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Krystallidou D, Kersbergen MJ, de Groot E, Fluit CRMG, Kuijer-Siebelink W, Mertens F, Oosterbaan-Lodder SCM, Scherpbier N, Versluis MAC, Pype P. Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83. MEDICAL TEACHER 2024:1-18. [PMID: 38513054 DOI: 10.1080/0142159x.2024.2314203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 01/31/2024] [Indexed: 03/23/2024]
Abstract
AIM To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works. METHODS We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following an in-depth search of the literature and consultation with stakeholders. The literature (2010-2022) was selected based on the realist criteria of relevance and rigor, as well as on conceptual richness of the studies. RESULTS Our PT is built upon 124 CMOs (Context of IPE interventions, Mechanisms that fired within that context, and IPE Outcomes), from 58 studies. Our PT comprises an array of elements found in the Context, including traits and behavioral displays of students and facilitators, and discusses four Mechanisms (feeling responsible, feeling enthusiastic/excited, feeling safe to take risks, and feeling ready), which are likely to lead to outcomes related to the Interprofessional Education Collaborative (sub)competencies. DISCUSSION Results were linked to learning theories to further build our understanding. The PT can serve as a guide for the development, delivery, and evaluation of IPE interventions.
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Affiliation(s)
- Demi Krystallidou
- School of Languages and Literature, Centre for Translation Studies, University of Surrey, Guildford, UK
| | - Maria J Kersbergen
- Department of Dentistry, Radboud University Medical Center, Nijmegen, The Netherlands
- School of Health Studies, Research group Organisation of Healthcare and Social Services, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Esther de Groot
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Cornelia R M G Fluit
- Health Academy, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- School of Education, Research on Responsive Vocational and Professional Education, HAN University of Applied Sciences, Nijmegen, The Netherlands
- Radboudumc Health Academy, Research on Learning and Education, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Fien Mertens
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
| | | | - Nynke Scherpbier
- Department of Primary and Long-term Care, University Medical Centre Groningen, University of Groningen, Groningen, The Netherlands
| | - Marco A C Versluis
- Department of Obstetrics and Gynaecology, University Medical Center Groningen, Groningen, The Netherlands
| | - Peter Pype
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
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Su J, Xiong JM, Yan FX, Tian XY, Chen YY, Dou CX, Yang QH. Effects of a virtual simulation-based interprofessional education activity for rehabilitation nursing using shared resources: A quasi-experimental study. NURSE EDUCATION TODAY 2023; 126:105832. [PMID: 37167830 DOI: 10.1016/j.nedt.2023.105832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 04/01/2023] [Accepted: 04/22/2023] [Indexed: 05/13/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is crucial for effective clinical practice but remains challenging to be implemented. The IPE activity using virtual simulation (VS) may potentially solve the time and space challenges of in-person interprofessional simulations. Using shared VS resources may increase the popularity of virtual teaching in conditions of limited resources. OBJECTIVES Using shared resources, this study aimed to design and implement a VS-based IPE activity for undergraduate healthcare students, exploring the effects. DESIGN A quasi-experimental design was used, with assessments conducted before and after the activity. SETTINGS One university and its affiliated hospitals in south China. PARTICIPANTS Forty-two undergraduate students majoring in nursing, clinical medicine, and rehabilitation therapy participated in this study. METHODS A test composed of ten questions was used to evaluate knowledge of rehabilitation. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV) and the Chinese version of Assessment of Interprofessional Team Collaboration in Student Learning Scale (AITCS-II (Student)-CV) were used to evaluate critical thinking and interprofessional collaboration. Participants' opinions about the activity were assessed, considering satisfaction, perceived effectiveness, the ease of shared VS platform use, and suggestions about the activity. RESULTS Significant improvements were shown in pre- and post-test total scores on knowledge of rehabilitation, mean scores for overall critical thinking disposition, and mean item scores on overall interprofessional team collaboration. CONCLUSIONS The study provides a reference for designing and implementing VS-based IPE but the effects of this innovative pedagogy on students' rehabilitation knowledge, critical thinking, and interprofessional collaboration ability still need to be further confirmed. Most of the students gave positive feedback on the activity. Technical issues should be addressed to decrease their impacts on the VS practice experience.
