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Hosny S, Thistlethwaite J, El-Wazir Y, Gilbert J. Interprofessional learning in practice-based settings: AMEE Guide No. 169. MEDICAL TEACHER 2024:1-13. [PMID: 38828523 DOI: 10.1080/0142159x.2024.2352162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 05/02/2024] [Indexed: 06/05/2024]
Abstract
The provision of optimum health care services requires collaboration of health care professionals in integrated interprofessional (IP) teams. This guide addresses the practical aspects of establishing and delivering pre-licensure IP programs to prepare graduates of health professional programs to work in teams and wider collaboration, and consequently enhance the quality of health care. The main updated IP frameworks are presented to highlight commonalities that represent the essential competencies and outcomes of programs implementing interprofessional education (IPE). We discuss how these may be adapted to the local context, and present examples of models of implementation to guide the initial steps of establishing similar programs. Examples of pre-licensure IP practice-based learning, such as community-based, simulation-based, student-run and led clinics, and interprofessional training wards, and post-licensure interprofessional learning (IPL), are described. We consider assessment of IPL along the continuum of learning IP. This guide also emphasises the need to tailor faculty development programs for local contexts and consider factors affecting sustainability such as funding and accreditation. We finish with the governance of IP programs and how global IP networks may support interprofessional practice-based learning from development to delivery.
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Affiliation(s)
- Somaya Hosny
- Faculty of Medicine, Suez Canal University, Egypt
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Oosterbaan-Lodder SCM, Kors J, Visser CLF, Kvist BM, Kusurkar RA, Scheele F. Twelve tips for designing, implementing and sustaining interprofessional training units on hospital wards. MEDICAL TEACHER 2024; 46:323-329. [PMID: 37688778 DOI: 10.1080/0142159x.2023.2252591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/11/2023]
Abstract
Dedicated Interprofessional Training Units (ITUs) in hospital wards are one way to prepare healthcare students for Interprofessional patient-centered care. Based on theoretical foundations, research, and our lived experiences of successes as well as failures, we propose 12 tips on how to prepare, implement, and sustain a dedicated ITU, combining the Grol & Wensing model for planning change with the Self-determination Theory of motivation. Start with a steering group, with a dedicated project leader, to translate awareness of the need for an ITU into wider awareness and motivation among stakeholders, with the ITU being a solution to authentic problems. Create shared ownership by jointly formulating feasible educational goals and starting with a pilot to provide opportunities for change. Motivate all stakeholders by stimulating their autonomy, interprofessional competence as well as relatedness to each other, in line with the Self-determination Theory. Confirm the value of the ITU at all stages and embed the ITU in the organizational strategy.
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Affiliation(s)
| | - Joyce Kors
- Research in Education, Amsterdam UMC location Vrije Universiteit, Amsterdam, the Netherlands
- Midwifery Science, AVAG, Amsterdam Public Health Research Institute, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University, Amsterdam, the Netherlands
| | - Cora L F Visser
- AVAG, Amsterdam Public Health Research Institute, Midwifery Science, Amsterdam UMC location Vrije Universiteit, Amstel Academie, Amsterdam, The Netherlands
| | | | - Rashmi A Kusurkar
- Research in Education, Amsterdam UMC location Vrije Universiteit, Amsterdam, the Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University, Amsterdam, the Netherlands
- Quality of Care, Amsterdam Public Health, Amsterdam, The Netherlands
| | - Fedde Scheele
- Teaching Hospital Department, OLVG Hospital, Amsterdam, The Netherlands
- Research in Education, Amsterdam UMC location Vrije Universiteit, Amsterdam, the Netherlands
- Athena Institute, Vrije Universiteit, Amsterdam, The Netherlands
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Ruco A, Morassaei S, Di Prospero L. Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach. Qual Manag Health Care 2024:00019514-990000000-00070. [PMID: 38414261 DOI: 10.1097/qmh.0000000000000443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/29/2024]
Abstract
BACKGROUND AND OBJECTIVES Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. METHODS We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. RESULTS The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. CONCLUSIONS Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.
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Affiliation(s)
- Arlinda Ruco
- Author Affiliations: Interdisciplinary Health Program, St Francis Xavier University, Antigonish, Nova Scotia, Canada (Dr Ruco); Peter Gilgan Centre for Women's Cancers, Women's College Hospital, Toronto, Ontario, Canada (Dr Ruco); Practice-Based Research and Innovation, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada (Mss Morassaei and Di Prospero); School of Rehabilitation Therapy, Queen's University, Kingston, Ontario, Canada (Ms Morassaei); and Department of Radiation Oncology, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada (Ms Di Prospero)
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Dressel K, Ablinger I, Lauer AA, Grimm HS, Hartmann T, Hermanns C, Schwarz M, Taddey T, Grimm MOW. Interprofessional education: a necessity in Alzheimer's dementia care-a pilot study. Front Med (Lausanne) 2023; 10:1235642. [PMID: 37809336 PMCID: PMC10557429 DOI: 10.3389/fmed.2023.1235642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 08/22/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Interprofessional collaboration is seen as an indispensable prerequisite for high-quality health services and patient care, especially for complex diseases such as dementia. Thus, the current project aimed to extend interprofessional and competency-based education in the field of dementia care to the previously understudied therapy professions of nutrition, speech-language pathology, and physiotherapy. Methods A three-day workshop was designed to provide specific learning objectives related to patient-centered dementia care, as well as competences for interprofessional collaboration. Teaching and learning approaches included case-based learning in simulated interprofessional case-conferences and peer-teaching. A total of 42 students (n = 20 nutrition therapy and counseling, n = 8 speech-language pathology, n = 14 physiotherapy), ranging from first to seventh semester, finished the whole workshop and were considered in data analysis. Changes in self-perceived attitudes toward interprofessional collaboration and education were measured by the German version of the UWE-IP. An in-house questionnaire was developed to evaluate knowledge and skills in the field of dementia, dementia management and interprofessional collaboration. Results Participation in the workshop led to significant improvements in the total scores of the UWE-IP-D and the in-house questionnaire, as well as their respective subscales. Moderate to large effect sizes were achieved. All professions improved significantly in both questionnaires with large effect sizes. Significant differences between professions were found in the UWE-IP-D total score between students of speech-language pathology and physiotherapy in the posttest. Students of nutrition therapy and counseling revealed a significant lower level of self-perceived knowledge and skills in the in-house questionnaire pre- and post-testing. Discussion The pilot-study confirms the effectiveness of interprofessional education to promote generic and interprofessional dementia care competencies and to develop positive attitudes toward interprofessional learning and collaboration in the therapy professions, thus increasing professional diversity in interprofessional education research. Differences between professions were confounded by heterogenous semester numbers and participation conditions. To achieve a curricular implementation, interprofessional education should be expanded to include a larger group of participants belonging to different professions, start early in the study program, and be evaluated over the long term.
