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Bochatay N, Ju M, O'Brien BC, van Schaik SM. A Scoping Review of Interprofessional Simulation-Based Team Training Programs. Simul Healthc 2024:01266021-990000000-00117. [PMID: 38526045 DOI: 10.1097/sih.0000000000000792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/26/2024]
Abstract
SUMMARY STATEMENT Interprofessional simulation-based team training (ISBTT) is promoted as a strategy to improve collaboration in healthcare, and the literature documents benefits on teamwork and patient safety. Teamwork training in healthcare is traditionally grounded in crisis resource management (CRM), but it is less clear whether ISBTT programs explicitly take the interprofessional context into account, with complex team dynamics related to hierarchy and power. This scoping review examined key aspects of published ISBTT programs including (1) underlying theoretical frameworks, (2) design features that support interprofessional learning, and (3) reported behavioral outcomes. Of 4854 titles identified, 58 articles met inclusion criteria. Most programs were based on CRM and related frameworks and measured CRM outcomes. Only 12 articles framed ISBTT as interprofessional education and none measured all interprofessional competencies. The ISBTT programs may be augmented by integrating theoretical concepts related to power and intergroup relations in their design to empower participants to navigate complex interprofessional dynamics.
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Affiliation(s)
- Naike Bochatay
- From the University of California San Francisco, San Francisco, CA
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Krystallidou D, Kersbergen MJ, de Groot E, Fluit CRMG, Kuijer-Siebelink W, Mertens F, Oosterbaan-Lodder SCM, Scherpbier N, Versluis MAC, Pype P. Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83. MEDICAL TEACHER 2024:1-18. [PMID: 38513054 DOI: 10.1080/0142159x.2024.2314203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 01/31/2024] [Indexed: 03/23/2024]
Abstract
AIM To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works. METHODS We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following an in-depth search of the literature and consultation with stakeholders. The literature (2010-2022) was selected based on the realist criteria of relevance and rigor, as well as on conceptual richness of the studies. RESULTS Our PT is built upon 124 CMOs (Context of IPE interventions, Mechanisms that fired within that context, and IPE Outcomes), from 58 studies. Our PT comprises an array of elements found in the Context, including traits and behavioral displays of students and facilitators, and discusses four Mechanisms (feeling responsible, feeling enthusiastic/excited, feeling safe to take risks, and feeling ready), which are likely to lead to outcomes related to the Interprofessional Education Collaborative (sub)competencies. DISCUSSION Results were linked to learning theories to further build our understanding. The PT can serve as a guide for the development, delivery, and evaluation of IPE interventions.
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Affiliation(s)
- Demi Krystallidou
- School of Languages and Literature, Centre for Translation Studies, University of Surrey, Guildford, UK
| | - Maria J Kersbergen
- Department of Dentistry, Radboud University Medical Center, Nijmegen, The Netherlands
- School of Health Studies, Research group Organisation of Healthcare and Social Services, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Esther de Groot
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Cornelia R M G Fluit
- Health Academy, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- School of Education, Research on Responsive Vocational and Professional Education, HAN University of Applied Sciences, Nijmegen, The Netherlands
- Radboudumc Health Academy, Research on Learning and Education, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Fien Mertens
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
| | | | - Nynke Scherpbier
- Department of Primary and Long-term Care, University Medical Centre Groningen, University of Groningen, Groningen, The Netherlands
| | - Marco A C Versluis
- Department of Obstetrics and Gynaecology, University Medical Center Groningen, Groningen, The Netherlands
| | - Peter Pype
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
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McCrory K, Jowsey T, Chen Y. Essential Elements of Preregistration Nursing Interprofessional Simulation Training. J Nurs Educ 2023; 62:28-35. [PMID: 36652581 DOI: 10.3928/01484834-20221109-02] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
BACKGROUND Internationally, interprofessional simulation (IPS) training increasingly is being included in nursing curricula. This systematic review examined the elements of IPS training that prepare nursing students for clinical practice. METHOD Five databases (Cumulative Index to Nursing and Allied Health Literature [CINAHL], ProQuest, PubMed, Scopus, and Google Scholar) were searched for articles published from 2000 through 2020. Search terms included interprofessional, interdisciplinary, collaboration, collaborative care, teamwork, undergraduate nursing, and simulation. Thematic analysis of included studies was conducted using Braun and Clarke's (2006) six-phase approach. RESULTS Twenty-one studies were included. Five key themes emerged: (1) foster safe learning spaces, (2) realism matters, (3) effective debriefing is essential, (4) communication and teamwork increase patient safety, and (5) learning about scopes of practice and roles enables better care. CONCLUSION IPS training provides nursing students with learning opportunities that can fundamentally shape their capacity to work effectively in interprofessional and multi-disciplinary settings. [J Nurs Educ. 2023;62(1):28-35.].
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Frenk J, Chen LC, Chandran L, Groff EOH, King R, Meleis A, Fineberg HV. Challenges and opportunities for educating health professionals after the COVID-19 pandemic. Lancet 2022; 400:1539-1556. [PMID: 36522209 PMCID: PMC9612849 DOI: 10.1016/s0140-6736(22)02092-x] [Citation(s) in RCA: 55] [Impact Index Per Article: 27.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 08/17/2022] [Accepted: 10/14/2022] [Indexed: 11/06/2022]
Abstract
The education of health professionals substantially changed before, during, and after the COVID-19 pandemic. A 2010 Lancet Commission examined the 100-year history of health-professional education, beginning with the 1910 Flexner report. Since the publication of the Lancet Commission, several transformative developments have happened, including in competency-based education, interprofessional education, and the large-scale application of information technology to education. Although the COVID-19 pandemic did not initiate these developments, it increased their implementation, and they are likely to have a long-term effect on health-professional education. They converge with other societal changes, such as globalisation of health care and increasing concerns of health disparities across the world, that were exacerbated by the pandemic. In this Health Policy, we list institutional and instructional reforms to assess what has happened to health-professional education since the publication of the Lancet Commission and how the COVID-19 pandemic altered the education process.
