1
|
Gaillet M, François P, Fond G, Shankland R, Novais MDF, Provost J, Herr M, Boyer L, Boussat B. Insights of undergraduate health sciences students about a French interprofessional training initiative. BMC MEDICAL EDUCATION 2024; 24:220. [PMID: 38429678 PMCID: PMC10908004 DOI: 10.1186/s12909-024-05212-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 02/22/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The 'Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs-nursing, physiotherapy, pharmacy, midwifery, and medicine- in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS. METHODS A cross-sectional survey was administered to 823 students from the 2022-2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses. RESULTS Within the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables. CONCLUSION The student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices.
Collapse
Affiliation(s)
- Mélanie Gaillet
- Department of Clinical Epidemiology, Grenoble-Alps University Hospital, Laboratory TIMC-IMAG, UMR 5525 Joint Research Unit, National Center for Scientific Research, Faculty of Medicine, Grenoble Alps University, Grenoble, France
| | - Patrice François
- Department of Clinical Epidemiology, Grenoble-Alps University Hospital, Laboratory TIMC-IMAG, UMR 5525 Joint Research Unit, National Center for Scientific Research, Faculty of Medicine, Grenoble Alps University, Grenoble, France
| | - Guillaume Fond
- School of Medicine - La Timone Medical Campus, AP-HM, Aix-Marseille University, UR3279: Health Service Research and Quality of Life Center (CEReSS), Marseille, France
| | - Rebecca Shankland
- Laboratoire DIPHE, Université Lumière Lyon 2Institut Universitaire de France, Paris, Lyon, France
| | | | - Julien Provost
- Department of Physiotherapy, Grenoble-Alps University, Grenoble, France
| | - Marie Herr
- Inserm, Anti-Infective Evasion and Pharmacoepidemiology Epidemiology and Public Health Department, AP-HP, UVSQ, University of Paris-Saclay, University of Paris-Saclay, Montigny Le Bretonneux, Paris, France
| | - Laurent Boyer
- School of Medicine - La Timone Medical Campus, AP-HM, Aix-Marseille University, UR3279: Health Service Research and Quality of Life Center (CEReSS), Marseille, France
| | - Bastien Boussat
- Department of Clinical Epidemiology, Grenoble-Alps University Hospital, Laboratory TIMC-IMAG, UMR 5525 Joint Research Unit, National Center for Scientific Research, Faculty of Medicine, Grenoble Alps University, Grenoble, France.
- O'Brien Institute for Public Health, University of Calgary, Calgary, AB, Canada.
| |
Collapse
|
2
|
Koskenranta M, Kuivila H, Männistö M, Kääriäinen M, Mikkonen K. Collegiality among social- and health care educators in higher education or vocational institutions: A mixed-method systematic review. NURSE EDUCATION TODAY 2022; 114:105389. [PMID: 35523057 DOI: 10.1016/j.nedt.2022.105389] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 03/08/2022] [Accepted: 04/25/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Social- and health care educators collaborate on national and international levels; this collaboration is intrinsically related to collegiality, a concept which has only been scarcely studied among social- and health care educators. OBJECTIVES To identify the best evidence on social- and health care educators' experiences of collegiality and factors influencing it in educational institutions. DESIGN A mixed-methods systematic review. DATA SOURCES Keywords were defined according to PICo and PEO inclusion and exclusion criteria. A search was performed across five databases (CINAHL, PubMed, Medic, Scopus, and ProQuest) for articles published in Finnish and/or English REVIEW METHODS: During the screening process, three researchers separately screened original studies by title and abstract (n = 806), and subsequently, based on the full-text (n = 40). The JBI Qualitative Assessment Research Instrument was used to evaluate qualitative studies, while the Critical Appraisal Checklist for Analytical Cross-sectional Studies was used to evaluate quantitative studies. RESULTS The systematic review included a total of 15 articles. Collegiality among social- and health care educators was described through united and safe work culture, along with the dissemination of relevant expertise. The benefits of mentoring, communication on national and international levels, and collaboration are all issues that affect an educator's work. In the context of social- and health care educators, collegiality does not only include the interactions between the educators, but also involves their mentors and supervisors. Mentoring and collaboration between educational institutions were found to be associated with collegiality. CONCLUSIONS Collegiality among educators can be maintained through networking, collaboration, mentoring, mutual communication and the consideration of professional ethical issues. It would be important for educational organisations to pay attention to collegiality and encourage educators to collaborate with their colleagues. It is important to emphasise the role of collegiality in the education of new social- and health care teacher candidates and the continuing education of current educators.
Collapse
Affiliation(s)
- M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - M Männistö
- Health Care and Nursing, Oulu University of Applied Sciences, Oulu, Finland.
| | - M Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; The Finnish Centre for Evidence-Based Health Care, A Joanna Briggs Institute Centre of Excellence, Finland.