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Affiliation(s)
- Katharina Dressel
- Speech and Language Therapy, Campus Bonn/Düsseldorf, SRH University of Applied Health Sciences, Bonn/Düsseldorf, Germany
| | - Irene Ablinger
- Speech and Language Therapy, Campus Bonn/Düsseldorf, SRH University of Applied Health Sciences, Bonn/Düsseldorf, Germany
| | - Anna Andrea Lauer
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
| | - Heike Sabine Grimm
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
| | - Tobias Hartmann
- Experimental Neurology, Saarland University, Saarbrücken, Germany
- German Institute for Dementia Prevention, Saarland University, Saarbrücken, Germany
| | - Carina Hermanns
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
| | - Marcus Schwarz
- Research Methods in Health and Social Science, Campus Gera, SRH University of Applied Health Sciences, Gera, Germany
| | - Tim Taddey
- Physiotherapy, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
| | - Marcus Otto Walter Grimm
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
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Smith KB, Stav WB, Blaylock S, Aldridge NA, Massad R. The effect of episodic interprofessional education activities embedded within physical therapy and occupational therapy curricula. J Interprof Care 2022; 37:629-636. [DOI: 10.1080/13561820.2022.2113047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Kim B. Smith
- Physical Therapy Department, Nova Southeastern University, Ft Lauderdale, FL, USA
| | - W. B. Stav
- Department of Occupational Science and Occupational Therapy, Saint Louis University, St. Louis, MS, USA
| | - S.E. Blaylock
- Occupational Therapy Department, Jacksonville University, Jacksonville, FL, USA
| | - N. A. Aldridge
- Occupational Therapy Department, Nova Southeastern University, Ft. Lauderdale, FL, USA
| | - R. Massad
- Physical Therapy Department, Nova Southeastern University, Ft Lauderdale, FL, USA
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Reducing health provider stereotypes through undergraduate interprofessional education. J Taibah Univ Med Sci 2022; 17:991-999. [PMID: 36212593 PMCID: PMC9519597 DOI: 10.1016/j.jtumed.2022.05.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 03/21/2022] [Accepted: 05/19/2022] [Indexed: 11/22/2022] Open
Abstract
Objective Stereotypes among health professionals can jeopardize the delivery of collaborative healthcare and the achievement of positive patient outcomes. However, interprofessional education (IPE) can promote early clarification of roles, and understanding and mutual respect among trainees from different health disciplines. We studied the effects of IPE activities on the views and attitudes of pharmacy students toward nurse- and physician-trainees. Methods Pharmacy students completed a structured written reflection exercise immediately following two separate IPE activities with nursing and medical students, both oriented around diabetes care. We conducted an inductive content analysis of these texts to identify key themes according to the domains of the contact hypothesis theoretical framework: organizational authority, common goals, intergroup cooperation, equal group status and intergroup status. Pharmacy students were also asked how these IPE activities have influenced their views regarding their future pharmacy practice. Results Pharmacy students felt that their groups had cooperated to solve the common patient care goals in each IPE activity, and noted no distinction between the nursing and medical students. However, through either explicit or implicit negotiation of overlapping roles, many pharmacy students ultimately assumed deferential positions relative to medical students. Overall, pharmacy students' attitudes and views regarding the abilities and roles of nursing and medical students in patient care were favorably altered through the IPE activities. Notably, nurses' drug knowledge and diagnostic abilities of nurses and physicians' familiarity with the primary literature and prescribing regimens was previously under-rated but became recognized after IPE activities. Conclusion Pharmacy students' stereotypical views towards nursing and medical students were positively shifted when IPE activity conditions were optimized for intergroup contact.
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Rinnhofer C, Steininger-Kaar K, Igelsböck E, Hochstöger D, Öhlinger S. Joint learning for improvement - interprofessional competence development within the framework of a co-operative project between the University of Applied Sciences for Health Professions Upper Austria and the Medical Faculty of Johannes Kepler University Linz. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc18. [PMID: 35692360 PMCID: PMC9174073 DOI: 10.3205/zma001539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 12/01/2021] [Accepted: 01/24/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVES This project carried out in cooperation between the University of Applied Sciences for Health Professions Upper Austria (UASHPUA) and the Medical Faculty of Johannes Kepler University Linz (MFJKUL), describes the feasibility, i.e., the planning and implementation, and presents selected results of an inter-university lecture on interprofessional cooperation. METHODOLOGY The lecture "Grundlagen zu interprofessioneller Zusammenarbeit im Gesundheitswesen (IPZ3I)"/"Introduction to interprofessional cooperation in health care (IPZ3I)" as well as an interprofessional job shadowing were designed. The pilot lecture started in the winter semester (WS) 2019/20. An evaluation of IPZ3I was undertaken by means of a questionnaire. RESULTS IPZ3I was held in the WS 2019/20 for 296 students from nine different health care professions and included a specialist lecture, the presentation of the professions, and interprofessional case processing. In the evaluation approx. 80% of the students described a better understanding of the interprofessional collaboration. More than 70% regard interprofessional courses in education as important or very important. The majority of respondents indicate that after completing the lecture they can make recommendations for action for interprofessional cooperation. CONCLUSIONS The joint lecture IPZ3I will be maintained at both universities. The process of evaluation and adaptation of curricula at UASHPUA is currently underway. This includes, for instance, consultations with the curriculum officers at MFJKUL, and the exploration of further possibilities to identify and to implement joint interprofessional teaching aspects in the curricula. This shall be achieved by considering the existing resources, increasing student numbers at MFJKUL as of 2023, planned curricula revisions as well as using possible synergies aiming at an extension of the existing cooperation.
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Affiliation(s)
- Christina Rinnhofer
- University of Applied Sciences for Health Professions Upper Austria, Head of Competence Centre Learning and Interprofessionalism, Linz, Austria
| | - Katharina Steininger-Kaar
- Johannes Kepler University Linz, Medical Faculty, Head of Center for Medical Education, Linz, Austria
| | - Emil Igelsböck
- University of Applied Sciences for Health Professions Upper Austria, Head of Bachelor Programme Physiotherapy, Linz, Austria
| | - Daniela Hochstöger
- Johannes Kepler University Linz, Medical Faculty, Head of Curriculum Coordination, Center for Medical Education, Linz, Austria
| | - Sylvia Öhlinger
- University of Applied Sciences for Health Professions Upper Austria, Head of University Development, Head of the Council, Linz, Austria
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Aldriwesh MG, Alyousif SM, Alharbi NS. Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review. BMC MEDICAL EDUCATION 2022; 22:13. [PMID: 34980083 PMCID: PMC8725543 DOI: 10.1186/s12909-021-03073-0] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Accepted: 12/06/2021] [Indexed: 05/27/2023]
Abstract
BACKGROUND Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students' acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. METHODS The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled 'Systematic reviews in medical education: a practical approach: AMEE guide 94' as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. RESULTS We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. CONCLUSIONS The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.
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Affiliation(s)
- Marwh Gassim Aldriwesh
- Department of Clinical Laboratory Sciences, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia.
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia.
| | - Sarah Mohammed Alyousif
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Nouf Sulaiman Alharbi
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
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Krakau F, Doll L, Mitzkat A. An interprofessional core elective module on the scholarly presentation of projects: implementation in an online format. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc90. [PMID: 34286070 PMCID: PMC8256123 DOI: 10.3205/zma001486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 02/04/2021] [Accepted: 02/19/2021] [Indexed: 06/13/2023]
Abstract
Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context. A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching. Implementation: During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations. Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.
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Affiliation(s)
- Franziska Krakau
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin & Versorgungsforschung, Heidelberg, Germany
| | - Lea Doll
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin & Versorgungsforschung, Heidelberg, Germany
| | - Anika Mitzkat
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin & Versorgungsforschung, Heidelberg, Germany
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Gamble BJ, Graham L, Goulding HM, Moreau E, Barth B. Simulation Interventions for the Classroom to Support the Acquisition of Interprofessional Competencies. Cureus 2021; 13:e14662. [PMID: 34055513 PMCID: PMC8143270 DOI: 10.7759/cureus.14662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/24/2021] [Indexed: 12/03/2022] Open
Abstract
Interprofessional collaboration (IPC) supports the delivery of quality and safe healthcare. The acquisition of interprofessional competencies both pre-licensure and post-licensure are key to implementing this approach in the healthcare workplace. This report documents the development and implementation of a simulation intervention to support interprofessional education (IPE) in the undergraduate classroom for pre-licensure learners. The learning activity framework includes an exposure phase (e.g., didactic classroom instruction) and an immersion phase (e.g., simulation intervention and debriefing). Details on the debriefing process are included as it is key to achieving the learning objectives. The three learning activity pilot tests (n=150) revealed that learners recognized that interprofessional competencies were an important asset to support IPC. The pilot tests identified the need for further development in order for students to make a connection with the mastery phase (i.e., clinical placement). The next steps will include the development and incorporation of formative tools to assess learners' progress, as well as a plan to evaluate the learning activity that will connect all three phases (exposure, immersion, and mastery) of the learning framework.
