2022 Institute for Person-Centered Care: "Talk with me, not to me": Facilitating patient-provider communication as the cornerstone of person-centered care

Person-Centered Care: Integrating Best Practices

This online course is based on the live 2022 Institute for Person-Center Care Conference hosted March 7-12. It will share practical guidance and spark innovative thought to integrate and innovate person-centered practices across the interdisciplinary team and health system. 

PURPOSE

Through the lens of providing person-centered care, this conference gives practical guidance and supports innovative methods for delivering health care. From the individual practitioner to the interdisciplinary team to the health system, we share techniques for implementing person-centered care.

Learners will receive an interprofessional toolkit designed to facilitate person-centered care best practices.

PRACTICE GAPS AND NEEDS

The health care industry in the United States is in a constant and dramatic state of change. Large-scale issues such as increasing costs, constant technology changes and the shift from a fee-for-service model to a value-driven model all contribute to reshaping how health care providers envision and deliver quality service.

Key components of a successful care approach include actively engaging people and caregivers in decisions about health care, treating people with dignity and respect, bridging our fragmented systems, creating and promoting user-friendly access to patient medical records, and co-creating health plans. These principles naturally guide the fields of health and social services; however, we all recognize the need to strengthen, create, and further embed them into practice.

Global Objectives

  1. Identify strategies that address barriers to implementing PCC
  2. Evaluate and apply current research, resources, and best practices of PCC across sectors
  3. Compare and contrast innovative strategies to implement and strengthen PCC practices
  4. Discuss the current landscape of person-centered care
  5. Identify strategies to enhance coordination and transitions of care across health and human services

Course Learning Objectives

  1. List and describe examples of "communication vulnerable" populations that may be likely to experience barriers to person-centered care.
  2. Explain why SLPs should be part of the interprofessional healthcare team.
  3. Identify evidence-based tools, frameworks, strategies, and/or resources that the interprofessional healthcare team can use to promote person-centered care.

This activity changes learner competence, performance, and patient outcomes that focus on these elements:

  • American Board of Medical Specialties: Practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice.
  • National Academy of Medicine: Providing patient-centered care, employing evidence-based practice, applying quality improvement, and using informatics.
  • Interprofessional Education Collaborative and Nursing: Values and ethics for interprofessional practice, roles and responsibilities, interprofessional communication, and teams and teamwork.

Diversity, Equity, and Inclusion Competencies

In addition, this activity includes the following diversity, equity, and inclusion competencies (proposed) within the education needs and learning objectives.

  • Engage in Self-reflection: Clinicians' self-assessment of own culture, assumptions, stereotypes, biases and the effects these have on medical decision-making. Recognize and manage the impact of bias, class, and power on the clinical encounter and strategize ways to counteract bias in the clinical encounter.
  • Address Health Disparities: Include factors such as access, socioeconomic status, environment, institutional practices, and bias that underlie racial, ethnic, gender, and/or sexual orientation disparities in health and healthcare. Include epidemiology of population health.
  • Value Diversity in the Clinical Encounter: Value the importance of diversity in health care and address the challenges and opportunities it poses. Exhibit comfort, ask questions, and listen when conversing with patients and/or colleagues about cultural issues and health beliefs.

Target Audience

This online course is valuable for all health and human service professionals with an interest in the practice and innovation of person-centered care.

Course summary
Available credit: 
  • 1.00 AAPA Category 1 CME
  • 1.00 AMA PRA Category 1 Credit
  • 1.00 ANCC Contact Hours
  • 1.00 ACE Credits
  • 1.00 University of Wisconsin–Madison Continuing Education Hours
    • 1.00 Approved for AMA PRA Category 1 Credit™
Registration opens: 
04/05/2022
Course expires: 
04/04/2023
Cost:
$0.00
Rating: 
0

PRESENTER


Darci Becker, PhD, CCC-SLP

Darci Becker, PhD, CCC-SLP, Professor at St. Ambrose University received her master’s degree in 1991 and her Ph.D. in Speech and Hearing Science from the University of Iowa in 2011. She is a licensed and ASHA-certified speech-language pathologist (SLP) and worked for 26 years in an inpatient hospital setting. While working in the hospital, she acquired and maintained Board Certification in Swallowing and Swallowing Disorders (BCS-S) from the American Board of Swallowing and Swallowing Disorders for 10 years.

She joined the faculty at St. Ambrose in 2009 and teaches graduate courses in dysphagia and acquired language, cognitive, and motor speech disorders. She is a clinical supervisor for clients receiving speech-language services at the St. Ambrose Rite Care Clinic and has served as the faculty researcher for over 25 graduate research projects.

Darci has presented at regional, state, and national conferences; is currently the Iowa Speech-Language-Hearing Association Board Secretary, and has been the SLP representative at the Institute for Person-Centered Care since 2018.


