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Ardyansyah BD, Cordier R, Brewer M, Parsons D. Psychometric evaluation of the Australian interprofessional socialisation and valuing scale: An invariant measure for health practitioners and students. PLoS One 2024; 19:e0309697. [PMID: 39240984 PMCID: PMC11379266 DOI: 10.1371/journal.pone.0309697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Accepted: 08/17/2024] [Indexed: 09/08/2024] Open
Abstract
OBJECTIVES This study aimed to evaluate the psychometric properties of the Australian Interprofessional Socialisation and Valuing Scale (ISVS)-21 and provide an invariant measure for health practitioners and students to assess interprofessional socialisation. METHODS The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) were used as guidelines. This research began with a key step: conducting a pilot study to assess content validity, a requirement of COSMIN for item development. The ISVS-21 has not yet been validated in Australia. Content validity checks ensure the developed items accurately represent the measured construct in the intended cultural context. In addition to conducting more comprehensive tests of psychometric properties compared to previous studies on ISVS-21, this paper introduces something new by evaluating the internal structure of the instrument involving measurement invariance and hypothesis testing for construct validity based on several assumptions related to interprofessional socialisation and values. An invariant measure validates the use of the Australian ISVS-21 on practitioner and student equivalently, allowing the comparison of outcomes at both levels. RESULTS The evaluation of content validity indicated that the items were relevant, comprehensible (practitioners and students had an agreement score of >70% for all 21 items), and comprehensive to the concepts intended to be measured. Structural validity confirms ISVS-21 Australia as unidimensional, with good internal consistency reliabilities, Cronbach's α scores = 0.96 (practitioner) and 0.96 (student). Measurement invariance tests confirm ISVS-21 Australia is configural, metric and scalar invariance (ΔCFI ≤ 0.01) across the tested groups of practitioner and student, and therefore suitable for use by both cohorts in Australia. Age and length of work/study were discriminant factors for interprofessional socialisation in both cohorts; the professional background was a differentiating factor for practitioners but not for students. Hypotheses testing results support the COSMIN construct validity requirement for the measure, with 83.3% of assumptions tested accepted. CONCLUSION The Australian ISVS has good psychometric properties based on evaluating the content validity, internal structure, and hypotheses testing for construct validity. In addition, Australian ISVS is an invariant measure for use by health practitioners and students and, therefore, confirmed as a quality measure to assess interprofessional socialisation for both cohorts in Australia.
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Affiliation(s)
- Bau Dilam Ardyansyah
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
- Department of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, South Sulawesi, Indonesia
| | - Reinie Cordier
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
- Department of Social Work, Education and Community Wellbeing, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon the Tyne, United Kingdom
- Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Margo Brewer
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Dave Parsons
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
- St John of God Public and Private Hospitals Midland, Perth, WA, Australia
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Hadinger MA, Miller ME, Letcher A. Linking Interprofessional Community Health Experiences With Nursing Education: 15 Years and Counting. Nurse Educ 2024:00006223-990000000-00529. [PMID: 39250226 DOI: 10.1097/nne.0000000000001731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/11/2024]
Abstract
BACKGROUND Ensuring that nurses and other health care professionals are trained to work together in teams is critical. PROBLEM Recent literature describes interprofessional education (IPE) programs that meet community health needs. However, there is a need for descriptions of IPE programs embedded in the communities they serve. APPROACH Bridging the Gaps (BTG) is a collaboration between academic health institutions/universities and community organizations in the northeastern United States. BTG links IPE with the provision of health-related services for under resourced communities. This article describes the development of one BTG Community Health Internship Program (BTG CHIP) affiliate site (BTG, Lehigh Valley). OUTCOMES Since inception, 114 interns completed the program as part of BTG CHIP, Lehigh Valley, for a total of 3192 days of service provided to the community. BTG CHIP, Lehigh Valley, serves as a case study for establishing similar community-based IPE programs. This article describes challenges, opportunities, and replication strategies.