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Affiliation(s)
- Julio Frenk
- Office of the President, University of Miami, Coral Gables, FL, USA
| | | | - Latha Chandran
- Department of Medical Education and Department of Pediatrics, Miller School of Medicine, University of Miami, Miami, FL, USA.
| | - Elizabeth O H Groff
- Department of Public Health Sciences, University of Miami, Coral Gables, FL, USA
| | - Roderick King
- Department of Pediatrics and Department of Health Policy and Management, University of Maryland Medical System, Baltimore, MD, USA
| | - Afaf Meleis
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
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5
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Velásquez ST, Ferguson D, Lemke KC, Bland L, Ajtai R, Amezaga B, Cleveland J, Ford LA, Lopez E, Richardson W, Saenz D, Zorek JA. Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine. BMC MEDICAL EDUCATION 2022; 22:204. [PMID: 35346159 PMCID: PMC8962252 DOI: 10.1186/s12909-022-03226-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Accepted: 03/02/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Interprofessional communication is fundamental to the delivery of healthcare and can be taught in medical school and other health professional schools through interprofessional education (IPE) activities. Simulation centers have become a predominant location for simulation IPE activities with infrastructure able to support high fidelity activities in a controlled environment. In this secondary analysis of a scoping review conducted on simulation-based IPE, we describe the characteristics of previously reported simulation IPE activities involving undergraduate medical students in a simulation center focused on interprofessional communication. METHODS Electronic searches of PubMed, CINAHL, and ERIC databases in accordance with PRISMA-ScR guidelines were conducted to isolate relevant articles from 2016-2020. In total, 165 peer-reviewed articles met inclusion criteria and data extraction linked to four research questions was applied by one individual and the accuracy was confirmed by a second individual. A secondary analysis was performed to describe what existing approaches for simulation IPE in simulation center settings have been used to explicitly achieve interprofessional communication competencies in undergraduate medical education. A sub-dataset was developed from the original scoping review and identified 21 studies describing simulation IPE activities that took place in dedicated simulation centers, targeted the IPEC interprofessional communication domain, and involved undergraduate medical students. RESULTS Though diverse, the majority of simulation IPE activities described high-fidelity approaches involving standardized patients and utilized assessment tools with established validity evidence in IPE activities to measure learning outcomes. A minority of simulation IPE activities were described as hybrid and utilized more than one resource or equipment for the activity and only two were longitudinal in nature. Learning outcomes were focused predominantly on modification of attitudes/perceptions and few targeted higher levels of assessment. CONCLUSIONS Educators charged with developing simulation IPE activities for medical students focused on interprofessional communication should incorporate assessment tools that have validity evidence from similar activities, target higher level learning outcomes, and leverage hybrid models to develop longitudinal simulation IPE activities. Though an ideal environment to achieve higher level learning outcomes, simulation centers are not required for meaningful simulation IPE activities.
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Affiliation(s)
- Sadie Trammell Velásquez
- Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
- South Texas Veterans Health Care System, Medicine Service, San Antonio, TX, USA.
- Department of Medicine, Division of Hospital Medicine, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, TX, 78229, USA.
| | - Diane Ferguson
- Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- H-E-B Clinical Skills Center, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Kelly C Lemke
- School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Leticia Bland
- School of Health Professions, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Rebecca Ajtai
- Briscoe Library, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Braulio Amezaga
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - James Cleveland
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- Center for Simulation Innovation, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Lark A Ford
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Emme Lopez
- Briscoe Library, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Wesley Richardson
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Daniel Saenz
- Graduate School of Biomedical Sciences, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Joseph A Zorek
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- Linking Interprofessional Networks for Collaboration (LINC), Office of the Vice President for Academic, Faculty & Student Affairs, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
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El-Awaisi A, Jaam M, Wilby KJ, Wilbur K. A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. J Interprof Care 2022; 36:882-890. [DOI: 10.1080/13561820.2022.2026899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Alla El-Awaisi
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Myriam Jaam
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Kyle John Wilby
- College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, NS, Canada
| | - Kerry Wilbur
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, Canada
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González-Pascual JL, López-Martín I, Saiz-Navarro EM, Oliva-Fernández Ó, Acebedo-Esteban FJ, Rodríguez-García M. Using a station within an objective structured clinical examination to assess interprofessional competence performance among undergraduate nursing students. Nurse Educ Pract 2021; 56:103190. [PMID: 34536789 DOI: 10.1016/j.nepr.2021.103190] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 08/20/2021] [Accepted: 08/31/2021] [Indexed: 10/20/2022]
Abstract
AIM/OBJECTIVE To describe and analyse the use of a station within an OSCE to assess interprofessional competence performance in undergraduate nursing students. The specific objectives were: - To measure the students' level of competence performance in relation to the interprofessional competences Roles and Responsibilities, Communication and Teamwork. - To determine inter-observer concordance in the assessment of the interprofessional competences. BACKGROUND Teamwork competencies are key to improving patient safety and avoiding medical errors. Today, healthcare professionals work in interdisciplinary teams. To foster a culture of safety, some of the measures that can be taken at the individual, team and organisational levels include fostering clear communication among team members, knowledge of respective roles and functions, and deepening team functioning through respect and trust in judgement and capabilities. The World Health Organization recommends starting to develop these competencies in university studies, through interprofessional education. There are numerous programmes in universities all over the world, but more research is needed on the assessment of interprofessional education activities, preferably through objective methods. Competency performance can be assessed by an external evaluator, in a simulated environment, with the Objective Structured Clinical Examination, which is widely used in nursing. DESIGN Cross-sectional study. METHODS 63 second-year nursing undergraduate students completed an interprofessional competencies station within an 8-station OSCE. Communication, Roles and Responsibility and Teamwork competences were assessed. The Interprofessional Collaborator Assessment Rubric (ICAR) was used as a model to assess the performance of students. Inter-observer concordance analysis was performed using the kappa coefficient and the concordance rate. RESULTS 92.1% of students reached a good level in communication competence, 88.9% in roles and responsibility competence, and 55.6% in teamwork competence. The global concordance rate was 83.8%, and the kappa coefficient was 0.67. CONCLUSIONS Most students have demonstrated interprofessional competence performance at a good level. However, the inter-observer concordance obtained for some of the items was not as expected. The assessment of interprofessional competencies, as it deals mainly with relational and communicative aspects, requires greater preparation both in terms of the specification of assessment items and in agreement between examiners.
