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Allvin R, Thompson C, Edelbring S. Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. J Interprof Care 2024; 38:486-498. [PMID: 37589390 DOI: 10.1080/13561820.2023.2241505] [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: 11/15/2022] [Accepted: 06/27/2023] [Indexed: 08/18/2023]
Abstract
Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).
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Affiliation(s)
- Renée Allvin
- Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Carl Thompson
- School of Healthcare, University of Leeds, Leeds, UK
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Ayub F, Afzal N, Ali W, Asif F, Ul Hassan SS, Haque G, Ahmed FA, Ajani K, Tharani Z, Jaffer M, Haider AH, Aboumatar HJ, Latif A. Exploring medical and nursing students' perceptions about a patient safety course: a qualitative study. BMC MEDICAL EDUCATION 2024; 24:452. [PMID: 38664699 PMCID: PMC11044541 DOI: 10.1186/s12909-024-05348-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 03/25/2024] [Indexed: 04/29/2024]
Abstract
BACKGROUND Educating health professionals on patient safety can potentially reduce healthcare-associated harm. Patient safety courses have been incorporated into medical and nursing curricula in many high-income countries and their impact has been demonstrated in the literature through objective assessments. This study aimed to explore student perceptions about a patient safety course to assess its influence on aspiring health professionals at a personal level as well as to explore differences in areas of focus between medical and nursing students. METHODS A dedicated patient safety course was introduced for year III medical and year II and IV nursing students at the Aga Khan University (2021-2022). As part of a post-course assessment, 577 participating students (184 medical and 393 nursing) wrote reflections on the course, detailing its influence on them. These free-text responses were thematically analyzed using NVivo. RESULTS The findings revealed five major themes: acquired skills (clinical, interpersonal), understanding of medical errors (increased awareness, prevention and reduction, responding to errors), personal experiences with patient safety issues, impact of course (changed perceptions, professional integrity, need for similar sessions, importance of the topic) and course feedback (format, preparation for clinical years, suggestions). Students reported a lack of baseline awareness regarding the frequency and consequences of medical errors. After the course, medical students reported a perceptional shift in favor of systems thinking regarding error causality, and nursing students focused on human factors and error prevention. The interactive course format involving scenario-based learning was deemed beneficial in terms of increasing awareness, imparting relevant clinical and interpersonal skills, and changing perspectives on patient safety. CONCLUSIONS Student perspectives illustrate the benefits of an early introduction of dedicated courses in imparting patient safety education to aspiring health professionals. Students reported a lack of baseline awareness of essential patient safety concepts, highlighting gaps in the existing curricula. This study can help provide an impetus for incorporating patient safety as a core component in medical and nursing curricula nationally and across the region. Additionally, patient safety courses can be tailored to emphasize areas identified as gaps among each professional group, and interprofessional education can be employed for shared learning. The authors further recommend conducting longitudinal studies to assess the long-term impact of such courses.
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Affiliation(s)
- Farwa Ayub
- Centre for Patient Safety, Aga Khan University, Karachi, Pakistan
| | - Noreen Afzal
- Dean's Office, Aga Khan University Medical College, Karachi, Pakistan
| | - Wajid Ali
- Dean's Office, Aga Khan University Medical College, Karachi, Pakistan
| | - Fozia Asif
- Centre for Patient Safety, Aga Khan University, Karachi, Pakistan
| | | | - Ghazal Haque
- Centre for Patient Safety, Aga Khan University, Karachi, Pakistan
| | - Fasih Ali Ahmed
- Centre for Patient Safety, Aga Khan University, Karachi, Pakistan
- Division of Surgical Oncology, University Hospitals, Cleveland, OH, USA
| | | | - Zahra Tharani
- School of Nursing & Midwifery, Aga Khan University, Karachi, Pakistan
| | - Mehtab Jaffer
- School of Nursing & Midwifery, Aga Khan University, Karachi, Pakistan
| | - Adil H Haider
- Medical College, Aga Khan University, Karachi, Pakistan
| | - Hanan J Aboumatar
- Armstrong Institute for Patient Safety and Quality, Johns Hopkins Medicine, Baltimore, MD, USA
| | - Asad Latif
- Centre for Patient Safety, Aga Khan University, Karachi, Pakistan.
- Armstrong Institute for Patient Safety and Quality, Johns Hopkins Medicine, Baltimore, MD, USA.
- Department of Anaesthesiology, Aga Khan University, Karachi, Pakistan.
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Simin D, Dolinaj V, Brestovački Svitlica B, Grujić J, Živković D, Milutinović D. Blood Transfusion Procedure: Assessment of Serbian Intensive Care Nurses' Knowledge. Healthcare (Basel) 2024; 12:720. [PMID: 38610143 PMCID: PMC11012219 DOI: 10.3390/healthcare12070720] [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: 02/26/2024] [Revised: 03/18/2024] [Accepted: 03/22/2024] [Indexed: 04/14/2024] Open
Abstract
Many patients require administering one or more blood components during hospitalisation in the Intensive Care Unit (ICU). Therefore, nurses' knowledge of who is responsible for immediately administering blood transfusions, monitoring patients, and identifying and managing transfusion reactions is crucial. This cross-sectional descriptive-analytical study aimed to assess the knowledge of ICU nurses in tertiary healthcare institutions about blood transfusion procedures. The questionnaire about the transfusion procedure was designed and reviewed by experts. The questionnaire consisted of 29 items divided into three domains. The scores on the knowledge test ranged from 10 to 27. Generally, 57.7% of nurses had moderate, 23.4% low, and 18.9% high levels of knowledge about the transfusion procedure. Most nurses answered correctly about refreezing fresh frozen plasma, verifying the transfusion product, and identifying the patient. Of the nurses, 91.0% would recognise mild allergic reactions, and 98.2% knew about the supervision of sedated patients. Nurses showed poor knowledge of the length of usage of the same transfusion system for red blood cells, labelling, and transfusion administration in febrile patients. Nurses with higher education and longer working experience had significantly better outcomes (p = 0.000) on the knowledge test. Continuous education of ICU nurses on safe transfusion usage is recommended.
