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Neubauer FB, Wagner FL, Lörwald A, Huwendiek S. Sharpening the lens to evaluate interprofessional education and interprofessional collaboration by improving the conceptual framework: a critical discussion. BMC MEDICAL EDUCATION 2024; 24:615. [PMID: 38835006 DOI: 10.1186/s12909-024-05590-0] [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: 11/29/2023] [Accepted: 05/22/2024] [Indexed: 06/06/2024]
Abstract
It has been difficult to demonstrate that interprofessional education (IPE) and interprofessional collaboration (IPC) have positive effects on patient care quality, cost effectiveness of patient care, and healthcare provider satisfaction. Here we propose a detailed explanation for this difficulty based on an adjusted theory about cause and effect in the field of IPE and IPC by asking: 1) What are the critical weaknesses of the causal models predominantly used which link IPE with IPC, and IPE and IPC with final outcomes? 2) What would a more precise causal model look like? 3) Can the proposed novel model help us better understand the challenges of IPE and IPC outcome evaluations? In the format of a critical theoretical discussion, based on a critical appraisal of the literature, we first reason that a monocausal, IPE-biased view on IPC and IPC outcomes does not form a sufficient foundation for proper IPE and IPC outcome evaluations; rather, interprofessional organization (IPO) has to be considered an additional necessary cause for IPC; and factors outside of IPC additional causes for final outcomes. Second, we present an adjusted model representing the "multi-stage multi-causality" of patient, healthcare provider, and system outcomes. Third, we demonstrate the model's explanatory power by employing it to deduce why misuse of the modified Kirkpatrick classification as a causal model in IPE and IPC outcome evaluations might have led to inconclusive results in the past. We conclude by applying the derived theoretical clarification to formulate recommendations for enhancing future evaluations of IPE, IPO, and IPC. Our main recommendations: 1) Focus should be placed on a comprehensive evaluation of factual IPC as the fundamental metric and 2) A step-by-step approach should be used that separates the outcome evaluation of IPE from that of IPC in the overarching quest for proving the benefits of IPE, IPO and IPC for patients, healthcare providers, and health systems. With this critical discussion we hope to enable more effective evaluations of IPE, IPO and IPC in the future.
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Affiliation(s)
- Florian B Neubauer
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland.
| | - Felicitas L Wagner
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland
| | - Andrea Lörwald
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland
| | - Sören Huwendiek
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland
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Sultan L, de Jong N, Alsaywid B, Khan MA, de Nooijer J. Exploring Perceptions and Practices of Interprofessional Shared Decision-Making Education in Palliative Care Settings. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:281-291. [PMID: 38600963 PMCID: PMC11005846 DOI: 10.2147/amep.s450166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 03/31/2024] [Indexed: 04/12/2024]
Abstract
Background Palliative care teams provide support to patients and their caregivers during terminal illness, which requires interprofessional collaboration. One of the foundational skills is to assist patients with decision-making. This can be facilitated through interprofessional shared decision-making (IP-SDM). So far, IP-SDM education frameworks have only been used to a limited extent in the area of palliative care. Aim This study aims to explore perceptions and practices of faculty members, health professionals, and students toward IP-SDM education in palliative care and to indicate associated factors to implement an IP-SDM in undergraduate health professions education in palliative care settings. Methods We used a cross-sectional study design in which the data was obtained via an online self-administered questionnaire adapted from existing validated tools. The questionnaire was distributed to faculty members and health professionals (n = 125) and students (n = 334) at King Abdulaziz Medical City in Jeddah, Saudi Arabia. The sampling technique was a non-probability convenience sampling. Bivariate statistics, such as independent sample t-tests, one-way ANOVA, correlation coefficient, and linear multiple regression were conducted. Findings The response rate was 54% (85 faculty members and health professionals and 164 students). Perceptions on IP-SDM did not differ between participants. From those who had previous experience with IP-SDM, the mean practices score was slightly higher for faculty members and health professionals (M = 83.1, SD = 15.9) than for students (M = 74.1, SD = 11.5), which was significant (p < 0.05). Factors such as gender, age, discipline, nationality, level of education, years of study, and previous experience that were associated with perceptions and practices were varied among participants. Conclusion The findings show high levels of perception with low levels of practice of IP-SDM in palliative care. Other factors that could be associated with the topic should be addressed in further studies.
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Affiliation(s)
- Lama Sultan
- Department of Clinical Nutrition, Ministry of National Guard Health Affairs, King Abdulaziz Medical City, Jeddah, KSA, Saudi Arabia
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Nynke de Jong
- Department of Health Services Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, NL, Saudi Arabia
| | - Basim Alsaywid
- Urology Department, King Faisal Specialist Hospital & Research Center, Riyadh, KSA, Saudi Arabia
- Education and Research Skills Directory, Saudi National Institute of Health, Riyadh, KSA, Saudi Arabia
| | - Muhammad Anwar Khan
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, KSA, Saudi Arabia
| | - Jascha de Nooijer
- Department of Health Promotion, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
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Abeyaratne C, Lim A, Krishnan S. A teamwork OSCE station - Encompassing shared decision making between a doctor, pharmacist and patient. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:124-131. [PMID: 38177022 DOI: 10.1016/j.cptl.2023.12.014] [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: 03/29/2023] [Revised: 10/11/2023] [Accepted: 12/18/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND AND PURPOSE Teamwork with a focus on incorporating interprofessional education (IPE) is a core skill taught in pharmacy curriculum. Including the patient in shared decision making has become a more empathetic and holistic approach to care. Teamwork skills and approaches are usually assessed by peers via group work. EDUCATIONAL ACTIVITY AND SETTING A teamwork Objective Structured Clinical Examination (OSCE) station was implemented in 2022 in two countries, conducted in final year pharmacy students where students had to solve a clinical scenario with a doctor and patient in the room and manage any resistances to therapy recommendations. Students were marked on their collaborative skills and how they articulated clinical evidence to justify their therapy recommendations to reach an optimal goal to suit the team. Perception data from students simulated patients and doctors were also collected. FINDINGS Across both countries (n = 414), the overall mean score was 79.1% (24.0%SD) across six different OSCE cases. Students generally struggled with the concept of engaging in a two-way conversation, and often presented their full recommendations without any breaks to confirm understanding or agreement. Simulated patients appreciated the OSCE showing a patient role in decision making. Simulated doctors valued the OSCE for its assessment of clinical justification in times of disagreement. Overall, 86.2% of students (n = 354) agreed or strongly agreed the station assessed their teamwork skills adequately. SUMMARY A teamwork OSCE station is a valuable assessment for assessing shared decision making skills and more work around prepare students to engage in two-way conversations is needed.