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Affiliation(s)
- Jin Su
- School of Nursing, Jinan University, Guangzhou, China
| | | | - Feng-Xia Yan
- School of Nursing, Jinan University, Guangzhou, China
| | | | - Yan-Ya Chen
- School of Nursing, Jinan University, Guangzhou, China
| | - Chun-Xia Dou
- School of Nursing, Jinan University, Guangzhou, China.
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Kaminski-Ozturk N, Martin B. Virtual Clinical Simulation Adoption and Use by Licensed Practical Nurse/Licensed Vocational Nurse Education Programs During the COVID-19 Pandemic. JOURNAL OF NURSING REGULATION 2023; 14:21-29. [PMID: 37035779 PMCID: PMC10074064 DOI: 10.1016/s2155-8256(23)00065-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
Abstract
Background In the early stages of the COVID-19 pandemic, as clinical site restrictions were implemented, education programs leading to licensed practical nurse/licensed vocational nurse (LPN/LVN) degrees increasingly relied on virtual simulation-based experiences to provide clinical training to their students. However, scant evidence exists regarding the extent of this change and the various modalities employed by LPN/LVN programs across the United States. Purpose We sought to identify the degree to which virtual clinical simulation was adopted by LPN/LVN education programs during the early stages of the COVID-19 pandemic to address clinical site restrictions. In addition, we hoped to identify the practices and activities that educators included under the broad umbrella definition of virtual clinical simulation. Methods All active U.S. prelicensure LPN/LVN nursing education programs were contacted in September 2020. Program leaders were asked to estimate the proportion of clinical hours completed in virtual clinical simulation before the pandemic and the proportion anticipated for the fall 2020 term. Descriptive statistics were generated, with repeated measures analysis of covariance applied to evaluate the average change in virtual simulation within programs stratified by reported clinical restrictions. Results Representatives from 265 LPN/LVN programs in 44 U.S. jurisdictions responded to the survey. Responding programs significantly increased the proportion of clinical hours completed in virtual clinical simulation between fall 2019 (M = 10.7, SD = 15.3) and fall 2020 (M = 35.3, SD = 27.6, p < .001). Furthermore, there was an interaction between clinical site restrictions and term, with a more pronounced uptick in virtual simulation usage among programs that indicated they found identifying clinical sites “very difficult” (M = 41.1, SD = 28.9) relative to those who found it “somewhat more difficult” (M = 23.9, SD = 18.8, p < .001). Programs adopted a range of modalities, including simply watching videos and participating in virtual or augmented reality, online software packages, or other forms of screen-based learning. Conclusion As the adoption of virtual simulation increases, clear definitions of what constitutes clinical virtual simulation must be established. Additionally, rigorous inquiry to support evidence-based regulatory guidelines is needed.
