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Davis RG, Smith MM. Promoting Competence in Nursing and Pharmacy Interprofessional Collaboration Through Telehealth Simulation. Nurs Educ Perspect 2023:00024776-990000000-00186. [PMID: 37948042 DOI: 10.1097/01.nep.0000000000001208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2023]
Abstract
ABSTRACT Competence in interprofessional collaboration is essential for safe patient outcomes. This study examined the impact of an interprofessional telehealth pharmacology simulation on prelicensure nursing and pharmacy students' perceptions of interprofessional roles. A pretest-posttest design was used to compare participants' perceptions of interprofessional roles prior to and following the simulation. Data were collected using the Interdisciplinary Education Perception Scale (IEPS). Paired-samples t-tests showed statistically significant increases in scores for both the full IEPS (n = 99) and two subscales, Competency and Autonomy (n = 99) and Perception of Actual Cooperation (n = 99). Nurse educators should provide regular interprofessional experiences to foster learners' competence in interprofessional collaboration and communication.
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Affiliation(s)
- Rebecca G Davis
- About the Authors Rebecca G. Davis, EdD, RN, CNE, CNEcl, is a clinical associate professor, The University of Alabama in Huntsville College of Nursing, Huntsville, Alabama. Miranda M. Smith, EdD, RN, is a clinical assistant professor, The University of Alabama in Huntsville College of Nursing. The authors acknowledge Amy Cate Darnell, MSN, RN, for her assistance with creating and implementing this learning activity. We also acknowledge the collaboration of faculty in the Auburn University School of Pharmacy in our learning activity. For more information, contact Dr. Davis at
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Ferri P, Vivarelli C, Lui F, Alberti S, Rovesti S, Serafini A, Di Lorenzo R, Amati G, Padula MS. Evaluation of an interprofessional education intervention in partnership with patient educators. ACTA BIO-MEDICA : ATENEI PARMENSIS 2023; 94:e2023250. [PMID: 37850766 PMCID: PMC10644921 DOI: 10.23750/abm.v94i5.14825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Accepted: 09/15/2023] [Indexed: 10/19/2023]
Abstract
BACKGROUND AND AIM Patient involvement in interprofessional education is a novel approach to building collaborative and empathic skills in students. However, this area of teaching is lacking in rigorous studies. The project aimed to evaluate whether an interprofessional education intervention in partnership with patient educators (IPE-PE) would increase readiness for interprofessional learning and empathy in health sciences students. METHODS This is the report of a didactic innovation project. Participants included 310 undergraduate health sciences students who took part in an IPE-PE intervention. Data were collected before and after the training, using the Readiness for Interprofessional Learning Scale (RIPLS) and the Jefferson Scale of Empathy-Health Professions Student version (JSE-HPS). Only at the end of the intervention, a data collection form was administered to explore the value of the patient educator in the training and to investigate the socio-demographic variables. RESULTS The mean age of participants was 21±3.2 SD years and 76% were female. A paired t-test showed significant changes from before to after the IPE-PE in the mean total RIPLS score (42.7±5.8 SD vs 44.62±5.9 SD, P<0.001) and the mean total JSE-HPS score (112.7±12.5 SD vs 116.03±12.8 SD, P<0.001). Conclusions: Our students reported that IPE-PE had helped them to become more effective healthcare team members, to think positively about other professionals, and to gain empathic understanding of the perspective of the person being cared for. The results of the project confirm that the intervention promoted the development of empathy, fostering a better understanding of the patient-centred perspective.
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Affiliation(s)
- Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia.
| | | | - Fausta Lui
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia.
| | | | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia.
| | - Alice Serafini
- EduCare Lab, University of Modena and Reggio Emilia, Modena.
| | | | - Gabriele Amati
- Rheumatology Unit, University Hospital of Modena; Department of Surgical, Medical, Dental and Morphological Sciences with Interest transplant, Oncological and Regenerative Medicine, University of Modena and Reggio Emilia.
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Zhang X, Qiu KY, Chen SZ. Professional Identity among New Rehabilitation Graduates in China: A Cross-Sectional Questionnaire-Based Survey. Ethiop J Health Sci 2023; 33:859-868. [PMID: 38784507 PMCID: PMC11111194 DOI: 10.4314/ejhs.v33i5.16] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Accepted: 05/14/2023] [Indexed: 05/25/2024] Open
Abstract
Background The rehabilitation industry suffered in a terrible economic climate caused by the coronavirus disease 2019 (COVID-19). Healthcare resources and the labor force were directed towards epidemic prevention of post-pandemic, which exacerbated the issue. This study evaluated the professional identity (PI) of new graduates majoring in rehabilitation therapy during the final harsh phase of COVID-19 and explored the factors influencing PI. Methods A cross-sectional investigation with a questionnaire was used in this study. A convenience sample of new graduates who majored in rehabilitation were recruited from hospitals and universities nationwide. The data collected demographic information and scores of professional identities for students in the final phase of the strict COVID-19 control policy in 2022. Results This study indicated that the average PI was quite a distance from the degree of 'agree' (3.84 on average), particularly for the fitness dimension (3.64 on average). The results identified two influencing variables: employment (Beta= -0.09, P< 0.05) and educational patterns (Beta= 0.12, P< 0.01). Conclusions Higher education in rehabilitation should respond to the present shift in the structure of the rehabilitation industry post-COVID-19. Meanwhile, the occupational environment of rehabilitation therapists and the medical value of rehabilitation therapy deserves more attention. This study provides evidence for managers to improve organizational justice and adjust policies on the distribution of medical resources.