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Affiliation(s)
| | - Inmaculada López-Martín
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain
| | - Elena María Saiz-Navarro
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain; 12 de Octubre Hospital, Madrid, Spain
| | - Óscar Oliva-Fernández
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain; General de Villalba Hospital, Spain
| | - Francisco Javier Acebedo-Esteban
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain; Emergency Prehospital Service, SAMUR-PC, Madrid, Spain
| | - Marta Rodríguez-García
- Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain
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Sebastian J, Eaton M. Validating a SMIIL:) Development and initial validation of a Scale Measuring the Impact of Interprofessional Learning (SMIIL). J Interprof Care 2021; 36:441-448. [PMID: 34311668 DOI: 10.1080/13561820.2021.1938520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Design and evaluation of interprofessional learning (IPL) in pre-qualification education lacks customization. In response to this, the Scale Measuring the Impact of Interprofessional Learning (SMIIL) was developed to facilitate the context-driven evaluation of IPL interventions in the undergraduate setting. Items of this scale reflect common IPL themes and align to levels one to three of the modified Kirkpatrick's model. This scale was piloted in a cohort of 787 BMBS (Bachelor of Medicine Bachelor of Surgery) students at a medical school in the South West of England. A response rate of 22.7% was achieved despite the disruption of face-to-face data collection during the Covid-19 lockdown (March to July 2020). Descriptive statistics, factor analysis, and Cronbach's Alpha were used to validate and refine the scale. The resultant SMIIL is a unidimensional instrument comprised of 17 items with an acceptable internal consistency (Cronbach's α = 0.80). Further research is required to develop the scale fully and validate it by involving different cohorts of pre-qualification healthcare students in multiple localities and varying styles of IPL interventions.
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Affiliation(s)
- Juliet Sebastian
- Clinical Education, University of Exeter Medical School, Exeter, UK
| | - Mike Eaton
- Faculty Development, College of Medicine and Health, University of Exeter Medical School, Exeter, UK
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Almoghirah H, Nazar H, Illing J. Assessment tools in pre-licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis. MEDICAL EDUCATION 2021; 55:795-807. [PMID: 33440040 DOI: 10.1111/medu.14453] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 01/07/2021] [Accepted: 01/09/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviours and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre-licensure IPE intervention and provide guidance on which tool to use according to the focus of the intervention. METHODS In July 2019, the following electronic databases were searched: MEDLINE, ERIC, CINHAL, EMBASE and NEXUS website. All studies involving pre-licensure health care students exposed to an IPE intervention and undertook an assessment measuring student knowledge, skills, behaviour, or change in organisational practice or a benefit to patients were included. Studies that used tools relying on self-assessment only were excluded. Constructive alignment of the IPE intervention with the assessment was evaluated and quality assessment of the studies and critical appraisal of the validity evidence for the tools was undertaken. RESULTS From 9502 returned studies, 39 studies met the inclusion criteria and were analysed. These were rated as good in terms of methodological quality. Acquisition of knowledge was the most commonly assessed outcome, mainly with pre/post knowledge tests, followed by behaviour change, which was measured by a range of validated tools. Patient benefit was defined as change in clinical effectiveness, patient safety or patient satisfaction. Constructive alignment of the IPE aim with the assessment was limited due to issues with study reporting. Tools measuring behaviour change demonstrate mixed adherence to quality standards around reliability, validity and scales and scoring. CONCLUSIONS Various methods have been used to identify change following IPE; however, choosing the most appropriate tool to support and align with the aim of the IPE intervention is crucial. We have critically appraised the available tools and offered an indication of their quality. This has informed the production of a decision aid to support the selection of the appropriate IPE assessment tool depending on the purpose of the intervention. More studies using these tools in rigorous study designs are required to substantiate the evidence base.
