scholarly journals Bridging the gap: Reflections on teaching interprofessional communication to undergraduate paramedic and nursing students

2014 ◽  
Vol 11 (4) ◽  
Author(s):  
Tania Johnston ◽  
Alex MacQuarrie ◽  
John Rae
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Large Scale ◽  
Shared Understanding ◽  
Educational Tool ◽  
Interprofessional Communication ◽  
Team Members ◽  
Clinical Handover ◽  
Staff Members

IntroductionThe literature emphasises the vital importance of interprofessional communication during clinical handover as being paramount to patient safety. At Charles Sturt University we explored how simulation can be employed in an interprofessional education (IPE) exercise exposing paramedic and nursing students to a high-pressure emergency department wherein they must engage in patient handover.MethodsOver a 4-day period in April 2012, 200 paramedic and nursing students participated in an intensive simulation exercise where they practised interprofessional communication. The project team subsequently debriefed all student and staff members to gain insight through the participants’ experiences.ResultsOur results demonstrated that students become more comfortable interacting and communicating with other team members during scenarios. In addition to experiencing first hand that IPE is an effective tool for developing communication skills, we determined that this could be successfully facilitated in a large-scale simulated IPE to help students develop a shared understanding between disciplines.ConclusionAcademics can work horizontally across disciplines to employ IPE in simulation as an educational tool to teach vital communication skills; and with paramedicine now being taught alongside nursing in tertiary centres, universities are well positioned to support collaborative interprofessional practice and communication.

scholarly journals Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education: an ethnographic study

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e027590 ◽  
Author(s):  
Ann Hägg-Martinell ◽  
Håkan Hult ◽  
Peter Henriksson ◽  
Anna Kiessling
Keyword(s):  
Nursing Students ◽  
Interprofessional Education ◽  
Ethnographic Study ◽  
Clinical Settings ◽  
Interprofessional Learning ◽  
Staff Members ◽  
Questions And Answers ◽  
Field Notes ◽  
Almost All ◽  
Acute Healthcare

ObjectivesAlmost all healthcare today is team-based in collaboration over professional borders, and numerous students have work-based learning in such contexts. However, interprofessional learning (IPL) in clinical settings has mostly been systematically explored in specially designed contexts dedicated to interprofessional education (IPE). This study aimed to explore the possibilities for IPL activities, and if or how they occur, in an acute ward context not dedicated to IPE.Design and settingBetween 2011 and 2013 ethnographic observations were performed of medical and nursing students’ interactions and IPL during early clerkship at an acute internal medicine ward in Sweden. Field notes were taken and analysed based on the framework of IPE:learning with, from and about.Participants21 medical, 4 nursing students and 30 supervisors participated.ResultsLearning with—there were no organised IPE activities. Instead, medical and nursing students learnt in parallel. However, students interacted with staff members from other professions.Learning from—interprofessional supervision was frequent. Interprofessional supervision of nursing students by doctors focused on theoretical questions and answers, while interprofessional supervision of medical students by nurses focused on the performance of technical skills.Learning about—students were observed to actively observe interactions between staff and learnt how staff conducted different tasks.ConclusionThis study shows that there were plenty of possibilities for IPL activities, but the potential was not fully utilised or facilitated. Serendipitous IPL activities differed between observed medical and nursing students. Although interprofessional supervision was fairly frequent, students were not learning with, from or about each other over professional borders.

scholarly journals Perception of interprofessional education and educational needs of students in South Korea: A comparative study

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243378
Author(s):  
So Jung Yune ◽  
Kwi Hwa Park ◽  
Yul Ha Min ◽  
Eunhee Ji
Keyword(s):  
Nursing Students ◽  
South Korea ◽  
Interprofessional Education ◽  
Educational Needs ◽  
Cross Sectional Study ◽  
Pharmacy Students ◽  
Present Level ◽  
Cross Sectional ◽  
Interprofessional Communication ◽  
The Difference

