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Nagel DA, Penner JL, Halas G, Philip MT, Cooke CA. Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review. BMC MEDICAL EDUCATION 2024; 24:139. [PMID: 38350938 PMCID: PMC10863283 DOI: 10.1186/s12909-024-05114-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Accepted: 01/30/2024] [Indexed: 02/15/2024]
Abstract
BACKGROUND Interprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings. METHODS We conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services Abstracts. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats. RESULTS The 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature - primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction. CONCLUSION Few educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.
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Affiliation(s)
- Daniel A Nagel
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada.
| | - Jamie L Penner
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Gayle Halas
- Rady Chair in Interprofessional Collaborative Practice, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Mark T Philip
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Carol A Cooke
- Neil John Maclean Health Sciences Library, University of Manitoba, Winnipeg, Canada
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Dressel K, Ablinger I, Lauer AA, Grimm HS, Hartmann T, Hermanns C, Schwarz M, Taddey T, Grimm MOW. Interprofessional education: a necessity in Alzheimer's dementia care-a pilot study. Front Med (Lausanne) 2023; 10:1235642. [PMID: 37809336 PMCID: PMC10557429 DOI: 10.3389/fmed.2023.1235642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 08/22/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Interprofessional collaboration is seen as an indispensable prerequisite for high-quality health services and patient care, especially for complex diseases such as dementia. Thus, the current project aimed to extend interprofessional and competency-based education in the field of dementia care to the previously understudied therapy professions of nutrition, speech-language pathology, and physiotherapy. Methods A three-day workshop was designed to provide specific learning objectives related to patient-centered dementia care, as well as competences for interprofessional collaboration. Teaching and learning approaches included case-based learning in simulated interprofessional case-conferences and peer-teaching. A total of 42 students (n = 20 nutrition therapy and counseling, n = 8 speech-language pathology, n = 14 physiotherapy), ranging from first to seventh semester, finished the whole workshop and were considered in data analysis. Changes in self-perceived attitudes toward interprofessional collaboration and education were measured by the German version of the UWE-IP. An in-house questionnaire was developed to evaluate knowledge and skills in the field of dementia, dementia management and interprofessional collaboration. Results Participation in the workshop led to significant improvements in the total scores of the UWE-IP-D and the in-house questionnaire, as well as their respective subscales. Moderate to large effect sizes were achieved. All professions improved significantly in both questionnaires with large effect sizes. Significant differences between professions were found in the UWE-IP-D total score between students of speech-language pathology and physiotherapy in the posttest. Students of nutrition therapy and counseling revealed a significant lower level of self-perceived knowledge and skills in the in-house questionnaire pre- and post-testing. Discussion The pilot-study confirms the effectiveness of interprofessional education to promote generic and interprofessional dementia care competencies and to develop positive attitudes toward interprofessional learning and collaboration in the therapy professions, thus increasing professional diversity in interprofessional education research. Differences between professions were confounded by heterogenous semester numbers and participation conditions. To achieve a curricular implementation, interprofessional education should be expanded to include a larger group of participants belonging to different professions, start early in the study program, and be evaluated over the long term.