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Affiliation(s)
- Hailah Almoghirah
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Hamde Nazar
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, UK
| | - Jan Illing
- Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
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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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11
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Assessment of Primary Palliative Care Content Within Prelicensure Nursing Education: A Multisite Feasibility Study. J Hosp Palliat Nurs 2020; 21:373-381. [PMID: 30920489 DOI: 10.1097/njh.0000000000000535] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Primary palliative care education should be provided within prelicensure programs to maximize nurses' preparation to care for patients with serious, life-limiting illness before entering professional practice settings. Curricula need to be assessed to identify current content integration across nursing programs. The specific aim of this feasibility study was to evaluate the effectiveness of a survey methodology to assess primary palliative care content integration within prelicensure nursing curricula in multiple programs. A secondary aim was to compare content integration across nursing programs. Faculty teaching in prelicensure courses at 3 accredited nursing programs were recruited to complete a 50-item curriculum assessment survey based on the End-of-Life Nursing Education Consortium Undergraduate Curriculum. Response rates were 73%, 26.7%, and 18.8%, respectively. All content areas were reported as being taught by at least 1 faculty member per institution. Lecture was the primary pedagogy to teach all End-of-Life Nursing Education Consortium Undergraduate content areas, followed by clinical conference/debriefing and simulation. Content was primarily taught in Critical Care, Maternity, Adult Health, Gerontology, and Fundamentals courses. The disparate response rates suggest that survey dissemination may prove ineffective for multisite curricula evaluation. Implications for nursing education and clinical practice will be discussed.
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Visker JD, Welker K, Rhodes D, Forsyth E, Melvin P, Cox C. Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.ahead-of-print/ijnes-2019-0122/ijnes-2019-0122.xml. [PMID: 32374283 DOI: 10.1515/ijnes-2019-0122] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2019] [Accepted: 04/13/2020] [Indexed: 11/15/2022]
Abstract
Objectives Undergraduate nursing and first-year medical students participated in a brief, scenario-based, interprofessional event. The experimental group only was provided an innovative, rapid e-learning instructional module focused on interprofessional roles/responsibilities and communication prior to the event. Methods Pre-post attitudes toward physician-nurse collaboration were surveyed, and collaborative behaviors were observed during the event. Results For the experimental group, a statistically significant (p<0.05) attitude improvement was found between pre-post e-learning module scores as well as pre-e-learning module and post-simulation event scores. For the control group, a statistically significant (p=0.001) attitude improvement was found between pre-post simulation event scores. No statistically significant differences in team collaborative behaviors were observed between experimental and control. Conclusions The combination of module and simulation event was not a more effective option than the event alone. As both interventions present unique challenges in regards to technology and facility requirements, having multiple effective intervention options will be of benefit to educational institutions.
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Affiliation(s)
| | | | - Darson Rhodes
- SUNY Brockport School of Health and Human Performance, Brockport, NY, USA
| | - Emily Forsyth
- Minnesota State University Mankato, Mankato, MN, USA
| | | | - Carol Cox
- Truman State University, HES, 2123 Pershing Building - HES, 100 E Normal St, Truman State University, Kirksville, MO, USA
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The Use of Theoretical Frameworks Guiding Interprofessional Simulation: An Integrative Review. Nurs Educ Perspect 2020; 41:141-145. [PMID: 32028379 DOI: 10.1097/01.nep.0000000000000615] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The aim of the review was to describe and summarize the use of theoretical premises noted in published studies on the implementation of interprofessional simulation (IPE-Sim). BACKGROUND IPE-Sim is an educational methodology being used throughout nursing, allied health, and health science programs of study. Understanding frameworks currently used in IPE-Sim is essential in advancing the knowledge of this type of educational methodology. METHOD An integrative literature review on the use of theories and models guiding IPE-Sim was performed. RESULTS Ten studies meeting the inclusion criteria were categorized into theoretical frameworks (n = 4) or competency frameworks (n = 6) guiding the development and implementation of IPE-Sim and were included in the review. The literature review revealed a lack of consistent theoretical and competency-based frameworks guiding the development, implementation, assessment, and research of IPE-Sim. CONCLUSION The integrative literature review describes specific theoretical and competency frameworks currently used in the literature on IPE-Sim.
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Lima AWSD, Alves FAP, Linhares FMP, Costa MVD, Coriolano-Marinus MWDL, Lima LSD. Perception and manifestation of collaborative competencies among undergraduate health students. Rev Lat Am Enfermagem 2020; 28:e3240. [PMID: 32022153 PMCID: PMC7000184 DOI: 10.1590/1518-8345.3227.3240] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2018] [Accepted: 09/23/2019] [Indexed: 11/23/2022] Open
Abstract
Objective: to analyze the perception and manifestation of collaborative teamwork
competencies among undergraduate health students who experienced the
curricular internship’s integration module from the perspective of
interprofessional education. Method: qualitative study, developed with the intervention research strategy.
Twenty-eight students from five undergraduate health courses participated.
Data were collected in three focus group interviews conducted with the
undergraduate students at the end of each semester. For data analysis, the
technique of intervention research and dialectical hermeneutics adopted was
based on the theoretical framework of interprofessional education in
health. Results: uniprofessional culture, the experience of integration of different fields of
knowledge and collaborative competencies were manifested by the students in
their reports and in the actions developed by the multidisciplinary team
with individuals and families, during the experience of the curricular
internship’s integration module. Conclusion: the experience of integration of the curricular internship from the
perspective of interprofessionality favored the perception and manifestation
of collaborative competencies that are necessary for teamwork among the
students.
