scholarly journals Health Professions Students' Teamwork Before and After an Interprofessional Education Co-Curricular Experience

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Shelley C. Mishoe ◽  
Kimberly Adams Tufts ◽  
Leigh A. Diggs ◽  
James D. Blando ◽  
Denise M. Claiborne ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Roles And Responsibilities ◽  
Study Approach ◽  
Positive Attitudes ◽  
Before And After ◽  
Moderate Effect Size ◽  
Health Sciences Students

Background: Effective interprofessional collaboration may positively impact clinical outcomes, patient satisfaction, and cost effectiveness. However, educational silos and discipline-specific socialization have reinforced each health profession’s independent values, attitudes, and problem-solving approaches.Methods and Findings: Students’ (N = 376) attitudes about teamwork were measured with the Interprofessional Attitudes Scale, Teamwork, Roles, and Responsibilities subscale using a pretest-posttest design. Experiential learning strategies and a case study approach were used to introduce students to the roles and responsibilities of the students’ disciplines. There was a positive mean difference in pretest-posttest measures (p < .001) with a moderate effect size (r = .27).Conclusions: Providing opportunities for pre-licensure health sciences students to understand the roles and responsibilities of other disciplines through IPE co-curricular learning can enhance positive attitudes toward teamwork.

scholarly journals MANFAAT YANG DIDAPATKAN MAHASISWA DALAM MENGIKUTI INTERPROFESSIONAL EDUCATION (IPE) DENGAN PENDEKATAN CASE STUDY

2020 ◽  
Vol 11 (2) ◽  
pp. 1-5
Author(s):  
Fakhriatul Falah
Keyword(s):  
Interprofessional Education ◽  
Health Workers ◽  
Interprofessional Collaboration ◽  
Clinical Stage ◽  
Group Discussion ◽  
Case Study Approach ◽  
Study Approach ◽  
Patient Health ◽  
Team Decision

Background: To deal with problem sarising from miscommunication between health professions,  good collaboration between health workers must beim proved through Interprofessional Collaboration (IPC). Improvementof IPC can bed one by introduc in go ther professions and collaboration systems  since education period in campus through Interprofessional Education (IPE). In health polytechnic, IPE still a newthing in academicstage, andstill not implementedwell. IPE culture must beimproved in health institution so that collaboration ability of the student will formed before they entranced work climate.  One formof IPE implementation can bed one through case study approach between students with different majors. Purpose: This study aims to explore benefits of students in participating in IPE with a case study approach. Methods: this study used a qualitative design with a phenomenological method approach. The sample used was 12 informantsobtained through purposive sampling method. The student who agreed to be informant in theresearch, was involved in IPE simulation through case study. Student divided into small group discussion consisted of different majors, i.enursing majors, nutrision ist majors and midwifery majors. After simulation finished, the studen tasked about their experienced during simulation activity. Result;  Through the maticanalysis , wefound 4 the mesaccording to experience during IPE simulation; Cooperation and mutual understanding between professions, Imporved Problem Solving and Team Decision Making Ability, enlarge scientific knowledgeandeliminating professional selfishness or egoism. Conclusion; IPE with a case study approach can provide great benefits in increasing the ability of students to collaborate between different majors in solving patient health problems so that their implementation needs to be improved in thepre-clinical stage and during clinical practice.

scholarly journals A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nabil Sulaiman ◽  
Youssef Rishmawy ◽  
Amal Hussein ◽  
Maha Saber-Ayad ◽  
Hamzah Alzubaidi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Patient Care ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Study Cohort ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Positive Attitudes ◽  
Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

scholarly journals Posisi Semi Fowler terhadap Respiratory Rate untuk Menurunkan Sesak pada Pasien TB Paru

2020 ◽  
Vol 3 (2) ◽  
pp. 566-575
Author(s):  
Suhatridjas Suhatridjas ◽  
Isnayati Isnayati
Keyword(s):  
Respiratory Rate ◽  
Case Study Approach ◽  
Pulmonary Tb ◽  
Study Approach ◽  
Descriptive Research ◽  
Before And After ◽  
The Subject ◽  
Significant Change

