Interprofessional Health Care Research Articles

A Scoping Review of Medical Laboratory Science and Simulation: Promoting a Path Forward with Best Practices.

In medical laboratory science, there is a need to enhance the clinical learning curriculum beyond laboratory skill and diagnostic interpretation competency. Incorporating simulation presents an opportunity to train and produce medical laboratory scientists with the skills to communicate and work effectively in an interprofessional healthcare team. A scoping review was performed to (i) understand the landscape of research literature on medical laboratory science and simulation and (ii) provide a path for future research directions. The International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation were used as a guiding framework for literature that described simulation activities. Out of 439 articles from multiple databases, 32 were eligible for inclusion into this review. Of the 14 articles that described a simulation activity, only 3 described or partially described each component of the best practice criteria for simulation. Articles that did not describe the design and implementation of simulation (n = 18) consisted of 7 opinion-based papers, 4 narrative reviews, 5 case reports, and 2 empirical papers. Despite increases in medical laboratory science with simulation, there is a need for more detailed empirical studies, more studies with an interprofessional context, and more methodological rigor.

IMPLEMENTATION OF A GLOBAL REMOTE INTERPROFESSIONAL QUALITY IMPROVEMENT INITIATIVE: RESULTS OF A NEEDS ASSESSMENT CONDUCTED FOR A BALKAN LEARNING COLLABORATIVE

TOPIC: Education, Research, and Quality Improvement TYPE: Original Investigations PURPOSE: Background: The ongoing COVID-19 pandemic has created an urgent need for international collaboration and programs to rapidly share evolving medical knowledge and implementation strategies. Virtual programs offer a cost-effective option to provide meaningful engagement and disseminate best practices to remote locations with limited resources. A thorough understanding of the local practice needs is essential to design an effective quality improvement initiative. The purpose of this study was to conduct a novel learning needs assessment among an interprofessional group of Balkan healthcare professionals to better understand their current clinical challenges, interests, and opinions to inform a longitudinal remote education and quality improvement program. METHODS: We developed and performed a learning needs assessment with a group of interprofessional healthcare providers from Montenegro. This qualitative assessment was conducted in three phases using sequential explanatory design: 1) A board of intensivists and education experts developed 20 statements describing common critical care entrustable professional activities (EPAs) using a Delphi method. 2) Local healthcare providers rank-ordered these statements using Q Sort methodology, which were analyzed using by-person factor analysis. 3) A focus group interview was performed to understand the reasoning behind participant responses and analyzed using thematic analysis. RESULTS: 24 out of 63 participants answered the survey (response rate 38%). Most participants were grouped into one factor. Surveyed participants showed the highest interest in the evaluation and management of patients with shock, resuscitation, and stabilization of critically ill patients, and evaluation and management of common critical care infections. Moderate interest was expressed for procedural skills and the evaluation and management of the most common complications in the intensive care unit. Less common priorities were communication skills and interprofessional collaboration. The focus group interviewees agreed that they need improvement in a systemic approach, better protocols, and interprofessional collaboration and provided important insights into local practice constraints and cultural values. CONCLUSIONS: We describe an effective qualitative approach to conduct a remote needs assessment among an international, interprofessional group of healthcare professionals. This information has informed a tailored instructional design of our ongoing education and quality improvement initiative and has proved crucial to building cultural appreciation, trust, and an understanding of the expectations, needs, and implementation challenges of our Balkan participants. CLINICAL IMPLICATIONS: Description of a novel learning needs assessment tool to help build a customized remote education and quality improvement initiative for an interprofessional group of critical care healthcare professionals from the Balkan. DISCLOSURES: No relevant relationships by Marija Bogojevic, source=Web Response No relevant relationships by Milan Bogojevic, source=Web Response No relevant relationships by Yue Dong, source=Web Response Patent/IP rights for a licensed product relationship with Ambient Clinical Analytics Please note: From 2016 Added 05/23/2021 by Ognjen Gajic, source=Web Response, value=Royalty No relevant relationships by Heyi Li, source=Web Response No relevant relationships by Alexander Niven, source=Web Response No relevant relationships by Zoja Stankovic, source=Web Response No relevant relationships by Simon Zec, source=Web Response

