scholarly journals Action, Reflection, and Evolution: A Pilot Implementation of Interprofessional Education across Three Rehabilitation Disciplines

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Teresa Paslawski ◽  
Renate Kahlke ◽  
Tara Hatch ◽  
Mark Hall ◽  
Lu-Anne McFarlane ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Research Team ◽  
Interprofessional Collaboration ◽  
Pilot Project ◽  
Group Meeting ◽  
Standard Practice ◽  
Limited Success ◽  
Pilot Implementation ◽  
One Year

Background: Interprofessional collaboration (IPC) is accepted as standard practice in healthcare. Because of this expectation, there is an increased need for growth in interprofessional education (IPE). Despite this need, the scholarship of IPE is limited. To better understand the challenges of IPE and improve on future endeavours, this article describes an IPE collaboration that was less successful, and the conclusions drawn from team reflection regarding IPE. We report on the challenges and the lessons learned.Methods and Findings: After one year of an IPE pilot project, the research team conducted a reflection exercise involving three iterations: 1) initial group meeting to discuss reflection questions, 2) individual review of meeting notes, 3) subsequent group meeting to confirm accuracy of the data. The confirmed data were then analyzed using thematic analysis.Conclusions: The key themes that emerged regarding the limited success of the pilot were focused on communication—between members of the research team, with the students, and with other faculty impacted by the pilot. Recommendations regarding improvements to facilitate future IPE initiatives are discussed. The summary conclusion of our exercise acknowledged that as IP educators we must remain vigilant to demonstrate IPC in the same manner as we teach it.

Perioperative accountable care teams: Improving surgical team efficiency and work satisfaction through interprofessional collaboration

2018 ◽  
Vol 28 (9) ◽  
pp. 223-230 ◽  
Author(s):  
Stephen R. Marrone
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Work Satisfaction ◽  
Turnover Time ◽  
Accountable Care ◽  
Surgical Team ◽  
Improvement Project ◽  
One Year ◽  
Education Initiative ◽  
Surgeon Satisfaction

The purpose of this performance improvement project was to design, implement and evaluate an interprofessional education initiative intended to improve surgical team efficiency, communication and work satisfaction. The development of interprofessional perioperative accountable care teams in three surgical specialties, cardiothoracic, neurosurgery and orthopedics, demonstrated a reduction in turnover time, increased staff, patient and surgeon satisfaction, and increased operating room (OR) revenue generated by the surgical specialties within one year of implementation.

Shining a Spotlight on Interprofessional Education & Evaluating an Interprofessional Pediatrics Educational Module Using Simulation

2016 ◽  
Author(s):  
Ana Krause
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Low Frequency ◽  
Pilot Project ◽  
Pediatric Care ◽  
Human Patient ◽  
Educational Module ◽  
Clinical Events ◽  
Human Patient Simulators ◽  
Patient Simulators

Interprofessional Education (IPE) occurs when two or more professions learn from, with, and about one another. There is a growing body of research indicating that IPE leads to enhanced professional practice, improved knowledge and skills, more enjoyable learning experiences, and can result in long term cost control from overall improvements in patient safety. Simulation learning, or the reenactment of routine or critical clinical events is now being incorporated into many IPE programs. Program participants work together to perform emergent care skills and scenarios in a controlled environment on high‐fidelity human patient simulators. Interprofessional collaboration and simulation is essential in pediatric care asit contributes to overall patient wellbeing and offers an opportunity to practice the skills used in an acute care incident, events that occur at low frequency in childhood. A research study through the Faculty of Health Sciences, evaluates the introduction of an interprofessional pediatrics educational module amongst nursing and medical students at Queen’s University. This study is part of an innovative pilot project aimed at improving patient welfare and safety through interprofessional health education using patient simulators.

scholarly journals Promoting Interprofessional Collaboration: A Pilot Project Using Simulation in the Virtual World of Second Life

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Deborah Lee Davis ◽  
Gylo Hercelinskyj ◽  
Lynette M. Jackson
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Pilot Project ◽  
Structured Interview ◽  
Learning And Teaching

Background: Contemporary health services increasingly call for teamwork and interprofessional collaboration, though undergraduate curricula provide few opportunities for students to develop the necessary skills. This article presents the results of an innovative pilot project focusing on providing an interprofessional clinical learning experience for students using the virtual world of Second Life.Methods and Findings: A pilot project was implemented and tested on a small group of students studying at two institutions in four healthcare programs. Qualitative descriptive methods were employed to analyze semi-structured interview transcripts. The evaluation revealed that participants were easily able to manage the technologies associated with Second Life and the learning and teaching strategies were engaging and useful. While the project provided students with an opportunity to learn more about the role of other health professionals and their contribution to patient care, it will require some development before it achieves in full the aim to promote interprofessional collaboration. Conclusions: Simulation in virtual worlds such as Second Life offers promise in the area of interprofessional education.

scholarly journals Assessing Interprofessional Learning during a Student Placement in an Interprofessional Rehabilitation University Clinic in Primary Healthcare in a Canadian Francophone Minority Context

2010 ◽  
Vol 1 (3) ◽  
Author(s):  
Paulette Guitard ◽  
Claire-Jehanne Dubouloz ◽  
Jacinthe Savard ◽  
Lynn Metthé ◽  
Anne Brasset-Latulippe
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Healthcare Delivery ◽  
Pilot Project ◽  
Interprofessional Learning ◽  
Student Placement ◽  
Professional Programs ◽  
Quality Patient Care ◽  
Francophone Minority ◽  
Delivery Models

