{"id":6,"date":"2023-10-04T10:33:53","date_gmt":"2023-10-04T14:33:53","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/qualitycaretransitions\/?p=6"},"modified":"2023-10-09T14:19:23","modified_gmt":"2023-10-09T18:19:23","slug":"appendix","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.library.torontomu.ca\/qualitycaretransitions\/back-matter\/appendix\/","title":{"raw":"References","rendered":"References"},"content":{"raw":"

Associates in Process Improvement (2012). The Model for Improvement.\u00a0 http:\/\/www.ihi.org\/education\/ihiopenschool\/Courses\/Documents\/QI102-FinalOnePager.pdf<\/a>\u00a0<\/span><\/p>\r\n

Badowski, D. & Wells-Beede, E. (2022). State of prebriefing and debriefing in virtual simulation. Clinical Simulation in Nursing, 62, 42-51.<\/span><\/p>\r\n

Bookey-Bassett, S., Espin, S. & Lawrence, K., (2022). The Role of Interprofessional Education\u00a0 in Training Healthcare Providers for Integrated Healthcare: A Scoping Review. Health,\u00a0 Interprofessional Practice and Education, 4(3), p. eP2191. DOI: http:\/\/doi.org\/10.7710\/2641- 1148.2191\u00a0\u00a0<\/span><\/p>\r\n

Canadian Patient Safety Institute. The Safety Competencies: Enhancing Patient Safety Across the Health Professions. 2nd Edition. Edmonton, Alberta; March 2020. https:\/\/www.healthcareexcellence.ca\/media\/115mbc4z\/cpsi-safetycompetencies_en_digital-final-ua.pdf<\/a><\/span><\/p>\r\n

Canadian Stroke Best Practices (2019). Transitions and Community Participation Following\u00a0 Stroke: Section 3: Interprofessional Care Planning and Communication.\u00a0 https:\/\/www.strokebestpractices.ca\/recommendations\/managing-stroke-transitions-of care\/interprofessional-care-planning-and-communication<\/a>\u00a0<\/span><\/p>\r\n

Eppich, Walter MD, MEd; Cheng, Adam MD, FRCPC, FAAP Promoting Excellence and\u00a0 Reflective Learning in Simulation (PEARLS), Simulation in Healthcare: The Journal of the\u00a0 Society for Simulation in Healthcare: April 2015 - Volume 10 - Issue 2 - p 106-115 doi:\u00a0 10.1097\/SIH.0000000000000072\u00a0\u00a0<\/span><\/p>\r\n

Goodwin, N. (2016). Understanding integrated care. International Journal of Integrated Care.\u00a0 16(4), 1-4. https:\/\/doi.org\/10.5334\/ijic.2530\u00a0<\/span><\/p>\r\n

Heran, M., Lindsay, P., Gubitz, G., Yu, A., Ganesh, A., Lund, R., . . . Shamy, M. (2022). Canadian Stroke Best Practice Recommendations: Acute Stroke Management, 7th Edition Practice Guidelines Update, 2022. Canadian Journal of Neurological Sciences, 1-31. https:\/\/doi.org\/10.1017\/cjn.2022.344<\/span><\/p>\r\n

INACSL Standards Committee (2016a). INACSL standards of best practice: SimulationSM\u00a0 Simulation design. Clinical Simulation in Nursing, 12(S), S5-S12. <\/span>http:\/\/dx.doi.org\/10.1016\/J.ecns.2016.09.005\u00a0\u00a0<\/span><\/p>\r\n

INACSL Standards Committee (2016b). INACSL standards of best practice: SimulationSM\u00a0 Debriefing. Clinical Simulation in Nursing, 12(S), S21-S25. <\/span>http:\/\/dx.doi.org\/10.1016\/j.ecns.2016.09.008<\/span>\u00a0\u00a0<\/span><\/p>\r\n

Institute of Medicine. Crossing the quality chasm: a new health system for the 21st century. Washington, DC: National Academies Press; 2001<\/span><\/p>\r\n

Kodner, D. (2009). All together now: A conceptual exploration of integrated care. Healthcare\u00a0 Quarterly, 13(Special Issue), 6-15, https:\/\/doi.org\/10.12927.hcq2.2009.21091\u00a0<\/span><\/p>\r\n

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.\u00a0 Prentice-Hall.\u00a0<\/span><\/p>\r\n

Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential\u00a0 learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.\u00a0<\/span><\/p>\r\nLawson, T., Weekes, L., & Hill, M. (2018). Ensuring success and sustainability of a quality improvement project. BJA Education, 18(5), 147-152. https:\/\/doi.org\/10.1016\/j.bjae.2018.02.002<\/a>\r\n

McDermott, D. S., Ludlow, J., Horsley, E. & Meakim, C. (2021). Healthcare simulation standards of best practice prebriefing: preparation and briefing. Clinical Simulation in Nursing, 38, 9-13. https:\/\/doi.org\/10.1016\/j.ecns.2021.08.008<\/span><\/p>\r\n

Mohamed, E.H., Harvey, G. & Kilfoil, L. (2021, Month). Pre-Brief in Simulation-Based\u00a0 Experiences: A Scoping Review of the Literature. Clinical Simulation in Nursing , 000, 1-10.\u00a0 https:\/\/doi.org\/10.1016\/ j.ecns.2021.08.003 .\u00a0<\/span><\/p>\r\n

Schon, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.\u00a0<\/span><\/p>\r\n

Toronto Stroke Networks Integrated Stroke Care. <\/span>https:\/\/www.tostroke.com\/stroke-services\/integrated-stroke<\/span>care\/#:~:text=Integrated%20stroke%20care%20requires%20a,system%2Dwide%20protocols%2 0and%20processes<\/span><\/a><\/p>\r\nWeekes, L., Lawson, T., & Hill, M. (2018). How to start a quality improvement project. BJA Education, 18(4), 122-127. https:\/\/doi.org\/10.1016\/j.bjae.2018.01.004<\/a>\r\n\r\n ","rendered":"

