1
|
Makkonen A, Turunen H, Haaranen A. Social and healthcare students' competence in patient-oriented care enhanced during interprofessional practice: A scoping review. Nurse Educ Pract 2023; 72:103750. [PMID: 37619288 DOI: 10.1016/j.nepr.2023.103750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 07/28/2023] [Accepted: 08/15/2023] [Indexed: 08/26/2023]
Abstract
AIM This scoping review aimed to synthesise the findings of previous literature related to social and healthcare students' competence in patient-oriented care in interprofessional practice by attending multidisciplinary student teams. BACKGROUND Learning about patient-oriented care requires the comprehensive consideration of patients' physical, emotional, social and economic aspects to offer the best need-based care. Multidisciplinary student teams in the clinical practice may support learning patient-oriented care; however, the current knowledge is fragmented. DESIGN Scoping review METHODS: Data (N = 1548) were gathered from four databases, PubMed, MEDLINE, SocIndex and CINAHL, without start-date limitation until the end of December 2022. One article was found on the publisher's webpage recommendations. The selected studies (N = 15) answered the research questions and met the inclusion criteria. Quality assessment of the studies was conducted using the Joanna Briggs Institute (JBI) Quality Assessment Checklist. A thematic analysis process was used for data extraction and synthesis of results. RESULTS Perspectives on patient-oriented care competencies were analysed for both students and patients cared for by a multidisciplinary student team. The themes described students' profound understanding of professional roles and responsibilities in patient-oriented care, collaborative patient-oriented care skills, improved interprofessional communication and reported patient experiences. CONCLUSIONS Interprofessional practice versatility develops students' competence in patient-oriented care. Guaranteeing patient-oriented care requires a broad understanding of patients' comprehensive care needs, which can be addressed through multidisciplinary collaboration. Patients' experiences toward interprofessional student practice are mainly positive. Further research is needed to assess the impact of different interprofessional education methods on students' patient-oriented care competence using valid instruments and the long-term effects of students' competence in patient-oriented care.
Collapse
Affiliation(s)
- A Makkonen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Department of Nursing Science, University of Eastern Finland, PL 1627, 70211 Kuopio, Finland; Department of Social Services and Health Care, Savonlinna, South-Eastern Finland University of Applied Sciences, South-Eastern Finland University of Applied Sciences, Savonlinna Campus, Savonniemenkatu 6, 57100 Savonlinna, Finland.
| | - H Turunen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Department of Nursing Science, University of Eastern Finland, PL 1627, 70211 Kuopio, Finland; North-Savo Wellbeing Services County, Finland
| | - A Haaranen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Department of Nursing Science, University of Eastern Finland, PL 1627, 70211 Kuopio, Finland
| |
Collapse
|
2
|
Melendez DR, Bradley CL, Lee S, Sherrill CH. Transition from in-person to telehealth standardized patient encounters: A retrospective analysis of 18 cases. Curr Pharm Teach Learn 2022; 14:1518-1524. [PMID: 36402693 PMCID: PMC9671526 DOI: 10.1016/j.cptl.2022.10.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 08/26/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Due to the COVID-19 pandemic, many pedagogical activities shifted from in-person to virtual modalities, including standardized patient (SP) encounters. While many academic institutions may not have previously been conducting SP encounters virtually, this change provided student pharmacists with new opportunities to learn and practice telehealth techniques, which are important with the continuously evolving healthcare landscape. METHODS This retrospective study analyzed pharmacy student performance on and perceptions of SP cases in fall 2019 (in-person) and fall 2020 (telehealth) semesters. The primary objective was to compare average total scores on SP cases from fall 2019 (in-person) and fall 2020 (telehealth) for first-, second-, and third-year pharmacy students (P1, P2, and P3, respectively). Secondary objectives were to compare average scores from case-specific and relationship and communication (R&C) checklists, as well as to describe student perceptions of the pedagogy. RESULTS Total scores on SP cases decreased from in-person to telehealth for the average of all P1 SP cases, but not for P2 or P3 cases. Case-specific scores did not change, but R&C scores decreased significantly across all three years. Student survey data revealed difficulty with communicating effectively and building rapport via telehealth. CONCLUSIONS Overall, student performance on in-person vs. telehealth SP encounters was similar, though P1 students performed more poorly on SP cases conducted via telehealth compared to P2 or P3 students. Thus, faculty could consider focusing on in-person encounters for early learners before introducing virtual encounters. This study also highlights the difficulty in establishing rapport when communicating with patients via telehealth.