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Affiliation(s)
- Margaret A Hadinger
- Author Affiliations: Executive Director, Academic Success, OnlineMedEd, Emmaus, Pennsylvania (Dr Hadinger); Nursing, DeSales University, Center Valley, Pennsylvania (Dr Miller); Department of Family Medicine, Lehigh Valley Health Network, Allentown, Pennsylvania (Dr Letcher); and University of South Florida Morsani College of Medicine, Allentown, Pennsylvania (Dr Letcher)
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Park M, Choi E, Jeong M, Seo HJ, Kim J, Seo E. Interprofessional Educational Needs for Shared Governance of Integrated Care. Int J Integr Care 2024; 24:15. [PMID: 38736721 PMCID: PMC11086590 DOI: 10.5334/ijic.7674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Accepted: 04/17/2024] [Indexed: 05/14/2024] Open
Abstract
Introduction This study investigated the educational needs of integrated care among professionals in the public sector of healthcare and social care services in South Korea. Methods A cross-sectional secondary data analysis was performed. Original data were obtained from 10 metropolitan communities with a convenience sample of 210 integrated care professionals. The Borich Needs Assessment Model and the Locus for Focus Model were used to examine the priority educational needs of each integrated care professional. Results This study analyzed the key details of educational needs in integrated care by focusing on the competencies of integrated care approaches for person-centered care, interprofessional collaboration, and community involvement. The core educational needs of community care administrators, care coordinators, healthcare and social care providers, and community health champions, which are common to all professionals, and the specific educational needs for each type of professional were demonstrated, which contained specific content to implement integrated care. Conclusion This study provides an opportunity to comprehensively understand the educational needs of integrated care professionals based on their competencies. They want better interprofessional cooperation through networking and collaborative strategies. The results of this study may be utilized as fundamental data by future instructors to provide evidence-based education programs.
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Affiliation(s)
- Myonghwa Park
- College of Nursing, Chungnam National University, Daejeon, Republic of Korea
| | - Eunjeong Choi
- Department of Public Health, Graduate School, Yonsei University, Seoul, Republic of Korea
| | - Miri Jeong
- Department of nursing, Joongbu University, Geumsan-gun, Chungnam-do, Republic of Korea
| | - Hyun-Ju Seo
- College of Nursing, Chungnam National University, Daejeon, Republic of Korea
| | - Jahyeon Kim
- College of Nursing, Chungnam National University, Daejeon, Republic of Korea
- Chung-ang University Gwangmyeong Hospital, Gwangmyeong-si, Gyeonggi-do, Republic of Korea
| | - Eunkyung Seo
- College of Nursing, Chungnam National University, Daejeon, Republic of Korea
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Suwanchatchai C, Khuancharee K, Rattanamongkolgul S, Kongsomboon K, Onwan M, Seeherunwong A, Chewparnich P, Yoadsomsuay P, Buppan P, Taejarernwiriyakul O, Thummajitsakul S, Chaovipoch P, Krainara S, Sanguankittiphan P, Kosuwin R, Srimee P, Odglun Y, Wongtongtair S. The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students. BMC MEDICAL EDUCATION 2024; 24:93. [PMID: 38279163 PMCID: PMC10811920 DOI: 10.1186/s12909-024-05066-1] [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: 08/26/2023] [Accepted: 01/17/2024] [Indexed: 01/28/2024]
Abstract
BACKGROUND Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students. METHODS A one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program. RESULTS A total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men. CONCLUSION The implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.
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Affiliation(s)
- Chawin Suwanchatchai
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Kitsarawut Khuancharee
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand.