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Affiliation(s)
- Brenda J Gamble
- Medical Education and Simulation, Faculty of Health Sciences, Ontario Tech University, Oshawa, CAN
| | - Leslie Graham
- Medical Education and Simulation, School of Health and Community Services, Durham College, Oshawa, CAN
| | - Helene-Marie Goulding
- Medical Education and Simulation, Faculty of Health Sciences, Ontario Tech University, Oshawa, CAN
| | - Evelyn Moreau
- Medical Education and Simulation, Faculty of Health Sciences, Ontario Tech University, Oshawa, CAN
| | - Brenda Barth
- Health Sciences, Ontario Tech University, Oshawa, CAN
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Virtual and Augmented Realities in Nursing Education: State of the Science. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:225-242. [PMID: 33431644 DOI: 10.1891/0739-6686.39.225] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The use of simulation in nursing education is an integrated part of the curriculum and has demonstrated the benefit for learning in nursing students at all levels. The next stage in simulation-based learning will utilize the wide variety of new technologies that are currently available, including virtual and augmented reality. The use of these new technologies brings with it a need for standard definitions, evaluation of its impact on learning, and new opportunities for research. Efforts are underway to standardized definitions and publish early findings on research using these new technologies. There are many opportunities available for nursing educators to create a new era of simulation-based learning methodologies by incorporating virtual and augmented realities in their curriculum. The state of the science is showing promising outcomes and commercial products are maturing.The utilization of these new technologies should be approached in the same way as other learning methodologies as many new ideas and ways of learning are emerging in this area. It will be critical for nursing educators and faculty to determine the optimal ways to utilize them.
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Burns L, McDermott J, Mulholland R, Blumenthal S, McLarnon N. An online module evaluation of the role and effectiveness of wikis in fostering collaborative practice skills in interprofessional education: a short report. J Interprof Care 2020; 35:791-793. [PMID: 33190541 DOI: 10.1080/13561820.2020.1806217] [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: 10/23/2022]
Abstract
This short report focuses on student feedback relating to the use of online group wikis as a means of a summative assessment intended to foster skills in collaborative practice for a large interprofessional education (IPE) module. Electronic feedback from 112 (72.2% response rate) students suggested wikis were a key area of the module. Open text comments relating to the wikis were extracted and categorized initially as positive or negative, with sub-themes then identified within these two broad categories. Findings showed that students valued the experience of a novel type of assessment but felt the amount of work required was too great. We concluded that digital capabilities need to be part of the developmental skill set of students. This raises important issues for further research to consider whether wikis themselves as a computer supported collaborative learning tool are appropriate for large scale IPE delivery.
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Affiliation(s)
- Lindsey Burns
- Department of Psychology, Glasgow Caledonian University, Glasgow, Scotland
| | - Jamie McDermott
- Department of Occupational Therapy, Human Nutrition and Dietetics, Glasgow Caledonian University, Glasgow, Scotland
| | - Rachel Mulholland
- Department of Psychology, Glasgow Caledonian University, Glasgow, Scotland
| | - Sharron Blumenthal
- Department of Physiotherapy, School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, Scotland
| | - Nichola McLarnon
- Learning Teaching and Quality, School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, Scotland
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Kitahara K, Uchikura T, Nio Y, Katsuragi S, Okazaki K, Nishi Y, Kawaguchi T, Yamaguchi T, Sasaki T. Developing a Japanese version of the 'scale of attitudes toward pharmacist-physician collaboration'. J Interprof Care 2020; 35:920-926. [PMID: 33190562 DOI: 10.1080/13561820.2020.1834369] [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: 10/23/2022]
Abstract
There are many reports that pharmacotherapy has been optimized to ensure collaboration between physicians and pharmacists. Various scales assess the relationship between physicians and pharmacists as well as medical students and pharmacy students. The Scale of Attitudes Toward Physician-Pharmacist Collaboration (SATP2C) can be applied not only to the physician-pharmacist relationship but also to the medical-pharmacy student relationship. As there is no Japanese version of the SATP2C, we developed one and examined its psychometric properties. SATP2C scores were measured before and after interprofessional education (IPE) to verify responsiveness. The scale showed confirmed reliability: Cronbach's alphas were 0.79 for Responsibility and Accountability, 0.68 for Shared Authority, and 0.67 for Interdisciplinary Education. Pre and post-IPE, each mean subscale score increased: Responsibility and Accountability, 0.7 ± 0.4; Shared Authority, 0.2 ± 0.3; and Interdisciplinary Education, 0.3 ± 0.2. Although the total score increased (1.2 ± 0.7), this was non-significant. The Japanese version of the SATP2C can be considered, at least initially, to have reached an acceptable level of reliability and validity. The new measure is currently the only scale in Japan that can evaluate attitudes toward physician-pharmacist collaboration regarding IPE. Further studies are needed to confirm responsiveness pre- and post-IPE.
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Affiliation(s)
- Kanayuki Kitahara
- Department of Hospital Pharmaceutics, Showa University School of Pharmacy, Tokyo, Japan
| | - Takeshi Uchikura
- Department of Hospital Pharmaceutics, Showa University School of Pharmacy, Tokyo, Japan
| | - Yuta Nio
- Department of Hospital Pharmaceutics, Showa University School of Pharmacy, Tokyo, Japan
| | - Satoko Katsuragi
- Department of Hospital Pharmaceutics, Showa University School of Pharmacy, Tokyo, Japan
| | - Keinosuke Okazaki
- Department of Hospital Pharmaceutics, Showa University School of Pharmacy, Tokyo, Japan
| | - Yoshiko Nishi
- Department of Pharmacy, Kanazawa Medical University Hospital, Ishikawa, Japan
| | - Takashi Kawaguchi
- Department of Practical Pharmacy, School of Pharmacy, Tokyo University of Pharmacy and Life Sciences, Tokyo, Japan
| | - Takuhiro Yamaguchi
- Division of Biostatistics, Tohoku University Graduate School of Medicine, Miyagi, Japan
| | - Tadanori Sasaki
- Department of Hospital Pharmaceutics, Showa University School of Pharmacy, Tokyo, Japan
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Grace S. Models of interprofessional education for healthcare students: a scoping review. J Interprof Care 2020; 35:771-783. [DOI: 10.1080/13561820.2020.1767045] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Sandra Grace
- School of Health and Human Sciences, Southern Cross University, Lismore, Australia
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Christian LW, Hassan Z, Shure A, Joshi K, Lillie E, Fung K. Evaluating Attitudes Toward Interprofessional Collaboration and Education Among Health Professional Learners. MEDICAL SCIENCE EDUCATOR 2020; 30:467-478. [PMID: 34457690 PMCID: PMC8368551 DOI: 10.1007/s40670-020-00931-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND An interprofessional education (IPE) workshop was established to enhance knowledge, skills, and attitudes for health professional learners to engage in interprofessional collaboration (IPC) through group-based activities. This study evaluates the IPC attitudes of learners following the IPE workshop. METHOD Learner attitudes were measured pre- and post-workshop with the validated ICCAS survey for years 2017 and 2018. Areas such as communication and collaboration were assessed using a 7-point Likert scale ranging from strongly agree to strongly disagree. RESULTS 161/420 (38%) and 399/446 (89%) of surveys were completed in 2017 and 2018. Median scores were significantly higher post-workshop for both years (p < 0.001). Pre-test differences were observed between Medicine and Pharmacy in both years and post-test differences between Optometry and Nursing in 2018. CONCLUSION Positive outcomes are being observed among learners through IPC educational events. Further research is required to determine whether such activities promote IPC in future practice.