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Affiliation(s)
- Carmen Abeyaratne
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Angelina Lim
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Sunanthiny Krishnan
- NIHR Biomedical Research Unit and Department of Cardiovascular Sciences, University of Leicester, Glenfield Hospital, Groby Road, Leicester LE3 9QP, UK
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Welch S. A systematic review and quality appraisal of interprofessional behavioral assessment instruments for nursing education. NURSE EDUCATION TODAY 2024; 133:106073. [PMID: 38150778 DOI: 10.1016/j.nedt.2023.106073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 11/06/2023] [Accepted: 12/11/2023] [Indexed: 12/29/2023]
Abstract
Instruments to assess interprofessional behaviors in prelicensure interprofessional education (IPE) lack validity and reliability data. No individual behavioral assessment instrument met all standards of the Quality Appraisal of Interprofessional Learning Scales (QuAILS) checklist (Oates & Davidson, 2015). The IPA and iSOFT instruments provided the most substantial validity and reliability evidence. Future validation research studies of interprofessional education (IPE) behavioral instruments that evaluate interprofessional professionalism (IPP) domains are needed in nursing education.
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Affiliation(s)
- Susan Welch
- University of Alabama, University Boulevard, Tuscaloosa, AL 35487, United States of America.
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Barnhardt EW, Gonzalez A, Rabidoux P, Allain DC. Assessment of Interprofessional Competence of Leadership Education in Neurodevelopmental and Related Disabilities Trainees through a Virtual Standardized Patient Encounter. Matern Child Health J 2024; 28:44-51. [PMID: 37910329 DOI: 10.1007/s10995-023-03798-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/17/2023] [Indexed: 11/03/2023]
Abstract
INTRODUCTION Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs have an emphasis on developing skills in providing family-centered and interdisciplinary care. Due to Coronavirus pandemic-related restrictions, opportunities for interdisciplinary education were limited for the 2020-2021 LEND Trainee cohort at The Ohio State University Nisonger Center. Standardized Patient (SP) encounters can be a mechanism for instruction and assessment of interprofessional competence. METHODS An SP encounter was developed for the The Ohio State University 2020-2021 LEND Cohort. Prior to the activity, participants (N = 11) were given clinic notes to review from their respective disciplines. During the activity, participants met virtually to develop collaborative recommendations which were then delivered to the SP who portrayed the mother of a young child receiving a new diagnosis of autism spectrum disorder. Following the encounter, 4 LEND faculty observers completed the Modified McMaster-Ottawa Team Rating Scale and participants completed the Interprofessional Collaboration Competency Attainment Scale-Revised (ICCAS-R). RESULTS Eleven LEND trainees completed the ICCAS-R with an overall increase in the mean score from 3.86 to 4.12. Four LEND faculty members completed the Modified McMaster-Ottawa Team Rating Scale, with the Communication domain demonstrating the highest level of competence. DISCUSSION This activity was well-received by both faculty and LEND trainees. Although delivered in virtual format, it could easily be transitioned to an in-person encounter for future LEND trainees. The success of this activity further supports that standardized patient encounters can be a feasible mechanism for instruction and assessment of interprofessional competencies and serve as a training mechanism for LEND programs.
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Affiliation(s)
- Elizabeth W Barnhardt
- Section of Developmental and Behavioral Pediatrics, Nationwide Children's Hospital, Columbus, OH, USA.
- The Ohio State University Nisonger Center, Columbus, OH, USA.
| | - Alicia Gonzalez
- Division of Audiology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Paula Rabidoux
- The Ohio State University Nisonger Center, Columbus, OH, USA.
| | - Dawn C Allain
- The Ohio State University Nisonger Center, Columbus, OH, USA.
- Division of Human Genetics, Department of Internal Medicine, The Ohio State University, Columbus, OH, USA.
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Mitzkat A, Mink J, Arnold C, Mahler C, Mihaljevic AL, Möltner A, Trierweiler-Hauke B, Ullrich C, Wensing M, Kiesewetter J. Development of individual competencies and team performance in interprofessional ward rounds: results of a study with multimodal observations at the Heidelberg Interprofessional Training Ward. Front Med (Lausanne) 2023; 10:1241557. [PMID: 37828945 PMCID: PMC10566636 DOI: 10.3389/fmed.2023.1241557] [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: 06/16/2023] [Accepted: 08/07/2023] [Indexed: 10/14/2023] Open
Abstract
Introduction Interprofessional training wards (IPTW) aim to improve undergraduates' interprofessional collaborative practice of care. Little is known about the effects of the different team tasks on IPTW as measured by external assessment. In Heidelberg, Germany, four nursing and four medical undergraduates (= one cohort) care for up to six patients undergoing general surgery during a four-week placement. They learn both professionally and interprofessionally, working largely on their own responsibility under the supervision of the medical and nursing learning facilitators. Interprofessional ward rounds are a central component of developing individual competencies and team performance. The aim of this study was to evaluate individual competencies and team performance shown in ward rounds. Methods Observations took place in four cohorts of four nursing and four medical undergraduates each. Undergraduates in one cohort were divided into two teams, which rotated in morning and afternoon shifts. Team 1 was on morning shift during the first (t0) and third (t1) weeks of the IPTW placement, and Team 2 was on morning shift during the second (t0) and fourth (t1) weeks. Within each team, a tandem of one nursing and one medical undergraduate cared for a patient room with three patients. Ward round observations took place with each team and tandem at t0 and t1 using the IP-VITA instrument for individual competencies (16 items) and team performance (11 items). Four hypotheses were formulated for statistical testing with linear mixed models and correlations. Results A total of 16 nursing and medical undergraduates each were included. There were significant changes in mean values between t0 and t1 in individual competencies (Hypothesis 1). They were statistically significant for all three sum scores: "Roles and Responsibilities", Patient-Centeredness", and "Leadership". In terms of team performance (Hypothesis 2), there was a statistically significant change in mean values in the sum score "Roles and Responsibilities" and positive trends in the sum scores "Patient-Centeredness" and "Decision-Making/Collaborative Clinical Reasoning". Analysis of differences in the development of individual competencies in the groups of nursing and medical undergraduates (Hypothesis 3) showed more significant differences in the mean values of the two groups in t0 than in t1. There were significant correlations between individual competencies and team performance at both t0 and t1 (Hypothesis 4). Discussion The study has limitations due to the small sample and some sources of bias related to the external assessment by means of observation. Nevertheless, this study offers insights into interprofessional tasks on the IPTW from an external assessment. Results from quantitative and qualitative analysis of learners self-assessment are confirmed in terms of roles and responsibilities and patient-centeredness. It has been observed that medical undergraduates acquired and applied skills in collaborative clinic reasoning and decision-making, whereas nursing undergraduates acquired leadership skills. Within the study sample, only a small group of tandems remained constant over time. In team performance, the group of constant tandems tended to perform better than the group of random tandems. The aim of IPTW should be to prepare healthcare team members for the challenge of changing teams. Therefore, implications for IPTW implementation could be to develop learning support approaches that allow medical and nursing undergraduates to bring interprofessional competencies to team performance, independent of the tandem partner or team.