Due to the recent emphasis on the importance of interprofessional education (IPE) in healthcare fields, interest in IPE introduction is increasing in South Korea. The purpose of this study was to examine the differences in perceptions of medical, nursing, and pharmacy students regarding IPE. Also, the study aimed at identifying the priority rankings of educational needs by analyzing the differences between students’ perceptions of the importance level and the present level for each interprofessional competency. A cross-sectional study was carried out using a survey. A total of 1,500 questionnaires were distributed, of which 1,084 were returned (response rate, 72.3%). The participants were 559 medical, 393 nursing, and 96 pharmacy students. The questionnaire comprised items on the students’ perception of IPE and their interprofessional competency. The questionnaire comprised 12 items on their IPE perception and 9 items on their interprofessional competency. These items were developed by examining the content validity by medical educational specialists and conducting a factor analysis for verification. Data were analyzed using the t-test and ANOVA, and Borich’s formula was used to calculate the rank of educational needs.89.6% did not know the meaning of IPE. The difference in students’ perception of IPE was not significant by grade. Further, the level of IPE perception was higher for female than male students and for students who knew the meaning of IPE than those who did not. The nursing students’ perception of the importance, preference, and effectiveness of IPE was the highest, whereas medical students’ perception was the lowest. All students perceived their present level to be lower than the importance level for each interprofessional competency. Interprofessional communication skills (6.791) were highly necessary for students. These results will serve as baseline information for developing IPE programs in South Korea.

Understanding roles in health care through interprofessional educational experiences

2020 ◽  
Vol 29 (6) ◽  
pp. 364-372 ◽  
Author(s):  
Susan Furr ◽  
Susan Hayes Lane ◽  
Dana Martin ◽  
Dana E Brackney
Keyword(s):  
Nursing Students ◽  
Interprofessional Education ◽  
Educational Experiences ◽  
Baccalaureate Degree ◽  
Role Expectations ◽  
Healthcare Team ◽  
Team Members ◽  
Roles And Responsibilities ◽  
Baccalaureate Degree Nursing ◽  
Healthcare Workforce

Background: Students can find interacting within a healthcare team challenging. It is important for students to understand their role and respect those of other healthcare team members. Interprofessional education (IPE) is a strategy for exploring the roles of self and others within the team. Aim: The purpose of this study was to evaluate nursing students' perceptions of roles and responsibilities following an IPE experience. Methods: Students in an undergraduate baccalaureate degree nursing programme participated in a two-day IPE event with students in the physician's assistant's (PA) programme, pharmacy programme, and physical therapy (PT) programme. Findings: Self-perception and the perception of others were two main themes that emerged. The results suggested that roles and responsibilities are often misunderstood. Conclusion: Educators must be committed to educating our future healthcare workforce on role expectations and responsibilities within an individual's own profession and that of others. This education should start in the foundation stages of each discipline's educational curricula.

Integrating Spiritual Care During Interprofessional Simulation for Baccalaureate Nursing Students

2018 ◽  
Vol 37 (1) ◽  
pp. 94-99 ◽  
Author(s):  
Susan L. Huehn ◽  
Mary Beth Kuehn ◽  
Katherine E. Fick
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Spiritual Care ◽  
Interprofessional Education ◽  
Learning Experience ◽  
Health Care Team ◽  
Baccalaureate Nursing Students ◽  
Suicidal Patient ◽  
Interprofessional Communication ◽  
Interprofessional Teamwork

Interprofessional educational experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication and collaborative interprofessional teamwork. The aim of this descriptive qualitative study was to understand the experience of baccalaureate nursing students utilizing the hospital chaplain while caring for a suicidal patient in the emergency department during simulation. The need for interprofessional education is documented in the literature, but there are very few comprehensive, successful projects integrating spiritual care for nurse educators to use as models. This project can serve as a model of a successful interprofessional education initiative involving preprofessional nursing students and chaplain services. Overall, nursing students found the learning experience to be beneficial in preparation for professional practice on a collaborative interprofessional health care team.