Collapse
Affiliation(s)
- Diamond R Melendez
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
| | - Courtney L Bradley
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
| | - Sun Lee
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
| | - Christina H Sherrill
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
| |
Collapse
|
3
|
|
4
|
Bacon R, Hopkins S, Kellett J, Millar C, Smillie L, Sutherland R. The Benefits, Challenges and Impacts of Telehealth Student Clinical Placements for Accredited Health Programs During the COVID-19 Pandemic. Front Med (Lausanne) 2022; 9:842685. [PMID: 35433770 PMCID: PMC9005869 DOI: 10.3389/fmed.2022.842685] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Accepted: 03/08/2022] [Indexed: 12/16/2022] Open
Abstract
Introduction Despite the advantages of telehealth, there has been a reluctance in its widespread adoption. During the COVID-19 pandemic, telehealth services and related placements increased internationally. Yet, there is currently limited research on the use of telehealth for student clinical placements. Aim To explore the perceived benefits, challenges, and impacts of telehealth placements for key stakeholders (clients, students, clinical educators, and placement co-ordinators) in allied health courses. Methods Stakeholder experiences with telehealth placements, undertaken within an Australian Allied Health University Clinic, were explored in virtual focus groups held between November 2020 and March 2021. These discussions used semi-structured interview questions, were audiotaped and transcribed verbatim. They were then thematically analyzed independently by two researchers, then cross-checked for consistency, using a qualitative descriptive approach, with reflexivity applied. Results Twenty-six stakeholders from six allied health disciplines participated in seven homogeneous focus groups. Three themes were identified: (1) telehealth placements support competency development and graduate employability; (2) telehealth placements enable students to provide person centered-care; and (3) telehealth placements enabled innovation. Conclusion Telehealth placements can make a valuable contribution as part of an overall placement program within accredited health courses and offer distinct advantages to student learning outcomes.
Collapse
Affiliation(s)
- Rachel Bacon
- Faculty of Health, University of Canberra, Bruce, ACT, Australia
| | - Sian Hopkins
- Faculty of Health, University of Canberra, Bruce, ACT, Australia
| | - Jane Kellett
- Faculty of Health, University of Canberra, Bruce, ACT, Australia
| | - CaraJane Millar
- Faculty of Health, University of Canberra, Bruce, ACT, Australia.,Speech Pathology, College of Health and Biomedicine, Victoria University, Footscray Park, VIC, Australia
| | - Linda Smillie
- Faculty of Health, University of Canberra, Bruce, ACT, Australia
| | - Rebecca Sutherland
- Faculty of Health, University of Canberra, Bruce, ACT, Australia.,Discipline of Speech Pathology, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, Australia
| |
Collapse
|
5
|
Riley E, McCance C, Ward N, deGravelles P. Evaluation of a simulation-based learning experience using a prenatal telehealth scenario with prelicensure nursing students. Teaching and Learning in Nursing 2022. [DOI: 10.1016/j.teln.2022.01.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
6
|
Soboleva MS. Disadvantages of using Traditional, Interactive and Distance Learning Methods when Studying the Specialty "Pharmacy". AJPRHC 2021. [DOI: 10.18311/ajprhc/2021/28090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