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Affiliation(s)
- Ana Wládia Silva de Lima
- Universidade Federal de Pernambuco, Centro Acadêmico de Vitória, Vitória de Santo Antão, PE, Brazil
| | | | | | - Marcelo Viana da Costa
- Universidade Federal do Rio Grande do Norte, Escola Multicampi de Ciências Médicas, Caicó, RN, Brazil
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Mitzel K, Storjohann T, Herrick A, Davis L, Shamblen C, Bonnin K. Interprofessional objective structured clinical examination with physician assistant and pharmacy students - A qualitative and quantitative study. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:174-180. [PMID: 32147159 DOI: 10.1016/j.cptl.2019.11.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2019] [Revised: 08/14/2019] [Accepted: 11/09/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND To assess the impact of an interprofessional objective structured clinical examination (iOSCE) on attitudes/perceptions regarding interprofessional practice (IPP) and to determine if patient (simulated) outcomes improved with interprofessional collaboration (pharmacy and physician assistant (PA) students). INTERPROFESSIONAL EDUCATION ACTIVITY A team of interprofessional faculty designed an iOSCE case and grading checklist containing key interventions. Students individually reviewed the case and were asked to document potential changes to the admission orders. Then they were given the opportunity to collaborate in an interprofessional team to discuss the case and orders. Finally, the team presented their recommendations to an interprofessional faculty panel. Individual and team scores were compared to determine the impact of interprofessional collaboration. The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was administered pre- and post-iOSCE to assess changes in opinions about interprofessional learning. DISCUSSION Individual and team iOSCE scores for 187 students were evaluated (86 PA and 101 pharmacy). A 21% absolute increase in the number of key interventions was found when comparing average individual scores to average team scores (2.11/5 vs. 3.18/5, p < 0.001). While in aggregate the students had a positive attitude towards IPE pre-iOSCE, RIPLS responses were strengthened post-iOSCE. IMPLICATIONS Through iOSCEs, it appears students can learn from and with one another to improve patient care and gain perspective on the roles/skills of interprofessional colleagues.
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Affiliation(s)
- Katherine Mitzel
- Midwestern University, Arizona College of Osteopathic Medicine, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Tara Storjohann
- Midwestern University College of Pharmacy, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Amber Herrick
- Midwestern University, Physician Assistant Program, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Lindsay Davis
- Midwestern University College of Pharmacy, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Carla Shamblen
- Midwestern University, Physician Assistant Program, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Kirsten Bonnin
- Midwestern University, Physician Assistant Program, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
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Abstract
Inter-professional education (IPE) can support professionals in developing their ability to work collaboratively. This position paper from the European Forum for Primary Care considers the design and implementation of IPE within primary care. This paper is based on workshops and is an evidence review of good practice. Enablers of IPE programmes are involving patients in the design and delivery, providing a holistic focus, focussing on practical actions, deploying multi-modal learning formats and activities, including more than two professions, evaluating formative and summative aspects, and encouraging team-based working. Guidance for the successful implementation of IPE is set out with examples from qualifying and continuing professional development programmes.
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Morrow MR. Collaboration in Healthcare: Is There Any Theoretical Basis? Nurs Sci Q 2019. [DOI: 10.1177/0894318419864324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Mary R. Morrow
- College of Nursing, Purdue University Northwest, Hammond, IN, USA
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Romo RD, Carpenter JG, Buck H, Lindley LC, Xu J, Owen JA, Sullivan SS, Bakitas M, Dionne-Odom JN, Zubkoff L, Matzo M. HPNA 2019-2022 Research Agenda: Development and Rationale. J Hosp Palliat Nurs 2019; 21:E17-E23. [PMID: 31166302 PMCID: PMC6776462 DOI: 10.1097/njh.0000000000000580] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Building on the strong work of previous research agendas (2009-2012, 2012-2015, 2015-2018), the Hospice and Palliative Nurses Association Research Advisory Council developed the 2019-2022 Research Agenda in consultation with Hospice and Palliative Nurses Association (HPNA) membership and assessment of major trends in palliative nursing. The HPNA Research Advisory Council identified 5 priority areas and asked subject experts in each area to summarize the state of the science, identify critical gaps, and provide recommendations for future research. This document expands the executive summary published on the HPNA website (www.advancingexpertcare.org/hpna/) and provides supporting evidence for the 2019-2022 recommendations. The 5 priority areas are as follows: (1) pediatric hospice and palliative nursing research; (2) family caregiving; (3) interprofessional education and collaborative practice; (4) big data science, precision health, and nursing informatics; and (5) implementation science.
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Affiliation(s)
- Rafael D Romo
- Rafael D. Romo, PhD, RN, PHN, is assistant professor of Nursing, University of Virginia School of Nursing, Charlottesville. Joan G. Carpenter, PhD, CRNP, ACHPN, FPCN, is research associate, University of Pennsylvania School of Nursing, and health science specialist, Corporal Michael J. Crescenz Veterans Affairs Medical Center Philadelphia, Pennsylvania. Harleah Buck, PhD, RN, FPCN, FAHA, FAAN, is associate professor and coordinator of Chronic Illness Initiatives, University of Southern Florida, Tampa. Lisa C. Lindley, PhD, RN, FPCN, is associate professor, College of Nursing, University of Tennessee, Knoxville. Jiayun Xu, PhD, RN, is assistant professor, College of Health and Human Sciences, Purdue University School of Nursing, West Lafayette, Indiana. John A. Owen, EdD, MSc, is associate director, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia School of Nursing, Charlottesville. Suzanne S. Sullivan, PhD, MBA, RN, CHPN, is assistant professor, University at Buffalo State University of New York School of Nursing. Marie Bakitas, DNSc, CRNP, NP-C, AOCN, ACHPN, FAAN, is professor and Marie L. O'Koren Endowed Chair in Nursing, University of Alabama at Birmingham School of Nursing. J. Nicholas Dionne-Odom, PhD, MSN, MA, RN, FPCN, is assistant professor of nursing, University of Alabama at Birmingham School of Nursing. Lisa Zubkoff, PhD, is assistant professor of psychiatry, Dartmouth University Geisel School of Medicine and the Dartmouth Institute, Hanover, New Hampshire. Marianne Matzo, PhD, RN, APRN-CNP, AOCNP, AHPCN, FPCN, FAAN, is director of research, Hospice and Palliative Nurses Association, Pittsburgh, PA
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Peruzzo HE, Silva ES, Batista VC, Haddad MDCFL, Peres AM, Marcon SS. Organizational climate and teamwork at the Family Health Strategy. Rev Bras Enferm 2019; 72:721-727. [DOI: 10.1590/0034-7167-2017-0770] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2018] [Accepted: 03/02/2019] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to measure the organizational climate in the work of professionals from Family Health Strategy (FHS) teams. Method: a cross-sectional study carried out with 458 professionals belonging to 72 FHS teams in a municipality in Southern Brazil. Data collection occurred between March and July of 2016 with self-application of the Team Climate Inventory (TCI). Data were analyzed by means of a non-parametric ANOVA. Results: “Team Participation” was the best-rated domain (8.11), while “Task orientation” was the worst (7.51). Nurses obtained the highest mean in TCI (8.05), and dentists, the lowest (7.45). Conclusion: TCI is an appropriate and innovative tool for assessing the teamwork climate at the FHS. Identifying fragilities such as “task orientation” and relationships among professional categories of the team supports the planning of actions for organizational climate improvements and teamwork at the FHS.