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Affiliation(s)
- Katharina Dressel
- Speech and Language Therapy, Campus Bonn/Düsseldorf, SRH University of Applied Health Sciences, Bonn/Düsseldorf, Germany
| | - Irene Ablinger
- Speech and Language Therapy, Campus Bonn/Düsseldorf, SRH University of Applied Health Sciences, Bonn/Düsseldorf, Germany
| | - Anna Andrea Lauer
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
| | - Heike Sabine Grimm
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
| | - Tobias Hartmann
- Experimental Neurology, Saarland University, Saarbrücken, Germany
- German Institute for Dementia Prevention, Saarland University, Saarbrücken, Germany
| | - Carina Hermanns
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
| | - Marcus Schwarz
- Research Methods in Health and Social Science, Campus Gera, SRH University of Applied Health Sciences, Gera, Germany
| | - Tim Taddey
- Physiotherapy, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
| | - Marcus Otto Walter Grimm
- Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany
- Experimental Neurology, Saarland University, Saarbrücken, Germany
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Jebara T, Power A, Boyter A, A Jacob S, Portlock J, Cunningham S. Student pharmacist practice-based interprofessional education in Scotland: a qualitative study of stakeholders' views and experiences. J Interprof Care 2023; 37:73-82. [PMID: 35015595 DOI: 10.1080/13561820.2021.2011843] [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: 01/10/2023]
Abstract
Scottish Government funding supports practice-based experiential learning (EL) for student pharmacists. We explored views and experiences of key stakeholders on current practice and future development of interprofessional education (IPE) in EL including barriers and enablers. A pre-piloted schedule was used for online qualitative semi-structured interviews. eMail invitations were sent to 37 stakeholders with an information sheet and consent process. Interviews were analyzed thematically by two researchers independently. Recruitment continued until data saturation and wide representation were achieved. Twenty interviews were conducted with eight EL facilitators, seven faculty and five policy stakeholders. "Nature and experience of current IPE in EL activities" and "Future developments" were the two main themes. Barriers and enablers were also identified at macro, meso, and micro socio-institutional levels. The essence of the analysis highlighted stakeholders' views of the importance of building on current IPE while challenging the ethos and culture of EL practices. All stakeholders should be involved in co-production, training, piloting, and evaluation of curricular developments to overcome logistic barriers and enhanced enablers. Finally, the importance of workload management strategies and continuity of funding for success was also stressed by those interviewed. Future research could include designing frameworks for developing and implementing IPE within EL.
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Affiliation(s)
- Tesnime Jebara
- School of Pharmacy and Life Sciences, Robert Gordon University, Aberdeen, UK
| | | | - Anne Boyter
- Strathclyde Institute of Pharmacy & Biomedical Sciences, University of Strathclyde, Glasgow, UK
| | - Sabrina A Jacob
- Strathclyde Institute of Pharmacy & Biomedical Sciences, University of Strathclyde, Glasgow, UK
| | - Jane Portlock
- School of Life Sciences, University of Sussex, Falmer, UK
| | - Scott Cunningham
- School of Pharmacy and Life Sciences, Robert Gordon University, Aberdeen, UK
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Kara P, Karaçay Yıkar S, Çerçer Z, Köse Tosunöz İ, Arslan S, Nazik E. Perception and readiness for inter-professional education of health discipline students: A cross-sectional study. NURSE EDUCATION TODAY 2022; 112:105333. [PMID: 35366530 DOI: 10.1016/j.nedt.2022.105333] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Revised: 02/23/2022] [Accepted: 03/15/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is a concept focusing on the improvement of a good teamwork environment bringing professionals from diffferent professions together to obtain high-quality health care and improve health outcomes. Determining health discipline students' IPE perceptions and readiness is important to develop, implement and maintain effective IPE programs. OBJECTIVES This study aims to determine perception and readiness for interprofessional education of health discipline students. DESIGN This study utilized a descriptive and cross-sectional design. SETTINGS A public university in Turkey. The study was conducted with students enrolled in Faculty of Health Sciences, Medical Faculty, Faculty of Dentistry, or Vocational School of Health Services. PARTICIPANTS The participants included 646 health discipline students who were enrolled in nursing, midwifery, medical, dentistry, medical imaging technology, first and emergency aid, and elderly care departments. METHODS Data were collected through the "Data Collection Form", the "Interdisciplinary Education Perception Scale (IEPS-TR)" and the "Readiness for Inter-professional Learning Scale (RIPLS)". RESULTS The participants' IEPS-TR and RIPLS total mean scores were found 65.81 ± 19.86 and 67.90 ± 13.53, respectively. The IEPS-TR and RIPLS mean scores and the variables such as choosing the department willingly and being satisfied with the department indicated a statistically significant correlation (p < 0.05). In addition, RIPLS mean scores and the variables such as age, and willingness to take classes with other healthcare students indicated a statistically significant correlation (p < 0.05). However, no statistically significant correlation was found between the IEPS-TR and RIPLS total mean scores and department-related variables (p > 0.05). The participants' IEPS-TR and RIPLS mean scores demonstrated a positive and significant relationship (r = 0.314, p < 0.001). CONCLUSIONS This study showed that health discipline students had a high level of perception of interdisciplinary education and were ready for interprofessional education. The study also demonstrated that students' perception of interdisciplinary education increased with the increase in their readiness for this education.