The purpose of this study was to determine the effect of the semi-fowler position on Respiratory Rate in pulmonary TB patients in the Pelni Hospital in Jakarta. The method used in this research is descriptive research with a case study approach. The results showed that there was a change in respiratory rate from 21x / min to 18x / min in the subject I and 22x / min to 19x / min in subject II for three days of treatment. In conclusion, there is a significant change in the patient's breathing ability before and after the intervention.   Keywords: Semi Fowler Position, Respiratory Rate, Lung TB

scholarly journals Implementasi Problem Based Learning dalam Mengoptimalkan Pembelajaran di Sekolah Luar Biasa Putera Asih Kediri

2020 ◽  
Vol 7 (1) ◽  
pp. 90-103
Author(s):  
Sufirmansyah Sufirmansyah ◽  
Laundria Nanda Prameswati
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Young Generation ◽  
Case Study Approach ◽  
Study Approach ◽  
The Media

Abstract: This article aims to reveal the media and learning strategies at SekolahLuar Biasa (SLB) Putera Asih Kediri. Education is something important for everyIndonesian citizen. It does not distinguish between gender, ethnicity, race, culture,religion, even for children with special needs (Anak Berkebutuhan Khusus/ABK).However, the media and learning strategies used by the teacher in an extraordinaryschool (SLB) are certainly different from the teachers in public schools. This articlewas written according to a qualitative research that used a case study approach toreveal the implementation of PBL in SLB Putera Asih Kediri. This article concludethat every school needs creative teachers to use media and learning strategi es. Forthis reason, it is expected that each young generation can utilize media and learningstrategies that are appropriate to the needs of the students. PBL is very relevantwith the needs of ABK in SLB because it can be combined with the teacheroriented study. PBL can be used as an alternative learning strategy to increase theunderstanding of ABK, so they can solve their daily problems

scholarly journals Experiential interprofessional education for medical students at a regional medical campus

2018 ◽  
Vol 9 (1) ◽  
pp. e59-67 ◽  
Author(s):  
Laura Walmsley ◽  
Melanie Fortune ◽  
Allison Brown
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Healthcare Team ◽  
Positive Attitudes ◽  
Regional Medical ◽  
Regional Campus

Background: Regional medical campuses are often challenged with providing effective interprofessional education (IPE) opportunities for medical students that are comparable to those at main campuses. At distributed teaching sites, there is often less IPE infrastructure and fewer learners of other health professions. On the other hand, distributed medical education (DME) settings often have community-based clinical environments and fewer medical students, which can provide unique opportunities for IPE curriculum innovation.Methods: At the Niagara Regional Campus (NRC) of McMaster University, the Horizontal Elective for Interprofessional Growth & Healthcare Team ENhancement (HEIGHTEN) was developed to provide first-year medical students the opportunity to learn from and work alongside nurses in a community hospital. This study assesses HEIGHTEN’s impact on students’ knowledge, confidence, and attitudes towards interprofessional care, as well as student satisfaction with the learning experience using a mixed methods evaluation.Results: Findings suggest that HEIGHTEN provided an enjoyable learning experience, fostered positive interprofessional attitudes and an appreciation for the nursing role. Voluntary participation by medical students was high and increased both within the regional campus and with students from other campuses travelling to participate.Conclusion: This model for IPE can be feasibly replicated by distributed teaching sites to provide medical students with hands-on, experiential learning early in training, leading to positive attitudes and behaviours supporting interprofessional collaboration (IPC).

scholarly journals KESIAPAN MAHASISWA MENGHADAPI ERA INTERPROFESSIONAL COLLABORATION MELALUI MODEL INTERPROFESSIONAL EDUCATION (IPE) DALAM PENANGANAN KASUS STUNTING

2020 ◽  
Vol 11 (2) ◽  
pp. 42-45
Author(s):  
Syamsidar
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Sampling Technique ◽  
P Value ◽  
Research Subjects ◽  
Cross Sectional ◽  
Interprofessional Learning ◽  
Student Readiness ◽  
Before And After ◽  
Cross Sectional Design