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Affiliation(s)
- Dragana Simin
- Department of Nursing, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia; (V.D.); (B.B.S.); (D.Ž.); (D.M.)
| | - Vladimir Dolinaj
- Department of Nursing, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia; (V.D.); (B.B.S.); (D.Ž.); (D.M.)
- Department of Anesthesia and Intensive Care, University Clinical Centre of Vojvodina, 21000 Novi Sad, Serbia
| | - Branislava Brestovački Svitlica
- Department of Nursing, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia; (V.D.); (B.B.S.); (D.Ž.); (D.M.)
- Institute for Child and Youth Health Care of Vojvodina, 21000 Novi Sad, Serbia
| | - Jasmina Grujić
- Department of Transfusiology, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia;
- Vojvodina Blood Transfusion Institute, 21000 Novi Sad, Serbia
| | - Dragana Živković
- Department of Nursing, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia; (V.D.); (B.B.S.); (D.Ž.); (D.M.)
| | - Dragana Milutinović
- Department of Nursing, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia; (V.D.); (B.B.S.); (D.Ž.); (D.M.)
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Pan JD, Ho KY, Liu HL, Huang JY, Zhang XL, Zeng QM, Lam KKW, Liu Q, Lin KL, Xu WT, Mao T, Wang Y, Ling DL. Implementation and effectiveness of a nurse navigation programme based on noddings' care theory in first-year undergraduate nursing students for professional identity and career planning: A quasi-experimental study. Nurse Educ Pract 2024; 75:103900. [PMID: 38277802 DOI: 10.1016/j.nepr.2024.103900] [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: 10/10/2023] [Revised: 01/08/2024] [Accepted: 01/12/2024] [Indexed: 01/28/2024]
Abstract
AIMS Development and evaluation of the effectiveness of a Nurse Navigation programme based on Noddings' Care theory on two dependent variables which were professional identity and career planning among first-year undergraduate nursing students. BACKGROUND First-year undergraduate nursing students generally have a low sense of professional identity and career planning, resulting in a loss of nursing power after graduation. Implemention of a Nurse Navigation program based on Noddings' Care theory may be potentially useful in cultivating their professional identity and career planning. DESIGN A quasi-experimental study. METHODS A convenience sample of 122 first-year undergraduate nursing students from two medical universities was recruited between September 2021 and June 2022. Students in the experimental group (n = 63) participated in the Nurse Navigation programme based on Noddings' Care theory, which contained four core components, spreading over 50 lessons. Those in the control group (n = 59) underwent a traditional training programme with five components across 44 lessons. The two groups were compared in terms of their level of professional identity by Professional identity questionnaire for nurse students (PIQNS) and career planning by Career planning questionnaire (CPQ) after the training using the t-test. RESULTS The mean score of professional identity in the experimental group increased significantly from 51.02 ± 8.46 at baseline to 58.02 ± 8.81 after the intervention (p < 0.001), with a large effect size (Cohen's d=0.810). Also, this post-intervention score was statistically significantly higher than that (52.86 ± 9.27) in the control group (p = 0.002), with a medium effect size (Cohen's d=0.571). The mean score of career planning in the experimental group increased significantly from 81.76 ± 9.86 at baseline to 94.52 ± 10.81 after the intervention (p < 0.001), with a large effect size (Cohen's d = 1.233). Also, this post-intervention score was statistically significantly higher than that (88.25 ± 9.30) in the control group (p < 0.001), with a medium effect size (Cohen's d=0.623). CONCLUSIONS The Nurse Navigation programme based on Noddings' Care theory showed effectiveness in enhancing professional identity and career planning among first-year undergraduate nursing students in China. Further rigorous studies are needed to examine its effectiveness and long-term impacts on these students.
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Affiliation(s)
- Jing-Da Pan
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Ka Yan Ho
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Hong-Li Liu
- Pulmonary and Critical Care Medicine Department, the Second Affiliated Hospital of Guangzhou Medical University, Guangzhou,Guangdong Province, China
| | - Jing-Yi Huang
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Xue-Ling Zhang
- Obstetrics department, the Third Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Qiao-Miao Zeng
- Department of Nursing Education and Research, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | | | - Qi Liu
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Ke-Lan Lin
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Wen-Ting Xu
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Ting Mao
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Yuan Wang
- School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China.
| | - Dong-Lan Ling
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China.
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Rasouli D, Norouzi A, Ramezani G, Hashemi A. A psychometric evaluation of inter-professional education competency tool in nursing and medicine students. BMC MEDICAL EDUCATION 2024; 24:110. [PMID: 38302962 PMCID: PMC10835904 DOI: 10.1186/s12909-023-04991-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 12/19/2023] [Indexed: 02/03/2024]
Abstract
INTRODUCTION Collaboration between nurses and doctors is necessary for offering care to patients. Using team performance assessment tools and surveying them can be effective in promoting inter-professional collaboration, and the lack of a credible tool to assess inter-professional collaboration competency between the two groups is a major challenge in the healthcare sector. The present study aimed to translate and conduct a psychometric investigation on the inter-professional education collaboration (IPEC) tool for the students of medicine and nursing. METHODS The present study was a cross-sectional one conducted as a psychometric investigation of the IPEC tool at the Iran University of Medical Sciences in 2022. The initial tool contained 42 items developed according to a 5-point Likert scale, which was translated into Persian with the consent of the original researcher. The validity index and the content validity ratio were investigated by a panel of 11 specialists in medical and clinical education, and its construct validity was evaluated using confirmatory factor analysis. Also, the second population of the study included medical and nursing students of Iran University of Medical Sciences and simple random sampling method. Moreover, the reliability of the instrument was investigated using internal consistency, Cronbach's Alpha, and test-retest methods. RESULTS Based on the indicators calculated to perform a psychometric investigation over the above tool, it had acceptable reliability and validity according to the specialists. The tool evaluates inter-professional collaboration competency between the students of medicine and nursing across four areas (values and ethics, roles and responsibilities, inter-professional communication, and team-based care and teamwork). Moreover, Cronbach's Alpha coefficient for the tool was determined at 0.84. CONCLUSION The results of the study showed that the above tool could evaluate inter-professional competency as a valid and reliable questionnaire, and its results could be utilized in planning and education.
