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Schlosser-Hupf S, Aichner E, Meier M, Albaladejo-Fuertes S, Ruttmann K, Rusch S, Michels B, Mehrl A, Kunst C, Schmid S, Müller M. Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis. Front Med (Lausanne) 2024; 11:1320027. [PMID: 38444410 PMCID: PMC10912604 DOI: 10.3389/fmed.2024.1320027] [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: 10/11/2023] [Accepted: 02/02/2024] [Indexed: 03/07/2024] Open
Abstract
Introduction Interprofessional teamwork is pivotal in modern healthcare, prompting the establishment of interprofessional training wards since 1996. While these wards serve as hubs for optimizing healthcare professional collaboration and communication, research into patient outcomes remains notably sparse and geographically limited, predominantly examining patient satisfaction and sparingly exploring other metrics like mortality or self-discharge rates. This study seeks to bridge this gap, comparing patient outcomes in interprofessional training wards and conventional wards under the hypothesis that the former offers no disadvantage to patient outcomes. Materials and methods We explored patient outcomes within an interprofessional student ward called A-STAR at a University Hospital from October 2019 to December 2022. Engaging with patients discharged between May 2021 and April 2022, we utilized digital and paper-based anonymous questionnaires, catering to patient preference, to gather pertinent data. Results Analysis of outcomes for 1,482 A-STAR (interprofessional student ward) and 5,752 conventional ward patients revealed noteworthy findings. A-STAR patients tended to be younger (59 vs. 61 years, p < 0.01) and more frequently male (73.5% vs. 70.4%, p = 0.025). Vital clinical outcomes, such as discharges against medical advice, complication-driven readmissions, and ICU transfers, were statistically similar between groups, as were mortality rates (1.2% vs. 1.3%, p = 0.468). A-STAR demonstrated high patient satisfaction, underscored by positive reflections on team competence, ward atmosphere, and responsiveness to concerns, emphasizing the value placed on interprofessional collaboration. Patient narratives commended team kindness, lucid explanations, and proactive involvement. Discussion This data collectively underscores the safety and reliability of patient care within training wards, affirming that patients can trust the care provided in these settings. Patients on the interprofessional ward demonstrated high satisfaction levels: 96.7% appreciated the atmosphere and conduct of ward rounds. In comparison, 98.3% were satisfied with the discussion and information about their treatment during their hospital stay.
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Affiliation(s)
- Sophie Schlosser-Hupf
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Elisabeth Aichner
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Marcus Meier
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Sheila Albaladejo-Fuertes
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Kirstin Ruttmann
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
- Nursing Development Department of the Care Management Head Office, University Hospital Regensburg, Humboldt-Universität zu Berlin, Regensburg, Germany
| | - Sophia Rusch
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Bernhard Michels
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Alexander Mehrl
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Claudia Kunst
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Stephan Schmid
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Martina Müller
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
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Varghese B, Al-Balawi RMOAM, Joseph CM, Al-Akkam AAA, Alomari AMA, Swallmeh E. The lived experiences of nurse preceptors in training new nurses in Qatar: qualitative study. BMC Nurs 2023; 22:456. [PMID: 38049795 PMCID: PMC10694916 DOI: 10.1186/s12912-023-01619-9] [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: 08/18/2023] [Accepted: 11/22/2023] [Indexed: 12/06/2023] Open
Abstract
BACKGROUND The role of preceptors is vital in the successful integration of new graduate nurses in hospital settings. This study aimed to explore the experiences of nurse preceptors in training newly joined nurses in Qatar. METHODS Qualitative study was conducted between May 2022 and May 2023. Online semi-structured interviews were conducted through MS Teams with 13 nurse preceptors who had completed preceptorship training and trained at least one newly joined nurse. Participants were recruited until data saturation was obtained and data were analyzed using qualitative thematic analysis. RESULTS The results of the study revealed several main themes: teaching strategies and progressive skill development in preceptorship, challenges faced by the preceptor and preceptor better supported in training new nurses. The preceptors utilized different techniques to support new nurses including demonstration, discussion, use of technology, application of real-life clinical scenarios, simulations, and a gradual decrease in supervision to promote independence. However, a significant challenge was also reported including preceptors experienced high levels of exhaustion from the dual responsibilities of training new staff while also performing their regular care duties. CONCLUSIONS The study underscores the fundamental role preceptors play in the training and development of newly joined nurses. While the challenges are considerable, particularly related to managing workload, the sense of achievement following the successful completion of training a new nurse suggests a strong commitment to this role. Despite the challenges, preceptors demonstrated innovative strategies to ensure the successful development of their preceptees, highlighting the importance of preceptorship in nursing education and practice.