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Affiliation(s)
- Anika Mitzkat
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Johanna Mink
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Christine Arnold
- Division of Neonatology, Department of Paediatrics, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Cornelia Mahler
- Department of Nursing Science, University Hospital Tübingen, Tübingen, Germany
| | - André L. Mihaljevic
- Department of General Visceral and Transplantation Surgery, University Hospital Ulm, Ulm, Germany
| | - Andreas Möltner
- Department of Medical Examinations, Medical Faculty Heidelberg, Heidelberg, Germany
| | - Birgit Trierweiler-Hauke
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Charlotte Ullrich
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Michel Wensing
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Jan Kiesewetter
- Institute of Medical Education, LMU University Hospital, LMU München, München, Germany
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Brownie S, Blanchard D, Amankwaa I, Broman P, Haggie M, Logan C, Pearce A, Sampath K, Yan AR, Andersen P. Tools for faculty assessment of interdisciplinary competencies of healthcare students: an integrative review. Front Med (Lausanne) 2023; 10:1124264. [PMID: 37396887 PMCID: PMC10314362 DOI: 10.3389/fmed.2023.1124264] [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: 01/19/2023] [Accepted: 05/25/2023] [Indexed: 07/04/2023] Open
Abstract
Increasingly, interprofessional teamwork is required for the effective delivery of public health services in primary healthcare settings. Interprofessional competencies should therefore be incorporated within all health and social service education programs. Educational innovation in the development of student-led clinics (SLC) provides a unique opportunity to assess and develop such competencies. However, a suitable assessment tool is needed to appropriately assess student progression and the successful acquisition of competencies. This study adopts an integrative review methodology to locate and review existing tools utilized by teaching faculty in the assessment of interprofessional competencies in pre-licensure healthcare students. A limited number of suitable assessment tools have been reported in the literature, as highlighted by the small number of studies included. Findings identify use of existing scales such as the Interprofessional Socialization and Valuing Scale (ISVS) and the McMaster Ottawa Scale with Team Observed Structured Clinical Encounter (TOSCE) tools plus a range of other approaches, including qualitative interviews and escape rooms. Further research and consensus are needed for the development of teaching and assessment tools appropriate for healthcare students. This is particularly important in the context of interprofessional, community-partnered public health and primary healthcare SLC learning but will be of relevance to health students in a broad range of clinical learning contexts.
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Affiliation(s)
- Sharon Brownie
- School of Health Sciences, Swinburne University, Hawthorn, QLD, Australia
- School of Medicine and Dentistry, Griffith University, Gold Coast, QLD, Australia
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Denise Blanchard
- School of Nursing, Eastern Institute of Technology – Te Pukenga, Hawkes Bay, New Zealand
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Bathurst, NSW, Australia
- School of Nursing and Midwifery, The University of Newcastle Central Coast Clinical School, Ourimbah, NSW, Australia
| | - Isaac Amankwaa
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
- Faculty of Health, University of Canberra, Canberra, NSW, Australia
| | - Patrick Broman
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Marrin Haggie
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Carlee Logan
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Amy Pearce
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Kesava Sampath
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
| | - Ann-Rong Yan
- Faculty of Health, University of Canberra, Canberra, NSW, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice and Centre for Sports Science and Human Performance, Waikato Institute of Technology – Te Pukenga, Hamilton, New Zealand
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, QLD, Australia
- School of Nursing, Midwifery and Social Science, Central Queensland University, Sippy Downs, QLD, Australia
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Mitzkat A, Mink J, Arnold C, Krug K, Mahler C, Trierweiler-Hauke B, Wensing M, Kiesewetter J, Mihaljevic AL, Ullrich C. [Measuring individual competencies and team performance in clinical learning settings of interprofessional collaborative practice: Empirical development of the Interprofessional Ward Round Individual and Team Assessment Tool (IP-VITA)]. ZEITSCHRIFT FUR EVIDENZ, FORTBILDUNG UND QUALITAT IM GESUNDHEITSWESEN 2023:S1865-9217(23)00060-0. [PMID: 37236848 DOI: 10.1016/j.zefq.2023.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Revised: 03/14/2023] [Accepted: 03/20/2023] [Indexed: 05/28/2023]
Abstract
BACKGROUND Interprofessional training wards (IPTW) can contribute to the development of interprofessional competencies. In order to evaluate the acquisition of competencies, instruments are needed that record both team performance and individual competencies in the clinical teaching setting in third-party assessment. This paper describes the Interprofessional Ward Round Individual and Team Assessment-Tool, IP-VITA ("Interprofessionelle Visiten Individual und Team Assessment Tool") and its development. METHOD Based on the empirical exploration of the three observation instruments "Teamwork Assessment Scale" (TAS), "McMaster-Ottawa Scale" and "Individual Teamwork Observation and Feedback Tool" (iTOFT) in at least four rounds each at the HIPSTA (with n=8 students and trainees each), a preliminary version of the IP-VITA was created. This preliminary version was then refined in subsequent empirical steps: a consensual validation in the research team was followed by a "member check" with the clinical colleagues of the HIPSTA, the input from external experts and an empirical test in an alternative setting. RESULTS The IP-VITA is an empirically developed multimodal instrument to assess the interprofessional competencies of trainees and students as well as their team performance in clinical settings with patient interaction. It comprises three parts. In part A, structural data, the persons involved and the essential patient characteristics are recorded. Part B consists of 12 items and a free-text field for recording behaviour at the individual level. Part C also consists of 12 items and evaluates behaviour at team level. DISCUSSION The IP-VITA instrument was developed specifically for the context of evaluating interprofessional ward rounds in a clinical educational setting. The instrument takes into account the ambiguous position of the assessment of interprofessional collaboration between individual competence and team performance. Beyond the HIPSTA, it can be used as a formative assessment instrument, and it may also be useful for summative assessments.
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Affiliation(s)
- Anika Mitzkat
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland.
| | - Johanna Mink
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Christine Arnold
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Katja Krug
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Cornelia Mahler
- Abteilung Pflegewissenschaft, Universitätsklinikum Tübingen, Tübingen, Deutschland
| | - Birgit Trierweiler-Hauke
- Klinik für Allgemein- Viszeral- und Transplantationschirurgie, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Michel Wensing
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Jan Kiesewetter
- Institut für Didaktik und Ausbildungsforschung in der Medizin, Universitätsklinikum München, München, Deutschland
| | - André L Mihaljevic
- Klinik für Allgemein- und Viszeralchirurgie, Universitätsklinikum Ulm, Ulm, Deutschland
| | - Charlotte Ullrich
- Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
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Fusco NM, Foltz-Ramos K, Zhao Y, Ohtake PJ. Virtual escape room paired with simulation improves health professions students' readiness to function in interprofessional teams. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:311-318. [PMID: 37045674 DOI: 10.1016/j.cptl.2023.03.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 02/09/2023] [Accepted: 03/28/2023] [Indexed: 05/19/2023]
Abstract
BACKGROUND This project investigated the change in nursing, pharmacy, and physical therapy students' interprofessional socialization after participation in a virtual interprofessional escape room and case conference simulation. INTERPROFESSIONAL EDUCATION ACTIVITY Interprofessional teams of nursing (n = 93), pharmacy (n = 75) and physical therapy (n = 33) students completed asynchronous, online learning (sepsis recognition and total hip replacement post-operative precautions) followed by a virtual escape room and a virtual simulated patient case conference. During the case conference, interprofessional student teams developed a discharge plan for an individual after a hip replacement complicated by post-operative sepsis. Before and after the experience, students completed a knowledge test and a validated survey instrument that assessed their interprofessional socialization (Interprofessional Socialization and Valuing Scale-21). During the simulated patient case conference, faculty assessed student performance using a standardized rubric. After the experience students completed a program evaluation. DISCUSSION Interprofessional socialization significantly increased (5.5 ± 0.9 vs. 6.0 ± 0.9) among all students with a medium effect size (Cohen's d = 0.56). Faculty assessment of individual student's team performance during the virtual simulation revealed a moderate rate meeting competency, with good interrater reliability. Students highly valued this learning experience as being both effective and important to their professional development, as indicated on the program evaluation. IMPLICATIONS A virtual interprofessional experience consisting of asynchronous online learning, a virtual escape room, and a virtual case conference positively influenced students' interprofessional socialization. Students valued the experience and recognized its importance in their development as student health professionals.