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Affiliation(s)
- Xue Zhang
- School of Rehabilitation and health care, Guangzhou Health science college, Guangzhou, China
| | - Kai-Yi Qiu
- Department of Hand-foot Rehabilitation, Guangdong Work Injury Rehabilitation Hospital, Guangzhou, China
| | - Shao-Zhen Chen
- Department of Rehabilitation Medicine, Sun Yat-sen University First Affiliated Hospital, Guangzhou, China
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Saragih ID, Arna Uly Tarihoran DET, Sharma S, Chou FH. A systematic review and meta-analysis of outcomes of interprofessional education for healthcare students from seven countries. Nurse Educ Pract 2023; 71:103683. [PMID: 37433234 DOI: 10.1016/j.nepr.2023.103683] [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] [Received: 04/30/2023] [Revised: 06/19/2023] [Accepted: 06/21/2023] [Indexed: 07/13/2023]
Abstract
AIM This study aimed to analyze the effectiveness of the learning outcomes of the interprofessional education (IPE) model for healthcare students. BACKGROUND Interprofessional education (IPE) is an important teaching and learning model that involves two or more professions engaging or working together to improve the knowledge of healthcare students. However, the specific outcomes of IPE for healthcare students are unclear as only a few studies have reported them. DESIGN A meta-analysis was conducted to draw broad conclusions on the impact of IPE on healthcare students' learning outcomes. METHODS The CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, Web of Science, and Google Scholar databases were searched for relevant articles in the English language. To investigate the effectiveness of IPE, a pooled estimate of knowledge, readiness for and attitude toward interprofessional learning, and interprofessional competence were analyzed using a random effects model. The methodologies of the studies evaluated were assessed using the Cochrane risk-of-bias tool for randomized trials, version 2. Sensitivity analysis was performed to ensure the rigor of the findings. STATA 17 was used to perform the meta-analysis. RESULTS Eight studies were reviewed. IPE had a significant positive impact on healthcare students' knowledge (Standardized Mean Difference [SMD]: 0.43; 95% Confidence Interval [CI]: 0.21-0.66). However, its impact on readiness for and attitude toward interprofessional learning and interprofessional competence was nonsignificant and needs further investigation. CONCLUSION IPE enables students to develop their knowledge of healthcare. This study provides evidence that IPE is a better strategy for enhancing healthcare students' knowledge than traditional/discipline-specific teaching techniques.
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Affiliation(s)
| | - Dame Elysabeth Tuty Arna Uly Tarihoran
- School of Nursing Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; School of Nursing, Universitas Kristen Krida Wacana, Jakarta, Indonesia
| | - Sapna Sharma
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Fan-Hao Chou
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Burford B, Grieg P, Kelleher M, Merriman C, Platt A, Richards E, Davidson N, Vance G. Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students. Health Sci Rep 2023; 6:e1237. [PMID: 37152225 PMCID: PMC10154877 DOI: 10.1002/hsr2.1237] [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: 10/07/2022] [Revised: 03/21/2023] [Accepted: 04/16/2023] [Indexed: 05/09/2023] Open
Abstract
Background and Aims Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students. Methods Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants' own and other professional groups. Thematic analysis was carried out on transcripts. Results The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care. Conclusion Recognizing "psychological fidelity" as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation.
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Affiliation(s)
- Bryan Burford
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
| | - Paul Grieg
- Nuffield Department of Clinical NeurosciencesUniversity of OxfordOxfordUK
| | - Mike Kelleher
- Department of Nursing, Midwifery & HealthNorthumbria UniversityNewcastle upon TyneUK
| | - Clair Merriman
- Oxford Institute of Nursing, Midwifery, and Allied Health ResearchOxford Brookes UniversityOxfordUK
| | - Alan Platt
- Department of Nursing, Midwifery & HealthNorthumbria UniversityNewcastle upon TyneUK
| | | | - Neil Davidson
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
| | - Gill Vance
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
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Faihs V, Heininger S, McLennan S, Gartmeier M, Berberat PO, Wijnen-Meijer M. Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study. MEDICAL SCIENCE EDUCATOR 2023; 33:431-441. [PMID: 37261015 PMCID: PMC10226964 DOI: 10.1007/s40670-023-01754-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/09/2023] [Indexed: 06/02/2023]
Abstract
Background Professional identity formation (PIF) is a life-long process, starting even before professional education. High levels of motivation for medical school are essential for effective learning and academic success. Both are key factors in future physicians' professional and personal development, and according to self-determination theory, professional identity (PI) and students' levels of motivation could be closely linked. Therefore, we sought to investigate whether PI and strength of motivation for medical school are associated in new medical students. Methods In a cross-sectional survey, all new medical students in Munich, Germany, were asked to complete the Macleod Clark Professional Identity Scale (MCPIS-9) and the Strength of Motivation for Medical School-Revised questionnaire (SMMS-R) as well as to provide information about age, gender, and waiting time before starting medical school. Results Eight hundred eleven out of 918 new medical students participated in the survey. A positive correlation between the MCPIS-9 and the SMMS-R (p < 0.001) was found. Female students showed higher scores in the SMMS-R (p < 0.05) and the SMMS-R-subscale Readiness to Start (p < 0.001). The amount of waiting semesters showed a positive correlation with the total SMMS-R score (p < 0.01) as well as with the subscales Readiness to Start and Persistence (both p < 0.001). Discussion We found an association between PI and strength of motivation for medical school in a large cohort of new medical students. Female gender and more waiting semesters were associated with higher levels of self-perceived motivation and higher scores on the SMMS-R-subscale Readiness to Start. More research is needed to better understand this topic to further improve medical education.
