scholarly journals Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

BMC Nursing ◽  
2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Sabine Homeyer ◽  
Wolfgang Hoffmann ◽  
Peter Hingst ◽  
Roman F. Oppermann ◽  
Adina Dreier-Wolfgramm
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Interprofessional Education ◽  
Interprofessional Collaboration

scholarly journals Students' perceptions of interprofessional collaboration on the care of diabetes: A qualitative study of focus-group interviews

2020 ◽  
Author(s):  
Sanna Pauliina Kangas ◽  
Pia Jaatinen ◽  
Saara Metso ◽  
Rintala Tuula-Maria
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Perceived Competence ◽  
Focus Group Interviews ◽  
Patient Centered ◽  
Before And After ◽  
Group Interviews

Abstract Background: Interprofessional education (IPE) can promote healthcare professionals’ competence to work in interprof­­essional collaboration (IPC), whi­­­­ch is essential for the quality and safety of care. An interprofessional approach is particularly important in complex, chronic diseases like diabetes. A number of studies have been published on IPE, but only a few with a qualitative approach.Methods: The objective of this qualitative study was to evaluate changes in medical and nursing students’ perceptions of IPC, induced by a novel IPE course on diabetes care. The data from focus-group interviews of 30 students before and after the course were analyzed by using an inductive and deductive content analysis.Findings: The students´ perceptions were illustrated as Elements of interprofessional care (e.g. Elements formulating care team and Quality of professional care relationship ) and Elements of IPC (e.g. Importance of communication and Valuation of collaboration ). The post-course interviews added one subcategory ( Need of resources ) to the pre-course perceptions, and there was improvement in ten areas of self-perceived competence in performing or understanding IPC on diabetes care.Conclusions: The IPE course piloted in this study increased the students’ self-perceived competence and confidence in performing IPC on the care of diabetes, and changed their understanding of IPC towards a more patient centered and holistic perspective. More research is needed to evaluate the generalizability and sustainability of these changes.

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 Enhancing the Facilitation of Interprofessional Education Programs: An institutional Ethnography

2021 ◽  
Vol 11 (3) ◽  
pp. 547-557
Author(s):  
Nadine Ezzeddine ◽  
Sheri Lynn Price
Keyword(s):  
Nursing Students ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Institutional Ethnography ◽  
Team Members ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Study Results ◽  
Curriculum Decisions

Interprofessional collaboration (IPC) among health care professionals has been identified as essential to enhance patient care. Interprofessional education (IPE) is a key strategy towards promoting IPC. Several factors including the nature of facilitation shape the IPE experience and outcomes for students. Stereotypes held by students have been recognized as a challenge for IPE and IPC. This study aimed to explore institutional rules and regulations that shape facilitators’ work in IPE interactions problematized by students’ stereotypes at a university in Atlantic Canada. Employing institutional ethnography as a method of investigation, data were collected through observations, interviews, focus groups, and written texts (such as course syllabi). Participants included three facilitators, two undergraduate nursing students, and two IPE committee members of an IPE program. Findings revealed four work processes conducted by facilitators in local IPE settings related to students’ stereotypes. These processes were shaped by translocal discourse and included the work used to form teams, facilitate student introductions to team members, facilitate team dynamics, and provide course content and context. Study results included the identification of several strategies to address student stereotypes and enhance collaboration, including directions for future curriculum decisions and the pedagogical organization of IPE.

scholarly journals Evaluation of a Simulation-Based Interprofessional Educational Module on Adult Suctioning Using Action Research

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Cynthia Baker ◽  
Jennifer Medves ◽  
Marian Luctkar-Flude ◽  
Diana Hopkins-Rosseel ◽  
Cheryl Pulling ◽  
...  
Keyword(s):  
Action Research ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Role Expectations ◽  
Educational Module ◽  
Student Collaboration ◽  
Simulation Based ◽  
Instructor Communication ◽  
And Performance

AbstractBackground: Interprofessional collaboration in healthcare contributes to patientwell-being. The purpose of this action research study was to evaluate an innovative interprofessional simulation educational module for pre-licensure healthcare students on adult suctioning skills.Methods and Findings: Two suctioning scenarios were developed to provide multiprofessional groups of students the opportunity to collaborate in applying basicsuctioning skills within complex patient care situations. One group of nursing students (N= 23) and one group of physiotherapy students (N= 23) learned suctioning skills uniprofessionally in the usual programs of their respective schools. A third group of students (N= 45; 21 nursing, 24 physiotherapy) learned suctioning in the new, interprofessional simulation-based curriculum. Qualitative data were collected through direct observation of laboratory sessions, open-ended surveys, and focus groups. A thematic qualitative analysis was conducted, and four major themes emerged: instructors’ role expectations, prior student learning, student collaboration, and instructor communication. In addition, quantitative analysis of students’ readiness for interprofessional collaboration, confidence, and performance of suctioning skills revealed no significant differences between learners in the interprofessional labs and those in the uniprofessional labs.Conclusions: Development of the educational module using action research allowed for further development of a pedagogical approach to interprofessional education to increase its effectiveness.

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

scholarly journals The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study

2021 ◽  
pp. 103072
Author(s):  
Olga Canet-Vélez ◽  
Teresa Botigué ◽  
Ana Lavedán Santamaría ◽  
Olga Masot ◽  
Tània Cemeli Sánchez ◽  
...  
Keyword(s):  
Professional Development ◽  
Nursing Students ◽  
Qualitative Study ◽  
Health Workers
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