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Affiliation(s)
- Nicholas M Fusco
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, 216 Pharmacy Building, Buffalo, NY 14214, United States.
| | - Kelly Foltz-Ramos
- University at Buffalo School of Nursing, 211 Wende Hall, Buffalo, NY 14214, United States.
| | - Yichen Zhao
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, 216 Pharmacy Building, Buffalo, NY 14214, United States.
| | - Patricia J Ohtake
- University at Buffalo Office of the Vice President for Health Sciences, 630 Kimball Tower, Buffalo, NY 14214, United States; University at Buffalo School of Public Health and Health Professions, 630 Kimball Tower, Buffalo, NY 14214, United States.
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10
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Tokumaru S, Wong L, Young N, Boehm L, Meguro A, Teruya K, Loos JR, Peterman K, Masaki K. Interprofessional telehealth simulations for pharmacy and nursing students: Development and evaluation of an online experience. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:155-163. [PMID: 36948979 DOI: 10.1016/j.cptl.2023.02.021] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 11/03/2022] [Accepted: 02/23/2023] [Indexed: 06/06/2023]
Abstract
INTRODUCTION The authors evaluated student achievement of interprofessional education (IPE) core competencies during two formats (one hybrid and one completely online) of an IPE simulation designed for pharmacy and nursing students. METHODS This IPE simulation was designed to teach students to use distance technologies to collaborate on patient care. In 2019, pharmacy (n = 83) and nursing (n = 38) students attended the hybrid (in-person and online) IPE simulation (SIM 2019) with the use of a telepresence robot. In 2020, pharmacy (n = 78) and nursing (n = 48) students attended the simulations completely online (SIM 2020), without the use of a robot. Both sessions aimed to achieve IPE core competencies through interprofessional student collaboration sessions using telehealth distance technologies. Students completed quantitative and qualitative evaluation surveys for both simulations. During SIM 2020, faculty and students used an observation tool to directly assess student team collaboration skills. RESULTS Statistically significant improvements in self-assessment of IPE core competency scores were found in both formats of the simulation sessions. There were no statistical differences in faculty ratings with student ratings of team skills using the direct observation of team collaboration. Qualitative results indicated that students found interprofessional collaboration to be the most important lesson learned from the activity. CONCLUSIONS Both formats for the simulation achieved core competency learning objectives. IPE is an essential experience for health care education and is achievable online.
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Affiliation(s)
- Sheri Tokumaru
- The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720, United States.
| | - Lorrie Wong
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Nicole Young
- The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720, United States.
| | - Laura Boehm
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Aryn Meguro
- The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720, United States.
| | - Kimm Teruya
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Joanne R Loos
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Kal Peterman
- Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822, United States.
| | - Kamal Masaki
- Department of Geriatric Medicine, John A. Burns School of Medicine, University of Hawaii at Manoa, 651 Ilalo Street, Honolulu, HI 96813, United States.
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Andersen P, Broman P, Tokolahi E, Yap JR, Brownie S. Determining a common understanding of interprofessional competencies for pre-registration health professionals in Aotearoa New Zealand: A Delphi study. Front Med (Lausanne) 2023; 10:1119556. [PMID: 37035298 PMCID: PMC10079912 DOI: 10.3389/fmed.2023.1119556] [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] [Received: 01/14/2023] [Accepted: 03/13/2023] [Indexed: 04/11/2023] Open
Abstract
There is growing awareness that factors such as the growing incidence of co-morbidity and increasing complexity of patient health needs cannot be addressed by health professionals practicing in isolation. Given this, there is an increasing emphasis on preparing students in health-related programs for effective interprofessional practice. Less clear, however, are the specific skills and clinical or learning opportunities necessary for students to develop effectiveness in interprofessional practice. These factors drove a team associated with a tertiary health education provider in Hamilton, New Zealand to transform traditional clinical student experiences in the form of an interprofessional student-assisted clinic. The clinic was intended, in part, to provide students with opportunities to learn and experience interprofessionalism in practice but was hampered by limited information available regarding the specific skill requirements necessary for students in New Zealand to learn in this context. In this Delphi study, we synthesize national expert opinion on student competency indicators necessary for effective interprofessional practice. The resultant set of indicators is presented and opportunities for application and further research discussed. The paper offers guidance to others seeking to innovate health curricula, develop novel service-oriented learning experiences for students, and foster interprofessional practice competence in the future health workforce.
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Affiliation(s)
- Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, QLD, Australia
- School of Nursing, Midwifery and Social Science, Central Queensland University, Norman Gardens, QLD, Australia
| | - Patrick Broman
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- *Correspondence: Patrick Broman,
| | - Ema Tokolahi
- Otago Polytechnic–Te Pūkenga, Dunedin, New Zealand
| | - Jia Rong Yap
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
| | - Sharon Brownie
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- School of Health Science, Swinburne University of Technology, Melbourne, VIC, Australia
- School of Medicine and Dentistry, Griffith University, Brisbane, QLD, Australia
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Kruger JS, Doloresco F, Maerten-Rivera J, Zafron ML, Borden H, Fusco NM. An Innovation Sprint to Promote Problem-solving and Interprofessional Skills Among Pharmacy and Public Health Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8852. [PMID: 35101858 PMCID: PMC10159603 DOI: 10.5688/ajpe8852] [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: 08/17/2021] [Accepted: 01/26/2022] [Indexed: 05/06/2023]
Abstract
Objective. Innovation sprints are a novel pedagogy where small groups of students find creative solutions to problems. The purpose of this study was to extend our understanding of innovation sprint pedagogical design by investigating the impact of an innovation sprint on Doctor of Pharmacy (PharmD) students' and Master of Public Health (MPH) students' interprofessional collaboration and problem-solving skills. We hypothesized that the innovation sprint would increase student self-efficacy and that interprofessional collaborative behaviors would be demonstrated by individuals on a team.Methods. MPH and third-year PharmD students were assigned to teams and participated in a required two-hour innovation sprint. Faculty observed student teams and evaluated their interprofessional collaboration skills using a rubric modeled after the Modified McMaster-Ottawa Scale. Students completed a postprogram survey assessing their interprofessional collaborative behaviors and attitudes toward the innovation sprint.Results. Of the 133 students participating in the innovation sprint, 127 completed the postprogram survey (response rate=95%). Faculty determined that 123 students (92%) met the interprofessional collaboration competencies. The mean interprofessional collaborative competencies attainment survey scores increased for both PharmD and MPH students. Qualitative analyses highlighted themes of interprofessional collaboration and problem-solving skills that students valued. Overall, students enjoyed working with each other and engaging in creative problem-solving.Conclusion. An interprofessional innovation sprint involving PharmD and MPH students demonstrated a positive impact on student self-assessed interprofessional collaboration and problem-solving skills. Further, faculty observed a high rate of interprofessional behaviors within student teams. Based on these findings, an innovation sprint may be an effective pedagogical tool to enhance students' skills in these areas.