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| |
Collapse
|
3
|
O’Leary N, Salmon N, Clifford AM. 'It benefits patient care': the value of practice-based IPE in healthcare curriculums. BMC MEDICAL EDUCATION 2020; 20:424. [PMID: 33183276 PMCID: PMC7658912 DOI: 10.1186/s12909-020-02356-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Accepted: 11/04/2020] [Indexed: 06/01/2023]
Abstract
BACKGROUND Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE are integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge generated important insights into how practice-based IPE is perceived. This learning can be applied, both locally and further afield, by those seeking to embed practice-based IPE in their placement curriculums. METHODS A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede's cultural dimensions, informed data analysis and interpretations. RESULTS Participants are grappling to establish the value of practice-based IPE, illustrated in three themes: clarifying the concept of practice-based IPE, mapping IPE activities and diversifying interprofessionalism. First, ambiguous conceptualisation of why and how to implement practice-based IPE was identified. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve high-quality practice-based IPE. Second, the positioning of practice-base IPE in the placement curriculum was unclear. Overt mapping of practice-based IPE activities onto learning outcomes within assessment tools enhanced its value within practice education. Third, varying levels of professional engagement were noted, perpetuating stereotypes. Creating diverse educator networks and embedding practice-based IPE in organisational strategy may incentivise engagement across a greater range of professions. CONCLUSIONS Implementing these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally.
Collapse
Affiliation(s)
- Noreen O’Leary
- School of Allied Health, Faculty of Education & Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Nancy Salmon
- School of Allied Health, Faculty of Education & Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Amanda M. Clifford
- School of Allied Health, Faculty of Education & Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| |
Collapse
|
4
|
McKinlay E, Brown M, Beckingsale L, Burrow M, Coleman K, Darlow B, Donovan S, Gorte T, Hilder J, Neser H, Perry M, Sutherland D, Wallace D, Waterworth C, Pullon S. Forming inter-institutional partnerships to offer pre-registration IPE: a focus group study. J Interprof Care 2019; 34:380-387. [PMID: 31750747 DOI: 10.1080/13561820.2019.1685476] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Interprofessional education (IPE) programs for pre-registration health science students are largely offered within one institution including different schools or faculties. Sometimes in small or regional institutions where there are limited student numbers or few professional training programs, or where larger institutions do not offer particular professional programs, it may be necessary to partner with other institutions to offer IPE. This study sought to explore teacher perspectives of forming inter-institutional partnerships to deliver IPE, in particular, to identify the elements that influence the formation of partnerships. An interpretive descriptive approach was used to thematically analyze data from three focus groups with teachers (n = 21) working in three different partnerships to deliver IPE to students in Wellington, New Zealand. Two main themes were identified which enabled the development of a model of partnership, with a continuum of complexity depending on whether institutions were on the same page and whether the partnership formed to join an existing IPE program or to create a new IPE program. Forming inter-institution partnerships is a pragmatic solution to providing IPE with benefits to all taking part. Our work showed that time, effort, working with complexity, and ability to stay on the same page are necessary elements for building successful partnerships and all need to be taken into account when planning inter-institution partnerships.
Collapse
Affiliation(s)
- Eileen McKinlay
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Melanie Brown
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Louise Beckingsale
- Department of Human Nutrition, University of Otago, Christchurch, New Zealand
| | - Marla Burrow
- School of Nursing, Massey University, Palmerston North, New Zealand
| | - Karen Coleman
- Department of Radiation Therapy, University of Otago, Wellington, New Zealand
| | - Ben Darlow
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Sarah Donovan
- Department of Public Health, University of Otago, Wellington, New Zealand
| | - Tom Gorte
- Clinical Nurse Educator, Hutt Valley District Health Board, Lower Hutt, New Zealand
| | - Jo Hilder
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Hazel Neser
- Department of Radiation Therapy, University of Otago, Wellington, New Zealand
| | - Meredith Perry
- School of Physiotherapy, University of Otago, Wellington, New Zealand
| | | | - Debbie Wallace
- EVOLVE Programme Manager, Pharmaceutical Society, Wellington, New Zealand
| | | | - Sue Pullon
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| |
Collapse
|
5
|
Telebehavioral Health Competencies in Interprofessional Education and Training: a Pathway to Interprofessional Practice. ACTA ACUST UNITED AC 2019. [DOI: 10.1007/s41347-019-00112-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
6
|
Gutenstein M, Kiuru S, Withington S. Development of a Rural Inter-professional Simulation Course: an initiative to improve trauma and emergency team management in New Zealand rural hospitals. J Prim Health Care 2019; 11:16-23. [DOI: 10.1071/hc18071] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Accepted: 12/19/2018] [Indexed: 11/23/2022] Open
Abstract
ABSTRACT
BACKGROUND AND CONTEXT
New Zealand is a largely rural nation. Despite the regionalisation of trauma services, rural hospitals continue to provide trauma and emergency care. A dedicated rural inter-professional team-based simulation course was designed, as part of a wider strategy of using simulation-based education to address the disparity in experience and training for rural hospital teams providing emergency and trauma care.
ASSESSMENT
A pre-course questionnaire identified learning needs. Post-course evaluation and a follow-up survey assessed participants’ perception of the course, and whether lasting changes in clinical or organisational practice occurred.
RESULTS
Three courses were provided over 2 years to 60 interprofessional participants from eight rural hospitals. The course employed an interprofessional faculty and used skill workshops and high-fidelity trauma simulations to address learning needs identified in pre-course research. Evaluation showed the course to be an effective learning experience for participants. The post-course survey indicated possible lasting changes in team performance and rural hospital protocols. This educational strategy also allowed the collection of research data for investigating rural team dynamics and interprofessional learning.
STRATEGIES FOR IMPROVEMENT
Further development of rural interprofessional simulation courses should include more diverse clinical content, including paediatric and medical scenarios. Participant access was sometimes limited by typical rural challenges such as hospital staffing and locum availability.
LESSONS
Rural simulation-based education is both effective for rural trauma team training and a vehicle for rural research; however, there are challenges to participant access and course sustainability, which echo the rural–urban disparity.
Collapse
|
7
|
|