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Haber J, Cipollina J. Oral Health Nursing Education and Practice Program: Ten-Year Outcomes. Policy Polit Nurs Pract 2024; 25:127-136. [PMID: 38263675 DOI: 10.1177/15271544231224450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2024]
Abstract
The Oral Health Nursing Education and Practice Program (OHNEP), a core partner of the National Interprofessional Initiative on Oral Health, is a national initiative focused on implementing an interprofessional oral health workforce innovation to influence change in clinical education, practice, and policy. OHNEP aims to address oral health disparities by enhancing the nursing profession's role in integrating oral health and its links to overall health in both academic and clinical settings. Leveraging the opportunity to cultivate faculty, preceptors, and clinicians as oral health champions, OHNEP aims to integrate interprofessional oral health clinical content and competencies in undergraduate and graduate nursing programs through faculty and preceptor development, curriculum integration, and establishing oral health as a standard of care in clinical settings. Outcomes include widespread dissemination of OHNEP virtual products and resources used by a significant number of undergraduate and graduate programs nationwide. OHNEP has a notable impact on policy related to integrating oral health and its links to overall health in undergraduate and graduate nursing programs, thereby increasing interprofessional oral health workforce capacity and aiming to improve oral health equity.
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Affiliation(s)
- Judith Haber
- New York University Rory Meyers College of Nursing, New York, NY, USA
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Roitman J, Haber J, Cipollina J, Feldman L, Fletcher J, Allen K, Crotty K, Kudlowitz D, Anderson M. Evaluation of a virtual interprofessional oral-systemic health simulation experience in nursing, dentistry, medicine, and pharmacy education. J Dent Educ 2024; 88:544-553. [PMID: 38400648 DOI: 10.1002/jdd.13498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 11/15/2023] [Accepted: 01/06/2024] [Indexed: 02/25/2024]
Abstract
PURPOSE The annual teaching oral-systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral-systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students' self-reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in-person TOSH (2019) to examine the equivalence of student outcomes of both the in-person and virtual programs. METHODS A pre- and post-test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self-reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale. RESULTS Analysis of pre- and post-surveys demonstrated statistically significant improvement in students' self-rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in-person cohorts. Similar findings between the in-person and virtual cohorts indicated no statistically significant difference between the two formats. CONCLUSION These findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan.
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Affiliation(s)
- J Roitman
- Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, New York, USA
| | - J Haber
- NYU Rory Meyers College of Nursing
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Goto R, Haruta J. Current status of interprofessional competency among healthcare professions in Japan: A cross-sectional web-based survey. J Gen Fam Med 2023; 24:119-125. [PMID: 36909786 PMCID: PMC10000264 DOI: 10.1002/jgf2.601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 11/29/2022] [Accepted: 12/09/2022] [Indexed: 01/01/2023] Open
Abstract
Background Self-assessment of professionals' interprofessional competency is meaningful for benchmarking oneself and helping to identify training needs. We aimed to clarify differences in self-assessment of interprofessional competency in Japan by profession and type of facility. Methods We conducted a cross-sectional study using a web survey among primary healthcare providers in Japan, especially members of the Japan Primary Care Association, between June and October 2020. After sampling using the e-mail list, we used an exponential nondiscriminative snowball method as purposive sampling through key professional informants between November 2020 and February 2021. The questionnaire covered items including participant demographics (age, gender, years of experience as professionals, years of experience working at the current institution, attendance type (regular or part-time work), administrative experience, profession, and facility type) and included the Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC). Differences between healthcare professions (physician, nurse, pharmacist, rehabilitation therapist, and social worker) and between types of facility (university hospital, medium-sized hospital, small hospital, and clinics) were compared using the Kruskal-Wallis test. Results A total of 593 people responded to the survey. Their mean age was 41.2 ± 11.3 years, and 312 (52.6%) were female. JASSIC scores of physicians and social workers were significantly higher than those of rehabilitation therapists (p < 0.01). Concerning facilities, professionals working in clinics rated themselves higher than those in medium-sized hospitals (p < 0.01). Conclusions We revealed that self-assessment of interprofessional competency in Japan varied by profession and type of facility.
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Affiliation(s)
- Ryohei Goto
- Department of Primary Care and Medical Education, Faculty of Medicine University of Tsukuba Tsukuba Japan
| | - Junji Haruta
- Department of Primary Care and Medical Education, Faculty of Medicine University of Tsukuba Tsukuba Japan.,Medical Education Center, School of Medicine Keio University Tokyo Japan
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Fisher J, Berman R, Buse K, Doll B, Glick M, Metzl J, Touger-Decker R. Achieving Oral Health for All through Public Health Approaches, Interprofessional, and Transdisciplinary Education. NAM Perspect 2023; 2023:202302b. [PMID: 37273458 PMCID: PMC10238101 DOI: 10.31478/202302b] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2023]
Affiliation(s)
| | | | - Kent Buse
- George Institute for Global Health, Imperial College London
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Martin‐Piedra MA, Saavedra‐Casado S, Santisteban‐Espejo A, Campos F, Chato‐Astrain J, Garcia‐Garcia OD, Sanchez‐Porras D, Luna del Castillo JDD, Rodriguez IA, Campos A. Identification of histological threshold concepts in health sciences curricula: Students' perception. ANATOMICAL SCIENCES EDUCATION 2023; 16:171-182. [PMID: 35068075 PMCID: PMC10078720 DOI: 10.1002/ase.2171] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 12/31/2021] [Accepted: 01/18/2022] [Indexed: 05/25/2023]
Abstract
Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.