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Affiliation(s)
- Bejoy Varghese
- Neuroscience & Medical Department, In-patient services, Hamad General Hospital, Doha, Qatar.
| | | | - Chithra Maria Joseph
- Neuroscience Department, In-patient services, Hamad General Hospital, Doha, Qatar
| | | | | | - Esmat Swallmeh
- Neuroscience, Medical & Outpatient Department, Hamad General Hospital, Doha, Qatar
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Koskenranta M, Kuivila H, Männistö M, Kääriäinen M, Mikkonen K. Collegiality among social- and health care educators in higher education or vocational institutions: A mixed-method systematic review. NURSE EDUCATION TODAY 2022; 114:105389. [PMID: 35523057 DOI: 10.1016/j.nedt.2022.105389] [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: 10/04/2021] [Revised: 03/08/2022] [Accepted: 04/25/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Social- and health care educators collaborate on national and international levels; this collaboration is intrinsically related to collegiality, a concept which has only been scarcely studied among social- and health care educators. OBJECTIVES To identify the best evidence on social- and health care educators' experiences of collegiality and factors influencing it in educational institutions. DESIGN A mixed-methods systematic review. DATA SOURCES Keywords were defined according to PICo and PEO inclusion and exclusion criteria. A search was performed across five databases (CINAHL, PubMed, Medic, Scopus, and ProQuest) for articles published in Finnish and/or English REVIEW METHODS: During the screening process, three researchers separately screened original studies by title and abstract (n = 806), and subsequently, based on the full-text (n = 40). The JBI Qualitative Assessment Research Instrument was used to evaluate qualitative studies, while the Critical Appraisal Checklist for Analytical Cross-sectional Studies was used to evaluate quantitative studies. RESULTS The systematic review included a total of 15 articles. Collegiality among social- and health care educators was described through united and safe work culture, along with the dissemination of relevant expertise. The benefits of mentoring, communication on national and international levels, and collaboration are all issues that affect an educator's work. In the context of social- and health care educators, collegiality does not only include the interactions between the educators, but also involves their mentors and supervisors. Mentoring and collaboration between educational institutions were found to be associated with collegiality. CONCLUSIONS Collegiality among educators can be maintained through networking, collaboration, mentoring, mutual communication and the consideration of professional ethical issues. It would be important for educational organisations to pay attention to collegiality and encourage educators to collaborate with their colleagues. It is important to emphasise the role of collegiality in the education of new social- and health care teacher candidates and the continuing education of current educators.
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Affiliation(s)
- M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - M Männistö
- Health Care and Nursing, Oulu University of Applied Sciences, Oulu, Finland.
| | - M Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; The Finnish Centre for Evidence-Based Health Care, A Joanna Briggs Institute Centre of Excellence, Finland.
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
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Koskimäki M, Mikkonen K, Kääriäinen M, Lähteenmäki ML, Kaunonen M, Salminen L, Koivula M. An empirical model of social and healthcare educators' continuing professional development in Finland. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:1433-1441. [PMID: 34138504 DOI: 10.1111/hsc.13473] [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: 11/27/2020] [Revised: 03/04/2021] [Accepted: 05/15/2021] [Indexed: 06/12/2023]
Abstract
The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross-sectional survey study design was adopted, and a total of 422 part-time and full-time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.