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Higham H, Greig PR, Rutherford J, Vincent L, Young D, Vincent C. Observer-based tools for non-technical skills assessment in simulated and real clinical environments in healthcare: a systematic review. BMJ Qual Saf 2019; 28:672-686. [DOI: 10.1136/bmjqs-2018-008565] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2018] [Revised: 04/17/2019] [Accepted: 04/23/2019] [Indexed: 12/18/2022]
Abstract
BackgroundOver the past three decades multiple tools have been developed for the assessment of non-technical skills (NTS) in healthcare. This study was designed primarily to analyse how they have been designed and tested but also to consider guidance on how to select them.ObjectivesTo analyse the context of use, method of development, evidence of validity (including reliability) and usability of tools for the observer-based assessment of NTS in healthcare.DesignSystematic review.Data sourcesSearch of electronic resources, including PubMed, Embase, CINAHL, ERIC, PsycNet, Scopus, Google Scholar and Web of Science. Additional records identified through searching grey literature (OpenGrey, ProQuest, AHRQ, King’s Fund, Health Foundation).Study selectionStudies of observer-based tools for NTS assessment in healthcare professionals (or undergraduates) were included if they: were available in English; published between January 1990 and March 2018; assessed two or more NTS; were designed for simulated or real clinical settings and had provided evidence of validity plus or minus usability. 11,101 articles were identified. After limits were applied, 576 were retrieved for evaluation and 118 articles included in this review.ResultsOne hundred and eighteen studies describing 76 tools for assessment of NTS in healthcare met the eligibility criteria. There was substantial variation in the method of design of the tools and the extent of validity, and usability testing. There was considerable overlap in the skills assessed, and the contexts of use of the tools.ConclusionThis study suggests a need for rationalisation and standardisation of the way we assess NTS in healthcare and greater consistency in how tools are developed and deployed.
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Zheng YHE, Palombella A, Salfi J, Wainman B. Dissecting through Barriers: A Follow-up Study on the Long-Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students. ANATOMICAL SCIENCES EDUCATION 2019; 12:52-60. [PMID: 29659188 DOI: 10.1002/ase.1791] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2017] [Revised: 03/24/2018] [Accepted: 03/26/2018] [Indexed: 06/08/2023]
Abstract
Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.
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Affiliation(s)
| | - Andrew Palombella
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Jenn Salfi
- Department of Nursing, Faculty of Applied Health Sciences, Brock University, St. Catharines, Ontario, Canada
| | - Bruce Wainman
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
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Wen A, Wong L, Ma C, Arndt R, Katz AR, Richardson K, Deutsch M, Masaki K. An interprofessional team simulation exercise about a complex geriatric patient. GERONTOLOGY & GERIATRICS EDUCATION 2019; 40:16-29. [PMID: 30513067 DOI: 10.1080/02701960.2018.1554568] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Interprofessional collaboration is an essential skill to optimize the care of older adults with complex problems. We successfully developed and evaluated an interprofessional teamwork simulation exercise for medical, nursing, pharmacy, and social work students. Pharmacy students participated via video conferencing. Before the simulation, students watched a teamwork video and reviewed the patient case. Following an icebreaker exercise, interdisciplinary faculty facilitated a discussion highlighting effective teamwork strategies. Students then collaborated to develop a discharge plan, followed by a simulated family meeting with a theater student. Interdisciplinary faculty again provided structured debriefing highlighting principles of effective teamwork. Students self-rated interprofessional practice core competencies were evaluated using a retrospective pre/post survey and analyzed using paired t-tests. We qualitatively examined the use of distance technology and assessed learner's satisfaction with the project. All core competency categories for all disciplines demonstrated significant improvements in mean scores. Students' qualitative comments demonstrated positive impact on learning interprofessional core competencies.