<p>Interactive and remote technologies are being actively introduced into the training process in the specialty “Pharmacy.” In addition to ease of use, they have several advantages and disadvantages for all stakeholders. The purpose of the work is to analyze the disadvantages of traditional, interactive, and remote methods of teaching in the specialty “Pharmacy” at the Far Eastern State Medical University. This is a sociological survey of students of the Faculty of Pharmacy and Biomedicine (higher education), as well as the Medical-Pharmaceutical College (secondary education). Statistical processing was performed using the non-parametric Mann-Whitney, Kruskal–Wallis, Spearman’s rank correlation coefficient. Traditional teaching methods are characterized by the inconvenience of tight time frames. During on-line classes, it is more difficult to use an individual methodology for the student and change the teaching method. The most characteristic shortcomings of distance learning include the lack of motivation and the possibility of violations (writing off, forgery, etc.) by the student. Despite the geographical remoteness of the regions, material, and technical difficulties in switching to distance learning, as a rule, did not arise. The lack of an individual approach and the subjectivity of student assessments in distance and traditional teaching methods are due to the high occupancy of groups and their frequent combination (10-25 people) during the class. The disadvantage of remote methods is the complexity of regular control by the teacher, the lack of secure personality identification systems when sending written works and testing on-line, and the low level of consciousness of future specialists. According to the results of the questionnaire, the least number of shortcomings have interactive teaching methods, implying the active participation of the student himself and an individual approach.</p>
Collapse
|
7
|
Watts PI, Smith TS, Currie ER, Knight C, Bordelon C. Simulating Telehealth Experiences in the Neonatal Care Environment: Improving Access to Care. Neonatal Netw 2021; 40:393-401. [PMID: 34845090 DOI: 10.1891/11-t-710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/19/2020] [Indexed: 11/25/2022]
Abstract
Telehealth in the neonatal environment can improve remote medical care and access to specialized care and training eliminating barriers for effective health care delivery. Clinicians are utilizing telehealth in their practice to provide specialized care and training in areas that have little access. Educating health care clinicians on the basics of telehealth is an essential component of clinical training programs. Use of simulation-based telehealth experiences as part of that training can provide hands-on learning in a safe, realistic environment. Simulation can prepare health care teams in using telehealth technology in managing patient care, postdischarge care, and specialized care programs.
Collapse
|
8
|
Taylor J, Fuller B. The expanding role of telehealth in nursing: considerations for nursing education. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2021-0037. [PMID: 34225397 DOI: 10.1515/ijnes-2021-0037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Accepted: 06/22/2021] [Indexed: 11/15/2022]
Abstract
Telehealth and telehealth technologies have an increasing role in health care delivery as health care has continued to evolve to meet patient needs. Nursing education has been slow to integrate telehealth education and telehealth use in curriculum and clinical experiences. The purpose of the article is to provide information about the current state of telehealth and describe how telehealth education can be fostered and incorporated into nursing education. Incorporating telehealth education into existing nursing curriculum and clinical experiences ensures nurses recognize the utility of emerging telehealth technology and develop the skills needed to provide safe and competent care using telehealth.