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Affiliation(s)
- Pınar Kara
- Nursing Department, Department of Obstetrics and Gynecology Nursing, Niğde Ömer Halisdemir University, Zübeyde Hanım Faculty of Health Sciences, Niğde 51200, Central, Turkey.
| | - Seda Karaçay Yıkar
- Nursing Department, Department of Obstetrics and Gynecology Nursing, Çukurova University Faculty of Health Sciences, Adana 01330, Sarıçam, Turkey
| | - Zehra Çerçer
- Midwifery Department, Gaziantep Islam Science and Technology University, Gaziantep 27470, Turkey
| | - İpek Köse Tosunöz
- Nursing Department, Department of Nursing Principles, Hatay Mustafa Kemal University Faculty of Health Sciences, Hatay 31060, Alahan, Turkey
| | - Sevban Arslan
- Nursing Department, Department of Surgical Nursing, Çukurova University Faculty of Health Sciences, Adana 01330, Sarıçam, Turkey
| | - Evşen Nazik
- Nursing Department, Department of Obstetrics and Gynecology Nursing, Çukurova University Faculty of Health Sciences, Adana 01330, Sarıçam, Turkey
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Leadbeater W, Pallett R, Dunn E, Bashir A. A Virtual Approach to Promote Inter-Professional Learning (IPL) Between Biomedical Science and Medicine in Higher Education for the Benefit of Patient Care. Front Public Health 2021; 9:747751. [PMID: 34692629 PMCID: PMC8526844 DOI: 10.3389/fpubh.2021.747751] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 09/13/2021] [Indexed: 12/05/2022] Open
Abstract
In the clinical setting, collaboration between multidisciplinary teams is core to providing effective patient care. The delivery of traditional interprofessional education is associated with a number of logistical challenges, which were heightened by the Covid-19 pandemic. This workshop was developed to bring together Biomedical Science and Medical students using an online platform. The workshop consisted of (1) defining interprofessional education, (2) introducing the role of the Pathology laboratory, (3) Professional registration with regulatory bodies and (4) an insight into Covid-19 laboratory diagnosis. The session was supported by mixed group breakout rooms and interactive polling. Thirty four percent of students completed a post-workshop online survey which included open and closed questions. Thematic analysis revealed a better understanding the role of the pathology laboratory in diagnosing disease, an increased awareness of the similarities and differences in the roles of a Biomedical Scientist and a Medic and the importance of a multi-disciplinary team in achieving effective patient care. Quantitative analysis of survey data revealed that the majority of students reported positive experiences of interprofessional education online. Approximately 90% of students agreed that the workshop enabled them to increase their understanding of their own roles within healthcare, in addition to increasing their understanding of the roles of other healthcare professionals. 74.3% of participants reported that working with students from a different programme provided an alternative perspective. Seventy nine percent of students agreed that the online format enabled interactivity and discussion of the tasks. Of the 204 students, 85% engaged with the four polls during the workshop. This online workshop enabled discussion between degree programmes, enabled interactivity and allowed the learning outcomes to be met. Universities should embrace online platforms to provide a novel, engaging and effective interprofessional educational experience.