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Affiliation(s)
- Aida Wen
- a The John A. Hartford Foundation Center of Excellence in Geriatrics, Department of Geriatric Medicine, John A. Burns School of Medicine , University of Hawaii at Manoa , Honolulu , HI , USA
| | - Lorrie Wong
- b School of Nursing and Dental Hygiene , University of Hawaii at Manoa , Honolulu , HI , USA
| | - Carolyn Ma
- c The Daniel K. Inouye College of Pharmacy , University of Hawaii at Hilo , Hilo , HI , USA
| | - Robin Arndt
- d Myron B. Thompson School of Social Work , University of Hawaii at Manoa , Honolulu , HI , USA
| | - Alan R Katz
- e Office of Public Health Studies , University of Hawaii at Manoa , Honolulu , HI , USA
| | - Karol Richardson
- b School of Nursing and Dental Hygiene , University of Hawaii at Manoa , Honolulu , HI , USA
| | - Melodee Deutsch
- b School of Nursing and Dental Hygiene , University of Hawaii at Manoa , Honolulu , HI , USA
| | - Kamal Masaki
- a The John A. Hartford Foundation Center of Excellence in Geriatrics, Department of Geriatric Medicine, John A. Burns School of Medicine , University of Hawaii at Manoa , Honolulu , HI , USA
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Kumar A, Kent F, Wallace EM, McLelland G, Bentley D, Koutsoukos A, Nestel D. Interprofessional education and practice guide No. 9: Sustaining interprofessional simulation using change management principles. J Interprof Care 2018; 32:771-778. [DOI: 10.1080/13561820.2018.1511525] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Arunaz Kumar
- Faculty of Medicine, Monash University, Melbourne, Australia
| | - Fiona Kent
- Faculty of Allied Health, Monash University, Melbourne, Australia
| | - Euan M. Wallace
- Faculty of Medicine, Monash University, Melbourne, Australia
| | - Gayle McLelland
- School of Nursing of Midwifery, Monash University, Melbourne, Australia
| | - Deirdre Bentley
- Faculty of Medicine, Monash University, Melbourne, Australia
| | | | - Debra Nestel
- School of Rural Health, Monash University, Melbourne, Australia
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Caines L, Asiedu Y, Dugdale T, Wu H. An Interprofessional Approach to Teaching Nutrition Counseling to Medical Students. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2018; 14:10742. [PMID: 30800942 PMCID: PMC6342344 DOI: 10.15766/mep_2374-8265.10742] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2018] [Accepted: 07/26/2018] [Indexed: 05/28/2023]
Abstract
Introduction Many physicians do not feel competent providing nutritional counseling to patients. A minimum of 25 hours dedicated to nutrition is recommended in preclinical years, but only 40% of U.S. medical schools achieve this goal. Nutrition counseling is best done when physicians work collaboratively with registered dietitians (RDs). We sought to introduce this interprofessional approach in our preclinical curriculum. Methods In our first-year doctoring course, students viewed a nutrition lecture from a physician and RD. Teams of two to three medical students and one dietetics student were formed. The medical students took a history and performed nutrition counseling on the dietetics student role-playing a patient. The RD student provided feedback and reviewed clinical questions pertaining to the nutrition case. Medical students presented answers to their assigned case to the whole group. Medical students completed pre-/postsurveys assessing satisfaction and perceived confidence with nutrition counseling and were formally assessed using a standardized patient. The scores were compared to students from the year before who received the lecture but not the RD student activity. Results Eighty-one medical students participated. After the activity, there was an increase in confidence with nutrition counseling (p < .001), and 74% found working with dietetics students to be helpful or extremely helpful. The nutrition counseling mean score increased from 68% (historical control, n = 76) to 84% (n = 75; p < .001) on the standardized patient assessment. Discussion This format is an effective method of teaching nutrition counseling and promoting interprofessional behavior among rising physicians and RDs.
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Affiliation(s)
- Laurie Caines
- Assistant Professor, Department of Medicine, University of Connecticut School of Medicine
| | - Yetunde Asiedu
- Resident, Department of Medicine, The Warren Alpert Medical School of Brown University
| | - Tina Dugdale
- Extension Educator, Department of Allied Health Sciences Dietetics Program, University of Connecticut College of Agriculture, Health and Natural Resources
| | - Helen Wu
- Associate Professor, Department of Psychiatry, University of Connecticut School of Medicine
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Granheim BM, Shaw JM, Mansah M. The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. NURSE EDUCATION TODAY 2018; 62:118-127. [PMID: 29331902 DOI: 10.1016/j.nedt.2017.12.021] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2017] [Revised: 11/17/2017] [Accepted: 12/17/2017] [Indexed: 05/27/2023]
Abstract
OBJECTIVE To identify how simulation and interprofessional learning are used together in undergraduate nursing programs and undertaken in schools of nursing to address interprofessional communication and collaboration. DESIGN An integrative literature review. DATA SOURCES The databases CINAHL, ProQuest, PubMed, Scopus, PsycInfo and Science Direct were searched to identify articles from 2006 to 2016 that reported on the use of IPL and simulation together in undergraduate nursing education. REVIEW METHOD Whittemore and Knafl's five step process was used to guide the integrative review of quantitative and qualitative literature. Only peer reviewed articles written in English that addressed undergraduate nursing studies, were included in the review. Articles that did not aim to improve communication and collaboration were excluded. All articles selected were examined to determine their contribution to interprofessional learning and simulation in undergraduate nursing knowledge. RESULTS The faculties of nursing used interprofessional learning and simulation in undergraduate nursing programs that in some cases were connected to a specific course. A total of nine articles, eight research papers and one narrative report, that focused on collaboration and communication were selected for this review. Studies predominantly used nursing and medical student participants. None of the included studies identified prior student experience with interprofessional learning and simulation. Four key themes were identified: communication, collaboration/teamwork, learning in practice and understanding of roles, and communication. CONCLUSION This review highlights the identified research relating to the combined teaching strategy of interprofessional learning and simulation that addressed communication and collaboration in undergraduate nursing programs. Further research into the implementation of interprofessional learning and simulation may benefit the emergent challenges. Information drawn from this review can be used in informing education and educational development in the future.
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Affiliation(s)
| | - Julie M Shaw
- School of Nursing and Midwifery, Menzies Health Institute Queensland, Griffith University, Australia.
| | - Martha Mansah
- School of Nursing and Midwifery, Menzies Health Institute Queensland, Griffith University, Australia.