Interprofessional Education (IPE) is a collaborative practice between two or more health professions that mutually learn the role of each health profession and aims to improve collaboration skills and the quality of health services. This study aims to determine the readiness of Poltekkes Gorontalo Student in facing Interprofessional Collaboration through IPE simulations to solve Stunting case.This research is a quantitative study with cross sectional design through data collection using the Readiness Interprofessional Learning Scale questionnaire in Gorontalo Health Polytechnic environment from April to October 2019. The research subjects were Diploma III Students in Nursing, Midwifery and Nutrition in Final Semester. The sampling technique used is proportionate stratified random sampling. Instrument Measurement of student readiness using standard Readiness Interprofessional Learning Scale questionnaire instruments. The Data were analyzed through frequency distribution and Chi-Square.Based on quantitative data analysis shows that there is an increase in Student readiness before and after following the IPE simulation with p value = 0,000.

scholarly journals RESOLUSI KONFLIK PEMILIHAN KEPALA DAERAH DI KECAMATAN TALAGA RAYA KABUPATEN BUTON TENGAH

ASKETIK ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 197-208
Author(s):  
Mahrudin Mahrudin
Keyword(s):  
Local Elections ◽  
Clean Water ◽  
Case Study Approach ◽  
Study Approach ◽  
Before And After ◽  
The Difference ◽  
The Government ◽  
Negative Impacts ◽  
Descriptive Method

The purpose of this paper is to examine and identify the problems that are the source of conflict over local elections in Talaga Raya District. This research focuses on conflicts that occur before and after local elections. By using a descriptive method and a case study approach, the results of the study showed that the conflict over the regional head election in Talaga Raya District originated from the Difference in Choice, Misunderstanding, Some Parties were disadvantaged and feeling sensitive. In addition, the conflict of local election which took place before and after the election had implications for the conflict over the control of fresh water sources which resulted in horizontal and vertical conflicts. Besides this conflict has also brought its own wisdom with the increase in the source of clean water which had only been one to three sources. Based on these results it can be said that besides bringing down the negative impacts of the conflict it can also bring down positive impacts in the Talaga Raya sub-district community. Therefore, in terms of conflict resolution, the government should be able to minimize the conflict as early as possible so it does not drag on so that it does not lead to physical conflict.

scholarly journals IPEC’s core competency 2 roles and responsibilities: What more do we need to implement these?

2019 ◽  
Vol 9 (7) ◽  
pp. 46 ◽  
Author(s):  
Joann C. Harper
Keyword(s):  
Health Care Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Core Competency ◽  
Barriers To Learning ◽  
Interprofessional Communication ◽  
Specific Content ◽  
Roles And Responsibilities ◽  
Value Ethics

The Interprofessional Education Collaborative (IPEC) has published guidelines to promote interprofessional collaboration. These guidelines are encompassed in four core competency sets. The core competencies are: Core 1: Value/Ethics, Core 2: Roles and Responsibilities, Core 3: Interprofessional Communication and Core 4: Teams and Teamwork. IPEC has outlined sub-competencies for each, which can be interpreted as a compilation of principles, behaviors, precepts and competencies. Together they serve to promote direction for interprofessional collaboration amongst health care professionals. However, the compilation may need more explanation to guide education and practice. Though the sub-competencies described in each core overlap in their application, specifically, Core 2: Roles and Responsibilities is explored for its underpinnings. The literature to date reflects educational delivery modes, but specific content is sparse, and not in the totality of the representative sub-competencies. Much of the literature omits the background that creates the context, and the content for, our deeper understanding of the principles. Therefore, important information is missing that underpins the competency statement set to teach and to learn these sub-competencies. The aim was to identify principles and applicable content to both support learning and to address barriers to learning, which may be essential to implement the sub-competency statements. The sub-competencies independent of further elucidation are unlikely to yield the comprehension needed for implementation and discernible actions that prompt interprofessional collaborative success.

scholarly journals Interprofessional education in geriatric medicine: towards best practice. A controlled before–after study of medical and nursing students

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e018041
Author(s):  
Sanja Thompson ◽  
Kiloran Metcalfe ◽  
Katy Boncey ◽  
Clair Merriman ◽  
Lorna Catherine Flynn ◽  
...  
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Geriatric Medicine ◽  
Control Group ◽  
Joint Learning ◽  
Interprofessional Learning ◽  
Roles And Responsibilities ◽  
Before And After