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Affiliation(s)
- Valentina Faihs
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
- Department of Dermatology and Allergy Biederstein, TUM School of Medicine, Technical University of Munich, Biedersteiner Str. 29, 80802 Munich, Germany
| | - Susanne Heininger
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Stuart McLennan
- Institute of History and Ethics in Medicine, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Martin Gartmeier
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Pascal O. Berberat
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Marjo Wijnen-Meijer
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
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Khalafi A, Sarvi Sarmeydani N, Akhoondzadeh R. Simulation-based Interprofessional Education (IPE) for Enhanced Attitude and Teamwork of Anesthesiology Residents and Nurse Anesthesia Students in Iran. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2023; 11:105-112. [PMID: 37113681 PMCID: PMC10126715 DOI: 10.30476/jamp.2022.95701.1657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 09/11/2022] [Indexed: 06/19/2023]
Abstract
INTRODUCTION Simulation-based interprofessional education (IPE) provides the basis for the necessary competencies for interprofessional collaboration. This study aimed to examine the effects of this educational approach on anesthesia students' attitude and teamwork. METHODS This quasi-experimental study was performed on 72 anesthesiology residents and nurse anesthesia students consisting of 36 participants in the intervention and 36 in the control group. The intervention group participated in a simulation-based interprofessional season, including three scenarios in the induction phase of anesthesia. The control group received routine education. We used the Readiness for Interprofessional Learning Scale (RIPLS) to measure attitude and the KidSIM Team Performance Scale to assess teamwork. The data were analyzed by Analysis of Covariance, paired T-test, Chi-square, and Fischer's exact test in SPSS software, version 22. RESULTS Comparing post-test scores by ANCOVA showed a significant difference between groups (p=0.001) because there was a significant positive change in the overall attitude score in the intervention group after receiving simulation-based IPE. Regarding the quality of teamwork, the intervention group's scores in all three sub-scales changed significantly after intervention (p<0.05). CONCLUSIONS The simulation-based IPE is recommended to promote a teamwork culture and train empowered anesthesia professionals.
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Affiliation(s)
- Ali Khalafi
- Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Nooshin Sarvi Sarmeydani
- Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Reza Akhoondzadeh
- Department of Anesthesiology and Pain Medicine, Faculty of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Au S. The outcomes of interprofessional education in prelicensure nursing education: An integrative review. NURSE EDUCATION TODAY 2023; 121:105703. [PMID: 36577287 DOI: 10.1016/j.nedt.2022.105703] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 12/09/2022] [Accepted: 12/15/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES Nurses are at the center of patient care, serving as the link between patients and their various healthcare providers. As healthcare complexity grows it is increasingly important for research focused on nursing education. This review synthesizes research on the impact of interprofessional education for prelicensure nursing students with the intent to guide curriculum development. METHODS The databases Medline (PubMed), Cochrane Library, CINAHL and EBSCO Qualitative were searched for full text articles in the English language published between January 2016 and July 2021 using MeSH terms "interprofessional education" and "healthcare students" and "multiprofessional" and "impact" and "effectiveness" or "collaborative nursing practice" or "nursing students" or "interprofessional curriculum" or "interdisciplinary education" or "collaboration." A systematic review resulted in 11 selected studies for detailed evaluation. RESULTS After evaluation, the following three themes were identified: 1) IPE impact should not only be measured through learners' perceptions; 2) Modifiable and nonmodifiable factors are associated with IPE effectiveness; and 3) Various instruments and methods can be used for measuring outcomes. CONCLUSION This review contributes to future development of IPE in prelicensure registered nursing curricula. Educators should incorporate performance changes into evaluation, be aware of both modifiable and non-modifiable factors to increase effectiveness and use appropriate validated instruments to measure desired outcomes. Although literature results regarding IPE are encouraging, more research is needed to identify evidence-based approaches with best practice methods for instruction, content delivery, evaluation, and competency assessment.
