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Stull C, Lei F, North S. First-year health professions students' interprofessional identity development following participation in a brief introductory interprofessional activity: a qualitative study. J Interprof Care 2024:1-10. [PMID: 39199006 DOI: 10.1080/13561820.2024.2391353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 08/03/2024] [Accepted: 08/05/2024] [Indexed: 09/01/2024]
Abstract
Healthcare providers need to simultaneously identify with their own profession and the broader interprofessional group to improve interprofessional team functioning and collaboration. The purpose of this study was to explore firstyear healthcare students' interprofessional identity development following a brief introductory interprofessional activity. The Extended Professional Identity Theory (EPIT) served as the framework for this qualitative study. The sample included 1,047 students from 19 different health professions at one institution in the first semester of their professional program. Deductive content analysis was used to analyze students' reflections from two reflective questions in a mandatory course evaluation survey. The 24-item version of the Extended Professional Identity Scale was used as a structured categorization matrix for deductive coding of student reflections to the three EPIT constructs: interprofessional belonging, commitment, and beliefs. Participant responses, spanning all three EPIT constructs, support the ability of early health professions learners to demonstrate the development of an emerging interprofessional identity. Future research is needed to assess IPI at various points across the curriculum and to explore between profession differences and the implications for foundational IPE design and learning along the continuum into practice.
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Affiliation(s)
- Cynthia Stull
- Department of Primary Dental Care, University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
| | - Fang Lei
- School of Nursing, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Sara North
- Division of Physical Therapy Medical School, Center for Interprofessional Health University of Minnesota, Minneapolis, Minnesota, USA
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Fleming A, Buckley C, Kamal S, McCarthy N, Dalton-O'Connor C, Daly J, Roura M, Harding M, Wills T, Wall O, Ipe Development Group H, Young R. Development of a pilot interprofessional education workshop for healthcare students and assessment of interprofessional collaborative competency attainment. J Interprof Care 2023; 37:954-963. [PMID: 37161380 DOI: 10.1080/13561820.2023.2202189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 03/21/2023] [Accepted: 03/23/2023] [Indexed: 05/11/2023]
Abstract
We describe the development and student evaluation of a collaborative health service provider and higher education institution initiative designed to deliver an Interprofessional Education (IPE) pilot workshop program for healthcare students. The aim was to investigate whether an IPE workshop would result in improved student confidence in self-reported interprofessional competencies using the Interprofessional Collaborative Competency Attainment Scale (ICCAS) tool. The workshops involved interprofessional student groups working on a patient case followed by a facilitator-led discussion and patient representative interaction. There were three different voluntary, extra-curricular workshops. A total of 99 students registered, from 3rd to 5th year undergraduate and 2nd year graduate entry healthcare programs at a single Irish university in February 2022. Ninety-three post-workshop survey responses showed statistically significant improvements in the ICCAS subscales of Communication, Collaboration, Roles and Responsibilities, Collaborative Patient/Family-Centered Approach, and Team Functioning; Conflict Management showed less change. Students reported positively on the benefit of the patient representative, the workshop format, and the opportunity to collaborate with students from other professions. Our findings indicate that this was a beneficial and effective way to deliver IPE across a range of healthcare professions that led to improvements in self-reported interprofessional competencies.
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Affiliation(s)
- Aoife Fleming
- Pharmaceutical Care Group, School of Pharmacy, University College Cork, Cork, Ireland
- Pharmacy Department, Mercy University Hospital, Cork, Ireland
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
| | - Carmel Buckley
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- Nursing and Midwifery Planning and Development, Office of the Nursing and Midwifery Service Director, Cork, Ireland
| | - Susan Kamal
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Nora McCarthy
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| | - Caroline Dalton-O'Connor
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Jennifer Daly
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- South South-West Hospital Group, Health Service Executive, Cork, Ireland
| | - Maria Roura
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- School of Public Health, University College Cork, Cork, Ireland
| | - Mairead Harding
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- Cork University Dental School and Hospital, University College Cork, Cork, Ireland
| | - Teresa Wills
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Olivia Wall
- Primary and Community Care occupational Therapy, Health Service Executive South South-West, Cork, Ireland
| | | | - Rena Young
- Interprofessional Development Group, Health Service Executive/University College Cork, Cork, Ireland
- Discipline of Medical Imaging and Radiation Therapy, School of Medicine, University College Cork, Cork, Ireland
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Hanifah S, Sari CP, Medisa D, Rahmawati R. Competency Achievement of Apothecary Students through Community Health Interprofessional Program. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2022.8404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Objective: aims to measure the achievement of inter-professional competency of apothecary and medical students after taking IPE in a form of home care visit.
