“Refreshed…reinforced…reflective”: A qualitative exploration of interprofessional education facilitators’ own interprofessional learning and collaborative practice

2016 ◽  
Vol 30 (6) ◽  
pp. 702-709 ◽  
Author(s):  
Sherryn Evans ◽  
Nicole Shaw ◽  
Catherine Ward ◽  
Alexa Hayley
Keyword(s):  
Interprofessional Education ◽  
Collaborative Practice ◽  
Interprofessional Learning ◽  
Qualitative Exploration

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.

Using Interprofessional Simulation to Enhance Student Knowledge and Promote Collaborative Practice in Disaster Management

2021 ◽  
pp. 237337992098757
Author(s):  
Matthew Fifolt ◽  
Michelle Brown ◽  
Elena Kidd ◽  
Meena Nabavi ◽  
Heather Lee ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Disaster Management ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Theory And Practice ◽  
Knowledge Gain ◽  
Student Knowledge ◽  
Complex Situation ◽  
Incident Command

Introduction. Experiential learning activities, such as simulations, strengthen student learning by allowing students to apply didactic knowledge to real-world settings. Moreover, simulation-based interprofessional education supports teamwork and skill development as outlined in accreditation standards for many health and health-related academic programs. The purpose of this article is to describe the role of interprofessional simulation in enhancing student knowledge and promoting collaborative practice for disaster management. Method. Multiple data sources were used to assess a simulated EF-5 tornado disaster event including an observational protocol, a disaster simulation survey, and a survey from the Office of Interprofessional Simulation for Innovative Clinical Practice. Results. Students reported increased satisfaction and knowledge with applying skills associated with interprofessional practice, including communication, teamwork, and collaboration. Additionally, students identified skills that could be broadly applied to a range of work settings on graduation such as seeking role clarity, utilizing job action sheets, and responding to a complex situation. Notably, students reported increased levels of knowledge gain of the incident command structure after applying knowledge from didactic sessions to the simulation. Conclusion. Simulation is an innovative strategy for integrating theory and practice to best prepare graduates for the dynamic world in which they live and work. Experiential learning opportunities appeal to the assumptions of adult learning, promote the skills that employers value, and bridge the competencies of multiple academic disciplines that frequently operate in silos. Institutional leaders should view experiential learning as a critical component of student learning and an investment in workforce development.

scholarly journals Challenges to and Resources for Participation in Interprofessional Collaborative Practice: Perceptions of Collegiate Athletic Trainers

2019 ◽  
Vol 54 (1) ◽  
pp. 106-114
Author(s):  
Sarah A. Manspeaker ◽  
Dorice A. Hankemeier
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Care Systems ◽  
Athletic Trainers ◽  
Health Care Team ◽  
Collaborative Practice ◽  
College And University ◽  
Interprofessional Collaborative Practice ◽  
Care Systems ◽  
Collegiate Athletic Trainers

Context Health care systems are increasing their emphasis on interprofessional collaborative practice (IPCP) as a necessary component to patient care. However, information regarding the challenges athletic trainers (ATs) perceive with respect to participating in IPCP is lacking. Objective To describe collegiate ATs' perceptions of challenges to and resources for participation in IPCP. Design Qualitative study. Setting College and university. Patients or Other Participants The response rate was 8% (513 ATs [234 men, 278 women, 1 preferred not to disclose sex], years in clinical practice = 10.69 ± 9.33). Data Collection and Analysis Responses to survey-based, open-ended questions were collected through Qualtrics. A general inductive qualitative approach was used to analyze data and establish relevant themes and categories for responses. Multianalyst coding and an external auditor confirmed coding saturation and assisted in triangulation. Results Challenges were reported in the areas of needing a defined IPCP team structure, respect for all involved health care parties, and concerns when continuity of care was compromised. Communication was reported as both a perceived challenge and a resource. Specific resources seen as beneficial to effective participation in IPCP included communication mechanisms such as shared patient health records and educational opportunities with individuals from other health care professions. Conclusions As ATs become more integrated into IPCP, they need to accurately describe and advocate their roles, understand the roles of others, and be open to the dynamic needs of team-based care. Development of continuing interprofessional education opportunities for all relevant members of the health care team can help to delineate roles more effectively and provide more streamlined care with the goal of improving patient outcomes.

Interprofessional Collaborative Practice and School Nursing: A Model for Improved Health Outcomes

2017 ◽  
Vol 22 (3) ◽  
Author(s):  
Robin Fleming ◽  
Mayumi Willgerodt
Keyword(s):  
Case Management ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
School Setting ◽  
Healthcare Providers ◽  
School Nurse ◽  
Collaborative Practice ◽  
Interprofessional Collaborative Practice

Effective communication, teamwork, and interprofessional collaboration, or teams of health and non-health professionals working together, are critical to improving the patient experience of care; improving population health; and reducing healthcare costs (i.e., the Triple Aim). In 2016, the Interprofessional Education Collaborative (IPEC) Expert Panel updated its Core Competencies for Interprofessional Collaborative Practice. As health professionals who collaborate with an extensive network of health and non-health professionals, school nurses embody the aims of interprofessional collaboration (IPC). This article briefly reviews the background of interprofessional collaboration and describes ways that school nurse practice aligns with IPC core competencies to incorporate interprofessional collaboration. We discuss successes, such as case management and care coordination, and include challenges to IPC in the school setting. In conclusion, through case management and collaborative care, school nurse expertise in effective IPC fosters knowledge through which core competencies can be strengthened, with benefits for both patients and other healthcare providers.

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.

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