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Affiliation(s)
- Davood Rasouli
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran
| | - Azam Norouzi
- Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Ghobad Ramezani
- Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.
| | - Akram Hashemi
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran
- Medical Ethics Department, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran
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Rodrigues da Silva Noll Gonçalves J, Noll Gonçalves R, da Rosa SV, Schaia Rocha Orsi J, Santos de Paula KM, Moysés SJ, Werneck RI. Potentialities and limitations of Interprofessional Education during graduation: a systematic review and thematic synthesis of qualitative studies. BMC MEDICAL EDUCATION 2023; 23:236. [PMID: 37046287 PMCID: PMC10099638 DOI: 10.1186/s12909-023-04211-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 03/30/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Rapid demographic, epidemiological, technological, cultural/behavioural, and educational transitions, as they become more complex, demand new integrated and complementary professional skills and abilities. Interprofessional Education (IPE) is a promising alternative to deal with these changes, especially in courses in the health area. This systematic review was to explore the potentialities and limitations of IPE, from the perspective of undergraduate students, through a thematic synthesis of qualitative studies. METHODS A thematic synthesis of qualitative studies was conducted. The question elaborated for this review was: "What is the impact of interprofessional education on the teaching and learning of students in the health area inserted in Higher Education Institutions?". The search strategy was performed in the electronic databases PubMed, Latin American and Caribbean Literature in Health Sciences (LILACS), Cochrane Library, and Scientific Electronic Library Online (SciELO). In addition, searches were carried out in grey literature on the ERIC platforms, ProQuest Disserts and Theses, and Academic Google. The assessment of the quality of the studies was carried out using the Critical Appraisal Skills Programme tool. Data were summarized through thematic synthesis. From the databases, 8,793 studies were identified. After standardized filters procedures, critical summaries, and assessment of relevance to the eligibility criteria, 14 articles were included. RESULTS The synthesis of the studies revealed the potential of this teaching approach, arranged in three analytical themes: learning from each other and about them; the value of education and interprofessional practice; patient-centred health care. On the other hand, some limitations were also identified, such as barriers related to EIP; the difficulties related to teaching methodologies. CONCLUSION Overcoming the identified limitations can enhance the results of the IPE, in view of its impact on the education of students and on the health care of the population.
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Affiliation(s)
| | - Rodrigo Noll Gonçalves
- Postgraduate Programme in Public Policy at the Federal University of Paraná, No. 632, Prefeito Lothário Meissner Avenue, Curitiba, Paraná, 80210-170, Brazil
| | - Saulo Vinicius da Rosa
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Juliana Schaia Rocha Orsi
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Karoline Maria Santos de Paula
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Samuel Jorge Moysés
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Renata Iani Werneck
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
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Juranić B, Včev A, Vuletić S, Rakošec Ž, Roguljić D, Mikšić Š, Jakab J, Vujanić J, Lovrić R. (Dis)Agreement with Dysthanasia, Religiosity and Spiritual Experience as Factors Related to Nurses' Workload during End-of-Life Care. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:955. [PMID: 36673711 PMCID: PMC9859098 DOI: 10.3390/ijerph20020955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 12/31/2022] [Accepted: 01/02/2023] [Indexed: 06/17/2023]
Abstract
This study intended to investigate whether the workload of nurses in the course of providing end-of-life care correlated with their religiousness, spiritual experience and level of agreement with dysthanasia procedures. The respondents included 279 nurses from four Croatian hospitals. A structured and validated instrument was applied. Almost 90% of respondents are religious, and almost 45% of them have daily spiritual experiences. Respondents, especially those with high levels of religiousness and spiritual experience, express a low level of agreement with dysthanasia (mean = 58.21; score = 25−125). Moreover, nurses self-rated (on a scale of 1−5) their workload as quite high, especially when performing contradictory tasks imposed on them by their superiors (mean = 3.05) and during direct contact with dying patients and their family members (mean = 2.56). This significantly highest level of workload was experienced by the youngest nurses (p = 0.01) and nurses with little work experience (p < 0.01). This study also indicated that nurses who agree with dysthanasia experienced a higher level of workload when providing end-of-life care (r = 0.178; p < 0.01), while more frequent spiritual experiences reduced the level of workload (r = −0.205; p < 0.01). A deeper understanding of nurses’ attitudes toward dysthanasia, as well as of their religiousness and spiritual experiences, may ensure the collection of data beneficial to the timely identification of potential risks caused by workload.