Emily Diehm PhD, CCC-SLP

Emily Diehm Ph.D., CCC-SLP is an Assistant Professor at St. Ambrose University. She has over 10 years of experience working as a speech-language pathologist in a variety of settings, with her favorite being public schools.

Her clinical, teaching, and research interests include the connections between oral and written language abilities and best practices for language/literacy instruction for children, including those who use Augmentative and Alternative Communication and/or from culturally and linguistically diverse backgrounds.

Emily currently serves as the Professional Development Manager for the American Speech-Language-Hearing Association's Special Interest Group (SIG) 16 (School-Based Issues) and is the incoming Editor for SIG 16's journal, Perspectives. She also serves as a Board Member for the Autism Society of the Quad Cities.

PLANNING COMMITTEE 

*Ann Garton, DNP, RN, FPCC, CNE, Director, Institute for Person-Centered Care Associate Professor, Nursing St. Ambrose UniversityKerry Humes, MD, Director, Assistant Professor, Master of Physician Assistant Studies, St. Ambrose University
Darci Becker, PHD, Professor, Master of Speech-Language Pathology, St. Ambrose UniversityTonya Roberts, PhD, Associate Professor, Nursing, University of Wisconsin-Madison
Jennifer Boedeker, MSW, St. Ambrose UniversityJessica Roisen, PhD, Professor, Philosophy, St. Ambrose University
MaryJo Bloominger, MPAS, PA-C, Academic Coordinator, Assistant Professor, Master of Physician Assistant Studies Program, St. Ambrose UniversityKurt Sturmer, DNP, Associate Professor, Nursing, St. Ambrose University
 
Colleen Doak, PhD, Associate Professor, Master of Public Health, St. Ambrose UniversityErica Thomas, DHed, CHES, Assistant Professor, Kinesiology, St. Ambrose University
 
Kate Horberg, M Ed, Program Coordinator, Master of Public Health, St. Ambrose University 

POLICY ON DISCLOSURE

It is the policy of the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) to identify, mitigate and disclose all relevant financial relationships with ineligible companies* held by the  speakers/presenters, authors, planners, and other persons who may influence content of this accredited continuing education (CE).  In addition, speakers, presenters and authors must disclose any planned discussion of unlabeled/unapproved uses of drugs or devices during their presentation.

For this accredited continuing education activity all relevant financial relationships have been mitigated and detailed disclosures are listed below.

*Ineligible companies are those whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on, patients. The ACCME does not consider providers of clinical services directly to patients to be ineligible companies.

The University of Wisconsin provides equal opportunities in employment and programming, including Title IX requirements. The University of Wisconsin fully complies with the legal requirements of the ADA and the rules and regulations thereof. If any participant in this educational activity is in need of accommodations, please contact info@icep.wisc.edu.

Discloser List CME Internal Report

Accreditation Statement

In support of improving patient care, this activity has been planned and implemented by the University of Wisconsin–Madison ICEP and St. Ambrose University Institute for Person-Centered Care. The University of Wisconsin–Madison ICEP is jointly 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.

CREDIT DESIGNATION STATEMENTS

AMERICAN NURSES CREDENTIALING CENTER (ANCC)

The University of Wisconsin–Madison ICEP designates this enduring material for a maximum of 1.00 ANCC contact hours. Iowa Board of Nursing accepts ANCC contact hours for nursing continuing education requirements.

AMERICAN MEDICAL ASSOCIATION

The University of Wisconsin–Madison ICEP designates this enduring material for a maximum of 1.00  AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

AAPA CREDIT DESIGNATION STATEMENT

The University of Wisconsin–Madison ICEP has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This activity is designated for 1.00  AAPA Category 1 CME credits. Approval is valid until April 4, 2023. PAs should only claim credit commensurate with the extent of their participation.

ASWB APPROVED CONTINUING EDUCATION (ACE) – SOCIAL WORK CREDIT

As a Jointly Accredited Organization, the University of Wisconsin–Madison ICEP 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. University of Wisconsin – Madison ICEP maintains responsibility for this course. Social workers completing this course receive 1.00 enduring continuing education credits.

CONTINUING EDUCATION UNITS

The University of Wisconsin–Madison, as a member of the University Continuing Education Association (UCEA), authorizes this program for 1.00 continuing education units (CEUs) or 1.00 hours. 

Available Credit

  • 1.00 AAPA Category 1 CME
  • 1.00 AMA PRA Category 1 Credit
  • 1.00 ANCC Contact Hours
  • 1.00 ACE Credits
  • 1.00 University of Wisconsin–Madison Continuing Education Hours
    • 1.00 Approved for AMA PRA Category 1 Credit™

Price

Cost:
$0.00
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