scholarly journals Twelve tips to facilitate Interprofessional Education and Collaborative Practice with students on placements in healthcare settings

2021 ◽  
Vol 18 (3) ◽  
Author(s):  
Priya Martin ◽  
Michael Sy
Keyword(s):  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Collaborative Practice ◽  
Service Users ◽  
Common Belief ◽  
Clinical Placements ◽  
Healthcare Teams ◽  
Healthcare Settings ◽  
Clinical Educators ◽  
The Ideal

It is acknowledged that the adverse effects of the COVID-19 pandemic will be long-lasting on healthcare organisations. Consequently, healthcare teams will need to work more collaboratively, supporting each other better in the post-pandemic period. Pre-registration clinical placements in healthcare settings provide an ideal opportunity to instil Interprofessional Education and Collaborative Practice (IPECP) skills, values, and competencies in students early-on. It is a common belief that teams need to have students from two or more professions to facilitate IPECP. Whilst this may be the ideal scenario, healthcare settings were struggling even prior to the pandemic to orchestrate such placement opportunities given the complicated logistics and their resource-intensive nature. This 12 tips paper provides clinical educators with practical tips to facilitate IPECP across the whole continuum from a single student on placement, to several students from two or more professions on placement at the same time. These tips, by promoting IPECP in all student placements, have the potential to re-energise IPECP in healthcare settings, thereby contributing to better outcomes for healthcare professionals, organisations, and service users.

scholarly journals Fostering gerontology students’ competence in Interprofessional collaborative practice

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Janita Pak Chun Chau ◽  
Suzanne Hoi Shan Lo ◽  
Vivian Wing Yan Lee ◽  
Wai Ming Yiu ◽  
Helen Chung Yan Chiang ◽  
...  
Keyword(s):  
Older Adults ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Collaborative Practice ◽  
Common Belief ◽  
Learning Approaches ◽  
Community Settings ◽  
Coordinated Care ◽  
Interprofessional Collaborative Practice ◽  
Health And Social Care

Abstract Background Interprofessional collaborative practice (IPCP) is increasingly recognised as being crucial for the provision of holistic care and optimising health outcomes among older adults, many with multiple complex health problems. However, little is known about the challenges of facilitating this in practice. Therefore, this study explores these issues from the perspective of different healthcare professionals and how this might inform interprofessional education curricula. Methods Sixteen different healthcare professionals working in a variety of aged care (acute, rehabilitative and community) settings were invited to participate in individual semi-structured in-depth interviews designed to: (i) explore the meaning of IPCP; (ii) explore the facilitators of and barriers to IPCP; and (iii) examine the opportunities and challenges in interprofessional gerontological education. All interviews were tape-recorded and transcribed verbatim with thematic analysis conducted by two independent researchers. Results Three major themes emerged from the interviews: the need for IPCP; role preparedness, scope and liability; and strategies for interprofessional education. Respondents shared a common belief that IPCP improves the quality of life of older adults in both hospital and community settings by improving person-centred coordinated care and decision making in care planning. However, respondents perceived major barriers to IPCP to be lack of knowledge about healthcare professionals’ scope of practice, lack of training in interprofessional collaboration, professional culture and stereotypes, and liability issues. Suggested approaches to overcome these barriers included innovative teaching and learning approaches, engaging students early on in the curriculum of health professional degree programmes, and enhancing collaborative effective communication in health and social care settings. Conclusions It is anticipated that these findings will be used to inform the development of a new interprofessional gerontological education curriculum that aims to enhance students’ competence in IPCP.

scholarly journals The Use of an Experiential Educational Activity to Promote Interprofessional Education in Physical and Occupational Therapist Students

2019 ◽  
Author(s):  
Amy Brzuz ◽  
Beth Gustafson
Keyword(s):  
Higher Education ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Physical Therapist ◽  
Occupational Therapist ◽  
Collaborative Practice ◽  
Educational Activity ◽  
Learning Activity ◽  
Healthcare Settings ◽  
Physical Therapist Student

In many healthcare settings, interprofessional collaborative practice is expected of healthcare professionals to facilitate optimal patient outcomes. To prepare healthcare professionals to provide this collaborative practice, institutions of higher education are infusing interprofessional education activities into their healthcare curricula. While interprofessional education activities have been demonstrated to be beneficial for students, the creation and implementation of these types of activities by higher education faculty can be challenging. Factors such as logistics, curricular differences, and already busy course schedules can sway faculty from developing interprofessional experiences for their students. The purpose of this paper is to describe the development and implementation of an interprofessional education activity involving physical and occupational therapist students that was added to an existing physical therapist student experiential learning activity. Activity outcomes and recommendations will be shared in anticipation that other healthcare faculty will be inspired to initiate communication and collaboration to create their own unique IPE experiences.