The palliative clinical specialist radiation therapist: A CAMRT White Paper

Palliative radiation therapy (pRT) is an effective tool for people with incurable cancer, in the treatment of many cancer-related symptoms such as pain, bleeding and dyspnea. As utilization rates for palliative radiation therapy increase, the demands on the healthcare system continue to grow. Radiation Therapists with advanced knowledge, skills and judgements began demonstrating their ability to practice autonomously in 2004, with the development of the Clinical Specialist Radiation Therapist (CSRT) role. Since this time, CSRTs with a specific focus in pRT (pCSRT) have been increasing in both numbers as well as their positive effects on the cancer care system. Integrating a pCSRT into the existing pRT system has resulted in increased access to and quality of pRT being delivered to palliative cancer patients. The benefits of the addition of pCSRTs to the cancer care system include increasing system capacity and increasing quality of care. This white paper provides information related to the improvements that can be realized in a RT program related to the care and treatment of its palliative patients by adding a pCSRT to the interprofessional healthcare team and suggest it as one of many strategies that can be undertaken to make improvements to access and quality of care.

Integration of Extended Reality and a High-Fidelity Simulator in Team-Based Simulations for Emergency Scenarios

Wearable devices such as smart glasses are considered promising assistive tools for information exchange in healthcare settings. We aimed to evaluate the usability and feasibility of smart glasses for team-based simulations constructed using a high-fidelity simulator. Two scenarios of patients with arrhythmia were developed to establish a procedure for interprofessional interactions via smart glasses using 15-h simulation training. Three to four participants formed a team and played the roles of remote supporter or bed-side trainee with smart glasses. Usability, attitudes towards the interprofessional health care team and learning satisfaction were assessed. Using a 5-point Likert scale, from 1 (strongly disagree) to 5 (strongly agree), 31 participants reported that the smart glasses were easy to use (3.61 ± 0.95), that they felt confident during use (3.90 ± 0.87), and that that responded positively to long-term use (3.26 ± 0.89) and low levels of physical discomfort (1.96 ± 1.06). The learning satisfaction was high (4.65 ± 0.55), and most (84%) participants found the experience favorable. Key challenges included an unstable internet connection, poor resolution and display, and physical discomfort while using the smart glasses with accessories. We determined the feasibility and acceptability of smart glasses for interprofessional interactions within a team-based simulation. Participants responded favorably toward a smart glass-based simulation learning environment that would be applicable in clinical settings.

Onward and Upward: Introducing the Healthcare Simulation Standards of Best PracticeTM

Onward and Upward: Introducing the Healthcare Simulation Standards of Best PracticeTM

The Westerveld framework for interprofessional feedback dialogues in health professions education

Interprofessional feedback dialogues play a crucial role in educating the adaptive team members that health care practice requires. The aim of this study is to develop principles for interprofessional feedback dialogues, to support healthcare education on feedback processes in an interprofessional context. A critical review of the literature on (interprofessional) feedback, and discussions with local experts resulted in an initial framework. This was input for a two-round expert panel with international, leading scholars in the fields of feedback (n = 5) and interprofessional education (n = 5). Experts showed increased agreement and consensus over the rounds resulting in a framework, called the Westerveld framework, structured around seven criteria: Open and respectful; Relevant; Timely; Dialogical; Responsive; Sense making; and Actionable. The framework contains columns with feedback dialogue principles for information givers and users, and columns with additions to be taken into account in an interprofessional healthcare context. Structuring the information giver and user columns around the same criteria, emphasises shared responsibility of participants in a feedback dialogue. The integration of interprofessional additions facilitates transfer to the healthcare context. The Westerveld framework can provide guidance to teachers and students in interprofessional education, contributing to both student and teacher feedback literacy.

Effective continuing interprofessional healthcare education to improve sepsis care in a tertiary children and women’s hospital in the State of Qatar “Culture of think sepsis”