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Affiliation(s)
- Lisa W. Christian
- School of Optometry and Vision Science, University of Waterloo, 200 University Avenue West, Waterloo, ON N2L3G1 Canada
| | - Zoha Hassan
- Schulich School of Medicine and Dentistry, Western University, 1151 Richmond Street, London, ON N6A 5C1 Canada
| | - Andrew Shure
- Schulich School of Medicine and Dentistry, Western University, 1151 Richmond Street, London, ON N6A 5C1 Canada
| | - Kush Joshi
- Schulich School of Medicine and Dentistry, Western University, 1151 Richmond Street, London, ON N6A 5C1 Canada
| | - Elaine Lillie
- School of Pharmacy, University of Waterloo, 10 Victoria Street South, Kitchener, ON N2G 1C5 Canada
| | - Kevin Fung
- Department of Otolaryngology-Head & Neck Surgery, Western University, 800 Commissioners Road E, London, ON N6A 5W9 Canada
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Moran M, Bickford J, Barradell S, Scholten I. Embedding the International Classification of Functioning, Disability and Health in Health Professions Curricula to Enable Interprofessional Education and Collaborative Practice. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520933855. [PMID: 32944651 PMCID: PMC7466904 DOI: 10.1177/2382120520933855] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Accepted: 05/18/2020] [Indexed: 05/13/2023]
Abstract
The World Health Organization's International Classification of Functioning, Disability and Health (WHO-ICF) is a comprehensive and highly adaptable framework that provides a universal language and shared health concepts to articulate human functioning across the lifespan and from individual to population health settings. It provides a global, biopsychosocial, and holistic structure for conceptualising the human experience of health and health service provision. Consequently, the ICF framework offers hope for a universal map for health service providers that bridges professional, cultural, economic, and geographical variations. While the use of the ICF is typically mandated by health professions accreditation bodies, integration of the ICF in medical and health professional education programmes has been slow. In addition, its potential for scaffolding interprofessional education for collaborative practice has not been maximised. In this Perspective paper, we draw on our extensive experience in developing curricula and teaching within a range of health professions programmes (medicine, occupational therapy, physiotherapy, and speech-language pathology) to provide advice on conceptual, theoretical, and practical dimensions of embedding the ICF framework within curricula to support interprofessional education and collaborative practice.
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Affiliation(s)
- Monica Moran
- Western Australian Centre for Rural Health, University of Western Australia, Geraldton, WA, Australia
| | - Jane Bickford
- Speech Pathology, Flinders University, Bedford Park, SA, Australia
| | - Sarah Barradell
- Physiotherapy, Department of Health Professions, Swinburne University of Technology, Hawthorn, VIC, Australia
| | - Ingrid Scholten
- Speech Pathology, Flinders University, Bedford Park, SA, Australia
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Flood B, Smythe L, Hocking C, Jones M. Interprofessional practice: beyond competence. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:489-501. [PMID: 30826902 PMCID: PMC6647467 DOI: 10.1007/s10459-019-09879-4] [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: 08/22/2018] [Accepted: 02/23/2019] [Indexed: 05/12/2023]
Abstract
Interprofessional practice is commonly discussed in the literature in terms of competencies. In this study we move away from the theoretical notions of criteria, concepts and guidelines to adopt an ontological approach which seeks to stay as close to the lived experience as possible. Our research asked 12 participants from a variety of health disciplines to tell their stories of working interprofessionally. We sought to glean meaning from the lived experience. Our phenomenological hermeneutic approach and interpretation were informed by Heidegger and Gadamer. Rather than offering a thematic overview, in this article we share three stories from the research that were congruent with other stories. The first, told by a doctor, is of a resuscitation in an emergency department. It shows how the effective working together of the interprofessional team was more than each member following a resuscitation protocol. There was 'something' about how they worked together that made this story stand out, even though the patient died. The second story showcases how 'who' the person is makes a difference. This nurse makes an effort to get to know other staff as people, to find common interests. In such a way interprofessional practice comes to flourish. The third story shows how a physiotherapist and a psychologist joined in conversation to seek innovative possibilities for a challenging situation. In such a way each built on the others expertise and were excited at the success they achieved for the patient. From these ontological accounts we have come to see that interprofessional practice flourishes when practitioners are their authentic, caring selves. Who the person is matters.
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Affiliation(s)
- Brenda Flood
- Faculty of Health and Environmental Sciences, Auckland University of Technology, Auckland, New Zealand.
| | - Liz Smythe
- Faculty of Health and Environmental Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Clare Hocking
- Faculty of Health and Environmental Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Marion Jones
- Graduate Research School, Auckland University of Technology, Auckland, New Zealand
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Danielson J, Willgerodt M. Building a Theoretically Grounded Curricular Framework for Successful Interprofessional Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:7075. [PMID: 30643317 PMCID: PMC6325461 DOI: 10.5688/ajpe7075] [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: 03/21/2018] [Accepted: 08/01/2018] [Indexed: 05/08/2023]
Abstract
Experts in the field of interprofessional education (IPE) have called for the use of theory in curriculum design to produce better results with measurable outcomes. While evidence of this practice is growing in the IPE literature, publications about using theoretical approaches to inform curricular design in pharmacy education is nonexistent. This paper describes the process used at the University of Washington for developing a theoretically grounded framework to anchor and guide curriculum design. Faculty charged with implementing IPE at other institutions may learn from our team's approach to co-creating an inclusive framework, developing a common philosophy, and applying appropriate theory in building a framework to guide curriculum development and IPE implementation.
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Slane A, Martin J, Rimer JR, Eke AW, Sinclair R, Charles G, Quayle E. Professionals' Perspectives on Viewing Child Sexual Abuse Images to Improve Response to Victims. CANADIAN REVIEW OF SOCIOLOGY = REVUE CANADIENNE DE SOCIOLOGIE 2018; 55:579-596. [PMID: 30358134 DOI: 10.1111/cars.12223] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The complexity of the phenomenon of child sexual abuse images online (CSAIO) benefits from cross-disciplinary collaboration across law enforcement, child protection, and children's mental health. Through focus groups with professionals working in these fields, this article focuses on when and whether professionals who work with child sexual abuse cases should be exposed to viewing CSAIO and if so under what circumstances doing so would benefit investigations and support services for victims. In a broader sense, this article is about professional experience, decision making, training, and collaboration around a particularly difficult professional experience, namely exposure to viewing CSAIO.
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A Pathway for Assessing the State of Commitment to Interprofessional Education. Nurse Educ 2018; 44:175-177. [PMID: 30256308 DOI: 10.1097/nne.0000000000000598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Hean S, Green C, Anderson E, Morris D, John C, Pitt R, O'Halloran C. The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49. MEDICAL TEACHER 2018; 40:542-558. [PMID: 29457926 DOI: 10.1080/0142159x.2018.1432851] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND Interprofessional curricula have often lacked explicit reference to theory despite calls for a more theoretically informed field that illuminates curricular assumptions and justifies curricular practices. AIM To review the contributions of theory to the design, delivery, and evaluation of interprofessional curricula. METHODS Four databases were searched (1988-2015). Studies demonstrating explicit and a high-quality contribution of theory to the design, delivery or evaluation of interprofessional curricula were included. Data were extracted against a comprehensive framework of curricular activities and a narrative synthesis undertaken. RESULTS Ninety-one studies met the inclusion criteria. The majority of studies (86%) originated from the UK, USA, and Canada. Theories most commonly underpinned "learning activities" (47%) and "evaluation" (54%). Theories of reflective learning, identity formation, and contact hypothesis dominated the field though there are many examples of innovative theoretical contributions. CONCLUSIONS Theories contribute considerably to the interprofessional field, though many curricular elements remain under-theorized. The literature offers no "gold standard" theory for interprofessional curricula; rather theoretical selection is contingent upon the curricular component to which theory is to be applied. Theories contributed to interprofessional curricula by explaining, predicting, organizing or illuminating social processes embedded in interprofessional curricular assumptions. This review provides guidance how theory might be robustly and appropriately deployed in the design, delivery, and evaluation of interprofessional curricula.
