Perspectives of patient educators about their participation in an interprofessional program for healthcare students and postgraduate medical students

Including patients in interprofessional education (IPE) programs adds value to healthcare students' education. However, little is known about the perspective and experience of the involved patient educators (PEs). An IPE program (Interprofessional Seminars, IPS) that includes PEs was developed in France in 2009. The aim of this study was to describe the PEs' perspectives about their involvement in IPS. Data were collected using semi-structured interviews with 32 experienced PEs, and analyzed using a reflexive thematic analysis in the framework of an inductive approach. PEs had an identifiable profile. They were motivated by a sense of civic service, had well-developed communication skills, and were prepared to share their experiential knowledge with students. They were concerned about their capacity to express themselves in front of students and the need to consolidate their involvement through a structured partnership that involves briefing, collaboration, remuneration, and feedback. They proposed to establish compulsory interprofessional training for all students and to strengthen the collaboration between an interprofessional group of students and a PE. Our results highlight the PEs' desire to be involved in IPE and to develop a genuine patient-student partnership. These insights should support the systematic integration of PEs in IPE.

Interprofessional Collaborative Clinical Practice in Medicine and Pharmacy: Measure of Student Perceptions Using the SPICE-R2F Instrument to Bridge Health-Care Policy and Education in France

Background: Public health policies in France and the USA promote health professionals’ collaborative practices in accordance with World Health Organization recommendations emphasizing the need to promote interprofessional education and training. To optimize alignment of health-care policy and education, a scientific evidence-based approach is required. Methods: A French translation (SPICE-R2F) of the Student Perceptions of Interprofessional Clinical Education—Revised instrument, version 2 (SPICE-R2) was generated. SPICE-R2F was then completed by a multicentric cohort of French health students, and confirmatory factor analysis was utilized to evaluate the validity and reliability of this instrument based on response patterns. Results: Translation of SPICE-R2 was validated evaluating psychometric properties and conducting a confirmatory factor analysis (CFA). Adequate model fit was demonstrated using RMSEA (root mean square error of approximation) and CFI (comparative fit index) model fit criteria. Within each factor, however, low to moderate levels of reliability were observed between items. These observations diverge from other countries and highlight a potential French singularity. Conclusion: Our results suggest the need to improve interprofessional clinical practice education in France at early stages in the health-care curricula. The SPICE-R2F instrument may represent a valuable evidence-based tool to characterize perceptions of interprofessional education and training of health-care students and professionals in France.

[Study of a cross-sectoral scheme within the framework of France's Health Service for Health Students initiative: Conception, implementation, and perspectives]

Within the framework of France's Health Service for Health Students (Service sanitaire des étudiants en santé, SEES) initiative, students in physiotherapy and nursing from the same region were brought together to take part in an experimental scheme. As the students from each sector were not used to working together (2), the trainers needed to adapt in order to create a favorable teaching environment. This contribution looks at "what happened" during the setting up of such a scheme. Semi-structured interviews were conducted with the Institute for Training in Physiotherapy Management team at the beginning of the 2019-2020 academic year, and with the physiotherapy and nursing trainers involved in two of the schemes at the end of the experiment. The data from the interviews was processed using a thematic analysis. Beyond the challenges of such a scheme, the results also take into account the trainers' subjective experience. Feedback on the experience reveals quite contrasting training cultures and self-identification. The study as a whole makes it possible to identify the drivers behind, obstacles to, and optimal conditions for setting up this type of cross-sectoral preventative action, as well as shedding light on new training issues to be explored.

[The “alcohol and pregnancy” link in training in nursing or social work: A topic to reconsider?]

Alcohol consumption by pregnant women and its related dangers have been a major concern for public authorities for almost twenty years. Students finishing their training in nursing or social work are only slightly over twenty themselves. The job they are soon going to practice, as a graduate nurse, social worker, financial and family counsellor, or a specialized teacher, can lead them to come into contact with pregnant alcohol-drinking women.Based on a survey conducted in a training center for these two types of students, this study aims to understand the knowledge and representations these students have on the issue of “alcohol and pregnancy” within their future field of work.Despite having received little or no training on this topic, these students are aware of the dangers of alcohol consumption during pregnancy. As future professionals, they are poorly equipped, but they do feel able to deal with this issue. Some of them also demonstrated social misrepresentations about the people who would be affected by alcohol consumption during pregnancy. All these elements call for a rethink about the training methods that should be provided to them.