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Affiliation(s)
- Stephanie Au
- Health Sciences Assistant Clinical Professor, University of California, Irvine, Sue & Bill Gross Nursing & Health Sciences Hall 854 Health Sciences Road, Irvine, California, United States of America.
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Costa Marion AD, Pereira LC, Lucia Moura Pinho D. The effect of interprofessional simulation practice on collaborative learning: A randomized controlled trial. J Interprof Care 2023:1-8. [PMID: 36606366 DOI: 10.1080/13561820.2022.2147153] [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: 09/28/2021] [Revised: 05/05/2022] [Accepted: 10/28/2022] [Indexed: 01/07/2023]
Abstract
This study examined the effect of simulation on readiness for collaborative practice and learning using a randomized-controlled trial design that used the same education protocol with interprofessional and uniprofessional groups. The sample consisted of 43 students from four different majors. The students were assessed with the Readiness for Interprofessional Learning Scale, and a care plan measurement instrument. The interprofessional group showed a small increase (0.1 ± 0.43; p = .02) in readiness for teamwork and collaboration; the uniprofessional group showed a smaller increase for teamwork and collaboration (0.04 ± 0.31; p = .04) and for patient-centred care (0.0 ± 0.35; p = .01). The enriching work of interprofessional learning was evident within the care plan activity, suggesting that interprofessional simulation is an effective learning method for interprofessional education.
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Affiliation(s)
| | - Leonardo Costa Pereira
- Program of post-graduation in Science and Health Technology, University of Brasília (Unb), Brasília, Brazil
| | - Diana Lucia Moura Pinho
- Program of post-graduation in Science and Health Technology, University of Brasília (Unb), Brasília, Brazil
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Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health. PHARMACY 2022; 10:pharmacy10060157. [PMID: 36548313 PMCID: PMC9780877 DOI: 10.3390/pharmacy10060157] [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: 10/24/2022] [Revised: 11/14/2022] [Accepted: 11/19/2022] [Indexed: 11/24/2022] Open
Abstract
Interprofessional education (IPE) activities provide students insight into healthcare teams, shared decision-making, and social determinants of health (SDOH). Virtual IPE activities with large student populations or across multicampus have not been evaluated. The study aimed to explore the interprofessional competency growth in students, across several disciplines, following participation in a large-scale, virtual IPE activity. Students from pharmacy, medicine, social work, and physician assistant programs across Tennessee participated in an IPE patient case and SDOH in fall 2020 and fall 2021. Pre- and postsurveys included Likert ranking of 16 statements based on the 2011 Interprofessional Education Collaborative (IPEC) framework. A total of 607 students completed surveys (overall response rate, 76%). Wilcoxon signed-rank tests were performed on the pre-/postsurvey data, in aggregate and by discipline. Significant increases in all IPEC competency statements were seen, both in aggregate (100% of statements with p < 0.001) and in pharmacy (100% of statements with p < 0.001) and medicine subgroups (94% of statements with p < 0.001). Implementing large virtual IPE activities involving a complex patient case and SDOH significantly increased student IPEC competency outcomes for participating students, whether in aggregate or on a discipline-specific basis.
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Yeh SL, Lin CT, Wang LH, Lin CC, Ma CT, Han CY. The Outcomes of an Interprofessional Simulation Program for New Graduate Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13839. [PMID: 36360719 PMCID: PMC9653773 DOI: 10.3390/ijerph192113839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 10/20/2022] [Accepted: 10/21/2022] [Indexed: 06/16/2023]
Abstract
This study explored the learning outcomes of an interprofessional simulation program for new graduate nurses during their training program. It was a single-group, pre-test and post-test research design. Ninety-three new graduate nurses participated in the study. The Nursing Competence Instrument and program satisfaction survey questionnaires were used to evaluate the learning outcomes of the program. Data were collected between 1 July 2019 and 30 June 2020 in a medical center in Taiwan. It was found that four nursing core competencies were significantly higher after the simulation, including advancing career talents (t = 10.12, p < 0.0001), integrating care abilities (t = 10.19, p < 0.001), dealing with tension (t = 6.87, p < 0.0001), and leading humanity concerns (t = 6.86, p < 0.001). The average satisfaction score for the interprofessional simulation training among nurses was 4.42 out of 5. In conclusion, interprofessional simulation education can help novice nurses improve their nursing core competencies. The results of this study provide an important indicator for hospitals and governments when making policy and training programs for new graduate nurses.