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Affiliation(s)
- Sarah Hean
- a Faculty of Health and Social Science , Bournemouth University , Bournemouth , UK
- b Department of Social Work , University of Stavanger , Stavanger , Norway
| | - Christopher Green
- c School of Health and Human Sciences , University of Essex , Essex , UK
| | - Elizabeth Anderson
- d Medical School, University of Leicester Medical School , Leicester , UK
| | - Debra Morris
- e University Library , University of Southampton , Southampton , UK
| | - Carol John
- f Anglo European Chiropractic College , Bournemouth , UK
| | - Richard Pitt
- g Centre for Advancement of Interprofessional Education , London , UK
| | - Cath O'Halloran
- h Health Sciences , University of Huddersfield , Huddersfield , UK
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Thomas J, Kumar K, Chur-Hansen A. What does learning together mean for pharmacy and medicine students: is it really about from and with? MEDEDPUBLISH 2018; 7:110. [PMID: 38074612 PMCID: PMC10699384 DOI: 10.15694/mep.2018.0000110.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2023] Open
Abstract
This article was migrated. The article was marked as recommended. Healthcare students from different professional backgrounds are often brought together under the banner of Interprofessional Education (IPE) in an effort to improve collaborative practice. Despite the demonstrated positive impact of IPE on students' knowledge, skills and attitudes, it is not clear what students think about learning with students from another health profession. The aim of this study was to explore pharmacy and medicine students' views and experiences of learning together. Participants were Year 3 Pharmacy and Year 4 Medicine students, with qualitative data gathered via a written reflection. Three main themes were identified. Students were accepting of learning with the other professional group. Learning about was evident, particularly in relation to each other's roles and contributions to patient care. Learning from another professional group was the most problematic as students tended to view and treat knowledge as a commodity to be acquired from another rather than something that could be jointly developed. While medicine and pharmacy students' valued learning with and about each other, they were less likely to engage in co-constructing and sharing new meanings and thus learn from one another. To provide a basis for meaningful collaborative practice, IPE needs to challenge students' fundamental assumptions, beliefs and values about learning with, from and about other professions.
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Murdoch NL, Epp S, Vinek J. Teaching and learning activities to educate nursing students for interprofessional collaboration: A scoping review. J Interprof Care 2017; 31:744-753. [PMID: 28922039 DOI: 10.1080/13561820.2017.1356807] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
To prepare new graduates with the knowledge, skills, and attitudes to engage in effective interprofessional collaboration (IPC) in practice, healthcare professional programmes need to ensure their curriculum provides opportunities for interprofessional education (IPE) and IPC. To strengthen IPE within an undergraduate curriculum and meet the professional requirements set out by regulatory bodies to prepare new graduate nurses to achieve IPC competencies, a curriculum initiative was developed to expand IPE across the four years of the Baccalaureate of Science in Nursing (BSN) programme. The purpose of this scoping review was to identify published teaching-learning activities in undergraduate nursing programmes to inform the development and integration of IPE curricula. The literature included was identified by searching the following electronic databases: EMBASE and EBSCO (CINAHL, Medline, Education Research Complete, ERIC). The search was limited to articles with abstracts published between 2008 and 2016 in the English language. All ten studies that met inclusion criteria reported students' perceived interprofessional education as valuable in facilitating their achievement of IPC competencies. Interprofessional education is an approach for preparing nursing students with knowledge, skills, and attitudes to achieve IPC competencies and therefore, urgently needs to become more prevalent in nursing curricula. Educators can use a variety of IPE teaching-learning activities to support students' achievement of IPC competencies in order to prepare new practitioners to engage in effective IPC in a variety of healthcare milieus. Nurse educators are encouraged to intentionally integrate learning opportunities into current and future undergraduate nursing education to prepare collaborative ready graduate nurses.
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Affiliation(s)
- Natalie L Murdoch
- a School of Nursing , University of British Columbia-Okanagan Campus , Kelowna , British Columbia , Canada
| | - Sheila Epp
- a School of Nursing , University of British Columbia-Okanagan Campus , Kelowna , British Columbia , Canada
| | - Jeanette Vinek
- a School of Nursing , University of British Columbia-Okanagan Campus , Kelowna , British Columbia , Canada
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Wilson L, McNeill B, Gillon GT. Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2017; 52:426-439. [PMID: 27624388 DOI: 10.1111/1460-6984.12281] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2016] [Revised: 07/13/2016] [Accepted: 07/19/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. AIMS To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. METHODS & PROCEDURES A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. OUTCOMES & RESULTS Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. CONCLUSIONS & IMPLICATIONS Shared placement experiences between student SLTs and student teachers may be an effective method for building participants' competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals.
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Affiliation(s)
- Leanne Wilson
- College of Education, Health and Human Development, University of Canterbury, Canterbury, New Zealand
| | - Brigid McNeill
- College of Education, Health and Human Development, University of Canterbury, Canterbury, New Zealand
| | - Gail T Gillon
- College of Education, Health and Human Development, University of Canterbury, Canterbury, New Zealand
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Keshmiri F, Rezai M, Mosaddegh R, Moradi K, Hafezimoghadam P, Zare MA, Tavakoli N, Cheraghi MA, Shirazi M. Effectiveness of an interprofessional education model based on the transtheoretical model of behaviour change to improve interprofessional collaboration. J Interprof Care 2017; 31:307-316. [PMID: 28276841 DOI: 10.1080/13561820.2016.1276051] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
This study aimed to assess the effectiveness of an interprofessional education model (IPE) based on the transtheoretical model to improve the participants' interprofessional collaborative practice. The study was conducted in Iran using a controlled before-and-after study design. The participants (n = 91) were the residents of emergency medicine and nurses of the emergency units from two teaching hospitals affiliated to Iran University of Medical Sciences. The participants in the intervention group (n = 40) were 22 residents and 18 nurses. The control group (n = 51) consisted of 20 residents and 31 nurses. The participants were classified based on their stage of readiness to change. The interventions were two-day workshops for each stage (i.e., attitude and intention). We used the Interprofessional Collaborator Assessment Rubric (ICAR) to assess the effectiveness of the developed model. The interprofessional collaboration of the participants in the intervention and control groups was assessed at four time points before and after the intervention in the real emergency unit environment. Student's t-test and repeated measures analysis of variance (RM-ANOVA) were used to analyse the data. We used partial eta-squared (η2) for effect size calculations. The mean values of ICAR scores in the intervention and control groups were 95.63 ± 19.14 and 89.19 ± 16.11 before the intervention. The mean values of ICAR scores at 3 months after the intervention were 99.82 ± 22.32 and 88.29 ± 16.87 in the intervention and control groups, respectively. After 6 months, the mean values of ICAR scores of the intervention and control groups were 98.6 ± 23.40 and 87.98 ± 16.01, respectively. The results showed that the intervention had a medium educational effect size (partial η2 = 0.06) on performance of the participants. Our results showed that an IPE model that is tailored to the learners' stage of readiness to change improves interprofessional collaboration in the participants. The developed model could be applied for improving interprofessional collaborative performance in other IPE programmes.