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Affiliation(s)
- Jessica S Kruger
- University at Buffalo, School of Public Health and Health Professions, Buffalo, New York
| | - Fred Doloresco
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Jaime Maerten-Rivera
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | | | - Hadar Borden
- University at Buffalo Blackstone LaunchPad, Buffalo, New York
| | - Nicholas M Fusco
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
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Xiao Z, Liu Y, Fong DYT, Huang X, Weng M, Wan C. Short-form development of the specific module of the QLICD-CRF(V2.0) for assessing the quality of life of patients with chronic renal failure. BMC Med Res Methodol 2022; 22:289. [PMID: 36348284 PMCID: PMC9641813 DOI: 10.1186/s12874-022-01766-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 10/21/2022] [Indexed: 11/11/2022] Open
Abstract
Background A short instrument would enhance the viability of a study. Therefore, we aimed to shorten the specific module (SPD-10) of the Quality of Life Instrument for Chronic Diseases - Chronic Renal Failure (QLICD-CRF) for assessing the quality of life of patients with chronic renal failure. Methods The 10-item SPD-10 was self-administered to 164 patients with chronic renal failure. A shortened form was first obtained by a tandem use of the classical test theory (CTT), the generalizability theory (GT), and the item response theory (IRT). In addition, we also shortened the SPD-10 by the Optimal Test Assembly (OTA). Results Both the tandem use of GT, CTT and IRT, and the OTA derived the same 7-item shortened version (SPD-7). It included items CRF1, CRF2, CRF3, CRF4, CRF6, CRF8, and CRF9 of the SPD-10. The SPD-7 had a Cronbach alpha of 0.78. The correlation coefficients of its total and factor scores with those of the SPD-10 were 0.96 and 0.98, respectively. Confirmatory factor analysis confirmed the unidimensional structure of the SPD-7, with the comparative fit index=0.96, the Tucker-Lewis index=0.94, and the root mean square error of approximation=0.09. Conclusion The short-form SPD-7 is reliable and valid for assessing the impact of clinical symptoms and side effects on the quality of life of patients with chronic renal failure. It is an efficient option without compromising the measurement performance of the SPD-10.
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Fusco NM, Foltz-Ramos K, Ohtake PJ. An Interprofessional Escape Room Experience to Improve Knowledge and Collaboration Among Health Professions Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8823. [PMID: 34911703 PMCID: PMC10159396 DOI: 10.5688/ajpe8823] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Accepted: 12/09/2021] [Indexed: 05/06/2023]
Abstract
Objective. The purpose of this study was to extend our understanding of escape room pedagogical design by investigating the impact of escape room puzzle content on changes in students' immediate recall knowledge and demonstration of interprofessional skills during a subsequent simulation.Methods. Students from nursing, pharmacy, and physical therapy programs were randomized to complete an escape room themed around acute management of sepsis (intervention group; n=133) or general acute care (control group; n=129) prior to participating in a simulated patient discharge case conference. Students completed a knowledge assessment before the escape room, immediately after the escape room, and immediately after the simulation. Additionally, students completed the Interprofessional Socialization and Valuing Scale (ISVS-21) before and after the experience along with a post-program evaluation. Faculty rated student achievement of interprofessional learning objectives during the simulation using a standardized rubric.Results. Students in the intervention group had higher scores on the knowledge test administered immediately after the escape room. All participants' ISVS-21 scores increased from before to after the activity. Interprofessional learning objectives, as evaluated by faculty, were met by 248 (94.7%) students.Conclusion. Participating in an interprofessional escape room activity with specific puzzle content improved students' immediate recall knowledge. In both groups, self-assessed interprofessional socialization improved, and a high percentage of students achieved the interprofessional learning objectives in a subsequent simulation. Escape rooms can be an innovative pedagogical tool that can positively impact immediate recall knowledge and interprofessional collaborative skills of health professions students.
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Affiliation(s)
- Nicholas M Fusco
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | | | - Patricia J Ohtake
- University at Buffalo, Office of the Vice President for Health Sciences, Buffalo, New York
- University at Buffalo, School of Public Health and Health Professions, Buffalo, New York
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15
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El-Awaisi A, Jaam M, Wilby KJ, Wilbur K. A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. J Interprof Care 2022; 36:882-890. [DOI: 10.1080/13561820.2022.2026899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Alla El-Awaisi
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Myriam Jaam
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Kyle John Wilby
- College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, NS, Canada
| | - Kerry Wilbur
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, Canada
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Almoghirah H, Nazar H, Illing J. Interdependence is one of many factors that influences collaborative health care practice. MEDICAL EDUCATION 2021; 55:1112-1114. [PMID: 34174120 DOI: 10.1111/medu.14586] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 06/10/2021] [Accepted: 06/23/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Hailah Almoghirah
- Newcastle University, Newcastle upon Tyne, UK
- King Saud University, Riyadh, Saudi Arabia
| | - Hamde Nazar
- Newcastle University, Newcastle upon Tyne, UK
| | - Jan Illing
- Royal College of Surgeons in Ireland, Dublin, Ireland
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Almoghirah H, Nazar H, Illing J. Assessment tools in pre-licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis. MEDICAL EDUCATION 2021; 55:795-807. [PMID: 33440040 DOI: 10.1111/medu.14453] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 01/07/2021] [Accepted: 01/09/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviours and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre-licensure IPE intervention and provide guidance on which tool to use according to the focus of the intervention. METHODS In July 2019, the following electronic databases were searched: MEDLINE, ERIC, CINHAL, EMBASE and NEXUS website. All studies involving pre-licensure health care students exposed to an IPE intervention and undertook an assessment measuring student knowledge, skills, behaviour, or change in organisational practice or a benefit to patients were included. Studies that used tools relying on self-assessment only were excluded. Constructive alignment of the IPE intervention with the assessment was evaluated and quality assessment of the studies and critical appraisal of the validity evidence for the tools was undertaken. RESULTS From 9502 returned studies, 39 studies met the inclusion criteria and were analysed. These were rated as good in terms of methodological quality. Acquisition of knowledge was the most commonly assessed outcome, mainly with pre/post knowledge tests, followed by behaviour change, which was measured by a range of validated tools. Patient benefit was defined as change in clinical effectiveness, patient safety or patient satisfaction. Constructive alignment of the IPE aim with the assessment was limited due to issues with study reporting. Tools measuring behaviour change demonstrate mixed adherence to quality standards around reliability, validity and scales and scoring. CONCLUSIONS Various methods have been used to identify change following IPE; however, choosing the most appropriate tool to support and align with the aim of the IPE intervention is crucial. We have critically appraised the available tools and offered an indication of their quality. This has informed the production of a decision aid to support the selection of the appropriate IPE assessment tool depending on the purpose of the intervention. More studies using these tools in rigorous study designs are required to substantiate the evidence base.