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Affiliation(s)
- Brankica Juranić
- Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
- Department of Nursing and Palliative Medicine, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
- Clinic for Internal Diseases, University Hospital Centre Osijek, 31000 Osijek, Croatia
| | - Aleksandar Včev
- Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
- Department of Nursing and Palliative Medicine, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
- Clinic for Internal Diseases, University Hospital Centre Osijek, 31000 Osijek, Croatia
| | - Suzana Vuletić
- Catholic Faculty of Theology in Đakovo, Josip Juraj Strossmayer University of Osijek, 31400 Đakovo, Croatia
| | - Željko Rakošec
- The Ministry of the Interior of the Republic of Croatia, 10000 Zagreb, Croatia
| | - Domagoj Roguljić
- Department of Nursing and Palliative Medicine, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
| | - Štefica Mikšić
- Department of Nursing and Palliative Medicine, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
| | - Jelena Jakab
- Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
- Department of Nursing and Palliative Medicine, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
| | - Jasenka Vujanić
- Department of Nursing and Palliative Medicine, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
| | - Robert Lovrić
- Department of Nursing and Palliative Medicine, Faculty of Dental Medicine and Health Osijek, Josip Juraj Strossmayer University of Osijek, 31000 Osijek, Croatia
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Jabbar S, Noor HS, Butt GA, Zahra SM, Irum A, Manzoor S, Mukhtar T, Aslam MR. A Cross-Sectional Study on Attitude and Barriers to Interprofessional Collaboration in Hospitals Among Health Care Professionals. INQUIRY : A JOURNAL OF MEDICAL CARE ORGANIZATION, PROVISION AND FINANCING 2023; 60:469580231171014. [PMID: 37162170 PMCID: PMC10184235 DOI: 10.1177/00469580231171014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
The need for an effective health personnel team is important due to the increasing complexity of patient care and increasing co-morbidities. Interprofessional collaboration (IPC) among healthcare professionals offers appropriate collaborative management for humans. This study aimed to assess the attitude and barriers to IPC in hospitals among healthcare professionals in Lahore, Pakistan. A cross-sectional study was conducted using a convenience sampling technique. Healthcare professionals (speech-language pathologists, audiologists, physiotherapists, occupational therapists, psychologists, psychiatrists, neurologists, ENT specialists, pediatricians, dentists, and nursing staff) working at Children Hospital, Shaikh Zayed Hospital, Pakistan Society for the Rehabilitation of the Disabled (PSRD), Lahore, Pakistan were included. The paper and online survey questionnaire composed in the google form and attitudes toward healthcare teams scale (ATHCT) and barriers scale toward interprofessional collaboration were used. Statistical package for the social sciences (SPSS) version 21 was used to analyze the survey data through frequency analyses and percentage distributions. Most of the respondents (response rate = 88.1%) had positive attitudes toward IPC and strongly agreed on 9 positive statements in ATHCT. Statistically, Major barriers were role and leadership ambiguity 68.6%, different goals of individual team members 68.1%, and 53.3% strongly agreed on the difference in levels of authority, power, expertise, and income. Although healthcare professionals have an optimistic attitude toward IPC, several healthcare professionals come across challenges during the practice of IPC. To overcome the analyzed barriers, the higher healthcare authorities must encourage interprofessional collaborative strategies and models.
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Affiliation(s)
- Sana Jabbar
- Riphah International University, Lahore, Pakistan
| | | | | | | | - Aleena Irum
- Riphah International University, Lahore, Pakistan
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Italian Translation and Validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Undergraduate Healthcare Student Context. Healthcare (Basel) 2022; 10:healthcare10091698. [PMID: 36141309 PMCID: PMC9498412 DOI: 10.3390/healthcare10091698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2022] [Revised: 08/30/2022] [Accepted: 09/02/2022] [Indexed: 11/25/2022] Open
Abstract
Interprofessional education requires that two or more professionals learn from and with each other to allow effective collaboration and improve health outcomes. Thus far, the interprofessional collaboration of healthcare students might be assessed using the Readiness for Interprofessional Learning Scale (RIPLS), which is currently not available in its Italian version. This study aimed to provide the intercultural adaptation of the RIPLS in Italian (I-RIPLS) and assess its validity and reliability. A two-phase validation study was performed in 2020, using a single-centre approach in students enrolled in the medical degree, physiotherapy, nursing, and dentistry courses at an Italian-speaking university in Albania. The first phase of the study determined the cross-cultural adaptation of the items by involving two translators who followed a forward and backward translation process. In the second phase, a sample of 414 students was enrolled. The preliminary corrected item-total correlations showed that five items did not show significant item-to-total correlations. Even if their deletion was not mandatory for generating a suitable correlation matrix for factor analysis, the advantages of keeping only items contributing to a more stable measurement with a shorter scale represented the rationale for removing items with non-significant item-to-total correlation from the correlation matrix before testing the dimensionality of the I-RIPLS with factor analysis. The answers from the first 50% of responders (n = 207) were used to determine the most plausible dimensionality of the I-RIPLS by employing an exploratory factor analysis (EFA), and the second 50% were used to cross-validate the most plausible dimensionality derived from EFA by employing confirmatory factor analysis (CFA) models. The most plausible dimensionality from EFA, by acknowledging the interpretation of the scree plot, the eigenvalues greater than 1, a parallel analysis, and the previous theoretical dimensions of the tool had two factors with adequate internal consistency. The CFA confirmed the two-factor solutions and the internal consistency for each domain. The I-RIPLS has 14 items with adequate evidence of validity and reliability. Future research should revise the tool for pursuing cross-cultural multigroup measurement invariance.
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Sakr CJ, Fakih L, Dejong J, Yazbick-Dumit N, Soueidan H, Haidar W, Boufarhat E, Akl IB. Can interprofessional education change students' attitudes? A case study from Lebanon. BMC MEDICAL EDUCATION 2022; 22:570. [PMID: 35871066 PMCID: PMC9308921 DOI: 10.1186/s12909-022-03608-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Interprofessional collaboration is key to improving the health of individuals and communities. It is supported by provision of Interprofessional education (IPE) which has recently emerged in the Middle East region. This study investigated changes in healthcare students' attitudes towards interprofessional collaboration after undertaking the Interprofessional Education and Collaboration (IPEC) course. METHODS A paper-based anonymous survey using the Interprofessional Attitude Scale (IPAS) was administered to a sample of 346 health students (nursing, medicine, and public health) pre/post undertaking the IPEC course. Less than half of the students provided a post response, with pre/post survey results of 111 pairs subsequently matched and analyzed. RESULTS Results showed elevated pre-course scores, an improvement in students' attitudes towards the interprofessional biases domain of the IPAS, and a slight decline in their scores in the remaining 4 domains (team roles and responsibilities, patient centeredness, community centeredness, and diversity and ethics). These changes were not statistically significant, except for the patient centeredness domain (p = 0.003**). CONCLUSIONS The study provided important results about attitudes towards interprofessional collaboration. These findings are essential because our institution is one of few in Lebanon that provides this mandatory course to a large group of health professionals. Future studies should investigate these changes in attitude scores in a larger sample size, and how these attitudes would influence collaboration post-graduation.