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Affiliation(s)
- Shu-Ling Yeh
- Department of Nursing, Chang Gung Memorial Hospital at Keelung, Keelung 20401, Taiwan
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan
| | - Chiu-Tzu Lin
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan
- Department of Nursing, Chang Gung Memorial Hospital at Linkou, Taoyuan 333423, Taiwan
| | - Li-Hsiang Wang
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan
| | - Chun-Chih Lin
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan
- Department of Nursing, New Taipei Municipal TuCheng Hospital, Chang Gung Medical Foundation, New Taipei City 23652, Taiwan
| | - Chen-Te Ma
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan
- Department of Nursing, Chang Gung Memorial Hospital at Linkou, Taoyuan 333423, Taiwan
| | - Chin-Yen Han
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan
- Department of Nursing, New Taipei Municipal TuCheng Hospital, Chang Gung Medical Foundation, New Taipei City 23652, Taiwan
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Herrmann TA, Gray N, Petrova O. Staff perceptions of interdisciplinary team training and its effectiveness in reducing medical errors. INTERNATIONAL JOURNAL OF HEALTHCARE MANAGEMENT 2022. [DOI: 10.1080/20479700.2022.2097762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Affiliation(s)
- T. Arien Herrmann
- Department of Management, Harrison College of Business and Computing, Southeast Missouri State University, Cape Girardeau, MO, USA
| | - Natallia Gray
- Department of Management and Entrepreneurship, Ivy College of Business, Iowa State University, Ames, IA, USA
| | - Olga Petrova
- Department of Economics, Sykes College of Business, The University of Tampa, Tampa, FL, USA
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Reime MH, Aarflot M, Kvam FI. Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study. J Multidiscip Healthc 2022; 15:1527-1532. [PMID: 35898951 PMCID: PMC9309294 DOI: 10.2147/jmdh.s370100] [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: 04/09/2022] [Accepted: 07/01/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose To investigate readiness for interprofessional learning (IPL) among Norwegian health-care students at bachelor-, postgraduate- and master’s level, before and after participating in a one-day scenario-based simulation-training course. Participants and Methods A pretest-posttest study using readiness for interprofessional learning scale (RIPLS) was conducted with bachelor nursing students (n = 123, 4th semester), postgraduate nursing students from anesthesia, operating theatre and intensive care (n = 61, 1st semester) and medical students (n = 78, 10th semester). Results Bachelor nursing students and postgraduate nursing students scored significantly higher in the posttest on all four subscales and on the total scale. Between professions, medical students scored significantly higher on subscale 1 (teamwork and collaboration) and subscale 3 (positive professional identity) and significantly lower on subscale 4 (roles and responsibilities) in the pretest. In the posttest bachelor nursing students scored significantly higher on subscale 2 (negative professional identity) and medical students scored significantly lower on subscale 4. The internal consistency for RIPLS was acceptable, except for subscale 4. Conclusion The study indicates readiness for IPL in our sample of Norwegian health-care students. RIPLS had the ability to measure significant changes in attitudes both within each profession and between professions.
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Affiliation(s)
- Marit Hegg Reime
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | | | - Fred-Ivan Kvam
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway
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Chang YC, Nkambule NS, Chen SY, Hsieh MJ, Chaou CH. Exploring the Impact of Pre-course High-Fidelity Simulation on Professional Socialization of Medical Students in Emergency Medicine Internship Rotation—A Qualitative Approach. Front Med (Lausanne) 2022; 9:933212. [PMID: 35847773 PMCID: PMC9280693 DOI: 10.3389/fmed.2022.933212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Accepted: 06/09/2022] [Indexed: 11/30/2022] Open
Abstract
Background Medical students in block clerkships constantly adapt to new environments and learn to interact with new people as they rotate between specialties. This frequent change potentially limited interns' opportunities for participation in real clinical practice. The aims of this study were to explore interns' conceptualization of their learning opportunities and experiences in the workplace during an emergency medicine (EM) block internship. In addition, the study also explored how participating in the pre-rotation high-fidelity simulation (HFS) orientation influenced interns' perception of their transition, participation and learning experiences in the real EM setting. Methods We implemented a newly developed pre-EM rotation orientation curriculum for interns. This orientation took place on the first day of the 2-week EM internship rotation. Two focus group discussions were held after each simulation training, one immediately after simulation to understand the students' perception and the educational impact of this activity, the other at the end of EM rotation to explore and compare their roles and perception in both simulation activity and the real clinical practice. A total of 151 seventh-year medical students enrolled in the pre-course HFS and post-hoc focus group discussions between 2017 and 2019. We applied thematic analysis to systemically identify, examine, and construct themes. Results Four major themes were constructed from the data; 1. Challenges in finding authentic learning experiences within the context of emergency medicine; 2. Effectiveness of the pre-course HFS 3. Limitations of EM internship rotation curriculum and pre-course simulation. 4. Suggestions for EM block-internship curriculum reforms. Our study's key findings indicate that pre-rotation orientation HFS activity, which offered a psychologically safe space for students to explore facets of EM and gain a contextualized understanding of the emergency work culture and environment, was essential for enhancing students' ability to identify and maximize practice affordances in real workplace. Conclusion Simulation, facilitates interns' negotiation of legitimate peripheral participation opportunities as they transition into the EM community of practice during their block internship rotation; putting students at the center of the learning process.
