Jeannette
Kates,
PhD, APRN, AGPCNP-BC
Associate Professor and Director, Adult-Gerontology Primary Care Nurse Practitioner Program
College of Nursing
Jeannette Kates, PhD, APRN is an Associate Professor and Director of the Adult-Gerontology Primary Care Nurse Practitioner Program in the College of Nursing at Thomas Jefferson University. Dr. Kates is the faculty lead for the Interprofessional Palliative Care Program and the faculty co-lead for the Alzheimer's Virtual Interprofessional Training in the Jefferson Center for Interprofessional Practice and Education. She also practices as a palliative care nurse practitioner.
Presenting at the Nexus Summit:
Development, Implementation, and Evaluation of an Interprofessional Substance Use Disorder Symposium
Description: This seminar will highlight the pedagogical development, implementation, and evaluation of an interprofessional substance use disorder (SUD) symposium for nurse practitioner, pharmacy, and physician assistant studies students. The intent of the SUD symposium was to prioritize self-discovery of stigma and its impact on how we care for persons with SUDs. The pedagogical approach for the SUD symposium was to emphasize collaborative practice with the aim of increasing appreciation of the interprofessional aspects of SUD patient care. The half-day symposium included a panel of…
There is a large gap between the number of healthcare professionals with specialty palliative care training and the number required to meet the needs of the growing population of individuals with serious illness or multiple chronic conditions, which results in disparities in palliative care access across populations and settings. The unpredictable course of COVID-19 has placed further strain on and highlighted shortages of palliative care providers, and has emphasized the need to have upstream conversations about patients’ values, goals, and preferences. Providing training in primary…
Virtual simulations, including screen-based simulations using 3-D virtual worlds (3-DVWs) have demonstrated improvement in participant knowledge, self-efficacy, and clinical reasoning,. Additionally, 3-DVWs enable students to practice skills in safe environments and provide opportunities for interprofessional collaboration not limited by geographic location. While benefits of 3-DVWs are well-documented, little attention has focused on the important area of student engagement and satisfaction. In this session, we report results of a continuous quality improvement (CQI) process focused on…