Background: Sepsis is a medical emergency and a global economic and health burden. It is one of the leading causes of death worldwide with 1 death every 2.8 seconds and represents 20% of all deaths worldwide. Sidra Medicine, the only pediatric tertiary care centre in the State of Qatar, in collaboration with Qatar’s Ministry of Public Health, Hamad Medical Corporation (HMC), and Hamad Healthcare Improvement Institute (HHQI) share the national goal of reducing mortality due to sepsis and septic shock through an increase in healthcare provider compliance to the sepsis six bundle of care from 0% to 95% by the end of 2022. Methods: A multifaceted, interdisciplinary, comprehensive education and training program was designed and provided to healthcare practitioners across Sidra and comprised: • Pre-implementation education • Multidisciplinary education sessions and workshops • Train-the-trainer nurse educator workshop • Bedside interdisciplinary simulation-based education • Sepsis case discussions during morning reports, academic activities, grand rounds, and morbidity and mortality meetings • Annual Qatar National Sepsis Symposium • September Sepsis-Awareness Month • Pediatric and women sepsis e-learning module • National Patient Safety Collaborative (NPSC) training sessions and storyboards in collaboration with the Institute for Healthcare Improvement (IHI) and HHQI In addition, sepsis pathway posters, think-sepsis booklets and pocket cards, antibiotic preparation and administration cards, and family education materials in Arabic and English were produced and utilized. Results: Improved sepsis awareness and education was observed. 95% of providers successfully completed the e-learning module. Compliance to the sepsis six bundle of care subsequently reached 81%. Sepsis mortality rate was 1.8% in the first two quarters of 2020 which is well below international mortality rates. Conclusion: Since 2018, Sidra Medicine embraced sepsis education and care through a national evidence-based sepsis guideline for early recognition and treatment which is positively reflected in low sepsis mortality rates for 2020.

Development of interprofessional healthcare teamwork skills: mapping students’ process of learning

ABSTRACT Higher education institutions commonly prepare future healthcare workers to engage in increasingly complex, interprofessional healthcare environments through interprofessional education. Development of appropriate teamwork skills is complex and takes time. However, much of the research on student engagement with teamwork in higher education has been focused on the end goal of teamwork. This obscures the process of how students learn to work in interprofessional healthcare teams and in what ways, over time. The current study used an exploratory interpretive approach to obtaining students’ experiences, perceptions and developing understanding of teamwork from the start of their undergraduate studies, through to completion of five semesters of group or teamwork projects. Through qualitative methodology, educators explored student experiences of teamwork, their focus at designated points of their undergraduate teamwork, and the meaning they attributed to being a member of a team. Student perceptions of successful teamwork developed over time to a positive and purposeful orientation toward teamwork, learner attributes that enhanced team function, and a growing awareness of how the assessment context affected team function. By mapping these processes of learning over time, educators can gain a clearer understanding of influences and experiences that impact on student learning in teamwork.

Take 5: Designing and evaluating 5-minute eLearning for busy hospital staff

Introduction: Ongoing professional education is an essential activity to ensure that hospital staff are using the best available evidence to deliver healthcare. Hospital staff from a range of professional groups cite increasing work volume and being too time poor to complete or attend education. To address this issue, a new 5-minute online education format (Take 5) was developed.Methods: A descriptive study using a short evaluation survey was undertaken at Royal Perth Hospital in Perth, Western Australia, to evaluate interprofessional healthcare staffs’ levels of engagement with the new education format.Results: The Take 5 education format facilitated the development of over 120 topics available via an intranet library page. During the study, it received 26,623 hits, averaging 19.3 visits per day. Topics were downloaded 45,611 times. Medication discrepancies (n = 1,326) and personal protective equipment (PPE) conservation (n = 1,115) were the most frequently downloaded. A total of 2,001 evaluation surveys were received, with nursing and medicine having the highest participation. The majority of staff (n = 1,895; 94.4%) rated the resource as having “good” to “high” quality content. Qualitative data showed that the topics were informative, easy to access and understand and perceived to help the participants change their clinical practice.Conclusion: The Take 5 uptake has been strong and sustained, as highlighted by the substantive utilisation and evaluation. The concept was not designed to replace formal education but to act as an adjunct, providing key education to meet staff demands. It provided immediacy of information and quality evidence-based content and directed the learner to more formal learning content and resources.

Perceptions of chiropractic students regarding interprofessional health care teams.

To describe perceptions of knowledge of interprofessional teams and value of interprofessional education (IPE) among 3 distinct years of chiropractic students at 1 chiropractic college. A 24-item cross-sectional survey was administered to 247 chiropractic students in years 1-3 within a single institution. Surveys included 5 demographic questions and the 19-item Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS collected information on perceptions and value of interprofessional health care in a health care training program. Each question is scored on a 1-5 scale, with 5 indicating a stronger agreement. Multivariable analysis was used for comparison. Out of a total 321 eligible students, 247 (148 male) students completed the survey from year 1 (n = 66), year 2 (n = 102), and year 3 (n = 79), respectively. Most students (68%) were 18-25 years old. The mean compiled score of all 3 years (n = 231) was 77.2 (SD = 9.1). Each individual's year scores were as follows: year 1 (n = 60, mean = 79.7, SD=7.4), year 2 (n = 95, mean = 76.9, SD = 9.1), and year 3 (n = 76, mean = 75.4, SD = 9.9). Of the 247 students who responded, 87% of participantsagreed with "shared learning with other health care students will increase my ability to understand clinical problems." Most participants demonstrated a positive response to IPE and collaborating with health care teams. Participants in earlier years demonstrated a more positive response compared to later years. While positive perceptions to IPE were demonstrated, chiropractic students lacked knowledge and understanding of their role within an interprofessional health care team.