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Affiliation(s)
- Yu-Che Chang
- Chang Gung Medical Education Research Centre, Taoyuan, Taiwan
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Taoyuan, Taiwan
- College of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Nothando Sithulile Nkambule
- International Graduate Program of Education and Human Development, National Sun Yat-sen University, Kaohsiung, Taiwan
| | - Shou-Yen Chen
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Taoyuan, Taiwan
- College of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Ming-Ju Hsieh
- Chang Gung Medical Education Research Centre, Taoyuan, Taiwan
- College of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Thoracic Surgery, Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chung-Hsien Chaou
- Chang Gung Medical Education Research Centre, Taoyuan, Taiwan
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Taoyuan, Taiwan
- College of Medicine, Chang Gung University, Taoyuan, Taiwan
- *Correspondence: Chung-Hsien Chaou
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A Comparison of Nursing and Pharmacy Students’ Perceptions of an Acute Care Simulation. Healthcare (Basel) 2022; 10:healthcare10040715. [PMID: 35455892 PMCID: PMC9025205 DOI: 10.3390/healthcare10040715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Revised: 04/04/2022] [Accepted: 04/10/2022] [Indexed: 11/23/2022] Open
Abstract
Patient outcomes are improved when healthcare professionals work collaboratively. In order for future professionals to have these entry-level skills, students from different disciplines must work together in scenarios simulating patient care. This paper provides an overview of a large-scale, acute care simulation involving students of different disciplines, including nursing and pharmacy. A survey using the validated Student Perceptions of Interprofessional Clinical Education Revised (SPICE-R2) tool was administered to students participating in the simulation prior to and within 1 week of the simulation. There were between-group statistically significant differences on two items on the pre-simulation survey and two items on the post-simulation survey. Student participants reported more positive perceptions after the simulation on every item except for “During their education, health professional students should be involved in teamwork with students from other health professions to understand their perspective roles”. The authors concluded that an interprofessional acute care simulation allowed students in both professions to recognize the value of a team approach to patient care.
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Hano T, Buyo M, Iwane N, Mizukoshi M. Interprofessional Clinical Simulation-Based Education to Develop Professional Identity and Professionalism in Japanese Medical and Nursing Students. Health (London) 2022. [DOI: 10.4236/health.2022.144034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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17
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Rodrigues da Silva Noll Gonçalves J, Noll Gonçalves R, da Rosa SV, Schaia Rocha Orsi J, Moysés SJ, Iani Werneck R. Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Educ Pract 2021; 56:103212. [PMID: 34571466 DOI: 10.1016/j.nepr.2021.103212] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 09/08/2021] [Accepted: 09/12/2021] [Indexed: 12/22/2022]
Abstract
AIM This systematic review was to explore the potentialities and limitations of Interprofessional Education (IPE), from the perspective of undergraduate students. BACKGROUND The increasing complexity in health increasingly demand professionals with the capacity to act in the face of new global challenges. Thus, this pedagogical approach presents itself as one of the most promising choices in facing these new obstacles. DESIGN A synthesis of quantitative studies and mixed methods. METHODS Studies involving quantitative analyzes were included, with no restriction on the date of publication and language. The search strategy was carried out in the electronic databases: PubMed, Latin American and Caribbean Literature in Health Sciences (LILACS), Cochrane Library and Scientific Electronic Library Online (SciELO). In addition, searches were carried out in gray literature on the ERIC platforms (ProQuest), ProQuest Disserts and Theses Full text and Academic Google. The assessment of the quality of the studies was carried out using the instrument by Downs and Black. The risks of bias in the studies were examined with the aid of the adapted version of the Cochrane Collaboration tool, with the domains of the Downs and Black instrument. RESULTS After standardized filter procedures, critical summaries and assessment of relevance to the eligibility criteria, 11 articles were included. The results showed that most students have a positive perception of IPE, with different factors influencing this research finding. The need to develop more robust assessment instruments is highlighted, in view of the insufficiency of tools with sufficient methodological rigor to measure real changes in attitudes among different groups of students. CONCLUSION More consistent research is needed, which assesses, in a longitudinal way, the effects that the IPE has on the teaching and learning of undergraduate students and its impact after professional training.
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Affiliation(s)
| | - Rodrigo Noll Gonçalves
- Postgraduate Programme in Public Policy at the Federal University of Paraná, No. 632, Prefeito Lothário Meissner Avenue, Curitiba, Paraná 80210-170, Brazil.
| | - Saulo Vinicius da Rosa
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Juliana Schaia Rocha Orsi
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Samuel Jorge Moysés
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Renata Iani Werneck
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
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18
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Blaževičienė A, Vanckavičienė A, Paukštaitiene R, Baranauskaitė A. Nurse's Role from Medical Students' Perspective during Their Interprofessional Clinical Practice: Evidence from Lithuania. Healthcare (Basel) 2021; 9:healthcare9080963. [PMID: 34442100 PMCID: PMC8391545 DOI: 10.3390/healthcare9080963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 07/23/2021] [Accepted: 07/27/2021] [Indexed: 11/16/2022] Open
Abstract
Background: Attitudes towards interprofessional education are key factors that shape students' behaviour during interprofessional practice. An interprofessional approach to training and practice is "unique", important, and challenging. Interprofessional education allows for a deeper understanding and analysis of problems from perspectives different to those of "us". The aim of the study was to assess medical students' attitudes toward the nurse's role during their interprofessional clinical practice. Methods: This study used a descriptive, correlational design. Results: Lithuanian medical students were statistically significantly more likely to think that the role of a nurse was clear and transparent to other professionals and that nurses exuded a high degree of professionalism, sought a high degree of involvement with the patient, and built deep relationships with the patients. Foreign medical students were statistically significantly more likely to believe that nurses worked more effectively alone than in a team and that they worked with the patients within their own professional field of knowledge rather than referring patients to other professionals. Conclusions: After 6 months of interprofessional training with nurses in the hospital, medical students gain a more clear professional picture of the role of the nurse.