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Affiliation(s)
- Nicole Kaminski-Ozturk
- A Research Scientist, Research Department, National Council of State Boards of Nursing, Chicago, Illinois
| | - Brendan Martin
- The Director, Research Department, National Council of State Boards of Nursing
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Mawardi F, Lestari AS, Kusnanto H, Sasongko EPS, Hilmanto D. FITRI's four steps in developing primary health cares' interprofessional collaborative: an intervention for fostering IPCP competencies. J Interprof Care 2023; 37:240-244. [PMID: 35403548 DOI: 10.1080/13561820.2022.2053663] [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: 02/06/2023]
Abstract
It is important to fill the gaps in collaborative practice due to the lack of the healthcare professionals' ability to work in collaboration with other disciplines. However, the current team training does not routinely address this important issue. This study aimed to identify how interactive interprofessional collaborative practice (IPCP) learning materials in a virtual course and community implementation called FITRI's four steps in developing primary health cares' interprofessional collaborative practice can be used in primary healthcare settings to address IPCP competencies of healthcare providers. This research was a quasi-experimental study with an untreated control group design using a dependent pretest and posttest sample. A purposive sample of 50 primary healthcare providers consisting of general physicians, dentists, nurses, dietitians, and pharmacists were nonrandomly divided into the control and intervention groups. This study showed that IPCP competencies measured by the Interprofessional Collaborator Assessment Rubric (ICAR) in the intervention group were significantly higher after the training and implementation than before. The Mann-Whitney tests indicated that IPCP competencies were better in the intervention group than the control group. Based on effect size analysis, the intervention had a very strong impact and could significantly improve the participants' competencies, especially in the collaborative patient/client-family centered approach domain. The FITRI's four steps in developing primary health cares' interprofessional collaborative practice can be implemented and provide positive impacts in primary healthcare settings to improve and foster competencies of IPCP in primary healthcare.
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Affiliation(s)
- Fitriana Mawardi
- Community and Family Medicine Department, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia.,Public Health Department, Faculty of Medicine, Universitas Padjajaran, West Java, Indonesia
| | - Ayuningtyas S Lestari
- Nursing Study Program, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Hari Kusnanto
- Community and Family Medicine Department, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - E P S Sasongko
- Public Health Department, Faculty of Medicine, Universitas Padjajaran, West Java, Indonesia
| | - Dany Hilmanto
- Health Pediatric Department, Faculty of Medicine, Universitas Padjajaran, Indonesia
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AL-Mugheed K, Bayraktar N, Al-Bsheish M, AlSyouf A, Aldhmadi BK, Jarrar M, Alkhazali M. Effectiveness of game-based virtual reality phone application and online education on knowledge, attitude and compliance of standard precautions among nursing students. PLoS One 2022; 17:e0275130. [PMID: 36327261 PMCID: PMC9632768 DOI: 10.1371/journal.pone.0275130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 09/10/2022] [Indexed: 11/06/2022] Open
Abstract
Game-based virtual reality phone applications can create a realistic environment to prepare for clinical applications and improve students’ knowledge of and compliance with standard precautions. An experimental study was performed among 126 nursing students’ from the third and fourth nursing levels to determine the effect of online education and game-based virtual reality phone applications related to standard precautions. Students were divided randomly into two groups; the experimental group used online education and game-based virtual reality phone applications, while the control group used traditional education. The study was performed between July and August 2019 to prevent clashes with lectures and midterm and final examinations. A tool package including knowledge, attitude, and compliance with standard precautions was used in pre-and post-tests among nursing students. The results showed that the knowledge of, attitudes towards, and compliance with standard precautions differed between the two groups. The performance of the experimental group of nursing students significantly improved with online instruction and game-based virtual reality phone applications. This study demonstrated the effectiveness of online education and game-based virtual reality phone application among nursing students.