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Affiliation(s)
- Carine J Sakr
- Employee Health Unit, Department of Family Medicine, Faculty of Medicine, American University of Beirut Medical Center, 1107 2020, Beirut, Lebanon
| | - Lina Fakih
- Employee Health Unit, Department of Family Medicine, Faculty of Medicine, American University of Beirut Medical Center, 1107 2020, Beirut, Lebanon
| | - Jocelyn Dejong
- Faculty of Health Sciences, American University of Beirut, Riad El Solh, PO Box 11-0236, 1107 2020, Beirut, Lebanon
| | - Nuhad Yazbick-Dumit
- Hariri School of Nursing, American University of Beirut, 1107 2020, Beirut, Lebanon
| | | | - Wiam Haidar
- American University of Beirut, 1107 2020, Beirut, Lebanon
| | | | - Imad Bou Akl
- Department of Internal Medicine, Division of Pulmonary and Critical Care Medicine, American University of Beirut Medical Center, Beirut, Lebanon.
- Department of Internal Medicine, AUBMC, 1107 2020, Beirut, Lebanon.
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11
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Peterson KS, Mishark KJ, Knuttinen G, Hagler D, Speer TM, Stevens CJ. Honors students in the health professions: An academic-practice partnership for developing interprofessional competencies through simulation. J Prof Nurs 2021; 37:985-994. [PMID: 34742532 DOI: 10.1016/j.profnurs.2021.07.011] [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: 12/31/2020] [Indexed: 10/20/2022]
Abstract
Abundant literature supports the value of interprofessional education (IPE) in health profession programs, but few studies focus on undergraduate honors students. The goals of this academic-practice partnership quality improvement project were to increase awareness of IPE, provide experiential opportunities to learn the principles of interprofessional practice, assess perceptions of readiness for practice, and to explore motivations and learning expectations of undergraduate nursing and pre-medical honors students. Average scores on the Readiness for Interprofessional Learning Scale (RIPLS) increased in several areas after the IPE simulation experiences, with small to medium effect sizes (Cohen's d) on individual items and two subscales (Teamwork & Collaboration and Positive Professional Identity). Themes identified in the narrative data were opportunity, fun, self-awareness, situational awareness, and the value of teamwork. These findings add to literature on honor students' expectations and motivations for learning and can be used in designing interprofessional collaborative learning activities for undergraduate health profession students.
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Affiliation(s)
- Katherine S Peterson
- Arizona State University (ASU)/Mayo Clinic Collaborative Pre-Licensure Nursing Program; Adjunct Faculty, ASU Edson College of Nursing and Health Innovation; Faculty, ASU Barrett Honors College; Instructor in Nursing, Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States.
| | - Kenneth J Mishark
- Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States
| | - Grace Knuttinen
- Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States
| | - Debra Hagler
- ASU Edson College of Nursing and Health Innovation; Faculty Honors Advisor, ASU Barrett Honors College, United States
| | - Therese M Speer
- ASU Edson College of Nursing and Health Innovation, United States
| | - Carol J Stevens
- ASU Edson College of Nursing and Health Innovation; Faculty Honors Advisor, ASU Barrett Honors College (Retired), United States
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12
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Gusar I, Tokić A, Lovrić R. Psychometric Analysis of the Professional Identity Questionnaires in Croatian Nursing Student Context. SAGE Open Nurs 2021; 7:23779608211044600. [PMID: 34632060 PMCID: PMC8495505 DOI: 10.1177/23779608211044600] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 08/19/2021] [Indexed: 11/16/2022] Open
Abstract
Introduction: The identification of nursing students with their profession, as well as gained professional competencies, are the crucial factors of the quality of their future work activities and the level of safety of the patient they are taking care of. Therefore, it is of utter importance to estimate the nursing students' professional identity during their education. Objectives: The purpose of this study was to translate Professional Identity Five-Factor Scale and Identity questionnaire, to test their psychometric properties in Croatian practice and to identify more suitable instrument of measuring the level of nursing students' professional identity in Croatian context. Methods: Quantitative, cross-sectional two-phase study was performed. In the first phase translated questionnaires were administered to a sample of 432 nursing students. Based on the confirmatory factor analysis (CFA), which revealed poor model fit, the principal component analysis was conducted. In the second phase, CFA was used to test the Croatian version of the instruments' factor structure on a sample of 222 students with different study orientations. Results: The CFA results, conducted in first phase, do not support the original version of the factor structures of the Professional Identity Five-Factor Scale and Identity models. The exploratory approach showed that the translated Professional Identity Five-Factor Scale had three factors with good psychometric properties explaining 49.35% of the variance. Translated Identity questionnaire had a two-factor structure (63.46% explained variance) with good reliability properties. In the second phase, on another heterogeneous sample of students, the described factor structure was found to have a good model fit obtained by CFA. Conclusions: According to the findings, Professional Identity Five-Factor is more appropriate for evaluating professional identity of nursing students, and Identity is probably better suited to measure professional identity among working professionals.
