TeamSTEPPS – Level I is a step in a larger goal to expose all students to a longitudinal program called Foundations of Interprofessional Collaboration. The Level I event involves laying the foundation of interprofessional education by exposing students to the basic principles that include three of the four competencies: Values and Ethics, Roles and Responsibilities, and Interprofessional Communication.
Please complete each section within this module, in the order listed.
Objectives
- Demonstrate a work ethic with individuals of other professions to maintain a climate of mutual respect and shared values.
- Define the role of health professions (including your own) within the healthcare system.
- Acquire basic TeamSTEPPS communication tools to effectively use with healthcare teams.
Student Preparation Pre-event Assignments
Foundations of Interprofessional Collaboration:
Introduction to TeamSTEPPS® Level 1
Learning Activity 1
Available as either an mp4 (the first link) or as a windows media format (the second link). You only need to review one option. This video will take about 15 minutes
Learning Activity 2
Available as either an mp4 (the first link) or as a windows media format (the second link). You only need to review one option. This video will take about 30 minutes.
Learning Activity 3
Please watch this video and then the positive video below (Learning Activity 4) to compare and contrast teamwork. These videos should help you put all the content in this module together. This video is about 7 minutes long.
Learning Activity 4
Please watch this video and after the non-optimal video above (Learning Activity 3) to compare and contrast teamwork. These videos should help you put all the content in this module together. This video is about 6 minutes long.
Activity 1 – IPE Pictionary
Videos
Activity 3 – Community/School Setting Video
FIPC Level 1 CUS And SBAR Scenarios
The links below are for a demonstration of our FIPC Level 1 Foundations program. These are for students to practice using the TeamSTEPPS Communication tools for CUS and SBAR.
CUS Scenarios
Situation 1: You overhear another team member say to a patient, “I know who you are. I won’t bother you with all those redundant questions” and skip the safety check.
Situation 2: You overhear another team member saying to a patient, “Look, we’re really busy. We’ve had several people call out, and we don’t have enough staff.”
Situation 3: You overhear an RN saying to a nursing assistant, “You’re great at inserting urinary catheters. I trust you. So please go Into Mrs. Smith’s room and put her catheter in, OK? I have your back if someone complains.”
Situation 4: Dr. Jones leaves your unit after seeing Mrs. Smith. You ask him if he ordered pain medication for her severe back pain. He replies, “I’m on my way to the operating room and I don’t have time to go back to the unit and enter that order. Will you please write the order as a verbal order from me?”
Situation 5: A transporter arrives at the nursing unit with a patient to be admitted from the emergency department. You overhear another nurse saying to a coworker, “Oh no! Not another admission!”
Situation 6: Mr. and Mrs. Johnston are having Happy Hour in a local sushi bar. Mr. Johnston has a shellfish allergy so the couple is very careful about choosing an appetizer that has no shellfish when giving their order to the server.
The appetizer is delivered by another person. The couple eats two pieces of sushi before Mrs. Johnston notices the dish doesn’t look like what they ordered.
When the server came back to check on the food, Mrs. Johnston asked if this was the correct appetizer. After checking the server reports they have been served the appetizer for the table next to them, which has crab in it.
Situation 7: Mr. Bowles has type 2 diabetes. He completed a screening for alcohol intake at his clinic visit. The results of the screening indicate he is in the risky to harmful zone for his health risk.
Situation 8: A patient is undergoing a total hip replacement. The nurse notices that the surgeon has contaminated the sleeve of his/her gown.
Situation 9: A patient is in isolation for C. difficile You notice a health care provider leave the room without washing their hands.
Situation 10: After happy hour one night you and your friends decide to move on to dinner. However, as you go to leave, it seems clear that one of your group may have gotten a little more happy than the rest of the group. Your friend is swaying and slurring his/her words. You are concerned because your friend is driving.
Situation 11: You have called an Uber to take you home from the airport after attending a conference. It’s snowing outside and you are on the Interstate heading to your home. Your Uber driver seems distracted by his phone and is driving faster than you are comfortable with given the weather.
