A comparison of student attitudes and perceptions before and after an introductory interprofessional education experience

While the impact of fake news on viewers, particularly marginalized media users, has been a cause of growing concern, there has been little attention paid to the phenomenon of deliberately “manipulated” news published on social media by mainstream news publishers. Using qualitative content analysis and quantitative survey research, this study showed that consciously biased animated news videos released in the midst of the Umbrella Movement protests in Hong Kong impacted on both the attitudes of students and their participation in the protests. The findings raise concerns over potential use of the format by media owners to promote their preferred ideologies.

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A Structured Curriculum for Interprofessional Training of Emergency Medicine Interns

Western Journal of Emergency Medicine ◽

10.5811/westjem.2019.11.44139 ◽

2019 ◽

Vol 21 (1) ◽

pp. 149-151 ◽

Cited By ~ 1

Author(s):

Ashley Rider ◽

Tiffany Anaebere ◽

Mariko Nomura ◽

David Duong ◽

Charlotte Wills

Keyword(s):

Emergency Department ◽

Emergency Medicine ◽

Interprofessional Education ◽

Hospital Setting ◽

Scope Of Practice ◽

Registered Nursing ◽

Interprofessional Training ◽

Before And After ◽

Team Based Care ◽

Improve Health

Interprofessional education (IPE) has been shown to improve health outcomes and patient satisfaction. IPE is now represented in the Accreditation Council for Graduate Medical Education’s emergency medicine (EM) milestones given the team-based nature of EM. The Highland Allied Health Rotation Program (H-AHRP) was developed by residents to enhance and standardize IPE for EM residents in a single hospital setting. H-AHRP was incorporated into the orientation month for interns starting in the summer of 2016. EM interns were paired with emergency department preceptors in registered nursing (RN), respiratory therapy (RT), pharmacy (PH), laboratory (LAB), and social work (SW) in either a four-hour shadowing experience (RN, RT, PH) or lecture-based overview (LAB, SW). We conducted a survey before and after the program. Overall, the EM interns reported an improved understanding of the scope of practice and day-to-day logistics after working with the preceptors. They found the program helpful to their future as physicians and would recommend it to other residencies. The H-AHRP program allows for the early incorporation of IPE into EM training, enhances interns’ understanding of both the scope and logistics of their colleagues, and is a well-received effort at improving team-based care.

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Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care

Journal Of Nursing Practice ◽

10.30994/jnp.v2i1.43 ◽

2018 ◽

Vol 2 (1) ◽

pp. 51-57

Author(s):

Dina Zakiyyatul Fuadah ◽

Muhammad Taukhid

Keyword(s):

Experimental Design ◽

Antenatal Care ◽

Interprofessional Education ◽

Statistical Tests ◽

T Test ◽

Educational Institutions ◽

Learning Models ◽

Interprofessional Learning ◽

Qualitative And Quantitative ◽

Before And After

Background: Many educational institutions in Indonesia are familiar with the concept of interprofessional learning or interprofessional education but not many have applied. Facilitator readiness, one of the causes of this method has not been implemented optimally. Purpose: This study aims to determine the readiness of the lecturer as a facilitator in interprofessional learning. Methods: The pre-experimental design, pre and posttest design was used to examine a sample of 20 respondents which included the lecturers of nursing, midwifery and nutrition obtained by purposive sampling. Instrument to measure the readiness of lecturers using the RIPLS questionnaire. Result: The results of statistical tests using the T-Test found that the readiness of lecturers in the positive category where there was a change in readiness before and after being given an intervention in the form of interprofessional learning training with a Pvalue of 0.021. Conclusion: Educational institutions are recommended to start developing interprofessional education models that are mutually agreed upon and supported by clear facilities, policies and regulations. Subsequent research is expected to explore more appropriate interprofessional learning models through both qualitative and quantitative approaches

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A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning

PLoS ONE ◽

10.1371/journal.pone.0255086 ◽

2021 ◽

Vol 16 (7) ◽

pp. e0255086

Author(s):

Mitsuyuki Numasawa ◽

Nobutoshi Nawa ◽

Yu Funakoshi ◽

Kanako Noritake ◽

Jun Tsuruta ◽

...