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Affiliation(s)
- Ivana Gusar
- Faculty of Medicine, J. J. Strossmayer University of Osijek, Osijek, Croatia.,Department of Health Studies, University of Zadar, Zadar, Croatia
| | - Andrea Tokić
- Department of Psychology, University of Zadar, Zadar, Croatia
| | - Robert Lovrić
- Nursing Institute 'Prof. Radivoje Radić', Faculty of Dental Medicine and Health Osijek, J. J. Strossmayer University of Osijek, Osijek, Croatia
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13
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Rodrigues da Silva Noll Gonçalves J, Noll Gonçalves R, da Rosa SV, Schaia Rocha Orsi J, Moysés SJ, Iani Werneck R. Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Educ Pract 2021; 56:103212. [PMID: 34571466 DOI: 10.1016/j.nepr.2021.103212] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 09/08/2021] [Accepted: 09/12/2021] [Indexed: 12/22/2022]
Abstract
AIM This systematic review was to explore the potentialities and limitations of Interprofessional Education (IPE), from the perspective of undergraduate students. BACKGROUND The increasing complexity in health increasingly demand professionals with the capacity to act in the face of new global challenges. Thus, this pedagogical approach presents itself as one of the most promising choices in facing these new obstacles. DESIGN A synthesis of quantitative studies and mixed methods. METHODS Studies involving quantitative analyzes were included, with no restriction on the date of publication and language. The search strategy was carried out in the electronic databases: PubMed, Latin American and Caribbean Literature in Health Sciences (LILACS), Cochrane Library and Scientific Electronic Library Online (SciELO). In addition, searches were carried out in gray literature on the ERIC platforms (ProQuest), ProQuest Disserts and Theses Full text and Academic Google. The assessment of the quality of the studies was carried out using the instrument by Downs and Black. The risks of bias in the studies were examined with the aid of the adapted version of the Cochrane Collaboration tool, with the domains of the Downs and Black instrument. RESULTS After standardized filter procedures, critical summaries and assessment of relevance to the eligibility criteria, 11 articles were included. The results showed that most students have a positive perception of IPE, with different factors influencing this research finding. The need to develop more robust assessment instruments is highlighted, in view of the insufficiency of tools with sufficient methodological rigor to measure real changes in attitudes among different groups of students. CONCLUSION More consistent research is needed, which assesses, in a longitudinal way, the effects that the IPE has on the teaching and learning of undergraduate students and its impact after professional training.
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Affiliation(s)
| | - Rodrigo Noll Gonçalves
- Postgraduate Programme in Public Policy at the Federal University of Paraná, No. 632, Prefeito Lothário Meissner Avenue, Curitiba, Paraná 80210-170, Brazil.
| | - Saulo Vinicius da Rosa
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Juliana Schaia Rocha Orsi
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Samuel Jorge Moysés
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
| | - Renata Iani Werneck
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, Curitiba, Paraná 80215-901, Brazil.
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14
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Suciu N, Mărginean CO, Meliț LE, Ghiga DV, Cojocaru C, Popa CO. Medical Students' Personalities: A Critical Factor for Doctor-Patient Communication. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18179201. [PMID: 34501788 PMCID: PMC8431279 DOI: 10.3390/ijerph18179201] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 08/24/2021] [Accepted: 08/29/2021] [Indexed: 12/30/2022]
Abstract
The aim of this study was to assess the level of creativity and personality traits and their mutual influence on medical students using the DECAS and BWAS. We performed a prospective descriptive study on 119 medical students from Târgu Mureș, Romania between November 2020 and July 2021, who answered questions relating to the BWAS and DECAS scales to evaluate their creativity and personality traits. Our findings pointed out a reverse correlation between age and both the original and revised BWAS (r = −0.2037, p = 0.0263; r = −0.1931, p = 0.0354). In terms of extraversion, we found a significant positive correlation for both openness (r = 0.3032, p = 0.0008) and emotional stability (r = 0.2868, p = 0.0016) and a negative correlation between extraversion and agreeability (r = −0.2394, p = 0.0087). Regarding creativity, we found positive correlations between emotional stability and both the original and revised BWAS (r = 0.20, p = 0.0279; r = 0.20, p = 0.0245). Medical students’ creativity might be positively influenced by emotional stability and seems to decrease with age. Higher extraversion scores could be related to increased openness and emotional stability as well as decreased agreeability.
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Affiliation(s)
- Nicoleta Suciu
- European and Research Projects Department, “George Emil Palade” University of Medicine, Pharmacy, Sciences and Technology, 540136 Târgu Mureș, Romania;
| | - Cristina Oana Mărginean
- Department of Pediatrics I, “George Emil Palade” University of Medicine, Pharmacy, Sciences and Technology, 540136 Târgu Mureș, Romania;
- Correspondence: ; Tel.: +40-723-278543
| | - Lorena Elena Meliț
- Department of Pediatrics I, “George Emil Palade” University of Medicine, Pharmacy, Sciences and Technology, 540136 Târgu Mureș, Romania;
| | - Dana Valentina Ghiga
- Department of Medical Scientific Research Methodology, “George Emil Palade” University of Medicine, Pharmacy, Sciences and Technology, 540136 Târgu Mureș, Romania;
| | - Cristiana Cojocaru
- Doctoral School of “George Emil Palade” University of Medicine, Pharmacy, Sciences and Technology, 540136 Târgu Mureș, Romania;
| | - Cosmin O. Popa
- Department of Ethics and Social Sciences, “George Emil Palade” University of Medicine, Pharmacy, Sciences and Technology, 540136 Târgu Mureș, Romania;
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15
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Flato UAP, Nemer P, Donega CR, Vieira AAC, Rubira C, Serva FM, Buchaim RL, Serva RLO. Awareness of interprofessional learning as a tool to improve a Brazilian university curriculum. J Interprof Care 2021; 36:670-675. [PMID: 34396885 DOI: 10.1080/13561820.2021.1965559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Interprofessional education is a key driver for patient-centered care. Interprofessionality in healthcare encourages team engagement and commitment, resulting in better outcomes and adherence to treatment. The present study aimed to use the adapted Readiness for Interprofessional Learning Scale (RIPLS) to analyze and correlate receptiveness to interprofessional education among Brazilian undergraduate students, to improve educational strategies. This research conducted a cross-sectional observational study of the perceptions and attitudes of healthcare students using an electronic questionnaire based on the RIPLS. The sample consisted of 938 students from seven healthcare courses of study at a public university. Students in psychology scored lowest overall. Men scored slightly higher (M = 103.9) than women (M = 101.9; p = .002). No significant differences were found in age, year of study, and previous higher education experience. The differences observed between students in the various courses reflects a process of curriculum improvement and promotion of change in institutional teaching and learning. The current study from Brazil presents the receptiveness of students from seven healthcare-related higher education courses to interprofessional education, providing a panel of data that can inform discussions of the possible causes of discrepancy between different courses of study.
