Perspectives Winter/Spring 2019

NOVA SOUTHEASTERN UNIVERSITY | 31 These reports called for system change and family- centered care. In 2014, the Macy Foundation convened a conference with academicians, families, and medical providers that advocated including patients and families in all areas of training future and current health professionals. The National Academy of Medicine advocated for engaging families in all aspects of care throughout health care delivery systems in a 2017 position paper. How does this work and look in a hospital system? Barone described the work done at MHS, elaborated on the tenets of PFCC, and dis- cussed the role of patients and families in enhancing care throughout MHS. She also discussed the commitment MHS has to col- laborating with families by providing PFCC education to families and staff members. Joe DiMaggio Children’s Hospital in Hollywood, Florida, recently obtained Planetree certification and was recognized for its patient- and family-centered excellence. Not surprisingly, PFCC is clearly stated in the hospital vision and mission statements. Additionally, MHS has patient and family advisory councils in each of its six hospitals and values their input on committees and hospital projects. One mechanism to educate students and health professionals about PFCC is through the power of stories. Barone facilitated a family faculty panel where parents of children with chronic health issues shared their stories with the college’s faculty members. These stories are a valuable way for students and health care professionals to understand the “lived experience” of families and learn how to talk, share bad news, and partner with them. Best practice in the academic world is calling for training in PFCC for all health professionals at the pre-service level. Shifting to an academic lens, Brunner and Neill shared their institution’s journey to integrate a patient- and family-centered care curriculum into an IPE curriculum for the entire study body at the University of Arkansas for Medical Sciences. This was a comprehensive endeavor with the support of every academic department within their university. Family faculty (former patients or caregivers) were involved in curriculum design, teaching, and program evaluation. Brunner and Neill discussed the challenges and strategies of implementation and the critical need for infrastructure and administration support. They also shared exciting, outcome-based research projects of students and families to improve systems. A robust discussion concluded the workshop, with faculty members sharing their experiences, questions, and thoughts regarding PFCC curriculum strategies. What can we do at the college level to integrate PFCC education into curricula? How can we use family faculty to enrich our teaching? Are we provid- ing experiences to foster partnerships with patients and families? What type of training is needed for our faculty? It is up to us to see that this discussion continues as we move forward with our IPE initiative throughout Nova Southeastern University. † Elise Bloch is an associate professor in the Department of Occupational Therapy—Fort Lauderdale. Right: Lupe Collado shares her experiences as a caregiver for her hospitalized daughter. Below: Family faculty members stand with Collado, right.