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.

Interprofessional Conflict Among Healthcare Teams in Nigeria: Implications on Quality of Patient Care

2021 ◽  
Author(s):  
Edwin O. Nwobodo ◽  
Cajetan U. Nwadinigwe ◽  
Ugochukwu Bond Anyaehie ◽  
Princewill Ikechukwu Ugwu ◽  
Nkoli F. Nwobodo ◽  
...  
Keyword(s):  
Patient Care ◽  
Healthcare Professionals ◽  
Online Questionnaire ◽  
Healthcare Teams ◽  
Healthcare Settings ◽  
Interprofessional Teamwork ◽  
Institutional Issues ◽  
Quality Of Patient Care ◽  
Care Outcomes

Abstract Background: Patient care in Nigeria is essentially an interprofessional teamwork. The functionality of the team may have substantial implications on the quality of patient care as well as the professional satisfaction of individual professionals in the health team. This study was designed to identity if interprofessional conflicts existed in health teams in health institutions in southeast Nigeria, and to explore their nature, course, identify the extant resolution mechanisms and to start to identify and document feasible mechanisms to mitigate the conflicts. The aim is to enhance the functionality of health teams for an overall better patient care outcome.Method: An online questionnaire survey collected data from 58 health healthcare professionals in four healthcare settings in the southeast of Nigeria. Quantitative and qualitative analyses were conducted resulting in seven central themes of conflict. The paper adopted narrative qualitative survey tools to survey a cohort of healthcare professionals who have practiced for varying periods. This study investigated the existence, or otherwise, and nature of the conflicts within health teams, probes the most at conflict as well as approaches being used in conflict resolution.Results: Many institutional conflicts exist among the healthcare teams. There are several conflict resolutions approaches that are being employed to resolve the conflicts. Most resolutions are simply the avoidance approach. Many of the conflicts potentially affect patient care outcomes but these are issues that could be resolved on a permanent to semi-permanent basis at local levels whilst others are broader institutional issues that will require external fixes. Discussion: There is a need to improve on the team process for healthcare professional early and systematically. Key or essential steps for doing this based on the importance of continued attentions to better patient care approaches are provided in this paper.

scholarly journals Promoting Interprofessional Education and Collaborative Practice in Rural Health Settings: Learnings from a State-Wide Multi-Methods Study

2021 ◽  
Vol 18 (10) ◽  
pp. 5162
Author(s):  
Priya Martin ◽  
Alison Pighills ◽  
Vanessa Burge ◽  
Geoff Argus ◽  
Lynne Sinclair
Keyword(s):  
Service Delivery ◽  
Rural Health ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
System Level ◽  
Healthcare Outcomes ◽  
Rural Healthcare ◽  
Positive Effects ◽  
Healthcare Settings ◽  
Australian State

Evidence is mounting regarding the positive effects of Interprofessional Education and Collaborative Practice (IPECP) on healthcare outcomes. Despite this, IPECP is only in its infancy in several Australian rural healthcare settings. Whilst some rural healthcare teams have successfully adopted an interprofessional model of service delivery, information is scarce on the factors that have enabled or hindered such a transition. Using a combination of team surveys and individual semi-structured team member interviews, data were collected on the enablers of and barriers to IPECP implementation in rural health settings in one Australian state. Using thematic analysis, three themes were developed from the interview data: IPECP remains a black box; drivers at the system level; and the power of an individual to make or break IPECP. Several recommendations have been provided to inform teams transitioning from multi-disciplinary to interprofessional models of service delivery.

scholarly journals Harmonious Healthcare Teams: What Healthcare Professionals Can and Cannot Learn from Chamber Musicians

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Clare M.C. Whitehead ◽  
Cynthia Whitehead ◽  
Gabrielle F.D. McLaughlin ◽  
Zubin Austin
Keyword(s):  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Structured Interviews ◽  
Professional Musicians ◽  
Group Function ◽  
Group Interactions ◽  
Team Members ◽  
Healthcare Teams ◽  
Effective Group