Background: Interprofessional collaboration is deemed the key to quality patient care and the future for healthcare delivery models. Such a complex competency needs to be learned; as such, interprofessional education should be a key component of health professional programs. An Interprofessional Rehabilitation University Clinic was created to promote interprofessional education at the pre-licensure level. However, few resources are currently available to assess interprofessional learning; no tool (English or French) that specifically assesses interprofessional learning could be identified.Methods and Findings: A self-administered questionnaire was developed to assess interprofessional learning during a clinical placement. Using a single-group posttest-only design, this descriptive pilot project reports the results obtained with this tool for the first 15 students on placement at the Clinic. Preliminary findings suggest this tool helped demonstrate that, during placements in an interprofessional clinic, students developed some understanding of their own profession as well as of other professions. Responses showed that participants believe that interprofessional interventions are more efficient, save time, and facilitate sharing of information leading to a better comprehension of the clients’ situations. The tool suggests that students feel that an interprofessional educational experience is beneficial for clients and for themselves.Conclusions: Assessing interprofessional learning is challenging. Although the tool developed during this project is most promising, further research is warranted to increase its usefulness in assessing interprofessional learning.

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.

OP457 A Collaborative Horizon Scanning Alert For Disinvestment And Early Awareness

2020 ◽  
Vol 36 (S1) ◽  
pp. 10-10
Author(s):  
Vigdis Lauvrak ◽  
Kelly Farrah ◽  
Rosmin Esmail ◽  
Anna Lien Espeland ◽  
Elisabet Hafstad ◽  
...  
Keyword(s):  
Information Retrieval ◽  
Interest Group ◽  
Pilot Project ◽  
Relevant Information ◽  
Horizon Scanning ◽  
Google Alerts ◽  
One Year ◽  
The One ◽  
New Research ◽  
Google Search

IntroductionIn 2019, the Norwegian Institute for Public Health and Canadian Agency for Drugs and Technologies in Health (CADTH) received support from HTAi to produce a quarterly current awareness alert for the HTAi Disinvestment and Early Awareness Interest Group in collaboration with the HTAi Information Retrieval Interest Group. The alert focuses on methods and topical issues, and broader forecasts of potentially disruptive technologies that may be of interest to those involved in horizon scanning and disinvestment initiatives in health technology assessment (HTA).MethodsInformation specialists at both agencies developed search strategies for disinvestment and for horizon scanning in PubMed and Google. The template for the alert was based on an e-newsletter developed by the Information Retrieval Interest Group. Information specialists and researchers reviewed the monthly (PubMed) and weekly (Google) search results and selected potentially relevant publications. Additional sources were also identified through regular HTA and horizon scanning work.ResultsAlerts are posted quarterly on the HTAi Interest Group website; members receive an email notice when new alerts are available. While the revised PubMed searches are identifying relevant information, Google alerts have been disappointing, and this search may need to be revised further or dropped. When the one-year pilot project ends, in Fall 2020, interest group members will be surveyed to see if the alerts were useful, and whether they have suggestions for improving them.ConclusionsCollaborating on this alert service reduces duplication of effort between agencies, and makes new research in horizon scanning and disinvestment more accessible to colleagues in other agencies working in these areas.

Informed consent and nurses’ roles

2014 ◽  
Vol 21 (6) ◽  
pp. 684-694 ◽  
Author(s):  
Astrid P Susilo ◽  
Jan van Dalen ◽  
Michelene N Chenault ◽  
Albert Scherpbier
Keyword(s):  
Factor Analysis ◽  
Informed Consent ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
National Level ◽  
Hospital Setting ◽  
Informed Consent Process ◽  
Consent Process ◽  
Nurses And Physicians ◽  
Three Factor

Background: In Southeast Asia, the process of obtaining informed consent is influenced by both culture and policy at the hospital and national level. Both physicians and nurses play vital roles in this process, but physicians influence the roles of nurses. Objectives: Since the physicians and nurses often have different perspectives, it is important to investigate their views about the informed consent process and nurses’ roles therein and whether there is a difference between ideal and experienced practice (reality), and whether this differs across hospitals. Methods: A questionnaire was developed and a survey was conducted among physicians and nurses. Using exploratory factor analysis a three factor structure was determined: ‘nurses’ roles’, ‘barriers in informed consent’, and ‘adequacy of information’. Non-parametric tests were applied to compare nurses and physicians, and hospital setting. Participants and research context: Responses were obtained from 129 physicians and 616 nurses from two Indonesian hospitals. Those hospitals differ in ownership, location, and size. Ethical consideration: The study was reviewed by the hospital ethical committee. Participation was voluntary and confidentiality was ensured by keeping the responses anonymous. Findings: Physicians and nurses differ significantly on all three factors. The scores reflecting disparity between ideal and reality regarding nurses’ roles varied across professions, while barriers in informed consent differed between hospitals. Discussion: The differences between ideal and reality indicated that improvement in the informed consent process and nurses’ roles therein is called for. Varying views between physicians and nurses on nurses’ roles may hinder collaboration. The differences between hospital settings showed interventions may have to be customized for different settings. Conclusion: Views on nurses’ roles vary across professions. Views on barriers in informed consent vary across hospitals. Therefore interprofessional education is needed to promote interprofessional collaboration and intervention to improve informed consent practice should be tailored to the hospital context.

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.

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