Collapse
Affiliation(s)
- Joan Taylor
- Purdue University Global Inc, Indianapolis, IN, USA
| | | |
Collapse
|
9
|
Marler GS, Molloy MA, Engel JR, Walters G, Smitherman MB, Sabol VK. Implementing Cardiac Surgical Unit-Advanced Life Support Through Simulation-Based Learning: A Quality Improvement Project. Dimens Crit Care Nurs 2020; 39:180-93. [PMID: 32467400 DOI: 10.1097/DCC.0000000000000425] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND The European Association for Cardio Thoracic Surgery and the Society of Thoracic Surgeons endorse Cardiac Surgical Unit-Advanced Life Support, a protocol designed specifically for cardiothoracic surgical patients who suffer postoperative cardiac arrests. To enhance patient outcomes and to reduce death rates, cardiothoracic intensive care unit nurses must be able to perform the protocol with confidence, proficiency, and without delays. To this end, simulation-based learning (SBL) is a pedagogical method ideal for optimized learning. OBJECTIVES This quality improvement project was designed to implement a post-cardiac surgery resuscitation protocol in a nonacademic, community medical center to enhance nurse knowledge, confidence, and proficiency for optimal patient outcomes. METHODS The Cardiac Surgical Unit-Advanced Life Support is an evidence-based resuscitation protocol that was implemented using didactic, hands-on training, and SBL. It was evaluated using knowledge surveys, comparisons in nurse confidence and performance measures, and patient outcomes data. RESULTS Nurses' knowledge gains (ie, mean test scores) on our test were statistically significant between 3 time points (F2,60 = 81.204, P < .001). Knowledge significantly increased from pre-education to immediate post-education (P < .001), but declined from immediate post-education to 3-month post-education assessments (P < .001); however, the 3-month post knowledge mean was still higher than the pre-education knowledge mean (P < .001). Nurses were confident in their ability to apply the protocol, although results failed to show a correlation between confidence and performance ability. Statistical significance for delay in cardiopulmonary resuscitation was found between pre- and post-nursing education patient cardiac arrest events (P = .05). CONCLUSIONS Didactic and hands-on learning supported knowledge retention over time for cardiothoracic surgical intensive care unit nurses. Improving self-confidence and the application of an unfamiliar resuscitation protocol through SBL and any impact a training program has on patient outcomes will require ongoing practice and more evaluation.
Collapse
|
10
|
Powers K, Neustrup W, Sossoman LB, Dexter A, Clark K, Ferrante-Fusilli FA, Ross TC, Thomas C, Saine A. Simulations using telehealth to collaborate with other health-care professionals: effect on pre-licensure nursing students' competencies and amount of collaboration in the clinical setting. J Interprof Care 2020; 35:430-437. [PMID: 32648794 DOI: 10.1080/13561820.2020.1780203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Nursing students must gain experience collaborating with other members of the health-care team. Simulation can provide intra- and interprofessional collaboration experience; however, there can be barriers such as scheduling difficulties. We evaluated multi-patient, standardized patient simulations using telehealth as a strategy to provide baccalaureate nursing students with opportunities to learn and practice intra- and interprofessional collaboration. Forty-four final-semester nursing students participated. Student groups rotated to the simulation laboratory over 12 weeks to participate in two simulations that used telehealth to enable them to communicate patient concerns to other clinicians: a nurse practitioner, respiratory therapists, and social workers. Self-reported collaborative competencies and amount of collaboration in the clinical setting were measured at the start and end of the semester. Satisfaction and self-confidence were measured immediately after each simulation. For collaborative competencies, there was a statistically significant improvement in all item, subscale, and overall scale mean scores. Amount of clinical collaboration significantly improved, with the amount who indicated they never reported a patient concern to another professional decreasing from 39.5% to 6.8%. Findings also revealed a high level of student satisfaction and self-confidence following the simulations. Using telehealth to collaborate during simulations is a promising strategy to prepare nursing students for practice by improving collaborative competencies and encouraging more collaboration in the clinical setting.
Collapse
Affiliation(s)
- Kelly Powers
- School of Nursing, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Wendy Neustrup
- School of Nursing, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Leslie Beth Sossoman
- School of Nursing, University of North Carolina at Charlotte, Charlotte, NC, USA.,Faculty Specialist, Atrium Health, Adult Gerontology Acute Care Nurse Practitioner Program, Charlotte, NC, USA
| | - Amanda Dexter
- Department of Kinesiology, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Kimberly Clark
- Department of Kinesiology, University of North Carolina at Charlotte, Charlotte, NC, USA
| | | | - Ticola C Ross
- School of Social Work, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Cynthia Thomas
- School of Nursing, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Amber Saine
- School of Nursing, University of North Carolina at Charlotte, Charlotte, NC, USA
| |
Collapse
|