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Affiliation(s)
- Aurelija Blaževičienė
- Nursing and Care Department, Lithuanian University of Health Sciences, 50161 Kaunas, Lithuania;
- Correspondence:
| | - Aurika Vanckavičienė
- Nursing and Care Department, Lithuanian University of Health Sciences, 50161 Kaunas, Lithuania;
| | - Renata Paukštaitiene
- Department of Physics, Mathematics and Biophysics, Lithuanian University of Health Sciences, 50161 Kaunas, Lithuania;
| | - Asta Baranauskaitė
- Rheumatology Department, Lithuanian University of Health Sciences, 50161 Kaunas, Lithuania;
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19
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Zhu PP, Chen LY, Pan JH, Kang CJ, Ye XM, Ye JY, Li HY, Huang M, Li P, Tan HY. The symptoms and factors associated with post-traumatic stress disorder for burns nurses: a cross-sectional study from Guangdong province in China. J Burn Care Res 2021; 43:189-195. [PMID: 34232296 DOI: 10.1093/jbcr/irab121] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
BACKGROUND The symptoms of post-traumatic stress disorder (PTSD) among medical staff has become a significant issue. Environments related to burns are highly stressful for nurses and can lead to PTSD, thus affecting their mental health. It is vital to consider that the quality of burns care, and the outcomes of such treatments, may be threatened if nurses experience PTSD. We evaluated PTSD symptoms in burns nurses and explored the correlations between demographic characteristics, work-related characteristics, professional identity, turnover intention, and PTSD symptoms. METHODS This was a cross-sectional study involving 273 nurses working in burns unit from Guangdong, China, between July and August 2019. Nurses were recruited from 30 hospitals and completed three validated psychological questionnaires: Post-traumatic Stress Disorder Checklist-Civilian Version (PCL-C), Professional Identity Scale for Nurses (PIS), and Turnover Intention Questionnaire (TIQ). We also collated information relating to socio-demographic and work-related characteristics. RESULTS The cut-off point for the PCL-C was defined as 38 points; 17.22% (n=47) of participants scored higher than or equal to 38. The PCL-C score was negatively correlated with professional identity level (P < 0.01) and positively correlated with turnover intention (P < 0.01). The workplace, mean monthly income, experience of workplace violence, and professional identity level, were important factors and all associated with the severity of PTSD. CONCLUSION PTSD symptoms were common in burns nurses. Attention should be paid to the mental wellbeing of these staff. Screening processes need to be initiated to identify individuals suffering from PTSD and take appropriate early interventional action.
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Affiliation(s)
- Piao-Piao Zhu
- Department of Nursing, Guangdong Provincial People's Hospital, Guangdong Academy of Medical Sciences, Guangzhou, China.,Department of Nursing, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Li-Ying Chen
- Department of Burns, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Jian-Hua Pan
- Department of Burns, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Chan-Juan Kang
- Department of Burns, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Xue-Mei Ye
- Department of Burns, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Jie-Yu Ye
- Department of Burns, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Hai-Yan Li
- Department of Nursing, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Miao Huang
- Department of Nursing, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Ping Li
- Department of Nursing, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
| | - Hui-Yi Tan
- Department of Nursing, Guangzhou Red Cross Hospital, Fourth Affiliated Hospital of Jinan University, Guangzhou, China
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20
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Health Care Professional Students' Perceptions of Teamwork and Roles After an Interprofessional Critical Care Simulation. Dimens Crit Care Nurs 2021; 40:174-185. [PMID: 33792277 DOI: 10.1097/dcc.0000000000000472] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND Educational opportunities for health care professional students to learn collaborative communication and the roles and responsibilities of other disciplines are minimal unless faculty are intentional about facilitating this interdisciplinary learning. OBJECTIVES The aim of this study was to determine how a simulation-enhanced interprofessional education (Sim-IPE) teaching strategy fostered communication and interdisciplinary awareness between students from multiple disciplines. METHOD This pretest-posttest design surveyed undergraduate students from 5 disciplines. The Student Perceptions of Interprofessional Clinical Education-Revised tool examined students' perceptions of teamwork and roles after an in-depth, multistate critical care simulation experience. RESULTS All students' perceptions of teamwork increased after the Sim-IPE. More experience in the health care field is associated with an increased perception of teamwork and roles/responsibilities. DISCUSSION On the basis of these findings, the critical care Sim-IPE was an effective teaching strategy to increase the perception of roles and responsibilities of interprofessional critical care team members with applicability to many other specialty topics.
