Optimizing Strategies for Care Coordination and transition Management: Recommendations for Nursing Education

Beth Ann Swan; Regina Conway-Phillips; Sheila Haas; Laura A De La Pena

Optimizing Strategies for Care Coordination and transition Management: Recommendations for Nursing Education

Beth Ann Swan, Regina Conway-Phillips, Sheila Haas, Laura A De La Pena

Marcella Niehoff School of Nursing

Loyola University Chicago

Research output: Contribution to journal › Article › peer-review

Abstract

The purpose of this descriptive qualitative study was to explore nurse and healthcare leaders' experiences and perceptions of care coordination and transition management (CCTM®). Four barriers emerged that added insight into the lack of adopting and integrating CCTM knowledge, skills, and attitudes in nursing education in the following categories: curriculum redesign, silos of care settings and care providers, knowledge gap, and faculty development/resistance. Recommendations and implications for education, for both nursing students and practicing nurses, are described.

Original language	American English
Journal	Nursing: School of Nursing Faculty Publications and Other Works
Volume	37
Issue number	2
State	Published - Jan 1 2019

Disciplines

Nursing

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Optimizing Strategies for Care Coordination and transition ManageFinal published version, 251 KBLicense: Unspecified

Cite this

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abstract = " The purpose of this descriptive qualitative study was to explore nurse and healthcare leaders' experiences and perceptions of care coordination and transition management (CCTM{\textregistered}). Four barriers emerged that added insight into the lack of adopting and integrating CCTM knowledge, skills, and attitudes in nursing education in the following categories: curriculum redesign, silos of care settings and care providers, knowledge gap, and faculty development/resistance. Recommendations and implications for education, for both nursing students and practicing nurses, are described.",

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AB - The purpose of this descriptive qualitative study was to explore nurse and healthcare leaders' experiences and perceptions of care coordination and transition management (CCTM®). Four barriers emerged that added insight into the lack of adopting and integrating CCTM knowledge, skills, and attitudes in nursing education in the following categories: curriculum redesign, silos of care settings and care providers, knowledge gap, and faculty development/resistance. Recommendations and implications for education, for both nursing students and practicing nurses, are described.

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Optimizing Strategies for Care Coordination and transition Management: Recommendations for Nursing Education

Abstract

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