Students' Perceptions Regarding the Influence of a Home Health Interprofessional Simulation Experience: A Mixed-Methods Study

Introduction: Interprofessional health care teams are essential for clinical decision making when providing care for patients with complex medical histories in the community setting. The purpose of this mixed methods, quasi-experimental study was to explore health care students' perceptions of communication and collaboration after an interprofessional simulation in a community health environment. Although interprofessional collaboration in community settings has been shown to improve patient outcomes and perceived quality of life, little emphasis has been placed on how to prepare future health care providers for interprofessional practice in this challenging environment. Methods: This study used a sample of convenience of 87 health care students (30 physical therapist students, 34 nursing students, and 23 emergency medical services students) enrolled in 2 education institutions in Southwest Virginia. Quantitative data were collected using the 21-item Interprofessional Socialization and Valuing Scale (ISVS-21). Qualitative data, collected through focus group interviews, were analyzed using thematic analysis. Results: Overall, students improved their perception on all items on the ISVS-21. The students in this study were also able to reflect on their profession's role in the community health setting, discuss key information to be shared to ensure the continuity of patient care, and explore an effective handoff process between professions. Discussion and Conclusion: Students gained understanding of each professions' perceptions of care priorities in the community and the different communication strategies may better prepare the students to enter the diverse and complex community health care environment.

What are the participants' perspective and the system-based impact of a standardized, inter-professional morbidity/mortality-conferences in a children's hospital?

Morbidity and mortality conferences (MMC) are well established but little data exists on inter-professional aspects, system-based outcomes and characteristics in pediatric departments. Our study aim was to analyze the system-based impact and to assess participant's perspectives on standardized, inter-professional MMCs in a children's hospital. In a prospective observational analysis the inter-professional MMCs held at a tertiary teaching children's hospital in Switzerland were analyzed for (I) resulting clinical consequences and (II) participants perception on format, usefulness and no-blame atmosphere. Eighteen MMC, discussing 29 cases were analyzed. Twenty-seven clinical errors/problems were identified and 17 clinical recommendations were developed: ten new or changed clinical guidelines, two new therapeutic alternatives, three new teaching activities, and two guidelines on specific diagnostics. Altogether, the 466 participants evaluated the conferences favorably. Little differences were seen in the evaluations of physicians of different disciplines or seniority but non-physicians scored all questions lower than physicians. Overall, three quarters of the participants felt that there was a no-blame culture during the conferences but results varied depending on the cases discussed. An inter-professional MMC can have relevant impact on clinical practice and affect system-based changes. Inter-professional conferences are profitable for all participants but evaluated differently according to profession. A standardized format and the presence of a moderator are helpful, but not a guarantee for a no-blame culture. Highly emotional cases are a risk factor to relapse to "blame and shame". A time gap between the event and the MMC may have a beneficial effect. Inter-professional communication; inter-professional health care; learning from failure; morbidity and mortality conference (MMC); patient safety; psychological safety.

Role of Pharmacists in the Interprofessional Care Team for Patients with Chronic Diseases.

Chronic diseases are a major health problem and cause of death worldwide. Patients with chronic diseases should be managed by an interprofessional care team consisting of general practitioners, medical specialists, nurses, and pharmacists. However, the roles of pharmacists in this interprofessional care team have not been fully explored. This study, therefore, examined their roles as members of the interprofessional care team in managing patients with chronic diseases. A search in PubMed, Google Scholar, EBSCO, Scopus, and Cochrane Library databases was conducted for research articles that discussed pharmacists, interprofessional healthcare, and chronic diseases. From initial 420 identified articles, a total of 27 articles were included in this study. The interprofessional healthcare team should have a sense of tolerance and belonging among its members, which is reflected in five dimensions: partnership, coordination, cooperation, decision-making, and therapeutic outcomes. The five dimensions are closely related because they support each other in the success of the therapy. The presence of pharmacists in an interprofessional healthcare team has been proven to help facilitate access to primary care and improve patient outcomes. Pharmacists can assist in managing chronic disease conditions by providing drug information to patients and other healthcare providers and by acting as a consultant for treatment-related issues. The pharmacist’s role as part of an interprofessional care team reinforces the importance of a collaborative healthcare team in providing clinical services to patients with chronic diseases.