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Affiliation(s)
- Fatemeh Keshmiri
- a Department of Medical Education, Faculty of Medicine , Tehran University of Medical Sciences , Tehran , Iran
| | - Mahdi Rezai
- b Emergency Medicine Management Research Center , Iran University of Medical Sciences , Tehran , Iran
| | - Reza Mosaddegh
- b Emergency Medicine Management Research Center , Iran University of Medical Sciences , Tehran , Iran
| | - Kamran Moradi
- c Evidence-Based Medicine and Critical Thinking Group, Endocrine and Metabolism Research Institute, Shariati Hospital , Tehran University of Medical Sciences , Tehran , Iran
| | - Peyman Hafezimoghadam
- d Emergency Medicine Management Research Center, Rasoul-e-Akram Hospital , Iran University of Medical Sciences , Tehran , Iran
| | - Mohammad Amin Zare
- e Department of Emergency Medicine, Hazrat-e-Rasoul Akram Medical Center , Iran University of Medical Sciences , Tehran , Iran
| | - Nader Tavakoli
- f Hazrat-e-Rasoul Akram Medical Center , Iran University of Medical Sciences , Tehran , Iran
| | - Mohammad Ali Cheraghi
- g School of Nursing and Midwifery , Tehran University of Medical Sciences , Tehran , Iran
| | - Mandana Shirazi
- a Department of Medical Education, Faculty of Medicine , Tehran University of Medical Sciences , Tehran , Iran.,h Educational Development Center , Tehran University of Medical Sciences , Tehran , Iran.,i Department of Clinical Science and Education , Södersjukhuset, Karolinska Institute , Stockholm , Sweden
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El-Awaisi A, Wilby KJ, Wilbur K, El Hajj MS, Awaisu A, Paravattil B. A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis. BMC MEDICAL EDUCATION 2017; 17:15. [PMID: 28095829 PMCID: PMC5240233 DOI: 10.1186/s12909-016-0852-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2016] [Accepted: 12/21/2016] [Indexed: 05/20/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College's IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context. METHOD A meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis. RESULTS Implementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum. CONCLUSION The article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.
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Affiliation(s)
| | | | - Kerry Wilbur
- College of Pharmacy, Qatar University, Doha, Qatar
| | | | - Ahmed Awaisu
- College of Pharmacy, Qatar University, Doha, Qatar
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Important steps for introducing interprofessional education into health professional education. J Taibah Univ Med Sci 2016. [DOI: 10.1016/j.jtumed.2016.09.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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Jutte LS, Browne FR, Reynolds M. Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines. ACTA ACUST UNITED AC 2016. [DOI: 10.4085/1104189] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula.
Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE.
Design: Cross-sectional survey.
Setting: Four university classrooms.
Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project.
Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate.
Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change.
Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.
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Hood R, Gillespie J, Davies J. A conceptual review of interprofessional expertise in child safeguarding. J Interprof Care 2016; 30:493-8. [DOI: 10.3109/13561820.2016.1173656] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Pullon SS, Wilson C, Gallagher P, Skinner M, McKinlay E, Gray L, McHugh P. Transition to practice: can rural interprofessional education make a difference? A cohort study. BMC MEDICAL EDUCATION 2016; 16:154. [PMID: 27233631 PMCID: PMC4884367 DOI: 10.1186/s12909-016-0674-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2016] [Accepted: 05/17/2016] [Indexed: 05/28/2023]
Abstract
BACKGROUND The transition from student to health practitioner at entry-to-practice is complex, requiring critical acquisition of collaborative practice skills. In rural communities where health need is multidimensional, there is potential for multiple intentional collaborative learning objectives to be met concurrently. A five-week, rurally-located, clinically-based interprofessional programme was introduced as a transition-to-practice rotation for final-year, pre-registration health professional students in the professions of dentistry, dietetics, medicine, nursing, pharmacy and physiotherapy. The programme integrated learning objectives in four related domains: interprofessional practice; hauora Māori (Māori health); rural health; long-term condition management. This study investigated student learning experiences over the first two complete years of the programme, comparing responses from participating students with those from a cohort of non-participating peers. METHODS Using a pre and post quasi-experimental design, respondents from two successive student year cohorts completed questionnaires at the start and end of their final year. Additional survey data were collected from participating students at the end of each rotation. RESULTS 131 students participated in the programme during 2013-2014. Participating student respondents (55/131;42 %) reported being significantly better prepared than a cohort of 56 non-participating colleagues in many aspects of their understanding of and knowledge about each of four key learning domains. 94 % (123/131) of programme participants completed end-of-rotation questionnaires. Positive from the outset (mean 5-point Likert scale scores between 3 and 5; 5 = most positive), student satisfaction further increased across all domains in the second year (mean 5-point Likert scale scores between 4 and 5). CONCLUSIONS At entry-to-practice level, multiple learning objectives, including indigenous health learning, can be met simultaneously in the clinical context within an integrated, rotational programme. Rural settings are highly suitable for delivering such programmes if well supported.
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Affiliation(s)
- Susan Sue Pullon
- Department Primary Health Care and General Practice, University of Otago, Wellington, P.O.Box 7343, Wellington, New Zealand.
| | - Christine Wilson
- Department Primary Health Care and General Practice, University of Otago, Wellington, P.O.Box 7343, Wellington, New Zealand
| | - Peter Gallagher
- Medical Education Unit, University of Otago, Wellington, P.O.Box 7343, Wellington, New Zealand
| | - Margot Skinner
- School of Physiotherapy, University of Otago, 325 Great King Street, P.O. Box 56, Dunedin, 9054, New Zealand
| | - Eileen McKinlay
- Department Primary Health Care and General Practice, University of Otago, Wellington, P.O.Box 7343, Wellington, New Zealand
| | - Lesley Gray
- Department Primary Health Care and General Practice, University of Otago, Wellington, P.O.Box 7343, Wellington, New Zealand
| | - Patrick McHugh
- Department Primary Health Care and General Practice, University of Otago, Wellington, P.O.Box 7343, Wellington, New Zealand
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Frank C, Gliwitzky B, Dönitz S, Wölf C, Horter J, Münzberg M. Prehospital Trauma Life Support (PHTLS) in Deutschland. Notf Rett Med 2015. [DOI: 10.1007/s10049-015-0075-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Walkenhorst U, Mahler C, Aistleithner R, Hahn EG, Kaap-Fröhlich S, Karstens S, Reiber K, Stock-Schröer B, Sottas B. Position statement GMA Committee--"Interprofessional Education for the Health Care Professions". GMS ZEITSCHRIFT FUR MEDIZINISCHE AUSBILDUNG 2015; 32:Doc22. [PMID: 26038687 PMCID: PMC4446653 DOI: 10.3205/zma000964] [Citation(s) in RCA: 48] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [MESH Headings] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/19/2014] [Revised: 01/26/2015] [Accepted: 01/30/2015] [Indexed: 11/30/2022]
Affiliation(s)
| | - Cornelia Mahler
- Universitätsklinikum Heidelberg, Abt. Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland
| | | | - Eckhart G. Hahn
- Gesellschaft für Berufliche Fortbildung, Forschung und Entwicklung e.V. an der Medizinischen Klinik 1, Universitätsklinikum Erlangen, Erlangen, Deutschland
| | | | - Sven Karstens
- Universitätsklinikum Heidelberg, Abt. Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland
| | - Karin Reiber
- Hochschule Esslingen, Fakultät Soziale Arbeit, Gesundheit und Pflege, Esslingen, Deutschland
| | - Beate Stock-Schröer
- Karl und Veronica Carstens-Stiftung, Aus- und Weiterbildung, Essen, Deutschland
| | - Beat Sottas
- Stiftung Careum, Stiftungsrat, Zürich, Schweiz
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Learning to promote patient dignity: an inter-professional approach. Nurse Educ Pract 2015; 15:108-10. [PMID: 25662191 DOI: 10.1016/j.nepr.2015.01.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2014] [Revised: 12/08/2014] [Accepted: 01/14/2015] [Indexed: 11/20/2022]
Abstract
The promotion of patient dignity is an important aspect of healthcare provision. However, there is evidence to suggest that patient dignity is not being promoted as expected and a number of attributing factors have been suggested in the literature. This article proposes that healthcare educators should incorporate the subject of dignity in its own right within the curriculum. Attempts in teaching the concept of dignity have tended to adopt an uni-professional approach: this paper proposes that inter-professional education (IPE) is the most suitable approach in teaching the issues relating to dignity in healthcare.