| | - Suthee Rattanamongkolgul
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Kittipong Kongsomboon
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Manasvin Onwan
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Anantapat Seeherunwong
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pacharapa Chewparnich
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Piyanuch Yoadsomsuay
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pattakorn Buppan
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Ormjai Taejarernwiriyakul
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Sirikul Thummajitsakul
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pimonporn Chaovipoch
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Sunisa Krainara
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pariyakorn Sanguankittiphan
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Rattiporn Kosuwin
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pakarang Srimee
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Yuparat Odglun
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Supim Wongtongtair
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
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Willis BW. Students' Perception of Servant Leadership by Physical Therapy Faculty Mentors Is Associated With Interprofessional Socialization. JOURNAL, PHYSICAL THERAPY EDUCATION 2023; 37:314-324. [PMID: 38478787 DOI: 10.1097/jte.0000000000000307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 07/19/2023] [Indexed: 06/25/2024]
Abstract
INTRODUCTION Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization. REVIEW OF THE LITERATURE Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited. SUBJECTS Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor. METHODS This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (sr) between the SL-7 and the ISVS-21, with significance accepted at P < .05. RESULTS Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant (F(8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores (R2 = 0.17, F(8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive sr of 0.34 (P < .001). DISCUSSION AND CONCLUSION Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions.
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Affiliation(s)
- Brad W Willis
- Brad W. Willis is the associate teaching professor in the Department of Physical Therapy, College of Health Sciences at the University of Missouri, 801 Clark Hall, 498 Turner Avenue, Columbia, MO ( ). Please address all correspondence to Brad W. Willis
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Etenaille M, Lecocq D, Herpelinck P, Parent F, Foucart J. Evaluation of inter-professional seminar involving patient-partners and caregivers. PATIENT EDUCATION AND COUNSELING 2023; 115:107902. [PMID: 37499448 DOI: 10.1016/j.pec.2023.107902] [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: 01/31/2023] [Revised: 07/11/2023] [Accepted: 07/14/2023] [Indexed: 07/29/2023]
Abstract
OBJECTIVE To assess the contribution of interprofessional education (IPE) for pre-graduate students from eight study branches. These seminars had patient-partners and caregivers as co-facilitators for reflexive conversations, with educational goals of learning interprofessional communication and involving patients in decision-making. METHODS A pre/post seminar comparison with 2 questionnaires about the students' professional identity, multidisciplinary collaboration and patients' involvement, and the richness of stakeholders' definitions. RESULTS 1142 students participated in the course (n = 740 after removing missing data). The results indicate that this type of education helps students feel more confident in their ability to communicate and collaborate (z = -10,204; p < 0,001), involves patients in their care plan (z = -7,996; p < 0,001) and fosters the competence and autonomy of the post-graduate students in their own professional field (z = -10,627; p < 0,001). It also enriches the definition of patients' roles (n = 399; z = -17,276; p < 0,001). CONCLUSION Including patients-partners and caregivers in IPE enriches the professional identity and increases the self-efficacy of futures caregivers. PRACTICE IMPLICATIONS This program exposed students to collaborative care practices, can reduce their resistance to this type of practice after graduation by making them more confident in using a structured team approach and recognising its benefits for both patients and caregivers.
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Affiliation(s)
- Maxime Etenaille
- Research Unit in Sciences of Osteopathy, Faculty of Motor Sciences, Université libre de Bruxelles, Brussels, Belgium; Research Unit in Motor Psychophysiology, Faculty of Motor Sciences, Université libre de Bruxelles, Brussels, Belgium
| | - Dan Lecocq
- Center for Research in Health Economics, Management of Health Care Institutions and Nursing, School of Public Health, Université libre de Bruxelles, Brussels, Belgium; Nursing Section, Health Department, Haute École Libre de Bruxelles Ilya Prigogine, Brussels, Belgium; Education Department, School of Public Health, Université libre de Bruxelles, Bruxelles, Belgium
| | - Pascaline Herpelinck
- Nursing Section, Health Department, Haute École Libre de Bruxelles Ilya Prigogine, Brussels, Belgium; Education Department, School of Public Health, Université libre de Bruxelles, Bruxelles, Belgium
| | - Françoise Parent
- Healthcare Division, Université libre de Bruxelles, Brussels, Belgium
| | - Jennifer Foucart
- Research Unit in Motor Psychophysiology, Faculty of Motor Sciences, Université libre de Bruxelles, Brussels, Belgium.