Interprofessional Education

2022 ◽  
pp. 24-42
Author(s):  
Robert Earl McKinney ◽  
Anne D. Halli-Tierney ◽  
Allyson E. Gold ◽  
Rebecca S. Allen ◽  
Dana G. Carroll
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Case Series ◽  
Learning Objectives ◽  
Case Vignette ◽  
Educational Method ◽  
Team Members ◽  
Face To Face ◽  
Competing Demands ◽  
Sample Case

Interprofessional education (IPE) has emerged as a core educational method among human service and medical educational settings. Research suggests that learners who learn in IPE settings have better transdisciplinary communication skills and are better team members. Unfortunately, competing demands of multiple academic divisions can make facilitating IPE cumbersome. This chapter will describe the processes for developing, implementing, and evaluating an IPE experience drawn from de-identified patient records. The model includes information about incorporating learners from medicine, pharmacy, psychology, social work, and law, but could easily be expanded to include learners from other disciplines. The authors include descriptions of the process of implementing the unfolding case series in both face-to-face and live remote settings. This will include a sample case vignette, a pre-/post-survey, and learning objectives. Finally, the authors include opportunities for expansion and discussion of the challenges of implementing a curriculum targeted toward learners from diverse disciplines.

One Team–Patient, Family, and Health Care Providers: An Interprofessional Education Activity Providing Collaborative and Palliative Care

2017 ◽  
Vol 38 (05) ◽  
pp. 350-359 ◽  
Author(s):  
Christina Melvin ◽  
Nancy Lemieux ◽  
Kelly Melekis ◽  
Shelley Velleman ◽  
Mary Favro ◽  
...  
Keyword(s):  
Nursing Students ◽  
End Of Life ◽  
Health Care Providers ◽  
Interprofessional Education ◽  
Hospice Care ◽  
Care Providers ◽  
Interprofessional Communication ◽  
Undergraduate Nursing ◽  
Centered Care ◽  
Education Activity

AbstractThe article explains an approach to building interprofessional education (IPE) and interprofessional practice opportunities as well as content in palliative/hospice care within undergraduate and graduate curricula for six health disciplines, including speech-language pathology. Graduate students from nursing, medicine, communication sciences, and disorders, physical therapy, social work and nutrition, as well as undergraduate nursing students participated in one of four IPE training sessions using six videotaped simulation scenes portraying the progression of amyotrophic lateral sclerosis. Learning objectives included (1) engaging in effective interprofessional communication and teamwork, (2) discussing therapeutic patient/family communication, (3) employing supportive holistic care with patients and families at end of life, and (4) relating the patient's physiological assessment findings to the dying process. Students discussed the role of the interprofessional team in end-of-life care and were coached on ways to apply interprofessional communication, a key interprofessional education competency, using patient- and family-centered care principles. Results revealed strong positive agreement among the disciplines regarding the value of the learning opportunities provided during this IPE simulation activity.

scholarly journals Comparison of Communications Styles Amongst Students in Allied Health Professions Programs: How Do Our Students Communicate with Other Healthcare Providers?

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Amber Virya King Buhler ◽  
Amy E Coplen ◽  
Shawn Davis ◽  
Bobby Nijjar
Keyword(s):  
Patient Outcomes ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Personal Communication ◽  
Health Professions ◽  
Communication Styles ◽  
Patient Treatment ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Limited Effectiveness

Background: Optimal patient outcomes require communication between providers in multiple professions to initiate referrals, communicate patient treatment, and coordinate care. While there is a clear need for increased understanding of the terminology, skills, and scopes of practice of professional colleagues, these tools are of limited effectiveness if there is poor interpersonal communication between team members. Multiple bodies for Interprofessional Practice and Education (IPP/IPE) identify communication skills as an integral part of education. In fact, the third competency domain set down by the Interprofessional Education Collaborative, Interprofessional Communication, states that professionals should, “Recognize how one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the healthcare team, contributes to effective communication, conflict resolution, and positive interprofessional working relationships” [1].Methods and Findings: As part of a required interprofessional competence course, first-year students in ten health professions programs completed the Personal Coaching Style Inventory (PSCI) to self-identify personal communication styles. A series of one-way analysis of variance (ANOVA) analyses followed by Tukey post-hoc analyses were performed in order to identify significant differences in PSCI component scores between programs. Within groups, students discussed personal and cohort-wide findings as they impact teamwork. The majority of students identified with the Mediator style. Differences in style were also found in relation to profession, gender, and race. The activity prompted discussion of varied roles in team dynamics, and how differences in style could affect interprofessional teamwork.Conclusions: Self-awareness of personal communication styles as well as predominant styles of other health professions may enhance interprofessional communication\skills. The skill with which students approach their team roles in heterogeneous groups following graduation has the potential to increase team functionality and patient outcomes.