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Affiliation(s)
- Wendy Leadbeater
- Aston Medical School, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom.,Aston Pharmacy School, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom
| | - Ross Pallett
- School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom
| | - Elizabeth Dunn
- Aston Medical School, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom
| | - Amreen Bashir
- School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom
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Manchha AV, Walker N, Way KA, Dawson D, Tann K, Thai M. Deeply Discrediting: A Systematic Review Examining the Conceptualizations and Consequences of the Stigma of Working in Aged Care. THE GERONTOLOGIST 2021; 61:e129-e146. [PMID: 33103188 DOI: 10.1093/geront/gnaa166] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND AND OBJECTIVES The stigma of working in aged care can discredit and devalue those working in gerontology. This overlooked workforce issue may underpin complex staffing challenges like chronic worker shortages and inadequate care delivery. Our review synthesizes the existing literature and introduces a conceptual framework based on linguistics to reconcile disparate conceptualizations and negative consequences of this stigma. RESEARCH DESIGN AND METHODS We conducted a systematic review and assessed peer-reviewed articles published from 1973 to 2019 across 5 databases. Fifty-nine articles were selected based on criteria grounded in stigma theory. RESULTS Only 10 articles explicitly used the term "stigma" when conceptualizing the stigma of working in aged care. An additional 49 articles conceptualized this stigma in terms of stigma processes (e.g., status loss). Findings from a deeper examination using a linguistic analysis revealed societal groups predominantly conceptualized stigma in 3 distinct ways based on (a) unfavorable character judgment of aged care workers, (b) lower value placed on aged care work, and (c) negative emotional reactions towards working in aged care. Last, stigma was associated with adverse psychological and job-related consequences. DISCUSSION AND IMPLICATIONS Reconceptualizing this workforce issue and recognizing it as a societal challenge will enable policymakers to design evidence-based interventions at industry and societal levels. We propose workforce challenges in the aged care sector such as attraction, retention, and well-being may lessen with interventions aimed at mitigating the stigma of working in aged care.
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Affiliation(s)
- Asmita V Manchha
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Nicole Walker
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Kïrsten A Way
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Danielle Dawson
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Ken Tann
- The University of Queensland Business School, Brisbane, Australia
| | - Michael Thai
- School of Psychology, The University of Queensland, Brisbane, Australia
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Spaulding EM, Marvel FA, Jacob E, Rahman A, Hansen BR, Hanyok LA, Martin SS, Han HR. Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action. J Interprof Care 2021; 35:612-621. [PMID: 31865823 PMCID: PMC7305974 DOI: 10.1080/13561820.2019.1697214] [Citation(s) in RCA: 63] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Revised: 07/22/2019] [Accepted: 11/20/2019] [Indexed: 12/17/2022]
Abstract
Interprofessional education (IPE) is a prerequisite to building a collaborative practice environment and optimizing patient care. The purpose of this systematic review was to assess the impact of IPE on outcomes related to health-care pre-licensure learners and professionals, including: changes in attitudes/perceptions; acquisition of knowledge regarding other disciplines' roles and development of collaborative skills; and change in collaborative behavior. We searched PubMed, CINAHL, Embase, and ERIC for studies published from 2007 to 2017 in English; 19 studies were eligible. The Joanna Briggs Institute appraisal tool was used to assess the quality of the studies. Thirteen studies used a quasi-experimental design. The studies varied in terms of setting, teaching methods, assessment measures, and quality. Seventeen of the 19 studies (89%) that assessed change in attitudes toward other disciplines and value placed on a team-based approach for improving patient care, found statistically significant improvements. All seven of the studies that assessed change in collaborative behavior found statistically significant improvements. Among the 12 studies that assessed the development of collaborative skills, there were mixed results. Future directions include: conducting more studies among health-care professionals, assessing the long-term impact of IPE, objectively assessing change in collaborative behavior, and assessing the impact of IPE on patient-centered outcomes.
