GITT 2.0: Interprofessional Practice
GITT 2.0 aims to improve patient/caregiver-centered outcomes, healthcare costs, and overall population health by promoting interprofessional teams in practice-academic collaboratives. Program. Building upon the original GITT (Geriatric Interdisciplinary Team Training), GITT 2.0 is an online toolkit that provides the template and tools to embed interprofessional practice in the care of older adults while focusing on quality initiatives in academic and/or healthcare organizations. GITT 2.0 draws upon experiences from an academic-practice program implemented in Fall 2013 as part of a 3-year HRSA grant (HRSA grant #UD7HP26049) by the Hartford Institute for Geriatric Nursing with teams of nurse practitioner, pharmacists, and social workers targeting medication adherence among older transitional care homebound patients.
GITT 2.0 has been designed to be fluid and malleable, and its core components are adaptable to any environment and mix of professionals. It can be applied to any number or types of professionals, and can resonate with undergraduate and graduate student populations.
While it is recommended that professional schools partner with a clinical organization in order to implement the program, the school or clinical agency can also adapt GITT 2.0 separately. For example, GITT 2.0 can be swiftly integrated into a clinical environment where there are no students, but where there is a need for interprofessional development for practicing professionals. Conversely, an academic environment can adapt it where there are only students and no practicing professionals such as clinical simulations.
- Implement an interprofessional evidence-based practice model that demonstrates coordination, communication, and collaboration leading to improved patient care experience, better patient outcomes, and reduction of costs.
- Transform education and practice for professionals and students of various disciplines by engaging them in a team-based quality initiative.
- Engage organizational stakeholders to embrace the value of interprofessional practice and situational leadership.
- Increasing interprofessional engagement
- Enacting a team-based approach to focusing on a quality initiative
- Enhancing communication among teams
- Bridging the gap for students between academic and practice environments
- Supporting a greater understanding of the scope of practice for other professions
- Enhancing patient care experiences by breaking down siloed care, and thus reducing gaps and redundancies
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