Implementation of a uniform nationwide medical licensing examination in general practice. A feasibility study.

Objective: A competency-based training of medical students that is adapted to the realities of care is required internationally and is being intended in Germany with the Master Plan for Medical Studies 2020. In order to test these competencies, the German National Institute for state examinations in Medicine, Pharmacy and Psychotherapy (IMPP) has developed a concept for the redesign of the final part of the medical licensing examination in Germany. It focuses on general and interprofessional healthcare in the examination with outpatients. The aim of this work is to assess the feasibility of the new final examination on the basis of pilot examinations in family practices and to derive further steps for the national implementation.Methods: Fourteen medical students in their internship year completed a full examination with patients aged 42 to 84 years. Examiners evaluated the examination performance using standardised evaluation forms. Feasibility was qualitatively assessed in terms of compliance with content and time limits, examination results, patient reflections, and implementation in the practice. Results: Students were able to complete all tasks within the given time frame. Based on the evaluation forms, the examiners assessed the performance of the students. Patients appreciated the structured course of the examination in the familiar location of their family practice. For the nationwide implementation of the examination, 2,500 examination practices are required for about 10,000 examinees per year. Four students can then be examined on two days per year in each practice.Conclusions: Oral-practical examinations with outpatients in general medical practices can be carried out successfully throughout the nation. An implementation of the examinations throughout Germany requires that medical studies are restructured and that this new curriculum is implemented as intended by the Master Plan for Medical Studies 2020. Furthermore, training and remuneration of examiners together with a legal framework for the new examination must be established.

An interprofessional core elective module on the scholarly presentation of projects: implementation in an online format.

Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students’ working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context.A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases “kick-off”, “self-directed learning” and “online seminar” is exemplified and discussed with regard to its suitability for digital interprofessional teaching.Implementation: During implementation it was important to clearly define the module’s scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations.Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases “kick-off”, “self-directed learning” and “online seminar”. For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.

The lived experience of medical training and emotional intelligence

The shifting health care landscape in the United States has surfaced challenges related to increased accountability, interprofessional health care teams, and changes in federal policy—all of which compel physicians to adopt roles beyond clinician such as clinical investigator, team leader, and manager. To address these challenges, leadership development programs across the continuum of medical education aim to develop critical leadership skills and competencies, such as emotional intelligence. Such skills and competencies are largely taught through didactic approaches (e.g., classroom). These approaches often neglect the context of learning. From medical residency to a hospital or clinic, the contextual lived experience is habitually overlooked as a vehicle for developing emotional intelligence. This article highlights lived experience, such as medical residency, as an approach to develop emotional intelligence. First, we address the need for developing emotional intelligence as a leadership skill as well as the suitability of medical residency for such development. Next, we discuss the background of lived experience and emotional intelligence. Lastly, we identify future directions for leveraging lived experiences of medical residency to develop emotional intelligence.

Pediatric Project ECHO®: A Virtual Community of Practice to Improve Palliative Care Knowledge and Self-Efficacy among Interprofessional Health Care Providers

Background: Health care providers (HCPs) require ongoing training and mentorship to fully appreciate the palliative care needs of children. Project ECHO® (Extension for Community Healthcare Outcomes) is a model for delivering technology-enabled interprofessional education and cultivating a community of practice among HCPs who care for children with life-limiting illness.Objectives: To develop, implement, and evaluate the Project ECHO model within the pediatric palliative care (PPC) context. Specific objectives were to evaluate (1) participation levels, (2) program acceptability, (3) HCP knowledge changes, (4) HCP self-efficacy changes, and (5) perceived practice changes after six months.Intervention: An interprofessional PPC curriculum was informed by a needs assessment. The curriculum was delivered through monthly virtual 90-minute TeleECHO sessions (didactic presentation and case-based learning) from January 2018 to December 2019. The program was freely available to all HCPs wishing to participate.Design: A mixed-methods design with repeat measures was used. Surveys were distributed at baseline and six months to assess outcomes using 7-point Likert scales. Descriptive and inferential statistical analyses were conducted. The study was approved by the Research Ethics Board at the Hospital for Sick Children.Results: Twenty-four TeleECHO sessions were completed with a mean of 32 ± 12.5 attendees. Acceptability scores (n = 43) ranged from 5.1 ± 1.1 to 6.5 ± 0.6. HCPs reported improvements in knowledge and self-efficacy across most topics (11 out of 12) and skills (8 out of 10) with demonstrated statistical significance (p < 0.05). Most participants reported positive practice impacts, including enhanced ability to provide PPC in their practice.Conclusion: Project ECHO is a feasible and impactful model for fostering a virtual PPC-focused community of practice among interprofessional HCPs.