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Affiliation(s)
- Hailah Almoghirah
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Hamde Nazar
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, UK
| | - Jan Illing
- Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
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Glauberman GHR, Wong LCK, Bray ML, Katz AR. Disaster Aftermath Interprofessional Simulation: Promoting Nursing Students' Preparedness for Interprofessional Teamwork. J Nurs Educ 2021; 59:353-356. [PMID: 32497240 DOI: 10.3928/01484834-20200520-11] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2019] [Accepted: 01/17/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nurses are members of interprofessional cadres of health care professions with vital roles as disaster shelter volunteers and leaders for recovery efforts. Nurses must be equipped with the skills needed to care for communities postdisaster. Providing students with opportunities to engage in interprofessional simulated disaster experiences is an effective method for preparing them to work in leadership roles during disasters. This article describes a case study in the use of simulation to enhance health care students' knowledge and interprofessional collaboration roles in disaster management. METHOD The Disaster Aftermath Interprofessional Simulation (DAIS) tabletop exercise was developed by nursing and public health faculty. RESULTS Students prioritized health interventions and investigated a foodborne outbreak in an emergency shelter. Students applied knowledge from their respective disciplines, collaborating to develop plans to protect populations. CONCLUSION The DAIS is an innovative method for preparing nursing students to work as interprofessional team members in disaster response and recovery. [J Nurs Educ. 2020;59(6):353-356.].
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Gentry C, Espiritu E, Schorn MN, Hallmark B, Bryan M, Prather P, Villalta-Gil V, Offodile R, Wilkins C. Engaging the community through a longitudinal, interprofessional, interinstitutional experiential learning collaboration. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:169-176. [PMID: 33454075 DOI: 10.1016/j.cptl.2020.09.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 09/18/2020] [Accepted: 09/22/2020] [Indexed: 06/12/2023]
Abstract
Background Interprofessional education (IPE) and training in community settings is not commonly described in the literature. Studies primarily focus on clinical education of interprofessional teams in clinical practice and primary care. This is a description of a longitudinal, collaborative interinstitutional IPE project that engages community partners (CP) while delivering core IPE competencies. Interprofessional Education Activity: Twenty-seven students from five universities representing ten healthcare academic programs participated in the project. Participating CP were non-profit agencies developed to meet the needs of specific vulnerable, underserved populations. Students were divided into teams and then paired with CP. This was a six-month project, with students committing to 30 hours over two semesters. At the end of the project, students presented project deliverables to CP, faculty collaborative and other students. Interprofessional education collaborative (IPEC) domains were qualitatively assessed and students completed the Interprofessional Socialization and Valuing Scale (ISVS) at the beginning and conclusion of the project. Students provided written reflections at the conclusion of the project. Faculty completed the Team Observed Structured Clinical Encounter (TOSCE). Discussion" Twenty-seven students (100%) students completed the project and twenty-one students (77.8%) completed the evaluation tools. Students demonstrated a statistically significant difference between pre- and post-project ISVS total scores (5.81 +/- 0.64 vs. 6.51 +/- 0.37). Teamwork, communication skills, and increased comfort with those from other professions were common themes in the student reflections. Implications: Community-based IPE provides a venue for healthcare professionals to engage and partner with community organizations. This project demonstrates an effective inter-institutional, interprofessional method of delivering IPE.
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Affiliation(s)
- Chad Gentry
- Department of Pharmacy Practice, College of Pharmacy and Health Sciences, Lipscomb University, United States.
| | - Elena Espiritu
- School of Occupational Therapy, Belmont University, United States.
| | - Mavis N Schorn
- Senior Associate Dean for Academics, School of Nursing, Vanderbilt University, United States.
| | - Beth Hallmark
- Director of Simulation, School of Nursing, Belmont University, United States.
| | - Missy Bryan
- OTD Academic Fieldwork Coordinator, School of Occupational Therapy, Belmont University, United States.
| | | | | | - Regina Offodile
- Chief of Clinical Skills Professional and Medical Education, Director of Pamela C Williams Simulation and Clinical Skills Center, Meharry Medical College, United States.
| | - Consuelo Wilkins
- Executive Director, Meharry Vanderbilt Alliance, Professor of Medicine, Vanderbilt University Medical Center, Division of Geriatric Medicine, United States.
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O'Connell MB, Fava JP, Gilkey SJ, Dereczyk AL, Higgins R, Burke CA, Lucarotti RL, Gaggin PE. Using community pharmacies and team observed structured clinical encounters (TOSCEs) for interprofessional education and training. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:19-28. [PMID: 33131613 DOI: 10.1016/j.cptl.2020.07.018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Revised: 07/02/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Collaborative practice improves patient outcomes and is a needed student skill. An interprofessional education and collaborative practice (IPECP) program was developed using community pharmacies, clinics, and emergency departments. This study's purpose was to assess student pharmacists' team attitudes and skill development after the IPECP using team observed structured clinical encounters (TOSCEs). METHODS Nineteen pairs of fourth-year pharmacy and second-year physician assistant students practiced together in a community pharmacy (two days) and clinic or emergency department (two days). They completed TeamSTEPPS training and two team modules. Assessments included TOSCEs and pre/post attitude surveys. RESULTS Students significantly increased all TOSCE domain skills with pre- to post-mean score (SD) of: team communications 3.0 (0.5) to 4.1 (0.5), collaboration 2.8 (0.6) to 4.0 (0.5), roles and responsibilities 2.4 (0.4) to 3.8 (0.5), patient-centered care 2.8 (0.5) to 4.1 (0.6), conflict management 2.8 (0.5) to 4.1 (0.6), team functioning 2.7 (0.6) to 3.9 (0.6), and global performance 2.8 (0.6) to 4.0 (0.5). Afterwards, students reported positive attitudes about team-based patient care. All students stated the experience increased patient and healthcare professional communication skills and understanding of patient problems, and decreased errors. Most students (84%) agreed team care increased interventions compared to individually provided care. Most students (84%) thought the experience was worthwhile, and 68% agreed the IPECP program should be continued. CONCLUSIONS This study supports that IPECP can be conducted in a community pharmacy and clinic or emergency department to improve student team skills as evidenced by documented team skills development during TOSCEs.