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Affiliation(s)
- Minna Koskimäki
- Faculty of Social Sciences, Nursing Science/Health Sciences, Tampere University, Tampere, Finland
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, Medical Research Center Oulu, The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, University of Oulu, Oulu, Finland
| | | | - Marja Kaunonen
- Faculty of Social Sciences, Tampere University, Tampere, Finland
- General Administration, Pirkanmaa Hospital District, Tampere, Finland
| | - Leena Salminen
- Department of Nursing Science, University of Turku, Turku University Hospital, Turku, Finland
| | - Meeri Koivula
- Department of Nursing Science, Tampere University, Tampere, Finland
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Koskenranta M, Kuivila H, Pramila-Savukoski S, Männistö M, Mikkonen K. Development and testing of an instrument to measure the collegiality competence of social and health care educators. NURSE EDUCATION TODAY 2022; 113:105388. [PMID: 35504069 DOI: 10.1016/j.nedt.2022.105388] [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: 02/03/2022] [Revised: 04/05/2022] [Accepted: 04/25/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Previous studies have investigated the competence of social and health care educators from different perspectives. However, there has been little research on the collegiality competence of social and health educators. AIM / OBJECTIVE The purpose of this study was to develop and psychometrically test a new collegiality competence instrument (CollegialityComp) designed to enable social and health care educators to self-evaluate their competence in collegiality. DESIGN A cross-sectional study design for instrument development and psychometric testing. METHODS Data were collected in the winter of 2020-2021 from social and health care educators at ten universities of applied sciences and ten vocational institutions in Finland (N = 1179), of whom 243 decided to participate. Face and content validity was assessed by seven experts, while structural validity and internal consistency were evaluated using exploratory factor analysis and Cronbach's alpha, respectively. RESULTS The CollegialityComp development and testing process produced an instrument that includes 35 items representing five factors: (1) individual-centered collaboration, (2) educator action and fairness, (3) collaboration among colleagues, (4) collaboration outside the organization, and (5) communication and trust. CONCLUSION The CollegialityComp instrument can be used to measure the collegiality competence of social and health care educators in the context of vocational and higher education. It may also be useful during the training of teacher candidates.
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Affiliation(s)
- M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - S Pramila-Savukoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - M Männistö
- Health care and nursing, Oulu University of Applied Sciences, Oulu, Finland
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
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Buterakos RM, Keiser M. Scaffolding Role Development and Clinical Reasoning for Online AG-ACNP Students. J Nurse Pract 2021. [DOI: 10.1016/j.nurpra.2020.12.031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Bloomfield JG, Schneider CR, Lane S, Stehlik P, Frotjold A. Evaluating a large-scale introductory interprofessional education workshop for developing interprofessional socialisation in medical, nursing and pharmacy students: A quasi-experimental pre-test post-test study. NURSE EDUCATION TODAY 2021; 99:104777. [PMID: 33524897 DOI: 10.1016/j.nedt.2021.104777] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Revised: 11/24/2020] [Accepted: 01/11/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Traditionally, healthcare students have been educated in discipline-specific silos with minimal interprofessional socialisation. Interprofessional education is fundamental for interprofessional socialisation and is an essential component of healthcare education. OBJECTIVES To evaluate the effect of a large-scale interprofessional workshop implemented for first year medical, nursing and pharmacy students on changes in attitudes towards interprofessional socialisation and its perceived value. DESIGN A quasi-experimental study design using pre and post questionnaires. SETTING A Faculty of Medicine and Health at a large university in Australia. PARTICIPANTS 1008 students from the 2018 and 2019 cohorts of pre-qualification first year medical students (n = 444), nursing (n = 461) and pharmacy (n = 103) enrolled in a graduate entry degree program participated in the workshop. Complete data sets were collected from 37.1% (n = 374) of the participants. METHODS The short-form Interprofessional Socialisation and Valuing Scale (ISVS-9) was administered before and after the IPE workshop. Linear mixed models were used to compare both the within group and between group pre- and post- questionnaire data. Percentages and frequencies were used to analyse data pertaining to participants' perceptions and experience of the workshop. Descriptive qualitative analysis of free-text responses was undertaken. RESULTS Findings indicated that 80.8% (n = 440) of participants rated their workshop experience as good/very good. 64.6% (n = 352) of participants reported that it had changed how they considered other health professionals. Significant higher (p < 0.001) post questionnaire mean scores were demonstrated for nursing (5.63, SE0.05) and pharmacy students (5.82, SE 0.11). CONCLUSION Findings provide support for the implementation of IPE for nursing, and pharmacy students. It is recommended that these initiatives are introduced at an early stage in their education to promote interprofessional socialisation and are repeated throughout the curricula.
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Affiliation(s)
- Jacqueline G Bloomfield
- University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
| | - Carl R Schneider
- University of Sydney School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
| | - Stuart Lane
- Nepean Clinical School, Faculty of Medicine and Health, The University of Sydney, Nepean Hospital, Sydney, Australia.
| | - Paulina Stehlik
- Institute for Evidence-Based Healthcare, Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Australia.
| | - Astrid Frotjold
- University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
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