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Affiliation(s)
- Miguel A. Martin‐Piedra
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Salvador Saavedra‐Casado
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Doctoral (Ph.D.) Program in BiomedicineFaculty of MedicineUniversity of GranadaGranadaSpain
| | - Antonio Santisteban‐Espejo
- Department of PathologyPuerta del Mar University HospitalCádizSpain
- Institute of Research and Innovation in Biomedical Sciences of the Province of Cadiz (INiBICA)University of CádizCádizSpain
| | - Fernando Campos
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Jesus Chato‐Astrain
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Oscar Dario Garcia‐Garcia
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - David Sanchez‐Porras
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | | | - Ismael Angel Rodriguez
- Department of Histology BFaculty of DentistryNational University of CordobaCordobaArgentina
| | - Antonio Campos
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
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Kilroy S, Corte C, Park C, Vincent C, Borgers F, Hannan M, Corbridge S. Identifying contributing factors influencing pediatric nurses' and health professionals' self-reported collaborative practice behaviors. J Pediatr Nurs 2022; 64:164-173. [PMID: 34794847 DOI: 10.1016/j.pedn.2021.10.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Revised: 10/09/2021] [Accepted: 10/21/2021] [Indexed: 10/19/2022]
Abstract
PURPOSE In this study, we examined the influence of interprofessional American Heart Association (AHA) resuscitation courses on pediatric health care professionals' (N = 218) self- reported collaborative practice behaviors (CPBs) and examined differences in CPBs between nursing, medicine, and respiratory therapy. DESIGN AND METHODS A mixed methods explanatory design was utilized with a sample of pediatric nurses, nurse practitioners, physicians, and respiratory therapists. Data were collected using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and two open-ended questions. Data analysis included: exploratory factor analysis, paired t-tests, mixed effects modeling and directed content analysis. Inferences were made across quantitative and qualitative data. RESULTS Statistically significant improvement in mean CPB scores was demonstrated by all professions (t (208) = -12.76; ρ < 0.001) immediately after the AHA courses. Qualitative responses indicated physicians identified roles and responsibilities (94%, n = 17) as the most important CPB. Communication was identified by nurses (78%, n = 76), nurse practitioners (100%, n = 11) and respiratory therapists (71%, n = 5) as most important. CONCLUSIONS Participation in an interprofessional AHA course significantly increased mean self-reported CPB scores. Changes in mean CPB scores were sustained over 6 weeks upon return to clinical practice. PRACTICE IMPLICATIONS Future research focused on CPBs of front-line health care professionals can provide an accurate portrayal of an interprofessional team and can inform how collaborative practice is established in everyday clinical practice.
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Affiliation(s)
- Susan Kilroy
- University of Illinois at Chicago, Department of Human Development Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Colleen Corte
- University of Illinois Chicago, Department of Population Health Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Chang Park
- University of Illinois Chicago, Department of Population Health Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Catherine Vincent
- University of Illinois at Chicago, Department of Human Development Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
| | - Frank Borgers
- University of Illinois Chicago, Health Policy and Administration, 1603 W. Taylor St., Chicago, IL 60608, United States of America.
| | - Mary Hannan
- University of Illinois Chicago, 1747 W Roosevelt Rd, Chicago, IL 60608, United States of America.
| | - Susan Corbridge
- University of Illinois Chicago, Department of Biobehavioral Nursing Science, 845 S. Damen Ave, Chicago, IL 60612, United States of America.