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Mahler C, Schwarzbeck V, Mink J, Goetz K. Students´ perception of interprofessional education in the bachelor programme "Interprofessional Health Care" in Heidelberg, Germany: an exploratory case study. BMC MEDICAL EDUCATION 2018; 18:19. [PMID: 29370784 PMCID: PMC5785847 DOI: 10.1186/s12909-018-1124-3] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Accepted: 01/16/2018] [Indexed: 05/06/2023]
Abstract
BACKGROUND Interprofessional education is receiving increased attention worldwide. This has led to the development of a bachelor programme "Interprofessional Health Care" at the University of Heidelberg, Germany beginning in the winter semester 2011. Aim of this study was to evaluate the students' perception of this innovative programme regarding interprofessional learning. METHODS An exploratory case study was conducted. A semi-structured guideline was developed and seven focus groups were performed with the students of the first three cohorts in 2012-2014. Data was transcribed and analyzed using content analysis leading to main categories, one of which was titled "interprofessional learning". This article presents the results focussing on the students' experiences regarding interprofessional education and learning during their first two semesters of the programme. RESULTS Four main categories related to interprofessional learning were developed inductively. Students assessed "interprofessional learning" in general as positive and wished to encounter a more intense experience and collaboration with different health professions during their studies. Students reported to benefit from the programme due to a better understanding of other professions and their different perspectives. They described decreased hesitance to approach other health professions in every day practice. Results are in line with the four domains of the Interprofessional Core Competencies. CONCLUSION All in all students at an early stage recognized the benefit of interprofessional learning for their studies and their everyday work in practice showing the way forward for the bachelor programme and encouraging more interprofessional encounters with students from other health care programmes.
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Affiliation(s)
- Cornelia Mahler
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Marsilius-Arkaden, Im Neuenheimer Feld 130.3, D-69120 Heidelberg, Germany
| | - Veronika Schwarzbeck
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Marsilius-Arkaden, Im Neuenheimer Feld 130.3, D-69120 Heidelberg, Germany
| | - Johanna Mink
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Marsilius-Arkaden, Im Neuenheimer Feld 130.3, D-69120 Heidelberg, Germany
| | - Katja Goetz
- Institue of Family Medicine, Ratzeburger Allee 160, Haus 50, 23538 Lübeck, Germany
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Jakobsen RB, Gran SF, Grimsmo B, Arntzen K, Fosse E, Frich JC, Hjortdahl P. Examining participant perceptions of an interprofessional simulation-based trauma team training for medical and nursing students. J Interprof Care 2017; 32:80-88. [DOI: 10.1080/13561820.2017.1376625] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Affiliation(s)
- Rune Bruhn Jakobsen
- Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
- Department of Orthopedic Surgery, Akershus University Hospital, University of Oslo, Oslo, Norway
| | - Sarah Frandsen Gran
- Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
- Department of General Practice, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Bergsvein Grimsmo
- Department of Nursing, Faculty of Health Sciences, Oslo and Akershus University College of Applied Sciences, Oslo, Norway
| | - Kari Arntzen
- Department of Nursing, Faculty of Health Sciences, Oslo and Akershus University College of Applied Sciences, Oslo, Norway
| | - Erik Fosse
- Institute of Clinical Medicine, Faculty of Medicine, University of Oslo, Oslo, Norway
- The Intervention Centre, Oslo University Hospital, Oslo, Norway
| | - Jan C. Frich
- Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Per Hjortdahl
- Department of General Practice, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
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Reising DL, Carr DE, Gindling S, Barnes R, Garletts D, Ozdogan Z. An analysis of interprofessional communication and teamwork skill acquisition in simulation. ACTA ACUST UNITED AC 2017. [DOI: 10.1016/j.xjep.2017.07.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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McDonough KA, White AA, Odegard PS, Shannon SE. Interprofessional Error Disclosure Training for Medical, Nursing, Pharmacy, Dental, and Physician Assistant Students. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2017; 13:10606. [PMID: 30800808 PMCID: PMC6338166 DOI: 10.15766/mep_2374-8265.10606] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2017] [Accepted: 06/21/2017] [Indexed: 05/22/2023]
Abstract
INTRODUCTION Errors that harm patients often have many contributing factors and ideally should be disclosed by a team rather than an individual provider. However, most health professions students learn about errors and error disclosure in a single-profession class. METHODS We developed a 2-hour small-group session in which our students practice discussing and disclosing a medical error that involves several professions, following a communication map. As they practice, students gain an understanding of the roles, skills, and perspectives of the other professions represented in the group. RESULTS Over the last 5 years, student evaluations have been very positive. In 2016, our students strongly agreed that "The small group skills practice was a useful and interesting learning opportunity," "Learning with other professional students was valuable," and "Thinking about error disclosure from a team perspective was helpful." Student comments consistently indicated that they learned both about disclosing medical errors as well as other professionals' roles and perspectives. DISCUSSION This activity has met both of our major goals. The first was to bring health professions students together to learn with, from, and about each other. The second was to practice a critical and challenging communication skill. This activity has been successfully implemented at other institutions, and can be adapted to fit other groups of students.
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Affiliation(s)
- Karen A. McDonough
- Associate Professor, Department of Medicine, University of Washington School of Medicine
- Corresponding author:
| | - Andrew A. White
- Associate Professor, Department of Medicine, University of Washington School of Medicine
| | - Peggy Soule Odegard
- Lynn and Geraldine Brady Endowed Professor of Pharmacy, University of Washington School of Pharmacy
- Associate Dean, University of Washington School of Pharmacy
| | - Sarah E. Shannon
- Senior Associate Dean for Academic Affairs, Oregon Health & Sciences University
- Professor of Nursing, Oregon Health & Sciences University
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