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The GITT 2.0 model aims to improve patient/caregiver-centered outcomes, healthcare costs, and overall population health by promoting interprofessional teams in practice-academic collaboratives. Building upon the original GITT (Geriatric Interdisciplinary Team Training) Program, developed by Terry Fulmer, PhD, RN, FAAN, and Mathy Mezey, EdD, RN, FAAN, GITT 2.0 is an online toolkit that provides the template and tools to embed interprofessional practice in the care of older adults while focusing on quality initiatives in academic and/or healthcare organizations. This model draws upon experiences from an academic-practice program implemented in Fall 2013 as part of a 3-year HRSA grant (HRSA grant #UD7HP26049) by the Hartford Institute for Geriatric Nursing with teams of nurse practitioners, pharmacists, and social workers targeting medication adherence among older transitional care homebound patients. GITT 2.0 provides participants with knowledge and skills on critical aspects of team-based care, such as situational leadership, effective communication, and respect and understanding of the roles of other professions.
GITT 2.0 provides a map for integrating and embedding interprofessional education and practice in professional academic programs and/or healthcare organizations. Two components essential for implementation of GITT 2.0 are:
(1) At leasttwo professions working together, and
(2) The identification of a quality improvement indicator that is driven by professionals.
Otherwise GITT 2.0 has been designed to be fluid and malleable, and its core components are adaptable to any environment and mix of professionals. It can be applied to any number or types of professionals, and can resonate with undergraduate and graduate student populations.
While it is recommended that professional schools partner with a clinical organization in order to implement the program, the school or clinical agency can also adapt GITT 2.0 separately. For example, GITT 2.0 can be swiftly integrated into a clinical environment where there are no students, but where there is a need for interprofessional development for practicing professionals. Conversely, an academic environment can adapt it where there are only students and no practicing professionals (by way of leveraging opportunities such as clinical simulations).
Above all, GITT 2.0 can be used in any environment in which the interprofessional team is focused on a particular quality improvement project.