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Affiliation(s)
| | - Francoise A. Marvel
- Ciccarone Center for the Prevention of Cardiovascular Disease, Division of Cardiology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD
| | - Elsen Jacob
- Department of Pharmacy, Johns Hopkins Bayview Medical Center, Baltimore, MD
| | - Alphie Rahman
- Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center, Baltimore, MD
| | | | - Laura A. Hanyok
- Department of Pharmacy, Johns Hopkins Bayview Medical Center, Baltimore, MD
- Interprofessional Practice and Patient Safety, Johns Hopkins Bayview Medical Center, Baltimore, MD
| | - Seth S. Martin
- Ciccarone Center for the Prevention of Cardiovascular Disease, Division of Cardiology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD
| | - Hae-Ra Han
- Johns Hopkins School of Nursing, Baltimore, MD
- Center for Cardiovascular and Chronic Care, Johns Hopkins University School of Nursing, Baltimore, MD
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Kim CW, Eo EK, Myung SJ. Development and Evaluation of an Inter-professional Education Course at a Medical School in Korea. J Korean Med Sci 2021; 36:e69. [PMID: 33686814 PMCID: PMC7940119 DOI: 10.3346/jkms.2021.36.e69] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Accepted: 12/22/2020] [Indexed: 11/20/2022] Open
Abstract
BACKGROUND Interprofessional collaborative practice (IPCP) is emphasized in medical care for patient safety. As patient care is provided by teams, interprofessional competence is required to ensure the quality and safety of care and should be taught as early as possible. In this study, we introduced a 2-week interprofessional education (IPE) curriculum and attempted to describe and evaluate its effectiveness among medical students. METHODS We developed a 2-week IPE course and gave it to third- or fourth-year medical students (n = 166) from 2018 to 2019. The curriculum was composed of interactive lectures, discussions, small-group discussions, and simulation and was given to diverse medical students. Students were asked to report their satisfaction with the IPE program, write a reflection paper, and complete readiness for interprofessional learning scale (RIPLS) questionnaires before, immediately after, and 4 months after the curriculum. We also obtained 360° evaluations of the students by other health professionals 1 year after the training. RESULTS The IPE program changed students' attitudes about interprofessional learning, from less favorable to more favorable. The 360° evaluation by nurses revealed that students became more favored as teammates (overall satisfaction with them as teammates increased from 3.1/5 to 3.4/5) compared to medical interns before IPE training, and complaints from nurses about medical interns were significantly less frequent 1 year after the training. CONCLUSION The IPE program was effective in preparing medical students for team based collaborative practice even though it was short and exposed once in the curriculum. Further extension to other medical schools is recommended.
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Affiliation(s)
- Chan Woong Kim
- Department of Emergency Medicine, Chung-Ang University College of Medicine, Seoul, Korea
| | - Eun Kyung Eo
- Department of Emergency Medicine, Bucheon Sooncheonhyang Hospital, Bucheon, Korea
| | - Sun Jung Myung
- Office of Medical Education, Seoul National University College of Medicine, Seoul, Korea.
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Williams M, Daley S. Innovation in dementia education within undergraduate healthcare programmes: A scoping review. NURSE EDUCATION TODAY 2021; 98:104742. [PMID: 33545558 DOI: 10.1016/j.nedt.2020.104742] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2020] [Revised: 11/25/2020] [Accepted: 12/17/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES The increase in the number of people living with dementia has resulted in a greater need for healthcare professionals from all disciplines to meet the needs of those living with the condition. This means a workforce which is competent in delivering dementia care which is person-centred, regardless clinical specialism. The aim of scoping review is to provide an overview of the novel education models being used to ensure the future healthcare workforce are able to meet this aspiration. DATA SOURCES Online databases PubMed, Web of Science, CINAHL, Medline, PsychInfo, ERIC were used. REVIEW METHODS Search terms 'Healthcare Student(s)', 'Dementia or Alzheimer's Education' were used. Inclusion criteria included papers published in English between 2009 and September 2019, with data pertaining to the assessment of dementia knowledge and attitudes among healthcare students. Abstracts were reviewed and identified for inclusion for full-text review. Included studies were assessed using the MMAT (Mixed Methods Appraisal Tool). RESULTS 27 studies were included within the review. These were groups into five educational categories; long term experiential (n=5), activity-centered programmes with people with dementia (n=11), interprofessional education (IPE) (n=5), immersive conference style programmes (n=3) and dementia simulation (n=3). Long term experiential and activity centered programmes gave students the greatest increase in perceived confidence, and improvement in dementia attitudes. Programmes were most effective when directly involving people living with dementia. CONCLUSION The majority of the education programmes showed a potential benefit in improving either knowledge, confidence, attitude, or all three among healthcare students. This highlights the benefit that novel experiential programmes may have in aiding a culture of positive attitudes among future healthcare professionals who will be treating people with dementia. This review also demonstrates the positive benefit that directly involving people living with dementia within education can have on both student learners.