509-P: Type 1 Diabetes Management and the Impact on Caregiver Quality of Life

After a child’s type 1 diabetes diagnosis, significant demands may be placed on the family. Families are thrust into a new routine focused on daily diabetes management that include continuous monitoring of their child’s blood glucose levels, nutritional needs, activity and sleep patterns, stress and emotional responses, and medication administration, among others. Additionally, the caregivers become inundated with time and financial strain for travel for new medical appointments, management of healthcare insurance policies, and medical bills, causing some caregivers to cease employment or secure a job that allows for increased time flexibility. The purpose of this mixed methods study was to examine how caring for a child living with type 1 diabetes impacts caregiver quality of life, burden, and roles. Through convenience sampling, caregivers (n=43) completed an electronic demographic survey, Burden Scale for Family Caregivers, WHOQoL, followed by an individual phenomenological interview (n=6). The majority of caregivers reported moderate burden (48%) or severe to very severe burden (20%). A significant large negative correlation was found between caregiver burden and quality of life (r = -0.73, p&amp;lt;0.01), indicating that as burden increased, quality of life decreased. Interview findings revealed three themes: relationship maintenance difficulties lead to decreased social support; declining productive occupations; and a strong desire for education and advocacy. Due to caregivers reporting difficulty with maintaining their own health and well-being while caring for a child living with type 1 diabetes, it is imperative for interprofessional diabetes health care teams to develop novel interventions aimed to improve family quality of life. Disclosure V. D. Jewell: Research Support; Self; Dexcom, Inc.

508-P: Correlations between Burden and Quality of Life for Caregivers of Children Living with Type 1 Diabetes

Providing continuous care to a child living with type 1 diabetes impacts not only the child’s well-being, but also a caregiver’s quality of life and overall feelings of burden from this omnipresent disease. The hypervigilance required for diabetes management can cause declines in a caregiver’s physical, emotional, and social health. Therefore, it is imperative that practitioners understand the impact of diabetes management on caregivers to develop and implement appropriate family-centered interventions. The purpose of this descriptive, cross-sectional survey was to examine the relationships between caregiver burden and quality of life of caregivers of children living with type 1 diabetes. Caregivers (n=212) who had provided care to a child with type 1 diabetes for a minimum of six months completed an electronic survey that included demographic information, the Zarit Burden Interview Scale, and the WHOQoL-BREF. Most of the respondents were female (98%), aged 36-45 years (56%), married (82%), and had completed at least some college (82%). Caregiver burden was reported by all respondents, with the majority reporting moderate to severe burden (68%). One-way ANOVA analysis indicated a significant weak, negative correlation between caregiver burden and quality of life domains, including physical health (r = 0.360, p&amp;lt;0.001), psychological health (r = 0.460, p&amp;lt;0.001), social relationships (r = 0.394, p&amp;lt;0.001), and environment (r = 0.462, p&amp;lt;0.001). It is not surprising that respondents who reported increased caregiver burden also reported lower quality of life, indicating that managing a chronic condition may lead to increased stress and declined overall health and well-being. As it is known that improved quality of life is related to improved blood glucose control and overall health, interprofessional endocrinology healthcare teams are encouraged to provide family-centered approaches to care to address both the child and caregiver concerns related to diabetes management. Disclosure V. D. Jewell: Research Support; Self; Dexcom, Inc. G. Lee: None. K. Harmon: None. E. Gallegos: None.

Developing Human Papillomavirus Education Material for HPV-Positive Oropharyngeal Cancer Patients with an Interprofessional Health Care Team and Patient Representatives

Purpose: The incidence of human papillomavirus (HPV)-related head and neck cancer now exceeds the incidence of HPV-related cervical cancer in Canada. A study conducted at our institution identified that patients were not provided with sufficient information regarding HPV-positive oropharyngeal squamous cell carcinoma (HPV-OPSCC). It was also recognized that patients and their partner felt guilt and stigma about the HPV diagnosis, which had a negative impact on their intimacy. The aim of this project was to create an educational tool to address the concerns of patients and their families with HPV-OPSCC through collaboration of an interprofessional health care team and patient representatives.