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Evolution of an Interprofessional Training: A Five-Year Review of an Interprofessional Training Involving Family Medicine Residents, Nurse Practitioner Students, Pharmacy Trainees, Counseling Psychology, and Social Work Students in Southern New Mexico
Get PDFThe Affordable Care Act (ACA, 2010) embraced the “triple aim” in healthcare to enhance health, promote better care, and reduce cost. The use of healthcare teams can improve patient care, health outcomes, and reduce medical errors (Earnest & Brandt, 2014). However, building healthcare teams goes beyond placing people of different healthcare professions together, it requires the integration of the healthcare disciplines, a valuing of each other’s roles, and the ability to communicate and work together (IPEC, 2011). The term interprofessional reflects interdependence, shared responsibility, and reliance on each other to best accomplish a task. These values often run counter to traditional values of independence, individual responsibility, and siloed expertise that are still taught in many professional education programs. This article will review the development of an interprofessional training and insights learned by faculty as this training evolved. This training experience, called the Interprofessional Immersion, brought together trainees in multiple healthcare professions including family medicine residents, nurse practitioner students, pharmacy students, social work students, and counseling psychology students. This program was designed to develop the skills needed to effectively work within an interprofessional team within the field of healthcare. This article will review lessons learned from the first five years the Interprofessional Immersion was implemented
Building the Ladder: Developing Leadership Skills Without the Title
Get PDFThe leap to library leadership can be difficult if you have no experience in supervision. While larger library systems may have a deep structure that allows employees to start on step one of the ladder and progress one rung at a time to that director position, most of us in Oregon work for smaller libraries where there are few or no successive steps between circulation clerk and director. In these types of organizations, how does someone gain the experience necessary to make one a viable candidate for the job? Because of the diversity of functions from library to library and position to position, experience with a specific set of tasks really does not assess someone’s success in a job. The viable candidate, especially in supervisory positions, does not necessarily have a specific operational skill set as much as a set of characteristics that will help one succeed as a leader.
There is a distinction between management and leadership. While both are necessary, management tends to focus on hard skills while leadership is more about the soft skills. Leadership establishes a direction for the organization by creating a vision, by aligning people to the vision through superb communication and team-building skills, and by motivating and inspiring the team to follow the vision (Kotter, 2008). Managers plan and budget, establish rules and procedures, develop incentives, and take corrective action. John Kotter (2008) separated the two in this way: management produces order and consistency; leadership produces change and movement. While libraries tend to value order and consistency, those individuals who can produce change and movement will be of the most value to the 21st-century library