SBAR Scenarios
Situation 1: Mary is 80 years old being admitted to the nursing home for rehab following a hospital stay for septic bursitis. She had many complications following surgery. The nurse admitted that Mary had had three episodes of diarrhea since she arrived six hours ago. The nurse is concerned about the cause of the diarrhea, knowing that Mary has been on antibiotics, and wonders if a potential cause could be C. difficile. She is preparing to call the physician.
Situation 2: Joey Black, is a 6-year-old with a history of asthma. He is in the office for a well-child visit, but his asthma has not been well controlled. He has wheezing on most days, which limits his physical activity. He is otherwise well. His mother has expressed some confusion with his medications, and how to administer inhalers. Joey has not had a seasonal flu shot this year, and his mother has questions about why he needs so many vaccines – both seasonal flu and H1N1 immunizations have been recommended for him this year.
Situation 3: A patient has just shown up for his appointment, exactly at the right time, unfortunately, he’s a day early! Assume the member/patient has traveled a good distance and is willing to wait a reasonable amount of time to be seen. You know his primary care provider (Dr. Smith) is busy but sending the member/patient back home is going to be unsatisfying to him.
Situation 4: Patients and visitors are entering the medical center through the wrong doors and getting lost trying to find their destination. The campus has many buildings and is accessible from both Rainbow Blvd and Olathe Street. Other entrances are more noticeable than the hospital’s main entrance. MD offices do not have good maps to mark and hand to patients when sending them to our campus, and they often misdirect patients.
Situation 5: Margaret is 85 years old and has been attending exercise classes at a fitness facility for 15 years. Recently, Margaret was notified the cost of the classes will be increasing. Margaret is on a specific budget to manage her cost of living. The increase in the cost of her exercise classes is beyond what she has available to spend.
Situation 6: `Stanley is 88 years old and has been living in an assisted living facility for two years. He enjoys eating meals with the other residents and engaging in card games with a group of friends he has gotten to know. His daughter also visits him several times a week. Due to a recent public health emergency, the facility is no longer allowing visitors (which includes family), residents are required to eat meals in their rooms, and socialization is restricted within the facility. While Stanley’s daughter recognizes the need for physical social distancing and safety for all, she is also concerned her father will become isolated and withdrawn.
Situation 7: Terri is a 38-year-old living with multiple sclerosis. Terri enjoys spending time with friends, working as a paralegal, and being outdoors. Terri uses a manual wheelchair for mobility. Recently she reported that every time she has attempted to go to the grocery store to pick up items for the week, all the accessible spots are taken which makes it a challenge for her to safely get her wheelchair out of the vehicle.
Situation 8: Your best friend has confided in you about concerns regarding her father. She shared that her dad has been having trouble remembering things. She indicated that he has been known to forget that he has items on the stove, forget to take his medications, and lose his train of thought mid-sentence. Her greatest concern is that her dad lives alone and continues to drive.
SBAR
S – Situation: What is happening now?
B – Background: Explain the circumstances leading up to this situation. Put the situation into context for the reader/listener. (what factors led up to this event?)
A – Assessment: What do you think the problem is? What do you think is going on?
R – Recommendation: What would you do to correct the problem? What do you think the next step should be? Or you can ask for a recommendation from the person you are giving the SBAR to.
CUS
I am Concerned!
I am Uncomfortable!
This is a Safety Issue!
This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UD7HP25056 and Nurse Education, Practice, Quality, And Retention – Interprofessional Collaborative Practice project: Interprofessional collaborative acute care practice: Pediatrics (ICAP-Peds) for grant amount $997,000. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS, or the U.S. Government. . “Manos, E. L. (2012 – 2015). Interprofessional collaborative acute care practice: Pediatrics (ICAP-Peds). Collaborative Partnership/Grant funded by Health Resources & Services Administration (HRSA) Grant Number UD7HP25056. University of Kansas School of Nursing. Kansas City, KS.”