Mapping student perceptions of experiential interprofessional learning to the Interprofessional Education Collaborative (IPEC) competencies

2021 ◽  
Author(s):  
Dalia Ameripour ◽  
Megan Matthews ◽  
Ying Wang ◽  
Edith Mirzaian ◽  
Rory E. Kim
Keyword(s):  
Student Perceptions ◽  
Interprofessional Education ◽  
Interprofessional Learning

scholarly journals Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education: an ethnographic study

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e027590 ◽  
Author(s):  
Ann Hägg-Martinell ◽  
Håkan Hult ◽  
Peter Henriksson ◽  
Anna Kiessling
Keyword(s):  
Nursing Students ◽  
Interprofessional Education ◽  
Ethnographic Study ◽  
Clinical Settings ◽  
Interprofessional Learning ◽  
Staff Members ◽  
Questions And Answers ◽  
Field Notes ◽  
Almost All ◽  
Acute Healthcare

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.

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

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.

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

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

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

PLoS ONE ◽  
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.

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

scholarly journals Integrating an Interprofessional Geriatric Active Learning Workshop Into Undergraduate Medical Curriculum

2020 ◽  
Vol 7 ◽  
pp. 238212052092368
Author(s):  
Wanda Jirau-Rosaly ◽  
Shilpa P Brown ◽  
Elena A Wood ◽  
Nicole Rockich-Winston
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Comparative Method ◽  
Health Assessment ◽  
The United States ◽  
Home Health ◽  
Knowledge Assessment

Purpose: The aging population in the United States poses a substantial challenge to our health care system, and particularly affects the training of physicians in geriatric care. To introduce undergraduate medical students to a variety of clinical skills and concepts emphasized in geriatrics, we created an interprofessional geriatric workshop and examined changes in student perceptions of working in interprofessional teams, knowledge regarding geriatric concepts, perceptions of the pre-work material, and suggestions for curricular improvement to enhance the workshop for future students. Methods: Second-year medical students participated in a 4-hour workshop with tasks that emphasized activities of daily living, geriatric physical assessment, end-of-life discussions, Beers Criteria, and a home health assessment. Pre- and post-surveys were administered including the Students Perceptions of Interprofessional Clinical Education–Revised (SPICE-R) survey and a knowledge assessment. Student perceptions of pre-work and overall program assessment were captured after the workshop. Descriptive statistics and paired t tests assessed for significant differences. Emerging themes were analyzed using the Glaser constant comparative method. Results: Of the 186 medical student participants, 178 students completed the SPICE-R survey, demonstrating significant increases in students’ perceptions of the value of interprofessional education ( P < .001). In addition, 111 students completed the pre- and post-test for the knowledge assessment, demonstrating significant gains in geriatric concepts ( P < .001). Overall, most students perceived the pre-work as useful and felt prepared to evaluate geriatric patients. Open-ended question analysis supported results, in which 34 students indicated that they felt most comfortable performing a home health assessment and emphasized the usage of the home health simulation. Conclusions: Introducing medical students to a variety of geriatric assessments and concepts in an interprofessional environment early in their career positively influences their perceptions of working as an interprofessional team member to deliver comprehensive care to older adults.

scholarly journals Developing Clinical Faculty Understanding of Interprofessional Education: An Inter-institutional, Interprofessional Approach

2017 ◽  
Author(s):  
Debra Bierwas ◽  
Oaklee Rogers ◽  
Brenda Taubman ◽  
Lorie Kroneberger ◽  
Holly Carroll ◽  
...  
Keyword(s):  
Faculty Development ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Collaborative Practice ◽  
Clinical Faculty ◽  
Interprofessional Practice ◽  
Interprofessional Learning ◽  
Clinical Educators ◽  
Interprofessional Teaching

Introduction: The call for increasing interprofessional education requires institutional support for educators in the clinical environment. Innovative ideas, such as partnering with multiple universities and programs to facilitate an interprofessional workshop, have the opportunity to reach a broader group of clinical educators. The purpose of this study was to examine the attitude of healthcare professionals towards interprofessional learning, familiarity with concepts of interprofessional teaching, and interprofessional practice, and to examine the influence of an interprofessional faculty development workshop on participant familiarity with concepts of interprofessional teaching and learning. Methods: The occupational therapy, physical therapy, and physician assistant programs from two universities collaborated to implement an all-day inter-institutional, interprofessional clinical faculty development workshop. Community clinical educators who participated in the event were surveyed pre- and post-workshop to examine their attitude, readiness, and knowledge of interprofessional learning and teaching. Using the revised version of the Readiness of Interprofessional Learning Scale, the following subscales were measured and analyzed: 1) Teamwork and Collaboration, 2) Negative Professional Identity, 3) Positive Professional Identity, and 4) Roles and Responsibilities. Results: Forty-three participants representing six different healthcare professions completed pre- and post-course surveys. Forty-four percent reported participating in interprofessional education. Overall, the attendees reported the value of the workshop as a 4.6 on a 5.0 point Likert scale, with 5.0 being the highest rating. Self-reported familiarity of the fundamental concepts of interprofessional teaching, interprofessional practice, and interprofessional education improved up to 32% following participation in the workshop. The highest increase in familiarity was in the area of knowledge of interprofessional practice and education. Participants reported high levels of agreement about the value of teamwork, collaboration, and positive professional identity. Conclusion: Integrating the Core Competencies for Interprofessional Collaborative Practice into educational programs and clinical practice can facilitate improved understanding of professional roles and improved collaborative practice.

scholarly journals PERSEPSI MAHASISWA DAN DOSEN PADA PEMBELAJARAN INTERPROFESSIONAL EDUCATION (IPE) DI PRODI D-III AKUPUNKTUR JURUSAN AKUPUNKTUR POLITEKNIK KESEHATAN KEMENKES SURAKARTA

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Maria Dewi Christiyawati ◽  
Saka Suminar
Keyword(s):  
Health Care ◽  
Quality Of Service ◽  
Student Perceptions ◽  
Cross Section ◽  
Undergraduate Students ◽  
Learning Process ◽  
Interprofessional Education ◽  
Study Program ◽  
Professional Health

Background : IPE is an implementation of learning that is followed by two or moredifferent professions to improve collaboration and quality of service which can be done inall learning, whether it is for undergraduate students or students of educataion clinic tocreate a professional health care personnel. The lack of IPE developer in Indonesia givesanew breakthrough for Health Polytechnic of Minister of Healt Surakarta to begin theinitial steps introducing the IPE learning process to all students.Methods : cross section with spreading the perception questionnaire aboutInterprofessional Education (modification of the IEPS) to students and faculty at D-IIIAcupuncture Study Program Acupuncture Health Polytechnic Department of Minister ofHealths of Surakarta. Total sampling taken with the number of 53 respondents. Data wereanalyzed using Regressoni Logistik Biner.Results show, it can be concluded that the student perceptions of instructional IPE in D-IIIstatus of Acupuncture, Acupuncture Health Polytechnic Department of Minister of Healthof Surakarta who are 36 people (92.31%) gave a good perception, and 3 people (7,69%)gave a average perception.Perceptin lecture of D-III Acupuncture study program,Acupuncture Health Polytechnic Department of Minister of Health of Surakarta who are12 people (85.7%) gave a good perception and 2 people (14,3%) gave averageperception.Keywords: Interprofessional Education (IPE), perception, students and lecturer

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