Methods: Fifty-eight students of pharmacy and seventy-eight medical students are listed in the community health interprofessional program (COHIP) by simulation on prescription service and followed by home visit to patients of public health center. Evaluation is conducted by taking the design of pre-test and post-test quasi-experimental without group control. The research result is measured by using Interprofessional Collaborative Competency Attainment Scale (ICCAS) consists of communication, collaborative, roles and responsibilities, collaborative patient/family-centered approach, conflict management/resolution, and team functioning. The compiled data are displayed descriptively in which statistical paired sample T-test was conducted.
Result: 134 respondents involved in this program had finished the pre-test and post-test. The highest mean values of IPE activity of apothecary and medical student are collaborative and conflict management/resolution domain. The overall statistical analysis result of ICCAS domains and items shows significant improvement.
Conclusion: Home visit program and simulation on prescription service in a frame of community health interprofessional program have effect towards the improvement of inter-professional competency of pharmacy and medical students, which consists of Communication, Collaborative, Roles and Responsibilities, Collaborative Patient/Family-Centered Approach, Conflict Management/Resolution, and Team Functioning.
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Haber J, Hartnett E, Cipollina J, Allen K, Crowe R, Roitman J, Feldman L, Fletcher J, Ng G. Attaining interprofessional competencies by connecting oral health to overall health. J Dent Educ 2020; 85:504-512. [PMID: 33230834 DOI: 10.1002/jdd.12490] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Revised: 10/28/2020] [Accepted: 10/30/2020] [Indexed: 12/17/2022]
Abstract
PURPOSE The purpose of this study was to evaluate the effectiveness of an annual oral-systemic health interprofessional education (IPE) clinical simulation and case study experience with nurse practitioner/midwifery (NP/MW), dental (DDS), medical (MD), and pharmacy (PharmD) students. METHODS The Interprofessional Collaborative Competency Attainment Scale (ICCAS) was used to measure students' self-reported attainment of interprofessional competencies before and after the IPE experience. Pre- and post-test surveys were completed by NP/MW, DDS, MD, and PharmD student cohorts from 2017 to 2019. Students also had the opportunity to provide qualitative feedback about their experience at post-test. Data were collected from IPE faculty facilitators to assess their perception of the value of the Teaching Oral-Systemic Health (TOSH) program. RESULTS Student ICCAS results demonstrated statistically significant improvement in self-reported interprofessional competencies among all types of students across all 3 years (P < 0.001); qualitative student comments reflected positive experiences with the TOSH program. Survey data from IPE faculty facilitators supported the value of the IPE experience for all students. CONCLUSIONS The findings demonstrate the effectiveness of the TOSH program in using oral-systemic health as a clinical exemplar to develop interprofessional competencies. The 2017-2019 data reinforce the credibility of scaling the TOSH model for developing interprofessional competencies with students from different health professions.
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Affiliation(s)
- Judith Haber
- New York University Rory Meyers College of Nursing, New York, New York, USA
| | - Erin Hartnett
- New York University Rory Meyers College of Nursing, New York, New York, USA
| | - Jessamin Cipollina
- New York University Rory Meyers College of Nursing, New York, New York, USA
| | - Kenneth Allen
- New York University College of Dentistry, New York, New York, USA
| | - Ruth Crowe
- New York University School of Medicine, New York, New York, USA
| | - Janna Roitman
- Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Long Island University Pharmacy, Brooklyn, New York, USA
| | - Lauren Feldman
- New York University College of Dentistry, New York, New York, USA
| | - Jason Fletcher
- New York University Rory Meyers College of Nursing, New York, New York, USA
| | - Grace Ng
- New York Simulation Center for the Health Sciences, A Partnership of the City University of New York and NYU Grossman School of Medicine, New York, New York, USA
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