Associates in Process Improvement (2012). The Model for Improvement.\u00a0 http:\/\/www.ihi.org\/education\/ihiopenschool\/Courses\/Documents\/QI102-FinalOnePager.pdf<\/a>\u00a0<\/span><\/p>\n

Badowski, D. & Wells-Beede, E. (2022). State of prebriefing and debriefing in virtual simulation. Clinical Simulation in Nursing, 62, 42-51.<\/span><\/p>\n

Bookey-Bassett, S., Espin, S. & Lawrence, K., (2022). The Role of Interprofessional Education\u00a0 in Training Healthcare Providers for Integrated Healthcare: A Scoping Review. Health,\u00a0 Interprofessional Practice and Education, 4(3), p. eP2191. DOI: http:\/\/doi.org\/10.7710\/2641- 1148.2191\u00a0\u00a0<\/span><\/p>\n

Canadian Patient Safety Institute. The Safety Competencies: Enhancing Patient Safety Across the Health Professions. 2nd Edition. Edmonton, Alberta; March 2020. https:\/\/www.healthcareexcellence.ca\/media\/115mbc4z\/cpsi-safetycompetencies_en_digital-final-ua.pdf<\/a><\/span><\/p>\n

Canadian Stroke Best Practices (2019). Transitions and Community Participation Following\u00a0 Stroke: Section 3: Interprofessional Care Planning and Communication.\u00a0 https:\/\/www.strokebestpractices.ca\/recommendations\/managing-stroke-transitions-of care\/interprofessional-care-planning-and-communication<\/a>\u00a0<\/span><\/p>\n

Eppich, Walter MD, MEd; Cheng, Adam MD, FRCPC, FAAP Promoting Excellence and\u00a0 Reflective Learning in Simulation (PEARLS), Simulation in Healthcare: The Journal of the\u00a0 Society for Simulation in Healthcare: April 2015 – Volume 10 – Issue 2 – p 106-115 doi:\u00a0 10.1097\/SIH.0000000000000072\u00a0\u00a0<\/span><\/p>\n

Goodwin, N. (2016). Understanding integrated care. International Journal of Integrated Care.\u00a0 16(4), 1-4. https:\/\/doi.org\/10.5334\/ijic.2530\u00a0<\/span><\/p>\n

Heran, M., Lindsay, P., Gubitz, G., Yu, A., Ganesh, A., Lund, R., . . . Shamy, M. (2022). Canadian Stroke Best Practice Recommendations: Acute Stroke Management, 7th Edition Practice Guidelines Update, 2022. Canadian Journal of Neurological Sciences, 1-31. https:\/\/doi.org\/10.1017\/cjn.2022.344<\/span><\/p>\n

INACSL Standards Committee (2016a). INACSL standards of best practice: SimulationSM\u00a0 Simulation design. Clinical Simulation in Nursing, 12(S), S5-S12. <\/span>http:\/\/dx.doi.org\/10.1016\/J.ecns.2016.09.005\u00a0\u00a0<\/span><\/p>\n

INACSL Standards Committee (2016b). INACSL standards of best practice: SimulationSM\u00a0 Debriefing. Clinical Simulation in Nursing, 12(S), S21-S25. <\/span>http:\/\/dx.doi.org\/10.1016\/j.ecns.2016.09.008<\/span>\u00a0\u00a0<\/span><\/p>\n

Institute of Medicine. Crossing the quality chasm: a new health system for the 21st century. Washington, DC: National Academies Press; 2001<\/span><\/p>\n

Kodner, D. (2009). All together now: A conceptual exploration of integrated care. Healthcare\u00a0 Quarterly, 13(Special Issue), 6-15, https:\/\/doi.org\/10.12927.hcq2.2009.21091\u00a0<\/span><\/p>\n

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.\u00a0 Prentice-Hall.\u00a0<\/span><\/p>\n

Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential\u00a0 learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.\u00a0<\/span><\/p>\n

Lawson, T., Weekes, L., & Hill, M. (2018). Ensuring success and sustainability of a quality improvement project. BJA Education, 18(5), 147-152. https:\/\/doi.org\/10.1016\/j.bjae.2018.02.002<\/a><\/p>\n

McDermott, D. S., Ludlow, J., Horsley, E. & Meakim, C. (2021). Healthcare simulation standards of best practice prebriefing: preparation and briefing. Clinical Simulation in Nursing, 38, 9-13. https:\/\/doi.org\/10.1016\/j.ecns.2021.08.008<\/span><\/p>\n

Mohamed, E.H., Harvey, G. & Kilfoil, L. (2021, Month). Pre-Brief in Simulation-Based\u00a0 Experiences: A Scoping Review of the Literature. Clinical Simulation in Nursing , 000, 1-10.\u00a0 https:\/\/doi.org\/10.1016\/ j.ecns.2021.08.003 .\u00a0<\/span><\/p>\n

Schon, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.\u00a0<\/span><\/p>\n

Toronto Stroke Networks Integrated Stroke Care. <\/span>https:\/\/www.tostroke.com\/stroke-services\/integrated-stroke<\/span>care\/#:~:text=Integrated%20stroke%20care%20requires%20a,system%2Dwide%20protocols%2 0and%20processes<\/span><\/a><\/p>\n

Weekes, L., Lawson, T., & Hill, M. (2018). How to start a quality improvement project. BJA Education, 18(4), 122-127. https:\/\/doi.org\/10.1016\/j.bjae.2018.01.004<\/a><\/p>\n

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