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Affiliation(s)
- Mary Beth O'Connell
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Joseph P Fava
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Stephanie J Gilkey
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Physician Assistant Studies, 259 Mack Ave, Suite 2590, Detroit, MI 48201-2427, United States.
| | - Amy L Dereczyk
- University of Detroit Mercy, College of Health Professions, Physician Assistant Program, 4001 West McNichols Road, Detroit, MI 48221, United States.
| | - Rose Higgins
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Ave, Detroit, MI 48201-2427, United States
| | - Constance A Burke
- University of Detroit Mercy, College of Health Professions, Physician Assistant Program, 4001 West McNichols Road, Detroit, MI 48221, United States.
| | - Richard L Lucarotti
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Pilar E Gaggin
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
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Salvati LA, Meny LM, de Voest MC, Bright DR, Vavra-Janes KL, Young MA, Kelsh SE, Sahr MJ, Wellman GS. Assessing the Validity and Reliability of the Pharmacist Interprofessional Competencies Tool. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7668. [PMID: 32773824 PMCID: PMC7405300 DOI: 10.5688/ajpe7668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2019] [Accepted: 12/16/2019] [Indexed: 06/11/2023]
Abstract
Objective. To determine the validity and reliability of the Pharmacist Interprofessional Competencies Tool (PICT). Methods. Faculty members at Ferris State University, College of Pharmacy developed the PICT, which has five interprofessional criterion (collaboration, ownership, respect, engagement, and application) and four competency levels (unacceptable, novice, competent, and proficient) to assess the interprofessional competencies of pharmacy students. Fourteen pharmacy faculty members were trained in how to use the PICT and then used it to assess students' behaviors in four to six video-recorded interprofessional education (IPE) learning activities. A subset of these faculty members evaluated the video-recorded IPE learning activities using two other previously validated interprofessional assessment tools. Psychometric analysis of the PICT, including internal consistency and inter-rater reliability, was conducted, along with a correlation analysis and factor analysis, and the results were compared to those from the other validated assessment tools. Results. The overall rating of the internal consistency of the PICT was excellent and item-total correlations of the individual criterion were fair to good, with the exception of the respect criterion. The PICT demonstrated excellent overall inter-rater reliability, and individual criterion rated as fair to excellent with the exception of the respect criterion. Specific dimensions of the PICT showed high convergence with previously validated interprofessional assessment tools. Conclusion. The PICT exhibited overall validity and reliability as an assessment tool for measuring the interprofessional competencies of pharmacy students. In establishing the overall validity and reliability of the assessment tool, the respect criterion was not proved to be reliable or valid. Additional training and slight modifications to the PICT and associated IPE learning activities are planned to assist with longitudinal assessment of student performance across the curriculum.
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Affiliation(s)
- Lisa A Salvati
- Ferris State University, College of Pharmacy, Big Rapids, Michigan
| | - Lisa M Meny
- Ferris State University, College of Pharmacy, Big Rapids, Michigan
| | | | - David R Bright
- Ferris State University, College of Pharmacy, Big Rapids, Michigan
| | | | - Mark A Young
- Ferris State University, College of Pharmacy, Big Rapids, Michigan
| | - Shelby E Kelsh
- Ferris State University, College of Pharmacy, Big Rapids, Michigan
| | - Michelle J Sahr
- Ferris State University, College of Pharmacy, Big Rapids, Michigan
| | - Greg S Wellman
- Ferris State University, College of Pharmacy, Big Rapids, Michigan
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Jha S. Team psychological safety and team performance. INTERNATIONAL JOURNAL OF ORGANIZATIONAL ANALYSIS 2019. [DOI: 10.1108/ijoa-10-2018-1567] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to examine the relationships between team psychological safety and team performance and to test the mediating effect of learning orientation and moderating effect of psychological empowerment on that relationship.
Design/methodology/approach
Data were collected from 50 teams and 345 team members from 20 different organizations. The moderated mediation analysis of psychological empowerment was tested using hierarchical regression analysis (PROCESS Macro) in SPSS.
Findings
The results show that higher the psychological empowerment, higher is the effect of psychological safety and learning orientation on team performance. Results supported the moderated mediation analysis of psychological empowerment.
Practical implications
Given that psychological empowerment and learning orientation of team members will effect team performance, organizational efforts to foster psychological empowerment should be rewarding. Focusing on channelizing team psychological safety to improve team members’ relationship, openness and comfort with each other will increase team performance.
Originality/value
The study incorporated learning orientation and psychological empowerment to redefine the relationship between psychological safety and team performance.
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Janotha BL, Tamari K, Evangelidis-Sakellson V. Dental and Nurse Practitioner Student Attitudes About Collaboration Before and After Interprofessional Clinical Experiences. J Dent Educ 2019; 83:638-644. [DOI: 10.21815/jde.019.073] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2018] [Accepted: 11/24/2018] [Indexed: 11/20/2022]
Affiliation(s)
| | - Katrin Tamari
- Columbia University College of Dental Medicine
- Touro College of Dental Medicine; New York Medical College
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Kottorp A, Keehn M, Hasnain M, Gruss V, Peterson E. Instrument Refinement for Measuring Self-Efficacy for Competence in Interprofessional Collaborative Practice: Development and Psychometric Analysis of IPECC-SET 27 and IPECC-SET 9. J Interprof Care 2018; 33:47-56. [PMID: 30156930 DOI: 10.1080/13561820.2018.1513916] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Assessing competence in interprofessional collaborative practice (ICP) among health professions students is a high priority. This cross-sectional study built on the authors' prior work that led to the development of the 38-item Interprofessional Education Collaborative Competency Self Efficacy Tool (IPECC-SET), an instrument to evaluate health professions students' self-efficacy in interprofessional collaborative competency, and addressed two primary questions. First, could a unidimensional scale based on the IPEC competencies and assessing perceived self-efficacy for competence in ICP and be constructed? Second, could a shorter version of that instrument still meet criteria for unidimensionality and retain the ability to separate students in distinct levels of perceived self-efficacy for competence in ICP? Study participants were two cohorts of students from 11 health professions programs participating in an institutional interprofessional immersion event in 2015 and 2016. Statistical stepwise analyses were conducted using a Rasch rating scale model. The original 38 IPECC-SET items did not meet the criteria to generate a valid unidimensional measure of self-efficacy for competence in ICP, but could be condensed into a 27-item scale that met all set criteria for unidimensionality, with an explained variance of 61.2% and a separation index of 3.02. A shorter, 9-item scale demonstrated a separation index of 2.21. The nine items included also demonstrated a relatively equivalent range (54.93-45.65) as compared to the 27-item scale (57.26-46.16). Findings confirm empirically the conceptual suggestion from our earlier work that the four dimensions in the original IPEC competencies contribute to a shared underlying construct: perceived competence in interprofessional collaboration. Given the emphasis on ICP, psychometrically sound instruments are needed to evaluate the effectiveness of educational efforts to promote competency for ICP. Based on the findings from this study, both the IPECC-SET 27 and IPECC-SET 9 can be used to measure perceived self-efficacy for competence in ICP.