Keyword(s):

Mixed Methods ◽

Nursing Students ◽

Interprofessional Education ◽

Japanese Version ◽

Dental Students ◽

Evidence Based ◽

Interprofessional Learning ◽

Before And After ◽

Explanatory Sequential Design ◽

Tokyo Medical

Background Interprofessional education (IPE) is crucial in dentistry, medicine, and nursing. However, scant mixed methods studies have compared the IPE outcomes across these disciplines to develop evidence-based IPE. This study explored the differences in the readiness of dental, medical, and nursing students for interprofessional learning before and after IPE workshops and elucidated reasons for this disparity. Methods Data were obtained from dental, medical, and nursing students who participated in IPE workshops conducted at Tokyo Medical and Dental University in Japan in 2019 and 2020. The participants filled the validated Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS) before and after attending the workshops (n = 378). Paired t-tests were performed to assess differences between the pre- and post- workshop RIPLS scores. Welch’s t-tests were deployed to evaluate interdisciplinary differences in their scores. Qualitative analyses were conducted using an explanatory sequential design with focus group discussions (FGDs) held with 17 dental students to explain the quantitative results. Results Total RIPLS scores increased significantly for every discipline after the workshops (p < 0.001). Dental students scored significantly lower pre- and post- workshop aggregates than medical and nursing students, respectively (p < 0.001). The FGDs yielded three principal themes in the explanations tendered by dental students on their lower scores: 1) dental students rarely felt the need for interprofessional collaborations, 2) dentists often worked without the need for interprofessional collaborations, and 3) dental students believed their contribution to the workshop was insufficient. Conclusions The results revealed divergences in the readiness of dental, medical, and nursing students for interprofessional learning, and the study illuminated possible reasons for these disparities. These outcomes will help develop evidence-based IPE by indicating approaches to place a higher value on interprofessional collaborations in educational environments, ameliorate the awareness of educators, and enhance the workshop facilitation style.

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Interprofessional Education Activity to Improve Communication With Older Adults With Hearing Loss

Innovation in Aging ◽

10.1093/geroni/igaa057.011 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 4-4

Author(s):

Laura Gaeta ◽

Tara Sharpp

Keyword(s):

Older Adults ◽

Hearing Loss ◽

Nursing Students ◽

Interprofessional Education ◽

Complex Case ◽

Evaluation Data ◽

Age Related ◽

Before And After ◽

Education Activity ◽

Age Related Hearing Loss

Abstract The purpose of this study was to determine how an interprofessional education (IPE) intervention with Communication Sciences and Disorders (CSAD) and Nursing students can affect their ability to communicate effectively with older adults who have hearing loss. As the older adult demographic increases, healthcare professionals must provide competent care, which includes effectively managing hearing-related communication difficulties in an increasingly diverse population. Faculty received IRB approval to conduct a descriptive mixed-methods study to determine knowledge and satisfaction of students completing an IPE activity. Students were divided into teams of CSAD and Nursing students. Students listened to a brief presentation on IPE before they were introduced to a complex case study of an 84-year-old male with age-related hearing loss. We administered a knowledge assessment questionnaire (KAQ) we created regarding communication with older adults before and after the activity. A total of 92 participants in the two programs (n=36 CSAD, n=56 Nursing) completed the KAQ before and after the activity and an evaluation with a Likert-type scale and open-ended questions. CSAD students scored significantly higher than Nursing students on the KAQ at baseline (F=25.69, p<0.001) and KAQ scores increased significantly (F=57.04, p<0.001) among both groups from pretest to posttest. The evaluation data indicated students were able to learn other perspectives and found the experience valuable. Based on the improvement in scores on the KAQ and evaluation data, this IPE activity increased knowledge related to communication with older adults with hearing loss and awareness of the roles of other professions.

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GRADUATE STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MOBILE LEARNING AT KING KHALID UNIVERSITY (SAUDI ARABIA)

مجلة الجامعة الإسلامية للدراسات التربوية والنفسية ◽

10.33976/iugjeps.29.1/2021/28 ◽

2021 ◽

Vol 29 (1) ◽

Keyword(s):

Saudi Arabia ◽

Graduate Students ◽

Mobile Devices ◽

Mobile Learning ◽

Student Attitudes ◽

Education Data ◽

Positive Attitudes ◽

Attitudes And Perceptions ◽

Technological Developments ◽

Students Attitudes

Mobile Learning (mLearning) has become an influential educational technology in higher education. With the internet and other technological developments, mLearning makes it possible for students to learn, collaborate, and share ideas with each other. However, mLearning student acceptance is critical to its effectiveness. Attitudes toward learning is a vital factor in deciding whether or not students are ready to use mLearning for academic purpose. Student attitudes may identify strengths and weaknesses of mLearning and facilitate development of the technology. This qualitative study aims to investigate graduate students’ attitudes and perceptions toward using mLearning in education. Data were collected by conducting interviews with fourteen graduate students enrolled in masters and doctoral programs in the College of Education at King Khalid University (KKU), Kingdom of Saudi Arabia. Generally, graduate students in education disciplines had positive attitudes toward mLearning and expressed a desire to use it in their future educational settings. Students perceived mLearning to be valuable for academic purposes, noting the convenience of being able to access course materials, the ease of communicating with other students and professors at their own pace, and the flexibility mobile devices offer over desktop or laptop computers. However, students identified a few usability issues like small screen size and keyboards, and additional cost of mobile devices and the corresponding cost of Internet access as constraints for using mobile devices for learning.

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