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21
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Torsvik M, Johnsen HC, Lillebo B, Reinaas LO, Vaag JR. Has "The Ceiling" Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated? J Multidiscip Healthc 2021; 14:523-531. [PMID: 33658790 PMCID: PMC7920609 DOI: 10.2147/jmdh.s296418] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Accepted: 02/12/2021] [Indexed: 11/23/2022] Open
Abstract
PURPOSE The present study aimed to investigate the preliminary effects of collaborative learning and simulation on readiness to engage in and attitudes toward future interprofessional learning activities. We translated into Norwegian and validated the original Readiness for Interprofessional Learning Scale (RIPLS) (part 1) to measure the efficacy and feasibility of a structured collaborative learning activity (part 2). MATERIALS AND METHODS Undergraduate social and health care professional students from five Norwegian universities (n = 307) participated in the validation stage of this study (part 1). A Norwegian version of the RIPLS was developed using forward and backward translation. An expert panel discussed discrepancies between the translations and professional concepts. We planned to conduct a principal component analysis to evaluate the structure, reliability, and internal consistency of the Norwegian version of the RIPLS, after investigating the skewness, kurtosis, and range of items included. One hundred fifty students participated in collaborative learning activities; 72 (48%) of these individuals answered the translated RIPLS questionnaire. RESULTS We found a substantial ceiling effect in the majority of items in the RIPLS, making it difficult to use the instrument as a measure of change. We evaluated the efficacy and feasibility of the collaborative activities based on the changes in the single items that had sufficient univariate normality and ultimately confirmed positive changes in two of these items. CONCLUSION Norwegian students appear ready for interprofessional learning; however, due to significant ceiling effects, the majority of items in the RIPLS no longer seem suitable for measuring and evaluating the effects of interprofessional learning (part 1). Single-item analysis revealed a potential effect of collaborative learning (part 2). A new questionnaire is needed where readiness is instead understood as self-efficacy in areas such as role awareness and interprofessional communication. Researchers should be aware that even previously validated questionnaires may lose their applicability over time and require revision. Demands for interprofessional learning and practice are continuously evolving, and evaluation methods should be adjusted accordingly.
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Affiliation(s)
- Malvin Torsvik
- Faculty of Nursing and Health Sciences, Nord University, Levanger, Norway
| | | | - Børge Lillebo
- Department of Circulation and Medical Imaging, Norwegian University of Science and Technology, Trondheim, Norway
- Clinic of Medicine and Rehabilitation, Levanger Hospital, Nord-Trøndelag Hospital Trust, Levanger, Norway
| | - Lars Ove Reinaas
- Faculty of Nursing and Health Sciences, Nord University, Levanger, Norway
| | - Jonas Rennemo Vaag
- Faculty of Nursing and Health Sciences, Nord University, Levanger, Norway
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Yu J, Lee W, Kim M, Choi S, Lee S, Kim S, Jung Y, Kwak D, Jung H, Lee S, Lee YJ, Hyun SJ, Kang Y, Kim SM, Lee J. Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey. BMC MEDICAL EDUCATION 2020; 20:476. [PMID: 33243233 PMCID: PMC7691096 DOI: 10.1186/s12909-020-02395-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 11/19/2020] [Indexed: 05/14/2023]
Abstract
BACKGROUND Effective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students' attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice. METHODS The survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed. RESULTS After interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students. CONCLUSIONS We observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.
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Affiliation(s)
- Jihye Yu
- Office of Medical Education, Ajou University School of Medicine, Suwon, South Korea
| | - Woosuck Lee
- College of Nursing, Taegu Science University, Daegu, South Korea
| | - Miran Kim
- Department of Obstetrics & Gynecology, Ajou University School of Medicine, Suwon, South Korea
| | - Sangcheon Choi
- Department of Emergency Medicine, Ajou University School of Medicine, Suwon, South Korea
| | - Sungeun Lee
- Department of Emergency Medicine, Ajou University School of Medicine, Suwon, South Korea
| | - Soonsun Kim
- Department of Gastroenterology, Ajou University School of Medicine, Suwon, South Korea
| | - Yunjung Jung
- Department of Pulmonary and Critical Care Medicine, Ajou University School of Medicine, Suwon, South Korea
| | - Dongwook Kwak
- Department of Obstetrics & Gynecology, Ajou University School of Medicine, Suwon, South Korea
| | - Hyunjoo Jung
- Department of Pediatrics, Ajou University School of Medicine, Suwon, South Korea
| | - Sukyung Lee
- Ajou Center for Clinical Excellence, Ajou University School of Medicine, Suwon, South Korea
| | - Yu-Jin Lee
- College of Nursing, Taegu Science University, Daegu, South Korea
| | - Soo-Jin Hyun
- College of Nursing, Taegu Science University, Daegu, South Korea
| | - Yun Kang
- College of Nursing, Taegu Science University, Daegu, South Korea
| | - So Myeong Kim
- College of Nursing, Taegu Science University, Daegu, South Korea
| | - Janghoon Lee
- Department of Pediatrics, Ajou University School of Medicine, Suwon, South Korea.
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