Janice
Palaganas,
PhD, APRN, ANEF, FNAP, FAAN, FSSH
Professor of Interprofessional Studies
MGHIHP
Dr. Janice Palaganas is CEO of the Institute of Interprofessional Innovations, Professor for Interprofessional Studies at Massachusetts General Hospital (MGH) Institute of Health Professions (IHP), Lecturer at Harvard Medical School, Department of Anesthesia, Critical Care & Pain Medicine, and Principal Faculty at the Center for Medical Simulation. She is a Fellow for Academy of Nurse Educators, American Academy of Nursing, National Academy of Practice, and Academy of Simulation Fellows. She’s a renowned author, keynote speaker, and researcher in simulation, IPE, feedback, trust in teams, high-stakes assessment, and assessing impact of IPE on practice.
Presenting at the Nexus Summit:
Learning Objectives
Analyze team conflict through the innovative lens of “systems” thinking,
Apply systems dynamics to evaluate the factors influencing team conflict in an educational setting,
Identify pathways to prevent, minimize, and address team conflict based on evidence-based practices.
Seminar Description
Interprofessional learning environments must provide a safe space for engagement and collaboration (Howie & Tauchert, 2019; Edmondson et al., 2016). What if an educator is faced with a student labeling a situation “discriminatory” without substantiation? What evidence is…
Cultural competency is one of the main tenets of interprofessional education which is key to collaborative practice and cohesive health care service. Intrinsic to cultural competency and the broader concept of cultural safety is the recognition that cultural differences are not judged or defined by the dominant culture, an idea that is applicable to both culturally appropriate health care service and to multicultural and interprofessional education. With the globalization of the health care workforce, clinical teams have become increasingly diverse, yet there is no concrete guidance on…
The role of feedback in teamwork is paradoxical. While feedback is a critical component of developing and sustaining teamwork, it is also one of the most uncomfortable responsibilities that we have as individual team members, educators, or leaders. Feedback conversations can stimulate higher levels of thinking, contribute to deeper learning, and impact future performance in teams. However, opportunities for developing, refining and evaluating such skills are few. This one-hour workshop will engage participants in deliberate practice learning how to give feedback in interprofessional settings…
Participant Learning Objectives
Analyze challenges that arise in debriefing interprofessional groups
Discuss strategies to overcome challenges in debriefing interprofessional groups
Actively experience challenges that arise in debriefing interprofessional groups as an opportunity to practice discussed debriefing strategies
Debriefing interprofessional groups is becoming a necessary task for simulation educators as simulation is increasingly being selected as a preferred method for interprofessional education (IPE). While many educators are being tasked with debriefing interprofessional…
While simulation educators have been consulted and called upon to quickly transition in-person interprofessional education to the online environment, the burden on simulation educators and support staff is often overlooked. The charge to create distance healthcare simulation also creates faculty development needs, including: acceptance of abrupt change and the ability to adapt to online environments and technology. With new resources appearing in peer-reviewed literature, listservs, and social media every hour, there is an additional need for thoughtful curation of activities and materials.…