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Thistlethwaite JE, Forman D, Matthews LR, Rogers GD, Steketee C, Yassine T. Competencies and frameworks in interprofessional education: a comparative analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2014; 89:869-75. [PMID: 24871237 DOI: 10.1097/acm.0000000000000249] [Citation(s) in RCA: 114] [Impact Index Per Article: 11.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices. Whilst an admirable aim, often this has resulted in more confusion with the introduction of varying definitions about similar constructs, particularly in relation to what IPE actually means.The authors explore the nature of the terms competency and framework, while critically appraising the concept of competency frameworks and competency-based education. They distinguish between competencies for health professions that are profession specific, those that are generic, and those that may be achieved only through IPE. Four IPE frameworks are compared to consider their similarities and differences, which ultimately influence how IPE is implemented. They are the Interprofessional Capability Framework (United Kingdom), the National Interprofessional Competency Framework (Canada), the Core Competencies for Interprofessional Collaborative Practice (United States), and the Curtin University Interprofessional Capability Framework (Australia).The authors highlight the need for further discussion about establishing a common language, strengthening ways in which academic environments work with practice environments, and improving the assessment of interprofessional competencies and teamwork, including the development of assessment tools for collaborative practice. They also argue that for IPE frameworks to be genuinely useful, they need to augment existing curricula by emphasizing outcomes that might be attained only through interprofessional activity.
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Affiliation(s)
- Jill E Thistlethwaite
- Dr. Thistlethwaite is adjunct professor and consultant in interprofessional education, University of Technology, Sydney, Ultimo, Sydney, Australia. Dr. Forman is director of interactive leadership and management development and adjunct professor, Curtin University, Perth, Australia. Dr. Matthews is associate professor, Ageing, Work and Health Research Unit, Faculty of Health Sciences, University of Sydney, Sydney, Australia. Dr. Rogers is professor of medical education, deputy head (learning and teaching) of the School of Medicine, and program lead in interprofessional learning, Health Institute for the Development of Education and Scholarship, Griffith University, Gold Coast, Australia. Dr. Steketee is dean for teaching and learning, School of Medicine Fremantle, University of Notre Dame Australia, Fremantle, Australia. Ms. Yassine is manager, Office of Learning and Teaching's Project, Curriculum Renewal for Interprofessional Education in Health, Centre for Research in Learning and Change, University of Technology, Sydney, Ultimo, Sydney, Australia
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Greer AG, Clay M, Blue A, Evans CH, Garr D. The status of interprofessional education and interprofessional prevention education in academic health centers: a national baseline study. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2014; 89:799-805. [PMID: 24667499 DOI: 10.1097/acm.0000000000000232] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
PURPOSE Given the emphasis on prevention in U.S. health care reform efforts, the importance of interprofessional education (IPE) that prepares health professions students to be part of effective health care teams is greater than ever. This study examined the prevalence and nature of IPE and interprofessional (IP) prevention education in U.S. academic health centers. METHOD The authors extracted a 10-item survey from the longer published IPE Assessment and Planning Instrument. In September 2010, they sent the survey to 346 health professions leaders in health sciences schools and colleges at 100 academic health centers. These institutions were identified via the online membership list of the Association of Academic Health Centers. The authors conducted descriptive statistical analysis and cross-tabulations. RESULTS Surveys were completed by 127 contacts at 68 universities in 31 states and the District of Columbia. IPE was more prevalent than IP prevention education in all categories of measurement. Respondents affirmed existence of IPE in courses (85.0%) and in clinical rotations/internships (80.3%). The majority reported personnel with responsibility for IPE (68.5%) or prevention education (59.8%) at their institutional unit, and 59.8% reported an IPE office or center. CONCLUSIONS This study provides evidence that IPE and IP prevention education exist in academic health centers, but additional attention should be paid to the development of IP prevention education. Sample syllabi, job descriptions, and policies may be available to support adoption of IPE and IP prevention education. Further effort is needed to increase the integration of IP and prevention education into practice.
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Affiliation(s)
- Annette G Greer
- Dr. Greer is assistant professor, Department of Bioethics and Interdisciplinary Studies, Brody School of Medicine, East Carolina University, Greenville, North Carolina. Dr. Clay is professor and chair, Department of Bioethics and Interdisciplinary Studies, Brody School of Medicine, East Carolina University, Greenville, North Carolina. Dr. Blue is associate dean for educational affairs and associate vice president for interprofessional education, University of Florida College of Public Health and Health Professions, Gainesville, Florida. At the time of writing, she was professor of family medicine, assistant provost for education, and director, Creating Collaborative Care (C3), Medical University of South Carolina, Charleston, South Carolina. Dr. Evans is senior consultant, Academy for Academic Leadership, Needham, Massachusetts. Dr. Garr is executive director, South Carolina Area Health Education Consortium, associate dean for community medicine, and professor of family medicine, Medical University of South Carolina, Charleston, South Carolina
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Mill J, Caine V, Arneson C, Maina G, De Padua A, Dykeman M. Past experiences, current realities and future possibilities for HIV nursing education and care in Canada. ACTA ACUST UNITED AC 2014; 4:183-198. [PMID: 27152130 DOI: 10.5430/jnep.v4n5p183] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Nurses may have inadequate basic education and opportunities for continuing education in relation to HIV care. As well nurses may perpetuate and impose stigma. We developed, implemented and evaluated an educational intervention to reduce stigma and discrimination among nurses providing HIV care. The intervention used a mentorship model that brought experienced nurses in HIV care and people living with HIV together with nurses who wanted to learn more about HIV nursing care. We examined our findings in relation to past experiences, current realities and future possibilities for HIV nursing education and care in Canada. Our findings demonstrated that many nurses were interested in improving their HIV care, yet few opportunities existed for them to do so. We found that HIV nursing education and expertise were significantly different among participants and across clinical sites. This difference was visible in basic education, services offered for HIV and AIDS care, the collaborative and inter-professional nature of care, and opportunities for continuing education. Mentorship education is an effective strategy to not only address a critical void in knowledge, but also to promote a fundamental shift in attitudes. With the recent call by the World Health Organization to place nurses in key positions to provide HIV care, treatment and prevention, it is imperative to prepare nurses at both the undergraduate and graduate level, as well as those in practice, to fulfill this call.
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Affiliation(s)
- Judy Mill
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Vera Caine
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Cheryl Arneson
- The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Geoffrey Maina
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Anthony De Padua
- Department of Indigenous Education, Health and Social Work, First Nations University, Prince Albert, Saskatchewan, Canada
| | - Margaret Dykeman
- Faculty of Nursing, University of New Brunswick, Fredericton, New Brunswick, Canada
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Menard P, Varpio L. Selecting an interprofessional education model for a tertiary health care setting. J Interprof Care 2014; 28:311-6. [PMID: 24678579 DOI: 10.3109/13561820.2014.893419] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The World Health Organization describes interprofessional education (IPE) and collaboration as necessary components of all health professionals' education - in curriculum and in practice. However, no standard framework exists to guide healthcare settings in developing or selecting an IPE model that meets the learning needs of licensed practitioners in practice and that suits the unique needs of their setting. Initially, a broad review of the grey literature (organizational websites, government documents and published books) and healthcare databases was undertaken for existing IPE models. Subsequently, database searches of published papers using Scopus, Scholars Portal and Medline was undertaken. Through this search process five IPE models were identified in the literature. This paper attempts to: briefly outline the five different models of IPE that are presently offered in the literature; and illustrate how a healthcare setting can select the IPE model within their context using Reeves' seven key trends in developing IPE. In presenting these results, the paper contributes to the interprofessional literature by offering an overview of possible IPE models that can be used to inform the implementation or modification of interprofessional practices in a tertiary healthcare setting.
