation programs in medical education. In Boot camp approach to surgical training (pp. 103-121). Springer International. https://doi.org/10.1007/978-3-319-90518-1_10

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3-4), 327-350. https://doi.org/10.1007/s10464-008-9165-0

Eccles, M. P., & Mittman, B. S. (2006). Welcome to implementation science. Implementation Science, 1(1), 1-3. https://doi.org/10.1186/1748-5908-1-1

Entrepreneur. (n.d.). Branding. Small business encyclopedia. Retrieved March 29, 2020, from https://www.entrepreneur.com/encyclopedia/branding

Hall, P. (2004). Serendipitous ripples: Unexpected outcomes of a palliative care educational project. Journal of Palliative Care, 4(3), 345-352. https://doi.org/10.1089/109662101753123968

Harrell, L., & Saewert, K. J. (2016, July 15). Interprofessional by Design TM: Meeting at the crossroads to accelerate leadership competency and readiness for transition to interprofessional practice. Accelerating Interprofessional Community-Based Education and Practice. Call for proposals. Student Health Outreach for Wellness (SHOW), Arizona State University. Phoenix, AZ.

Health Professions Accreditors Collaborative. (2019). Guidance on developing quality interprofessional education for the health professions. https://healthprofessionsaccreditors.org/wp-content/uploads/2019/02/HPACGuidance02-01-19.pdf

Hooyman, N. R. (2006). Achieving curricular and organizational change: Impact of the

CSWE Geriatric Enrichment in Social Work Education Project. Council on Social

Work Education.

Itchhaporia, D. (2021). The evolution of the Quintuple Aim: Health equity, health outcomes, and the economy. Journal of the American College of Cardiology, 78(22), 2262-2264. https://doi.org/10.1016/j.jacc.2021.10.018

Kennedy, T. (2008). Geriatric Education Centers and the academic capitalist knowledge/ learning regime. Unpublished doctoral dissertation, University of Arizona, Tucson, AZ.

Kennedy, T. (2009). Geriatric Education Centers: The academic capitalist knowledge/learning regime. VDM Verlag.

Kennedy, T. (2015, May 7). Sustainability: Lessons from national gerontological initiatives [Workshop]. Interprofessional Primary Care Curriculum: Implementation and Evaluation (The Macy Project), College of Nursing & Health Innovation, Arizona State University, Phoenix, AZ.

Kennedy, T. (2017, November 29). Avoiding one and done: A practical model for sustaining IPE programs [Webinar]. Minneapolis, MN: National Center for Interprofessional Practice and Education. https://nexusipe.org/informing/resource-center/national-center-webinar-avoiding-one-and-done-practical-model-sustaining

Kennedy, T., Harrell, L., Dieter, C., & Brandt, B. F. (2022). Accelerating interprofessional community-based education and practice: Leveraging systems thinking to address the needs of vulnerable populations. In D. Joosten-Hagye & H. Khalili (Eds.), Interprofessional education & collaborative practice: International approaches at micro, meso, and macro levels (pp. 123-140). Cognella.

Lamb, G. (2015, May 22). Integrated interprofessional primary care curriculum: Implementation and evaluation teaching early adoption of methods for working in interprofessional teams (T.E.A.M. W.I.N.!), The Macy Project: B13-04 Interprofessional Primary Care Curriculum: Implementation and Evaluation. Center for Advancing Interprofessional Practice, Education and Research (CAIPER), Arizona State University: Phoenix, AZ.

Lamb, G. (2016, May 26). Annual narrative program report, The Macy Project: B13-04 Interprofessional primary care curriculum: Implementation and evaluation. Center for Advancing Interprofessional Practice, Education and Research (CAIPER), Arizona State University: Phoenix, AZ.

Lamb, G. (2017, May 31). The Macy Project final report: B12-04 Interprofessional primary care curriculum: Implementation and evaluation. Center for Advancing Interprofessional Practice, Education and Research (CAIPER), Arizona State University, Phoenix, AZ.