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Affiliation(s)
- Matthew Williams
- Brighton & Sussex Medical School, Trafford Centre for Medical Research, University of Sussex, Falmer, East Sussex BN1 9RY, United Kingdom
| | - Stephanie Daley
- Brighton & Sussex Medical School, Trafford Centre for Medical Research, University of Sussex, Falmer, East Sussex BN1 9RY, United Kingdom.
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El-Awaisi A, Sheikh Ali S, Abu Nada A, Rainkie D, Awaisu A. Insights from healthcare academics on facilitating interprofessional education activities. J Interprof Care 2020; 35:760-770. [PMID: 32921206 DOI: 10.1080/13561820.2020.1811212] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Facilitators are of paramount importance to the success of interprofessional education (IPE) activities; hence, it is crucial to explore their perspectives and experiences in delivering IPE in Qatar. Using an exploratory case study approach, semi-structured interviews were conducted, in 2018, among faculty members, who had facilitated at least one IPE activity in Qatar, from healthcare professional education programs at Qatar University Colleges of Pharmacy, Medicine, and Health Sciences, Weill Cornell Medicine in Qatar, the University of Calgary in Qatar, and the College of North Atlantic. Interviews were recorded and transcribed verbatim. Inductive thematic content analysis was implemented. Twenty-one interviews were conducted with the following professions represented: medicine (n = 6), pharmacy (n = 5), nursing (n = 4), biomedical science (n = 3), respiratory theory (n = 2) and public health (n = 1). Four main themes emerged from the interviews: drivers to facilitator involvement that included interest and commitment to IPE and awareness of collaborative practice benefits; facilitator participation which was based on facilitator attributes and preparedness and readiness for IPE facilitation; the organizational support in terms of dedicated structure for IPE and IPE design and delivery and; student participation in terms of group dynamics and student engagement. Some key recommendations include having a dedicated unit for IPE, scheduling protected time for IPE, and organizing facilitators' training and debriefing workshops. The facilitators valued and appreciated IPE in preparing students for future collaborative practice. These findings can inform the development of quality and sustainable IPE activities in the future.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | | | - Aya Abu Nada
- Pharmacy Department, Sidra Medicine, Doha, Qatar
| | - Daniel Rainkie
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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11
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Grace S. Models of interprofessional education for healthcare students: a scoping review. J Interprof Care 2020; 35:771-783. [DOI: 10.1080/13561820.2020.1767045] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Sandra Grace
- School of Health and Human Sciences, Southern Cross University, Lismore, Australia
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12
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Nguyen KH, Seaman K, Saunders R, Williams E, Harrup-Gregory J, Comans T. Benefit-cost analysis of an interprofessional education program within a residential aged care facility in Western Australia. J Interprof Care 2019; 33:619-627. [PMID: 30822181 DOI: 10.1080/13561820.2019.1577808] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Interprofessional education (IPE) programs in residential aged care facilities (RACF) contributes to the care of older adults whilst providing an environment for students to learn and practise in an interprofessional manner. Clinical placements are provided by RACF through funding and support from universities in collaboration with the RACF. Conducting a benefit-cost analysis (BCA) can determine the sustainability of a clinical placement program such as an IPE program but there is limited research reporting the economic aspects of clinical placements even though it is a university and government priority. This study provides a benefit-cost analysis of an interprofessional education program offered by a residential aged care provider in Western Australia. Analysis using a BCA methodology was conducted to provide information about the level and distribution of the costs and benefits from different analytical perspectives over the three-year period of the IPE program. The analysis showed that the program was highly beneficial from an economic efficiency viewpoint, even though it did not present a financial gain for the aged care provider. The benefits accrued mainly to students in terms of increased education and skill, and to residents in terms of health outcomes and quality of life, while the cost was mostly incurred by the care provider. An IPE program in a RACF is a valuable educational learning experience for students and is also socially beneficial for residents and the broader health sector. For IPE programs in aged care to be sustainable, they require the development of collaborative partnerships with external funding.