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Affiliation(s)
- Prudy Menard
- Geriatric Medicine Department, The Ottawa Hospital , Ottawa , Canada and
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Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review. Int J Nurs Educ Scholarsh 2014; 10:/j/ijnes.ahead-of-print/ijnes-2013-0027/ijnes-2013-0027.xml. [DOI: 10.1515/ijnes-2013-0027] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
AbstractInterprofessional simulation can provide health profession program educators with an effective means to prepare future practitioners to engage in meaningful collaboration. This systematic review was conducted to identify best practice recommendations to enhance collaborative healthcare using interprofessional simulation education innovations for learners in pre-licensure nursing programs. Using a systematic review methodology, 375 articles were reviewed and 17 studies met the inclusion criteria. Based on the methodological strength of the research and the impact of the simulation innovations, the following simulation techniques were recommended: high-fidelity human patient simulators, role play, and didactic lecture and audience response didactic lecture, both followed by role play with a standardized patient. Instructor modeling was related to achievement of interprofessional competencies when compared to no modeling. Future research is needed to identify optimal timing for implementing interprofessional education innovations, for development of appropriate evaluation tools, and to determine the effects of collaborative practice on patient care.
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McLeod D, Curran J, Dumont S, White M, Charles G. The Interprofessional Psychosocial Oncology Distance Education (IPODE) project: perceived outcomes of an approach to healthcare professional education. J Interprof Care 2013; 28:254-9. [DOI: 10.3109/13561820.2013.863181] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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First steps towards interprofessional health practice in Tanzania: an educational experiment in rural Bagamoyo district. J Public Health Policy 2013; 33 Suppl 1:S138-49. [PMID: 23254840 DOI: 10.1057/jphp.2012.49] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Health workers in Tanzania struggle to provide adequate health care for populations with high maternal, neonatal, and child mortality and high prevalence of communicable and non-communicable diseases. There are longstanding shortages of staff and resources. Universities are training more health professionals and revising curricula to be sure that staff have the specific skills needed to work in rural districts. This includes training people from different disciplines to work more effectively together. While teamwork is important in all settings, it is particularly critical in rural areas where there are few trained professionals. The health professional schools at Muhimbili University of Health and Allied Sciences (MUHAS) developed curricula that share common competencies to promote interprofessional cooperation. In this article, we describe a pilot program developed by MUHAS to train its professional students (dentists, doctors, environmental health officers, nurses, and pharmacists) to work collaboratively with each other and with other health staff at the district level. We describe the reactions of participants, and identify some considerations for taking such an exercise to scale for education.
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Mellor R, Cottrell N, Moran M. “Just working in a team was a great experience…” – Student perspectives on the learning experiences of an interprofessional education program. J Interprof Care 2013; 27:292-7. [DOI: 10.3109/13561820.2013.769093] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Wilhelmsson M, Svensson A, Timpka T, Faresjö T. Nurses' views of interprofessional education and collaboration: A comparative study of recent graduates from three universities. J Interprof Care 2013; 27:155-60. [DOI: 10.3109/13561820.2012.711787] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Bainbridge L, Wood VI. The power of prepositions: Learning with, from and about others in the context of interprofessional education. J Interprof Care 2012; 26:452-8. [DOI: 10.3109/13561820.2012.715605] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Wilhelmsson M, Pelling S, Uhlin L, Owe Dahlgren L, Faresjö T, Forslund K. How to think about interprofessional competence: A metacognitive model. J Interprof Care 2012; 26:85-91. [PMID: 22236489 DOI: 10.3109/13561820.2011.644644] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
- Margaretha Wilhelmsson
- Department of Medical and Health Sciences/Community Medicine, Faculty of Health and Sciences, Linköping, Sweden.
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Hean S, Craddock D, Hammick M, Hammick M. Theoretical insights into interprofessional education: AMEE Guide No. 62. MEDICAL TEACHER 2012; 34:e78-101. [PMID: 22289015 DOI: 10.3109/0142159x.2012.650740] [Citation(s) in RCA: 80] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
In this Guide, we support the need for theory in the practice of interprofessional education and highlight a range of theories that can be applied to interprofessional education. We specifically discuss the application of theories that support the social dimensions of interprofessional learning and teaching, choosing by way of illustration the theory of social capital, adult learning theory and a sociological perspective of interprofessional education. We introduce some of the key ideas behind each theory and then apply these to a case study about the development and delivery of interprofessional education for pre-registration healthcare sciences students. We suggest a model that assists with the management of the numerous theories potentially available to the interprofessional educator. In this model, context is central and a range of dimensions are presented for the reader to decide which, when, why and how to use a theory. We also present some practical guidelines of how theories may be translated into tangible curriculum opportunities. Using social capital theory, we show how theory can be used to defend and present the benefits of learning in an interprofessional group. We also show how this theory can guide thinking as to how interprofessional learning networks can best be constructed to achieve these benefits. Using adult learning theories, we explore the rationale and importance of problem solving, facilitation and scaffolding in the design of interprofessional curricula. Finally, from a sociological perspective, using Bernstein's concepts of regions and terrains, we explore the concepts of socialisation as a means of understanding the resistance to interprofessional education sometimes experienced by curriculum developers. We advocate for new, parallel ways of viewing professional knowledge and the development of an interprofessional knowledge terrain that is understood and is contributed to by all practitioners and, importantly, is centred on the needs of the patient or client. Through practical application of theory, we anticipate that our readers will be able to reflect and inform their current habitual practices and develop new and innovative ways of perceiving and developing their interprofessional education practice.
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Affiliation(s)
- Sarah Hean
- School of Health and Social Care, Bournemouth University, Dorset, UK.
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Wilhelmsson M, Ponzer S, Dahlgren LO, Timpka T, Faresjö T. Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare? BMC MEDICAL EDUCATION 2011; 11:15. [PMID: 21510872 PMCID: PMC3110123 DOI: 10.1186/1472-6920-11-15] [Citation(s) in RCA: 86] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2010] [Accepted: 04/21/2011] [Indexed: 05/21/2023]
Abstract
BACKGROUND Interprofessional Education (IPE) is now spreading worldwide and many universities are now including IPE in their curricula. The aim of this study was to investigate whether or not such student characteristics as gender, previous working experience in healthcare, educational progress and features of the learning environment, such as educational programmes and curriculum design, have an impact on their open-mindedness about co-operation with other professions. METHODS Medical and nursing students at two Swedish universities were invited to fill in the Readiness for Interprofessional Learning Scale (RIPLS). Totally, 955 students were invited and 70.2% (n=670) participated in the study. A factor analysis of the RIPLS revealed four item groupings (factors) for our empirical data, but only one had sufficient internal consistency. This factor was labelled "Team Player". RESULTS Regardless of the educational programme, female students were more positive to teamwork than male students. Nursing students in general displayed more positive beliefs about teamwork and collaboration than medical students. Exposure to different interprofessional curricula and previous exposure to interprofessional education were only to a minor extent associated with a positive attitude towards teamwork. Educational progress did not seem to influence these beliefs. CONCLUSIONS The establishment of interprofessional teamwork is a major challenge for modern healthcare. This study indicates some directions for more successful interprofessional education. Efforts should be directed at informing particularly male medical students about the need for teamwork in modern healthcare systems. The results also imply that study of other factors, such as the student's personality, is needed for fully understanding readiness for teamwork and interprofessional collaboration in healthcare. We also believe that the RIPL Scale still can be further adjusted.
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Affiliation(s)
- Margaretha Wilhelmsson
- Department of Medical and Health Sciences/Community Medicine, Faculty of Health Sciences, Linköping University, SE-581 83 Linköping, Sweden
| | - Sari Ponzer
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
| | - Lars-Ove Dahlgren
- Department of Behavioural Sciences and Learning, Faculty of Arts and Science, Linköping University, SE-581 83 Linköping, Sweden
| | - Toomas Timpka
- Department of Medical and Health Sciences/Community Medicine, Faculty of Health Sciences, Linköping University, SE-581 83 Linköping, Sweden
| | - Tomas Faresjö
- Department of Medical and Health Sciences/Community Medicine, Faculty of Health Sciences, Linköping University, SE-581 83 Linköping, Sweden
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