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Avery MD, Mathiason M, Andrighetti T, Autry AM, Cammarano D, Dau KQ, Hoffman S, Krause SA, Montgomery O, Perry A, Sankey HZ, Woodland MB, Jennings JC. Improved Self-Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together. J Midwifery Womens Health 2022; 67:598-607. [PMID: 35841336 PMCID: PMC9796593 DOI: 10.1111/jmwh.13394] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 06/01/2022] [Accepted: 06/16/2022] [Indexed: 01/02/2023]
Abstract
INTRODUCTION Research suggests that interprofessional education, bringing learners together to learn about, with, and from each other, improves health professions education and can improve health outcomes. Little research has measured outcomes of interprofessional education between midwifery students and obstetrics and gynecology residents. The purpose of this study was to examine self-assessed interprofessional and collaborative competencies among midwifery students and obstetrics and gynecology residents. METHODS Baseline self-assessed interprofessional and collaborative competencies were compared with follow-up measurements to evaluate learners' experiences over an 11-month study period. Participants were midwifery students and obstetrics and gynecology residents who experienced interprofessional learning activities. The Interprofessional Education Collaborative Competency Self-Assessment Survey (IPEC Survey) and Interprofessional Collaborative Competency Attainment Survey (ICCAS) were used. RESULTS Of 256 learners at 4 demonstration sites, 223 (87%) completed the baseline, and 121 of 237 eligible learners (51%) completed the follow-up surveys. The IPEC Survey total score (t = 2.31, P = .02) and interaction subscale (t = 2.85, P = .005) and ICCAS score (t = 4.04, P = .001) increased for midwifery students but not obstetrics and gynecology residents on the IPEC Survey (t = 0.32, P = .75) and ICCAS (t = -0.05, P = .96) measures. Midwifery students (87%) and residents (57%) reported improved overall ability to collaborate. Learners responding to 3 open-ended questions valued team-based experiences, including learning how to communicate with each other; appreciated learning each other's education and scope of practice; and recommended skills development including uncommon clinical events, case discussions, and direct clinical care. DISCUSSION This study advanced knowledge about interprofessional education between midwifery students and obstetrics and gynecology residents. Midwifery students improved in self-assessed interprofessional and collaborative competencies. Most learners reported better interprofessional collaboration skills and were positive about future interprofessional learning. This evaluation approach is available for other programs implementing or extending interprofessional education.
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Affiliation(s)
| | | | - Tia Andrighetti
- Department of Midwifery and Women's HealthFrontier Nursing UniversityHydenKentucky
| | - Amy M. Autry
- Department of Obstetrics, Gynecology and Reproductive SciencesUniversity of California San Francisco School of MedicineSan FranciscoCalifornia
| | - Dominic Cammarano
- Reading Department of Obstetrics and GynecologyReading Hospital/Tower HealthReadingPennsylvania
| | - Kim Q. Dau
- Department of Family Health Care NursingUniversity of California San Francisco School of NursingSan FranciscoCalifornia
| | - Samantha Hoffman
- Department of Obstetrics, Gynecology and Women's HealthUniversity of Minnesota School of MedicineMinneapolisMinnesota
| | - Susan Agard Krause
- Department of Obstetrics and GynecologyUniversity of Massachusetts‐BaystateSpringfieldMassachusetts
| | - Owen Montgomery
- Department of Obstetrics and GynecologySidney Kimmel College of MedicineThomas Jefferson UniversityPhiladelphiaPennsylvania
| | - Audrey Perry
- Department of Midwifery and Women's HealthFrontier Nursing UniversityHydenKentucky
| | - Heather Z. Sankey
- Department of Obstetrics and GynecologyUniversity of Massachusetts‐BaystateSpringfieldMassachusetts
| | - Mark B. Woodland
- Reading Department of Obstetrics and GynecologyReading Hospital/Tower HealthReadingPennsylvania,Department of Obstetrics and GynecologyDrexel University College of MedicinePhiladelphiaPennsylvania
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Kleinman DV, Horowitz AM, Atchison KA. A Framework to Foster Oral Health Literacy and Oral/General Health Integration. FRONTIERS IN DENTAL MEDICINE 2021. [DOI: 10.3389/fdmed.2021.723021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022] Open
Abstract
Science and technology advances have led to remarkable progress in understanding, managing, and preventing disease and promoting human health. This phenomenon has created new challenges for health literacy and the integration of oral and general health. We adapted the 2004 Institute of Medicine health literacy framework to highlight the intimate connection between oral health literacy and the successful integration of oral and general health. In doing so we acknowledge the roles of culture and society, educational systems and health systems as overlapping intervention points for effecting change. We believe personal and organizational health literacy not only have the power to meet the challenges of an ever- evolving society and environment, but are essential to achieving oral and general health integration. The new “Oral Health Literacy and Health Integration Framework” recognizes the complexity of efforts needed to achieve an equitable health system that includes oral health, while acknowledging that the partnership of health literacy with integration is critical. The Framework was designed to stimulate systems-thinking and systems-oriented approaches. Its interconnected structure is intended to inspire discussion, drive policy and practice actions and guide research and intervention development.
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Haber J, Hartnett E, Feldman LM, Cipollina JE. Making the case for interprofessional education and practice collaboration to address rising rates of HPV-associated oropharyngeal cancers. J Dent Educ 2021; 86:47-50. [PMID: 34347292 DOI: 10.1002/jdd.12752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 07/12/2021] [Accepted: 07/17/2021] [Indexed: 11/07/2022]
Affiliation(s)
- Judith Haber
- New York University Rory Meyers College of Nursing, 433 1st Avenue, New York, USA
| | - Erin Hartnett
- New York University Rory Meyers College of Nursing, 433 1st Avenue, New York, USA
| | - Lauren M Feldman
- New York University College of Dentistry, 345 East 24th Street, New York, USA
| | - Jessamin E Cipollina
- New York University Rory Meyers College of Nursing, 433 1st Avenue, New York, USA
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