ObjectivesTo investigate nursing and medical students’ readiness for interprofessional learning before and after implementing geriatric interprofessional education (IPE), based on problem-based learning (PBL) case scenarios. To define the optimal number of geriatric IPE sessions, the size and the ratio of participants from each profession in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students’ concerns about joint learning and impact of geriatric IPE on these concerns. The study looked at the perception of roles and expertise of the ‘other’ profession in interprofessional teams, and students’ choice of topics for future sessions. Students’ expectations, experience, learning points and the influence on the understanding of IP collaboration, as well as their readiness to participate in such education again were investigated.DesignA controlled before–after study (2014/2015, 2015/2016) with data collected immediately before and after the intervention period. Study includes additional comparison of the results from the intervention with a control group of students. Outcomes were determined with a validated ‘Readiness for Interprofessional Learning’ questionnaire, to which we added questions with free comments, combining quantitative and qualitative research methods. The teaching sessions were facilitated by experienced practitioners/educators, so each group had both, a clinician (either geratology consultant or registrar) and a senior nurse.Participants300 medical, 150 nursing students.SettingTertiary care university teaching hospital.ResultsAnalysis of the returned forms in the intervention group had shown that nursing students scored higher on teamwork and collaboration post-IPE (M=40.78, SD=4.05) than pre-IPE (M=34.59, SD=10.36)—statistically significant. On negative professional identity, they scored lower post-IPE (M=7.21, SD=4.2) than pre-IPE (M=8.46, SD=4.1)—statistically significant. The higher score on positive professional identity post-IPE (M=16.43, SD=2.76) than pre-IPE (M=14.32, SD=4.59) was also statistically significant. Likewise, the lower score on roles and responsibilities post-IPE (M=5.41, SD=1.63) than pre-IPE (M=6.84, SD=2.75).Medical students scored higher on teamwork and collaboration post-IPE (M=36.66, SD=5.1) than pre-IPE (M=32.68, SD=7.4)—statistically significant. Higher positive professional identity post-IPE (M=14.3, SD=3.2) than pre-IPE (M=13.1, SD=4.31)—statistically significant. The lower negative professional identity post-IPE (M=7.6, SD=3.17) than pre-IPE (M=8.36, SD=2.91) was not statistically significant. Nor was the post-IPE difference over roles and responsibilities (M=7.4, SD=1.85), pre-IPE (M=7.85, SD=2.1).In the control group, medical students scored higher for teamwork and collaboration post-IPE (M=36.07, SD=3.8) than pre-IPE (M=33.95, SD=3.37)—statistically significant, same for positive professional identity post-IPE (M=13.74, SD=2.64), pre-IPE (M=12.8, SD=2.29), while negative professional identity post-IPE (M=8.48, SD=2.52), pre-IPE (M=9, SD=2.07), and roles and responsibilities post-IPE (M=7.89, SD=1.69), pre-IPE (M=7.91, SD=1.51) shown no statistically significant differences. Student concerns, enhanced understanding of collaboration and readiness for future joint work were addressed, but not understanding of roles.ConclusionsEducators with nursing and medical backgrounds delivered geriatric IPE through case-based PBL. The optimal learner group size was determined. The equal numbers of participants from each profession for successful IPE are not necessary. The IPE delivered by clinicians and senior nurses had an overall positive impact on all participants, but more markedly on nursing students. Surprisingly, it had the same impact on medical students regardless if it was delivered to the mixed groups with nursing students, or to medical students alone. Teaching successfully addressed students’ concerns about joint learning and communication and ethics were most commonly suggested topics for the future.

Interprofessional Education and Practice: A Primer for Training Future Clinicians

2014 ◽  
Vol 17 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Richard I. Zraick ◽  
Ana Claudia Harten ◽  
Fran Hagstrom
Keyword(s):  
United States ◽  
Health Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
The United States ◽  
Health And Wellness ◽  
Call To Action ◽  
Roles And Responsibilities ◽  
Challenges And Opportunities ◽  
Collaborative Learning Opportunities

Speech-language pathologists and audiologists often share roles and responsibilities with other professionals as they contribute to the health and wellness of clients/patients in educational and medical settings. Emerging changes in the educational and health care landscapes in the United States are increasing the demand for interprofessional collaboration to improve treatment outcomes. Programs in Communication Sciences and Disorders need to be responsive to health care and educational reforms and expose students to collaborative learning opportunities with those outside their professions. This introductory-level article reviews terminology and concepts related to two approaches to training tomorrow's clinicians today, Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP). The article also discusses the challenges and opportunities related to IPE and IPP, and makes a call to action for both approaches to address educational and health care changes in the United States.

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