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Affiliation(s)
- Kim-Huong Nguyen
- Center for Health Services Research, Faculty of Medicine, The University of Queensland, Brisbane, Australia.,NHMRC's Cognitive Decline Partnership Center, University of Sydney, Sydney, Australia.,Health Service Strategy and Planning, Metro North Hospital and Health Services, Queensland Health, Brisbane, Australia
| | - Karla Seaman
- Brightwater Care Group, Osborne Park, Australia.,School of Nursing & Midwifery, Edith Cowan University, Joondalup, Australia
| | - Rosemary Saunders
- School of Nursing & Midwifery, Edith Cowan University, Joondalup, Australia
| | | | | | - Tracy Comans
- Center for Health Services Research, Faculty of Medicine, The University of Queensland, Brisbane, Australia.,NHMRC's Cognitive Decline Partnership Center, University of Sydney, Sydney, Australia.,Health Service Strategy and Planning, Metro North Hospital and Health Services, Queensland Health, Brisbane, Australia
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13
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Seaman K, Saunders R, Williams E, Harrup-Gregory J, Loffler H, Lake F. An examination of students' perceptions of their interprofessional placements in residential aged care. J Interprof Care 2017; 31:147-153. [PMID: 28181848 DOI: 10.1080/13561820.2016.1262338] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
It is essential that health professionals are trained to provide optimal care for our ageing population. Key to this is a positive attitude to older adults along with the ability to work in teams and provide interprofessional care. There is limited evidence on the impact an interprofessional education (IPE) placement in a residential aged care facility (RACF) has on students. In 2015 in Western Australia, 51 students (30% male, median age 23 years), from seven professions, undertook a placement between 2 and 13 weeks in length at 1 RACF. Pre- and post-placement measurements of attitudes to the elderly were collected using the Ageing Semantic Differential (ASD) questionnaire and level of readiness for interprofessional learning with the Readiness for Interprofessional Learning Scale (RIPLS). A total of 47 students completed matched ASD and RIPLS surveys. The mean total score on the ASD survey decreased significantly from pre- to post-placement from 116.0 to 108.9 (p = 0.033), indicating attitudes became increasingly positive towards older adults. Significant differences post-placement were seen indicating better readiness for interprofessional learning, for two out of four subscales on the RIPLS, namely "teamwork & collaboration" (42.1-44.0; (p = 0.000)) and "positive professional identity" (18.2-19.3 (p = 0.001)). The degree of change is similar to findings from other settings. The results support IPE-focussed student placements within RACF positively influence student's attitudes towards the older adult as well as increase student's readiness for interprofessional learning, confirming RACF are valuable places for training health professionals.