Background: As healthcare becomes increasingly team based, we need new ways of educating trainees to be collaborative team members. One approach is to look to other professions that have developed highly effective ways of collaborating. Doctors have already turned to musicians for specific lessons; however, as of yet, there has been little empirical study of the ways that musicians interact in ensembles, or analysis of how this might provide insights for healthcare. Our hypothesis is that healthcare teams might learn from understanding collaborative practices of chamber musicians.Methods and Findings: We undertook an exploratory study of professional musicians playing in non-conducted ensembles. We used semi-structured interviews to explore factors the musicians considered important for effective group function. The interviews were transcribed and coded thematically. We identified three prominent themes that have relevance for healthcare teams.Conclusions: The highly individual nature of each musical group’s identity suggests that a focus on generic interprofessional education skills development may be insufficient. Furthermore, musicians’ understanding of the fundamental role of non-melodic parts provides the possibility of more nuanced leadership models. Finally, essential differences between musicians’ interactions in rehearsals and performances highlight the importance of varied forms of group interactions.

scholarly journals Exploring student fitness to practise (FTP) issue identification and management with allied health clinical educators in a tertiary health service

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Melanie K Farlie ◽  
Joanne Thorpe ◽  
Kristin Lo
Keyword(s):  
Interprofessional Education ◽  
Allied Health ◽  
Management Strategies ◽  
Learning Needs ◽  
Education Session ◽  
Clinical Placements ◽  
Professional Students ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Support Students

Background: Health professional students may experience fitness to practise (FTP) issues that affect their performance during clinical placements.  Previous research with physiotherapy clinical educators found educators were aware of student FTP issues but lacked confidence in assisting students with FTP issues in the clinical setting.Aim: This research project aimed to 1) evaluate if a brief interprofessional education session changed the knowledge of supports and/or confidence of allied health clinical educators to manage student FTP issues that arise on clinical placement, 2) to elucidate personal experiences of allied health clinical educators with student FTP issues and 3) to explore allied health educator recommendations of strategies to use when supporting students on clinical placement.Method: Allied health clinical educators attended a 1.5-hour workshop about student FTP. Participants identified student FTP issue identification and management strategies during clinical placements and completed pre-post surveys. Quantitative and qualitative data were analysed with independent t-tests, content and thematic analysis respectively.Results: Forty-six clinical educators from nine professions participated. Participants initially lacked confidence and identified a need for training to support students with FTP issues.  On reflection participants identified numerous strategies that use or recommend to support students with additional learning needs, and confidence increased following the session.Discussion:  A brief facilitated workshop had an immediate impact on clinical educator confidence regarding defining FTP and knowledge of supports available.  Participants offered several experience informed insights and recommendations that build on a previous study of physiotherapy clinical educators. Conclusion:  A brief education session with an interprofessional group of allied health clinical educators elucidated a number of important strategies to consider when supporting students with FTP issues in the clinical setting.

scholarly journals Interprofessional education and collaborative practice policies and law: an international review and reflective questions

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Marie-Andrée Girard
Keyword(s):  
Interprofessional Education ◽  
Healthcare Workers ◽  
Collaborative Practice ◽  
Main Body ◽  
Legal Environment ◽  
Global Policy ◽  
Healthcare Settings ◽  
Care Approach ◽  
Reflective Questions ◽  
Incomplete Picture

Abstract Background Healthcare is a complex sociolegal setting due to the number of policymakers, levels of governance and importance of policy interdependence. As a desirable care approach, collaborative practice (referred to as interprofessional education and collaborative practice (IPECP)) is influenced by this complex policy environment from the beginning of professionals’ education to their initiation of practice in healthcare settings. Main body Although data are available on the influence of policy and law on IPECP, published articles have tended to focus on a single aspect of policy or law, leading to the development of an interesting but incomplete picture. Through the use of two conceptual models and real-world examples, this review article allows IPECP promoters to identify policy issues that must be addressed to foster IPECP. Using a global approach, this article aims to foster reflection among promoters and stakeholders of IPECP on the global policy and law environment that influences IPECP implementation. Conclusion IPECP champions and stakeholders should be aware of the global policy and legal environment influencing the behaviors of healthcare workers to ensure the success of IPECP implementation.

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.

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