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Affiliation(s)
- Khaild AL-Mugheed
- Surgical Nursing Department, Faculty of Nursing, Near East University, Nicosia, Cyprus
- * E-mail:
| | - Nurhan Bayraktar
- Nursing Department Kizilcasar Mahallesi, Atılım University School of Health Sciences, Golbasi, Ankara, Turkey
| | - Mohammad Al-Bsheish
- Healthcare Management Department, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Adi AlSyouf
- Department of Managing Health Services and Hospitals, Faculty of Business Rabigh, College of Business (COB), King Abdulaziz University, Jeddah, Saudi Arabia
| | - Badr K. Aldhmadi
- Department of Health Management, College of Public Health and Health Informatics, University of Ha’il, Ha’il, Saudi Arabia
| | - Mu’taman Jarrar
- Vice Deanship for Quality and Development, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Medical Education Department, King Fahd Hospital of the University, Al-Khobar, Saudi Arabia
| | - Moath Alkhazali
- Surgical Nursing Department, Faculty of Nursing, Nicosia, European University of Lefke, Lefke, Cyprus
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Educational Programs and Teaching Strategies for Health Professionals Responding to Women With Complex Perinatal Mental Health and Psychosocial Concerns. A Scoping Review. Nurse Educ Pract 2022; 60:103319. [DOI: 10.1016/j.nepr.2022.103319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Revised: 02/18/2022] [Accepted: 02/25/2022] [Indexed: 11/18/2022]
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Wright DJ, Greene L, Jack K, Hannan E, Hamshire C. Birley Place: a virtual community for the delivery of health and social care education. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:627-630. [PMID: 35520972 PMCID: PMC8936717 DOI: 10.1136/bmjstel-2020-000849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Accepted: 05/28/2021] [Indexed: 11/04/2022]
Abstract
Virtual simulation can provide high-quality learning experiences through innovative and engaging activities while also overcoming some of the constraints associated with physical simulation. We developed a virtual community, called Birley Place, to facilitate simulation-based learning activities. Adopting a novel approach, we modelled the virtual community on the large metropolitan city in which our institution is based. Publicly available health and population data were used to ensure that the homes, businesses and services in the community were representative of distinct socioeconomic areas of our city. The residents of the virtual community were also matched with the real-world areas based on health and lifestyle data. Our virtual community is used to facilitate learning activities across our health and social care degree programmes. In this article, we summarise how we developed Birley Place, before providing one example of how it is used to facilitate the delivery of a large-scale interprofessional education project. Birley Place is an innovative tool for delivering online and virtual simulation. The use of this virtual community facilitates learners' understanding of the connection between settings and health status.
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Affiliation(s)
- David J Wright
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
| | - Leah Greene
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
| | - Kirsten Jack
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
| | - Eleanor Hannan
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
| | - Claire Hamshire
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
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Qiao J, Xu J, Li L, Ouyang YQ. The integration of immersive virtual reality simulation in interprofessional education: A scoping review. NURSE EDUCATION TODAY 2021; 98:104773. [PMID: 33497990 DOI: 10.1016/j.nedt.2021.104773] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 01/11/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Contemporary healthcare systems are in dire need of teamwork and interprofessional collaboration, however, existing curricula of health education programs offer few opportunities to build these capabilities. Virtual simulations enable interaction and cooperative learning for students pursuing health majors. OBJECTIVE To explore the effectiveness of immersive virtual reality simulation (IVRS) in interprofessional education (IPE) and the experience of students from various disciplines in a virtual clinical environment. DESIGN, DATA SOURCES AND METHODS A scoping review was conducted. Literature was systematically searched from CINAHL, EMBASE, ERIC, MEDLINE/PubMed, ProQuest, PsycINFO, Scopus, Science Direct, Cochrane Library and Open Grey databases. Among 2352 records, 12 research articles were found and analyzed. RESULTS The experiences of students participating in IVRS centered on enhanced cooperation and communication across their disciplines. They obtained a more accurate picture of the patient and developed an interdisciplinary care plan. After the IPE session, they had greater appreciation of the importance of a team approach and shared learning. Students acknowledged the usability of virtual worlds (VWs) and appreciated the immersive learning experience that was offered. They gained valuable insight into mutual roles and believed that this experience would benefit their role as a health care team member. CONCLUSIONS This study supports the usability of VWs for IPE. As a new teaching modality, the IVRS experience effectively promotes interprofessional collaboration and communication. Future advances in the use of these technologies are expected to revolutionize health science education.
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Affiliation(s)
- Jia Qiao
- School of Health Sciences, Wuhan University, Wuhan, China
| | - Jing Xu
- School of Health Sciences, Wuhan University, Wuhan, China
| | - Lu Li
- School of Health Sciences, Wuhan University, Wuhan, China
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