scholarly journals Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

2020 ◽  
Author(s):  
Jun Wang ◽  
Jie Guo ◽  
Yubin Wang ◽  
Dan Yan ◽  
Juan Liu ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Service Learning ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
The Other ◽  
Pharmacy Students ◽  
Control Group ◽  
Students Attitudes ◽  
Student Team

Abstract Background: During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ role, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.Methods: In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPEResults: Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.Conclusions: The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

scholarly journals Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

2020 ◽  
Author(s):  
Jun Wang ◽  
Jie Guo ◽  
Yubin Wang ◽  
Dan Yan ◽  
Juan Liu ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Service Learning ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
The Other ◽  
Pharmacy Students ◽  
Control Group ◽  
Students Attitudes ◽  
Student Team

Abstract Background During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ roles, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting. Methods In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPE Results Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness. Conclusions The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

scholarly journals Attitudes Toward Interprofessional Collaboration Among Students in the Health Care Professions

10.18060/2953 ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 556-572 ◽  
Author(s):  
Juyoung Park ◽  
Wesley Hawkins ◽  
Michele Hawkins ◽  
Elwood Hamlin
Keyword(s):  
Health Care ◽  
Social Work ◽  
Nursing Students ◽  
Social Worker ◽  
Interprofessional Collaboration ◽  
Reliability And Validity ◽  
Social Work Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Students Attitudes

This study investigated differences in attitudes expressed by medical, nursing, and social work students regarding interprofessional collaboration (a) between physician and nurse, (b) between nurse and social worker, and (c) between physician and social worker. A self-administered cross-sectional survey was presented to participants online. The Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC), a modified JSAPNC, and a demographic questionnaire were completed online by 80 students from medicine, nursing, and social work. Significant (p = ≤ .005) differences in attitudes toward interprofessional collaboration (IPC) were noted among social work, medical, and nursing students. Attitudes toward IPC in the health care setting were generally positive, with social work and nursing students showing more positive attitudes than medical students. Additional psychometric tests are required to obtain sound reliability and validity scores for the modified JSAPNC.

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 M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

Measuring Students' Attitudes toward College Education's Role in Addressing Social Issues

2008 ◽  
Vol 102 (3) ◽  
pp. 791-796 ◽  
Author(s):  
James E. Weber ◽  
Paula S. Weber ◽  
Barney L. Craven
Keyword(s):  
Service Learning ◽  
Business Education ◽  
Normative Data ◽  
Social Issues ◽  
Business Students ◽  
Learning Experience ◽  
Students Attitudes ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Standard Techniques

As service-learning projects have spread throughout academia, efforts to assess the service-learning experience have assumed a greater importance. The BERSI scale (Business Education's Role in addressing Social Issues) was developed as a measure of business students' attitudes toward social issues being addressed as part of a business education. As such, it was intended to be useful in assessing attitudinal outcomes of service learning. In order for the BERSI to be useful for nonbusiness students, the scale would need to be reconceptualized and revalidated. This study modified the BERSI items with a focus on college students in general rather than business students, making the resulting scale, College Education's Role in addressing Social Issues (CERSI), potentially helpful to service-learning researchers in a broader setting. The CERSI scale was then validated using standard techniques and normative data were reported.

scholarly journals Examining Nursing Students' Attitudes Towards Computer Use In Health Care

2020 ◽  
Vol 4 (1) ◽  
pp. 13-20
Author(s):  
Hülya BAYBEK ◽  
Arzu KIVRAK ◽  
Halime TOZAK YILDIZ ◽  
Merve ÇİFTÇİ
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Computer Use ◽  
Students Attitudes

scholarly journals Pharmacy Students’ Attitudes Towards Learning Communication Skills: The Case Of The United Arab Emirates

2015 ◽  
Vol 6 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Tharwat M. El-Sakran ◽  
Sawsan T. M. El-Sakran
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Patient Care ◽  
European Country ◽  
United Arab Emirates ◽  
Communication Skills ◽  
Clinical Pharmacy ◽  
Pharmacy Students ◽  
Students Attitudes ◽  
Skills Learning

Effective communication amongst pharmacists, especially clinical pharmacists, physicians, nurses, patients, patients’ families and relatives and health care personnel is essential. Poor communication does not only lead to frustration and lack of respect among professions but also may compromise patient care if important information is misunderstood, ineffectively conveyed, or left out. This research explores clinical pharmacy students’ and clinical pharmacy graduates’ attitudes towards the relevance and importance of learning communication skills in their pharmacy careers in the United Arab Emirates. For the purposes of this study, Rees, Sheard, and Davies’ (2002) Communication Skills Attitudes Scale (CSAS) is used to measure pharmacy students’ and pharmacy graduates’ attitudes towards communication skills learning. Although this measure was originally designed to measure medical students’ attitudes towards communication skills learning in a European country, the results obtained from our study are not dissimilar to those reported by Rees et al. (2002) in their study. The paper concludes with some practical suggestions for pharmacy experts in charge of pharmacy communication courses. 

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