Advancing interprofessional education in communication

2021 ◽  
pp. 1-6
Author(s):  
Haley Buller ◽  
Betty R. Ferrell ◽  
Judith A. Paice ◽  
Myra Glajchen ◽  
Trace Haythorn
Keyword(s):  
Quality Improvement ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Application Process ◽  
Interprofessional Communication ◽  
Course Content ◽  
Training Project ◽  
Oncology Care ◽  
Oncology Practice ◽  
National Training

Abstract Objective The objective of this training project is to develop and host Interprofessional Communication courses to improve interdisciplinary communication in oncology care. The initial national course was held in a virtual format and included pre- and post-course participant data. The curriculum was developed with support from the National Cancer Institute. Methods A virtual two-day course was held to equip nurses, social workers, and chaplains with vital communication skills in oncology practice, so that they could return to their home institutions and teach communication skills to other healthcare professionals, with the intention of making improved communication a quality improvement goal. Fifty-two participants were selected through an application process to attend the virtual course in two-person interprofessional teams (e.g., nurse and chaplain, or social worker and nurse). The Interprofessional Communication Curriculum was based on the National Consensus Project for Quality Palliative Care's eight domains of quality palliative care. The six online modules developed by the investigators were presented in lectures, supplemented by discussion groups, role plays, and other methods of experiential learning. Results Pre- and post-course results identified areas of communication, which are a priority for improvement by oncology clinicians. Participant goals identified specific strategies to be implemented by participants in their settings. Significance of results The need for communication training was clearly demonstrated across professions in this national training course. Participants were able to apply course content to their goals for quality improvement in cancer settings.

scholarly journals The Preparation for Interprofessional Practice (IPP) in Nursing Students at Mahidol University, Thailand: The Situation Analysis

2021 ◽  
Vol 72 (2) ◽  
pp. 128-140
Author(s):  
Wimolrat Puwarawuttipanit
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Nursing Practice ◽  
Personal Information ◽  
Healthcare Personnel ◽  
P Value ◽  
Interprofessional Practice ◽  
Situation Analysis ◽  
Good Communication

Objective: This study involved a situation analysis of nursing students’ preparation and demand for interprofessional practice (IPP) with an aim to make improvements to the interprofessional education (IPE) curriculum. Methods: This was a situation analysis involving 58 responses (75.32%) from the Faculty of Nursing, Mahidol University, Thailand, performed between August and December 2019. Personal information, closed-ended questionnaires, and descriptive questionnaires were utilized to assess the participants’ perspectives regarding their approach to their preparation and demand for IPP. Reflection and interpretation methods were used to categorize the participants’ descriptive answers. Additionally, data are reported as the mean, frequency, percentage, and p-value as appropriate. Results: Overall, 45 (77.6%) participants had never taken the IPE course before. Of those who had taken the IPE course, 22.4% stated that having good communication skills was the main ability needed for multidisciplinary nursing practice in an open-ended question, participants indicated that their self-identity had the key effect on their confidence in multidisciplinary nursing practice (Non-IPE attendants, n = 19 (32.76%), IPE attendants, n = 6 (10.34%)). Furthermore, 77.78% of respondents said they prefer to perform nursing practice to prepare themselves to work with other healthcare professionals collaboratively. Conclusion: IPE not only benefits healthcare students by preparing them to be able to work in their field but also prepares them to be able to collaboratively operate with different healthcare personnel. In particular, communication skills, self-confidence, and nursing practice skills are important attributes that need to be prepared.

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