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Osborne ML, Tilden VP, Eckstrom E. Training Health Professions preceptors in rural practices: A challenge for Interprofessional practice and education. J Interprof Care 2023; 37:S102-S104. [PMID: 29648901 DOI: 10.1080/13561820.2018.1458707] [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] [Received: 06/27/2017] [Revised: 01/30/2018] [Accepted: 03/23/2018] [Indexed: 10/17/2022]
Abstract
The ever-increasing mandate for interprofessional practice and education (IPE) faces challenges in rural settings. Oregon Health & Science University (OHSU) launched a preceptor development program as part of its commitment to training interprofessional student groups in rural settings. The objectives of the program were to (1) encourage preceptors to exemplify team behaviors; (2) characterize contemporary learners and learning styles of trainees; (3) encourage interprofessional precepting skills, and (4) apply practical teaching tools in the clinical setting. This was a qualitative observational project performed at OHSU rural faculty primary care clinics. Subjects were a convenience sample of rural interprofessional preceptors who volunteered to participate. Each educational session was based on a prior interview identifying their specific training needs. Data analysis was based on results from an evaluation survey and comments from providers at these sites. Key factors such as dedicated time for preceptor development, good communication between the rural practices and the academic health center, and concerns about billing revenue were discovered to be critical to the success of the program.
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Affiliation(s)
- Molly L Osborne
- Oregon Health & Science University, VA Portland Health Care System, Portland, OR, USA
| | - Virginia P Tilden
- School of Nursing, Oregon Health & Science University, Portland, OR, USA, Portland, OR
| | - Elizabeth Eckstrom
- Division of General Internal Medicine & Geriatrics, Department of Medicine, Oregon Health & Science University, Portland, OR, USA
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McGreal K, Beccaria L, Beccaria G. Nursing students' interprofessional socialisation and readiness for interprofessional learning: A cross-sectional research study. NURSE EDUCATION TODAY 2023; 126:105839. [PMID: 37156111 DOI: 10.1016/j.nedt.2023.105839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 04/17/2023] [Accepted: 04/30/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Interprofessional education programs in university settings have facilitated the development of student attributes needed to become a team-player, understand roles and responsibilities of other health disciplines, and acquire knowledge to deliver patient-centred care. Although the benefits of interprofessional education are widely acknowledged, there is limited research on interprofessional socialisation within university contexts. OBJECTIVES To examine readiness of undergraduate nursing students for interprofessional learning and interprofessional socialisation. DESIGN A cross-sectional design was used to examine the correlation between interprofessional learning and socialisation, and group differences between mode of study, year level, and prior healthcare experience. SETTING A large Australian regional university, across two campuses. PARTICIPANTS A total of 103 undergraduate nursing students across year levels, including 58 enrolled on-campus, and 45 studying externally. METHOD Students completed an online survey using the Readiness for Interprofessional Learning Scale and the Interprofessional Socialisation and Valuing Scale. Data analyses included independent t-tests, and a one-way between subjects ANOVA. RESULTS No significant differences in student readiness for interprofessional learning or interprofessional socialisation were found between on-campus and external modes of study and between healthcare experience and no prior healthcare experience. Participants with previous healthcare experience had significantly higher scores for interprofessional socialisation than those with no previous healthcare experience. CONCLUSIONS Readiness for interprofessional learning and interprofessional socialisation and were not impacted by the students' mode of study; however, previous experience in the healthcare industry and duration of study significantly improved interprofessional socialisation skills. As nursing students advance through their study, they may experience interprofessional education opportunities that influence their perceived socialisation skills.
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Affiliation(s)
- Katherine McGreal
- School of Psychology and Wellbeing, Faculty of Health, Engineering and Sciences, University of Southern Queensland, Toowoomba, Australia
| | - Lisa Beccaria
- School of Nursing and Midwifery, Faculty of Health, Engineering and Sciences, University of Southern Queensland, Toowoomba, Australia; Institute for Resilient Regions, Centre for Health Research, University of Southern Queensland, Toowoomba, Australia
| | - Gavin Beccaria
- School of Psychology and Wellbeing, Faculty of Health, Engineering and Sciences, University of Southern Queensland, Toowoomba, Australia; Institute for Resilient Regions, Centre for Health Research, University of Southern Queensland, Toowoomba, Australia.
