Introduction
Collaborative care requires healthcare professionals (HCPs) to combine their efforts with patients during care delivery and planning. Collaborative care cannot be discussed without patients as team members sharing their expertise of living with and managing their condition 24/7 in the community. While some work has been done to advance this view, further clarity is required on how patient roles on teams can be successfully enacted.
Background: A Constructivist Grounded Theory by Metersky et al. (2021) explored patient roles on interprofessional teams in primary care in Canada. The study identified two patient roles of self-care manager and co-decision maker, four processes of explain, identify, build, and collaborate along with three conditions of flexibility, time, and readiness that are required for patients to enact these two roles. The study’s framework has been widely adopted, but the uptake of this framework has not been accurately applied in care delivery. The purpose of this presentation is to share a real-life case where a family was placed in the position of care coordinators to self-manage the patient’s chronic without being provided with the required resources, knowledge, and skills to execute the role effectively.
Methods:
The case exemplar follows a pediatric patient with nocturnal epilepsy who required a sleep study for diagnostic purposes. Once the sleep study was completed, several tests ordered and prescriptions written by a sleep study specialist. When the caregiver inquired about assistance with care coordination, the specialist stated that the family would need to orchestrate this themselves, ending the appointment.
Results:
Collaborative care is associated with positive patient outcomes when executed in partnership with patients and caregivers. However, in this scenario, only some of the elements of Metersky et al.’s (2021) framework are evident.
Discussion:
This case exemplar shed light on the difficulties patients and caregivers can have when placed in self-manager roles of their chronic conditions without support and preparation from HCPs. Collaborative care should be appropriately delivered through the four processes and three conditions to ensure positive patient experience and lead to enhanced self-care management.
Impact on Learners: Participants will gain updated knowledge and information on actions they can implement in local contexts when partnering with patients during care delivery. Particularly, through this real-life case exemplar, participants will develop an understanding of challenges families are facing in care delivery and learn about potential solutions as a way to move care forward in a collaborative, patient and family focused manner.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