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Affiliation(s)
- Uri Adrian Prync Flato
- Department of Medicine, University of Marília, Marília, Brazil.,Department of Medicine, University of São Caetano do Sul, São Caetano do Sul, Brazil
| | - Paula Nemer
- Department of Medicine, University of São Caetano do Sul, São Caetano do Sul, Brazil
| | - Carla Rafaela Donega
- Department of Medicine, University of São Caetano do Sul, São Caetano do Sul, Brazil
| | | | - Claudio Rubira
- Department of Medicine, University of Marília, Marília, Brazil
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Villagrán I, Jeldez P, Calvo F, Fuentes J, Moya J, Barañao P, Irarrázabal L, Rojas N, Soto P, Barja S, Fuentes-López E. Spanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context. J Interprof Care 2021; 36:318-326. [PMID: 34006180 DOI: 10.1080/13561820.2021.1888902] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The Readiness for Interprofessional Learning Scale (RIPLS) has been widely used to measure students' and professionals' attitudes toward interprofessional learning. However, inconsistencies have been reported concerning its validity and reliability. This study aimed to translate, adapt, and validate the RIPLS questionnaire to be applied to Spanish-speaking health sciences students in Chile. Content and construct validity evidence of the newly created Spanish version of the RIPLS scale were analyzed. An exploratory (EFA) and confirmatory (CFA) analysis were conducted, determining goodness-of-fit indexes. Reliability was evaluated through Cronbach's Alpha Coefficient. We assessed sensitivity to change of the RIPLS scale by comparing pre- and post-interprofessional education workshop scores. The EFA showed that there were three factors. In the CFA, most of the standardized factor loadings were higher than 0.3. Regarding internal consistency, Cronbach's Alpha was 0.86. The differences between the total RIPLS scores before and after the workshops were statistically significant. The Spanish version of RIPLS showed evidence of validity and reliability for use amongst health sciences students. The construct was adequately measured and was shown that it could be used to assess the impact of interprofessional education workshops.
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Affiliation(s)
- Ignacio Villagrán
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Paz Jeldez
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Fernanda Calvo
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Javiera Fuentes
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - José Moya
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Patricio Barañao
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile.,Hospital Josefina Martínez, Puente Alto, Chile
| | - Lisette Irarrázabal
- Escuela de Enfermería, Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Noelia Rojas
- Escuela de Enfermería, Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Paula Soto
- Escuela de Enfermería, Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Salesa Barja
- Hospital Josefina Martínez, Puente Alto, Chile.,Departamento De Gastroenterología Y Nutrición Pediátrica, División De Pediatría. Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Eduardo Fuentes-López
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
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Patient safety: Knowledge and attitudes of medical and nursing students: Cross-sectional study. Nurse Educ Pract 2021; 53:103089. [PMID: 34049090 DOI: 10.1016/j.nepr.2021.103089] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Revised: 05/12/2021] [Accepted: 05/13/2021] [Indexed: 11/22/2022]
Abstract
AIM The objective of this study to research medical and nursing students' level of knowledge of patient safety. BACKGROUND Patient safety represents the foundation of health care quality, while education represents a requirement which has to be fulfilled to achieve and maintain that quality. DESIGN The research was conducted as a descriptive/analytical cross-sectional survey, with medical and nursing students being the sample (n = 370). METHODS The research instrument was the WHO questionnaire "What is Patient Safety? ", which displayed good psychometric characteristics. RESULTS The research results indicate that the study department has a significant influence on the level of students' knowledge and attitudes to patient safety. Nursing students in their final academic year show statistically significantly higher level of knowledge in relation to the first year students. Medical students are not significantly different, in terms of the level of knowledge and attitudes, in their first and final academic years. CONCLUSIONS Knowledge and attitudes regarding patient safety shown by the students in this survey significantly contribute to the comprehension of the necessity of the implementation and development of patient safety course into the existing curricula and syllabi of all colleges and universities related to health care.
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Gusar I, Lazinica A, Klarin M. Work motivation, job satisfaction, and nursing record-keeping: do they differ in surgery and internal disease departments? CENTRAL EUROPEAN JOURNAL OF NURSING AND MIDWIFERY 2020. [DOI: 10.15452/cejnm.2020.11.0028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
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Bashatah AS, Al-Ahmary KA, Al Arifi M, Asiri YA, AlRuthia Y, Metwally AS, King CA, Williams B. Interprofessional Cooperation: An Interventional Study Among Saudi Healthcare Teaching Staff at King Saud University. J Multidiscip Healthc 2020; 13:1537-1544. [PMID: 33209033 PMCID: PMC7669497 DOI: 10.2147/jmdh.s279092] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 09/30/2020] [Indexed: 12/26/2022] Open
Abstract
Background Collaborative interprofessional practice improves health outcomes. Interprofessional education (IPE) is essential in improving this collaboration and the quality of care. Although the majority of IPE research focuses on students, the delivery of IPE requires multiple levels of support within educational institutions, particularly teaching staff that are positive about and advocate for IPE. This study explored the attitudes of teaching staff towards interprofessional collaboration across a range of professions in Health at King Saud University, Saudi Arabia. Methods A pre-test post-test design was used with 53 teaching staff from the Health Colleges, King Saud University, before and after an interprofessional development workshop. A 12-item, 3-subscale version of the IEPS was used to evaluate changes in the 3-subscales “competency and autonomy”, “perceived need for cooperation” and “perception of actual cooperation”. Results This study involved teaching staff from medicine, nursing, pharmacy, dentistry, applied medical science and emergency medical services. Results showed positive attitudes towards IPE, including competency and autonomy, the need for cooperation, and the perception of actual cooperation. The analysis also showed a statistically significant effect of subscale 1 (competency and autonomy) was produced between the pre- and post-workshop training. Conclusion Interprofessional collaboration across the Health Colleges is an essential component of IPE, just as IPE is an integral component of interprofessional collaborative practice. The findings provided a baseline, as well as an incentive, for further development in IPE, from policy through to practice, across the Health Colleges. Findings also showed teaching staff having a positive attitude towards interprofessional collaboration. Further research is needed on tools for measuring IPC across university hierarchies and disciplines, as well as on enablers of IPE (and not just barriers).