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Affiliation(s)
- Anders Kottorp
- a Faculty of Health and Society , Malmö University , Malmö , Sweden
| | - Mary Keehn
- b College of Applied Health Sciences , University of Illinois at Chicago , Chicago , Illinois , USA
| | - Memoona Hasnain
- c Interim Head, Department of Family Medicine , College of Medicine, University of Illinois at Chicago , Chicago , Illinois , USA
| | - Valerie Gruss
- d College of Nursing , University of Illinois at Chicago , Chicago , Illinois , USA
| | - Elizabeth Peterson
- e Department of Occupational Therapy , University of Illinois at Chicago , Chicago , Illinois , USA
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25
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Lie D, Richter-Lagha R, Byul Sarah Ma S. A Pilot Comparison of In-Room and Video Ratings of Team Behaviors of Students in Interprofesional Teams. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6487. [PMID: 30013246 PMCID: PMC6041492 DOI: 10.5688/ajpe6487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2017] [Accepted: 12/20/2017] [Indexed: 06/08/2023]
Abstract
Objective. To examine concordance between in-room and video faculty ratings of interprofessional behaviors in a standardized team objective structured clinical encounter (TOSCE). Methods. In-room and video-rated student performance scores in an interprofessional 2-station TOSCE were compared using a validated 3-point scale assessing six team competencies. Scores for each student were derived from two in-room faculty members and one faculty member who viewed video recordings of the same team encounter from equivalent visual vantage points. All faculty members received the same rigorous rater training. Paired sample t-tests were used to compare individual student scores. McNemar's test was used to compare student pass/fail rates to determine the impact of rating modality on performance scores. Results. In-room and video student scores were captured for 12 novice teams (47 students) with each team consisting of students from four professions (medicine, pharmacy, physician assistant, nursing). Video ratings were consistently lower for all competencies and significantly lower for competencies of roles and responsibilities, and conflict management. Using a criterion of an average score of 2 out of 3 for at least one station for passing, 56% of students passed when rated in-room compared with 20% when rated by video. Conclusion. In-room and video ratings are not equal. Educators should consider scoring discrepancies based on modality when assessing team behaviors.
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Affiliation(s)
- Désirée Lie
- Keck School of Medicine, University of Southern California, Los Angeles, California
| | - Regina Richter-Lagha
- Keck School of Medicine, University of Southern California, Los Angeles, California
| | - Sae Byul Sarah Ma
- Keck School of Medicine, University of Southern California, Los Angeles, California
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26
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Narchi H, AlBlooshi A. Prediction equations of forced oscillation technique: the insidious role of collinearity. Respir Res 2018; 19:48. [PMID: 29587758 PMCID: PMC5869763 DOI: 10.1186/s12931-018-0745-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Accepted: 02/13/2018] [Indexed: 12/23/2022] Open
Abstract
Many studies have reported reference data for forced oscillation technique (FOT) in healthy children. The prediction equation of FOT parameters were derived from a multivariable regression model examining the effect of age, gender, weight and height on each parameter. As many of these variables are likely to be correlated, collinearity might have affected the accuracy of the model, potentially resulting in misleading, erroneous or difficult to interpret conclusions. The aim of this work was: To review all FOT publications in children since 2005 to analyze whether collinearity was considered in the construction of the published prediction equations. Then to compare these prediction equations with our own study. And to analyse, in our study, how collinearity between the explanatory variables might affect the predicted equations if it was not considered in the model. The results showed that none of the ten reviewed studies had stated whether collinearity was checked for. Half of the reports had also included in their equations variables which are physiologically correlated, such as age, weight and height. The predicted resistance varied by up to 28% amongst these studies. And in our study, multicollinearity was identified between the explanatory variables initially considered for the regression model (age, weight and height). Ignoring it would have resulted in inaccuracies in the coefficients of the equation, their signs (positive or negative), their 95% confidence intervals, their significance level and the model goodness of fit. In Conclusion with inaccurately constructed and improperly reported models, understanding the results and reproducing the models for future research might be compromised.
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Affiliation(s)
- Hassib Narchi
- Department of Pediatrics, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, P O Box 17666, United Arab Emirates
| | - Afaf AlBlooshi
- Department of Pediatrics, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, P O Box 17666, United Arab Emirates.
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27
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Farrell TW, Supiano KP, Wong B, Luptak MK, Luther B, Andersen TC, Wilson R, Wilby F, Yang R, Pepper GA, Brunker CP. Individual versus interprofessional team performance in formulating care transition plans: A randomised study of trainees from five professional groups. J Interprof Care 2017; 32:313-320. [PMID: 29182402 DOI: 10.1080/13561820.2017.1405919] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Health professions trainees' performance in teams is rarely evaluated, but increasingly important as the healthcare delivery systems in which they will practice move towards team-based care. Effective management of care transitions is an important aspect of interprofessional teamwork. This mixed-methods study used a crossover design to randomise health professions trainees to work as individuals and as teams to formulate written care transition plans. Experienced external raters assessed the quality of the written care transition plans as well as both the quality of team process and overall team performance. Written care transition plan quality did not vary between individuals and teams (21.8 vs. 24.4, respectively, p = 0.42). The quality of team process did not correlate with the quality of the team-generated written care transition plans (r = -0.172, p = 0.659). However, there was a significant correlation between the quality of team process and overall team performance (r = 0.692, p = 0.039). Teams with highly engaged recorders, performing an internal team debrief, had higher-quality care transition plans. These results suggest that high-quality interprofessional care transition plans may require advance instruction as well as teamwork in finalising the plan.
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Affiliation(s)
- Timothy W Farrell
- a Division of Geriatrics , University of Utah School of Medicine , Salt Lake City , USA.,b University of Utah Health Interprofessional Education Program , Salt Lake City , USA.,c VA Salt Lake City Geriatric Research, Education, and Clinical Center , Salt Lake City , USA
| | | | - Bob Wong
- d University of Utah College of Nursing , Salt Lake City , USA
| | - Marilyn K Luptak
- e University of Utah College of Social Work , Salt Lake City , USA
| | - Brenda Luther
- d University of Utah College of Nursing , Salt Lake City , USA
| | - Troy C Andersen
- e University of Utah College of Social Work , Salt Lake City , USA
| | - Rebecca Wilson
- d University of Utah College of Nursing , Salt Lake City , USA
| | - Frances Wilby
- e University of Utah College of Social Work , Salt Lake City , USA
| | - Rumei Yang
- d University of Utah College of Nursing , Salt Lake City , USA
| | | | - Cherie P Brunker
- a Division of Geriatrics , University of Utah School of Medicine , Salt Lake City , USA.,c VA Salt Lake City Geriatric Research, Education, and Clinical Center , Salt Lake City , USA.,f Department of Medicine, Intermountain Healthcare , Salt Lake City , USA
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