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Affiliation(s)
- Karla Seaman
- a Brightwater Care Group , Perth , Western Australia , Australia
| | - Rosemary Saunders
- b School of Nursing and Midwifery , Edith Cowan University , Perth , Western Australia , Australia
| | - Elly Williams
- a Brightwater Care Group , Perth , Western Australia , Australia
| | | | - Helen Loffler
- c Helping Hand , Adelaide , South Australia , Australia
| | - Fiona Lake
- d School of Medicine and Pharmacology , The University of Western Australia , Perth , Western Australia , Australia.,e Sir Charles Gairdner Hospital , Nedlands, Perth , Western Australia , Australia
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14
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Illingworth P, Chelvanayagam S. The benefits of interprofessional education 10 years on. ACTA ACUST UNITED AC 2017; 26:813-818. [PMID: 28745961 DOI: 10.12968/bjon.2017.26.14.813] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Interprofessional education (IPE) was first conceived in 1973 by a World Health Organization (WHO) expert group in Geneva. WHO member states were then charged with implementing medical education IPE pilot projects and from then to today there has a been a rapid proliferation in the number of publications on the subject. IPE has generated research into its use, conferences specific to IPE, organisations dedicated to it and policy championing it. The authors question whether there has been any major shift in the silos in which different professions might be working. The authors published an article on the benefits of IPE ( Illingworth and Chelvanayagam, 2007 ). Ten years have now passed and many changes have been implemented and experienced in health and social care and therefore a review of the literature is required. Also, it is 7 years since the publication of WHO's report outlining the role of IPE in the preparation of health professionals ( WHO, 2010 ) and, increasingly, UK Government policy champions collaborative and integrated working. The conclusions from the 2007 article acknowledged the development of IPE; however, it highlighted the need for empirical evidence to demonstrate the effectiveness of IPE in service user and carer outcomes. This article will explore whether IPE has achieved the benefits discussed in the previous article and what developments have occurred since it was published.
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Affiliation(s)
- Paul Illingworth
- Head of School Allied Health Sciences, De Montfort University, Leicester
| | - Sonya Chelvanayagam
- Lecturer in Mental Health Nursing, School of Nursing & Clinical Sciences, Bournemouth University, Bournemouth
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15
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King M, Chambers A, Miller E, Hook A, Jackson L, Gurbutt R, Woods-Gallagher S. Reimagining Undergraduate Health and Social Care Education: A Workforce Fit for Purpose in a Changing Landscape of Care. A Position Paper. ACTA ACUST UNITED AC 2017. [DOI: 10.1177/1054137317727102] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
NHS England’s Five Year Forward View outlines new care models and the need for a workforce that has the skills, values, and competencies to deliver this vision. This is a position paper detailing the context, method, and intentions of a Health Education England funded project led by Manchester Metropolitan University in the North West of England, which the authors see as making a key contribution to addressing issues of illness, crisis, and loss in the changing landscape of health and social care provision in England. Using an action research methodology and drawing together key stakeholders from the sector, the project aims to explore the potential for creating a professional health and social care graduate workforce which meets the needs of an integrated service delivery landscape by identifying key issues to be addressed when redeveloping the undergraduate curriculum.
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Affiliation(s)
- Martin King
- Manchester Metropolitan University, Manchester, UK
| | | | - Eula Miller
- Manchester Metropolitan University, Manchester, UK
| | - Angela Hook
- University of Salford, Greater Manchester, UK
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16
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Douglas NF, McDonald K. Interprofessional Care in the Management of Alzheimer's Dementia: Leaving Our Silos. ACTA ACUST UNITED AC 2016. [DOI: 10.1044/persp1.sig2.129] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
As speech-language pathologists (SLPs), we are poised to become leaders in the caring of adults with dementia; however, because of the complexity of this health condition, and its impact on patients and families, we must move beyond discipline-specific approaches to intervention and embrace the opportunities that arise when working across professional silos. The application of principles of interprofessional education (IPE) and interprofessional practice (IPP) can be applied to maximize Alzheimer's dementia care. In this paper, the organizational characteristics supporting IPP will be highlighted, an outline of applications of training procedures to promote IPP in a rehabilitation environment will be reviewed, and real-world case studies will be provided to highlight salient principles.
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Affiliation(s)
- Natalie F. Douglas
- Department of Communication Disorders, Central Michigan University Mount Pleasant, MI
| | - Katie McDonald
- Department of Speech-Language Pathology, HealthSource Saginaw Saginaw, MI
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