Lamb, G., Moramarco, M. W., & Saewert, K. (2018). The Arizona Nexus: The first five years. Journal of Interprofessional Care, 1-4. https://doi.org/10.1080/13561820.2018.1505715

Lawlis, T. R., Anson, J., & Greenfield, D. (2014). Barriers and enablers that influence sustainable interprofessional education: A literature review. Journal of Interprofessional Care, 28(4), 305-310. https://doi.org/10.3109/13561820.2014.895977

Lutfiyya M.N., Schicker T., Jarabek A., Pechacek J., Brandt B., & Cerra F. (2017). Generating the data for analyzing the effects of interprofessional teams for improving triple aim outcomes. In C. Delaney, C. Weaver, J. Warren, T. Clancy, & R. Simpson (Eds). Big data-enabled nursing: Education, research and practice (pp. 103-114). Springer. https://doi.org/10.1007/978-3-319-53300-1_6

National Center for Interprofessional Practice and Education [National Center]. (2015, September 23). About IPE. Minneapolis, MN: National Center. https://nexusipe.org/informing/about-ipe

National Center for Interprofessional Practice and Education. (2016, May 18). Accelerating interprofessional community-based education and practice: Program origin and background. Minneapolis, MN: National Center. https://nexusipe.org/accelerating/program-origin-and-background

National Center for Interprofessional Practice and Education. (2017, November 29). National Center webinar avoiding one and done: A practical model for sustaining IPE programs [Webinar]. Minneapolis, MN: National Center. https://nexusipe.org/informing/resource-center/national-center-webinar-avoiding-one-and-done-practical-model-sustaining

Pablos-Mendez, A., & Shademani, R. (2006). Knowledge translation in global health. Journal of Continuing Education in the Health Professions, 26(1), 81-86. https://doi.org/10.1002/chp.54

Pluye, P., Potvin, L., & Denis, J. (2004). Making public health programs last: Conceptualizing sustainability. Evaluation and Program Planning, 27(2), 121-133. https://doi.org/10.1016/j.evalprogplan.2004.07.001

Saewert, K., Lamb, G., Karamehmedovic, N., Bonifas, R., Harrell, L., Hines, L., Kennedy, T., Lundy, M., Velasquez, D., Mangold, K., & Samples, S. (2015, September). An evaluation framework for sensing the tides, riding the waves, and rippling the impact of IPE [Presentation]. Collaborating Across Borders: Roanoke, VA. https://ipe.asu.edu/presentation/evaluation-framework-sensing-tides-riding-waves-and-rippling-impact-ipe

Scheirer, M. A. (2005, September). Is sustainability possible? A review and commentary on empirical studies of program sustainability. American Journal of Evaluation, 26(3), 320-347. https://doi.org/10.1177/1098214005278752

Schell, S. F., Luke, D. A., Schooley, M. W., Elliott, M. B., Herbers, S. H., Mueller, N. B., & Bunger, A. C. (2013). Public health program capacity for sustainability: A new framework. Implementation Science, 8(1), 1-9. https://doi.org/10.1186/1748-5908-8-15

Senecal, J., Saewert, K. J., Lamb, G., Karamehmedovic, K., & Price, Y. (2016, August). Setting the stage for high quality student feedback. CAIPER Interprofessional by Design TM Tool. Arizona State University, Phoenix. https://ipe.asu.edu/sites/default/files/setting_the_stage_for_high_quality_student_feedback_tm_v2.pdf

Senecal, J., Sinclair, L., Kennedy, T., Saewert, K., & Moramarco, M. (2017, August 20-23). Designing team development for sustaining impactful academic-clinical partnerships [Workshop]. Nexus Summit, Provocative Ideas for Practical IPE, National Center for Interprofessional Practice and Education, Minneapolis, MN. https://nexusipe.org/nexussummit/2017/workshops

Shediac-Rizkallah, M. C., & Bone, L. R. (1998). Planning for the sustainability of community-based health programs: Conceptual frameworks and future directions for research, practice and policy. Health Education Research: Theory and Practice, 13(1), 87-108. https://doi.org/10.1093/her/13.1.87

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures developing grounded theory (2nd ed.). Sage.

Tie, Y. C., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE Open Medicine, 7, 1-8. https://doi.org/10.1177/2050312118822927

Downloads

Published

2022-02-26

Issue

Vol. 21 No. 4 (2021): Fall 2021

Section

Articles

License

Copyright (c) 2022 Teri Kennedy

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.