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Affiliation(s)
- Adel S Bashatah
- Department of Nursing Administration & Education, College of Nursing, King Saud University, Riyadh, Saudi Arabia
| | - Khalid A Al-Ahmary
- College of Public Health, King Saud Bin Abdul-Aziz University for Health Science, Jeddah, Saudi Arabia
| | - Mohamed Al Arifi
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Yousif A Asiri
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Yazed AlRuthia
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Ahmed Sayed Metwally
- Department of Mathematics, College of Science, King Saud University, Riyadh, Saudi Arabia
| | - Christine A King
- Department of Paramedicine, Monash University, Frankston, VIC, Australia
| | - Brett Williams
- Department of Paramedicine, Monash University, Frankston, VIC, Australia
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Olsson C, Lachmann H, Kalén S, Ponzer S, Mellstrand Navarro C. Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses. BMC MEDICAL EDUCATION 2020; 20:398. [PMID: 33129339 PMCID: PMC7603747 DOI: 10.1186/s12909-020-02327-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Accepted: 10/21/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Interprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students' personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students' attitudes towards IPE. METHODS Seventy nine medical students in their 9th term (63% females, mean age 29 years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb's learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions. RESULTS When investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb's learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score. CONCLUSION There was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.
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Affiliation(s)
- Caroline Olsson
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Forskningscentrum, Sjukhusbacken 10, Södersjukhuset, SE-118 46 Stockholm, Sweden
| | - Hanna Lachmann
- Department of Health Sciences, The Swedish Red Cross University College, Huddinge, Sweden
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Susanne Kalén
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
| | - Sari Ponzer
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
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Pedersen TH, Cignacco E, Meuli J, Habermann F, Berger-Estilita J, Greif R. The German interprofessional attitudes scale: translation, cultural adaptation, and validation. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc32. [PMID: 32566734 PMCID: PMC7291384 DOI: 10.3205/zma001325] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 08/25/2019] [Revised: 01/14/2020] [Accepted: 02/11/2020] [Indexed: 05/10/2023]
Abstract
Objectives: The implementation of obstetric hybrid simulation and interprofessional collaboration between midwives and anesthetists in labor emergencies fostered the need to evaluate the impact of such a program. The original Interprofessional Attitude Scale (IPAS) assesses interprofessional attitudes among health professional students and includes the 2011 and 2016 Interprofessional Collaborative Practice report competency domains. The purpose of this study was to create a German version of the IPAS (G-IPAS) to use for the education of healthcare students. Methods: We performed the translation and validation of the IPAS in five steps: translation to German according to the International Society of Pharmaeconomics and Outcome Research guidelines; nine cognitive interviews with healthcare professionals and students;calculation of the Content Validity Index (CVI) by expert opinion; exploratory factor analysis (EFA); and internal consistency by Cronbach's alpha. All study participants gave written informed consent and the cantonal ethics committee waived further ethical approval. Results: The cognitive interviews led to replacement of single-item wording. We retained 27 items for CVI analysis. The averaged overall CVI was 0.79, with 15 items ≥0.89. 185 students (70 medicine, 51 nursing, 48 physiotherapy, and 16 midwifery) contributed with data for the EFA and it produced three subscales. "Teamwork, roles, and responsibilities" with factor loadings ≥0.49, "Patient-centeredness" with factor loadings ≥0.31, and "Community-centeredness" with factor loadings ≥0.57. Two items of the total scale were deleted, and four items were redistributed to another subscale. Cronbach's alpha for the overall G-IPAS scale was 0.87. After deleting and redistributing items in subscales, a new Scale-CVI/Average was calculated and was 0.82. Conclusions: Based on a rigorous validation process, the G-IPAS provides a reliable tool to assess attitudes towards interprofessional education among different healthcare professions in German-speaking countries.
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Affiliation(s)
- Tina H. Pedersen
- University of Bern, Bern University Hospital, Inselspital, Department of Anesthesiology and Pain Therapy, Bern, Switzerland
- *To whom correspondence should be addressed: Tina H. Pedersen, University of Bern, Bern University Hospital, Inselspital, Department of Anesthesiology and Pain Therapy, Freiburgstr. 8-10, CH-3010 Bern, Switzerland, phone: +45 22125797, E-mail:
| | - Eva Cignacco
- Bern University of Applied Sciences, Health Professions, Midwifery Division, Bern, Switzerland
| | - Jonas Meuli
- University of Bern, Bern University Hospital, Inselspital, Department of Anesthesiology and Pain Therapy, Bern, Switzerland
| | - Ferdinand Habermann
- University of Bern, Bern University Hospital, Inselspital, Department of Anesthesiology and Pain Therapy, Bern, Switzerland
| | - Joana Berger-Estilita
- University of Bern, Bern University Hospital, Inselspital, Department of Anesthesiology and Pain Therapy, Bern, Switzerland
| | - Robert Greif
- University of Bern, Bern University Hospital, Inselspital, Department of Anesthesiology and Pain Therapy, Bern, Switzerland
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Janotha BL, Tamari K, Evangelidis-Sakellson V. Dental and Nurse Practitioner Student Attitudes About Collaboration Before and After Interprofessional Clinical Experiences. J Dent Educ 2019; 83:638-644. [DOI: 10.21815/jde.019.073] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2018] [Accepted: 11/24/2018] [Indexed: 11/20/2022]
Affiliation(s)
| | - Katrin Tamari
- Columbia University College of Dental Medicine
- Touro College of Dental Medicine; New York Medical College
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