Interprofessional Education for Students’ in Primary Care Placements: Widening Opportunities for Accessible Interprofessional Learning

ObjectivesAlmost all healthcare today is team-based in collaboration over professional borders, and numerous students have work-based learning in such contexts. However, interprofessional learning (IPL) in clinical settings has mostly been systematically explored in specially designed contexts dedicated to interprofessional education (IPE). This study aimed to explore the possibilities for IPL activities, and if or how they occur, in an acute ward context not dedicated to IPE.Design and settingBetween 2011 and 2013 ethnographic observations were performed of medical and nursing students’ interactions and IPL during early clerkship at an acute internal medicine ward in Sweden. Field notes were taken and analysed based on the framework of IPE:learning with, from and about.Participants21 medical, 4 nursing students and 30 supervisors participated.ResultsLearning with—there were no organised IPE activities. Instead, medical and nursing students learnt in parallel. However, students interacted with staff members from other professions.Learning from—interprofessional supervision was frequent. Interprofessional supervision of nursing students by doctors focused on theoretical questions and answers, while interprofessional supervision of medical students by nurses focused on the performance of technical skills.Learning about—students were observed to actively observe interactions between staff and learnt how staff conducted different tasks.ConclusionThis study shows that there were plenty of possibilities for IPL activities, but the potential was not fully utilised or facilitated. Serendipitous IPL activities differed between observed medical and nursing students. Although interprofessional supervision was fairly frequent, students were not learning with, from or about each other over professional borders.

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"Walking the Walk”: Promoting Competencies for Interprofessional Learning through Team Meetings—A Case Study

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2014v4n2a145 ◽

2014 ◽

Vol 4 (2) ◽

Author(s):

Matthew Links

Keyword(s):

Professional Learning ◽

Interprofessional Education ◽

Core Competencies ◽

Critical Issue ◽

Interprofessional Learning ◽

Team Meetings ◽

Explicit Consideration ◽

Professional Meeting ◽

Learning Competencies

Background: Interprofessional learning is a key aspect of improving team-based healthcare. Core competencies for interprofessional education (IPE) activities have recently been developed, but there is a lack of guidance as to practical application. Methods and Findings: Cancer Forum is a weekly multi-professional meeting used as the case study for this report. Power was identified as a critical issue and six questions were identified as the basis for a structured reflection on the conduct of Cancer Forum. Results were then synthesised using Habermas’ delineation of learning as instrumental, normative, communicative, dramaturgical, and emancipatory. Power was a key issue in identified obstacles to inter professional learning. Leadership emerged as a cross-cutting theme and was added as a seventh question. The emancipatory potential of interprofessional learning benefited from explicit consideration of the meeting agenda to promote competencies of sharing role knowledge, teamwork and communication. Modelling of required skills fulfils a dramaturgical and normative role. Conclusions: The structured reflection tool highlighted the relationship between power and IPE competencies. It was essential to walk the walk as well as talk. The process followed provides a practical guide for using team meetings to promote interprofessional learning competencies and thereby improving patient care.

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Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care

Journal Of Nursing Practice ◽

10.30994/jnp.v2i1.43 ◽

2018 ◽

Vol 2 (1) ◽

pp. 51-57

Author(s):

Dina Zakiyyatul Fuadah ◽

Muhammad Taukhid

Keyword(s):

Experimental Design ◽

Antenatal Care ◽

Interprofessional Education ◽

Statistical Tests ◽

T Test ◽

Educational Institutions ◽

Learning Models ◽

Interprofessional Learning ◽

Qualitative And Quantitative ◽

Before And After

Background: Many educational institutions in Indonesia are familiar with the concept of interprofessional learning or interprofessional education but not many have applied. Facilitator readiness, one of the causes of this method has not been implemented optimally. Purpose: This study aims to determine the readiness of the lecturer as a facilitator in interprofessional learning. Methods: The pre-experimental design, pre and posttest design was used to examine a sample of 20 respondents which included the lecturers of nursing, midwifery and nutrition obtained by purposive sampling. Instrument to measure the readiness of lecturers using the RIPLS questionnaire. Result: The results of statistical tests using the T-Test found that the readiness of lecturers in the positive category where there was a change in readiness before and after being given an intervention in the form of interprofessional learning training with a Pvalue of 0.021. Conclusion: Educational institutions are recommended to start developing interprofessional education models that are mutually agreed upon and supported by clear facilities, policies and regulations. Subsequent research is expected to explore more appropriate interprofessional learning models through both qualitative and quantitative approaches

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A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning

PLoS ONE ◽

10.1371/journal.pone.0255086 ◽

2021 ◽

Vol 16 (7) ◽

pp. e0255086

Author(s):

Mitsuyuki Numasawa ◽

Nobutoshi Nawa ◽

Yu Funakoshi ◽

Kanako Noritake ◽

Jun Tsuruta ◽

...

Keyword(s):

Mixed Methods ◽

Nursing Students ◽

Interprofessional Education ◽

Japanese Version ◽

Dental Students ◽

Evidence Based ◽

Interprofessional Learning ◽

Before And After ◽

Explanatory Sequential Design ◽

Tokyo Medical

Background Interprofessional education (IPE) is crucial in dentistry, medicine, and nursing. However, scant mixed methods studies have compared the IPE outcomes across these disciplines to develop evidence-based IPE. This study explored the differences in the readiness of dental, medical, and nursing students for interprofessional learning before and after IPE workshops and elucidated reasons for this disparity. Methods Data were obtained from dental, medical, and nursing students who participated in IPE workshops conducted at Tokyo Medical and Dental University in Japan in 2019 and 2020. The participants filled the validated Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS) before and after attending the workshops (n = 378). Paired t-tests were performed to assess differences between the pre- and post- workshop RIPLS scores. Welch’s t-tests were deployed to evaluate interdisciplinary differences in their scores. Qualitative analyses were conducted using an explanatory sequential design with focus group discussions (FGDs) held with 17 dental students to explain the quantitative results. Results Total RIPLS scores increased significantly for every discipline after the workshops (p < 0.001). Dental students scored significantly lower pre- and post- workshop aggregates than medical and nursing students, respectively (p < 0.001). The FGDs yielded three principal themes in the explanations tendered by dental students on their lower scores: 1) dental students rarely felt the need for interprofessional collaborations, 2) dentists often worked without the need for interprofessional collaborations, and 3) dental students believed their contribution to the workshop was insufficient. Conclusions The results revealed divergences in the readiness of dental, medical, and nursing students for interprofessional learning, and the study illuminated possible reasons for these disparities. These outcomes will help develop evidence-based IPE by indicating approaches to place a higher value on interprofessional collaborations in educational environments, ameliorate the awareness of educators, and enhance the workshop facilitation style.

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