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Mink J, Zurek B, Götsch B, Mihaljevic AL, Mitzkat A, Trierweiler-Hauke B, Mahler C. How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12-18 months later? - A retrospective qualitative analysis. BMC MEDICAL EDUCATION 2023; 23:275. [PMID: 37085857 PMCID: PMC10122365 DOI: 10.1186/s12909-023-04212-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 03/30/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Interprofessional training wards (IPTWs) seem to deliver good results in terms of development of interprofessional competencies. However, evidence of long-term effects of these training wards on learners' competency development is lacking and little is known about retrospective evaluation of IPTWs. Therefore, this study aimed to explore the retrospective evaluation of competency development and interprofessional collaboration of former undergraduates 12 or more months after a placement on an IPTW. METHODS Eight follow-up interviews were conducted with four nursing and four medical professionals 12-18 months after they had finished a placement on an ITPW throughout their vocational training. Interviews were translated verbatim and analysed deductively and inductively based on qualitative content analysis. RESULTS The qualitative content analyses deductively identified two main categories regarding the research question, namely the uniqueness of the programme and interprofessional competencies developed by the Interprofessional Education Collaborative. Sub categories were identified inductively, representing the perceived competency development and the learning opportunities on the IPTW as compared to other clinical placements throughout vocational training and in transition to practice. Interviewees seemed to have developed competencies that are important for interprofessional collaboration such as communication, roles and responsibilities, as well as competencies in patient care and management. Considered beneficial for learning were the opportunity to work self-responsibly and the interprofessional collaboration on the IPTW, both of which were neither possible in almost any other placement nor in transition to practice. CONCLUSION Findings show that IPTWs can be sufficient in competency development and role clarification and are perceived positively by learners, but structures in clinical practice can impede sustaining competency development and efficient interprofessional collaboration.
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Affiliation(s)
- Johanna Mink
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany.
| | - Bianka Zurek
- Faculty of Social Sciences, Institute of Sociology, Goethe-University Frankfurt am Main, Frankfurt, Germany
| | - Burkhard Götsch
- Nursing School, Academy of Health Professions Heidelberg, Heidelberg, Germany
| | - André L Mihaljevic
- Department of General and Visceral Surgery, University Hospital Ulm, Ulm, Germany
| | - Anika Mitzkat
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany
| | - Birgit Trierweiler-Hauke
- Department of General, Visceral and Transplantation Surgery, University Hospital Heidelberg, Heidelberg, Germany
| | - Cornelia Mahler
- Department of Nursing Science, University Tübingen, Tübingen, Germany
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Dalton LM, Hills AP, Jayasinghe S, Strong K, Hyland P, Byrne NM. The Allied Health Expansion Program: Rethinking how to prepare a workforce to enable improved public health outcomes. Front Public Health 2023; 11:1119726. [PMID: 36875373 PMCID: PMC9982750 DOI: 10.3389/fpubh.2023.1119726] [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: 12/09/2022] [Accepted: 01/30/2023] [Indexed: 02/19/2023] Open
Abstract
Improvements in global public health require universal health care supported by a health workforce with competencies appropriate for local population needs-the right capabilities, in the right place, and at the right time. Health inequities persist in Tasmania, and Australia more broadly, most notably for those people living in rural and remote areas. The article describes the curriculum design thinking approach being used to codesign and develop a connected system of education and training to target intergenerational change in the allied health (AH) workforce capacity in Tasmania, and beyond. A curriculum design thinking process is engaging AH participant groups (faculty, AH professionals, and leaders across health, education, aged and disability sectors) in a series of focus groups and workshops. The design process deals with four questions: What is? What if? What wows? and What works? It also involves Discover, Define, Develop and Deliver phases that continue to inform the development of the new suite of AH education programs. The British Design Council's Double Diamond model is used to organize and interpret stakeholder input. During the initial design thinking discover phase, stakeholders identified four overarching problems: rurality, workforce challenges, graduate skill set shortfalls, and clinical placements and supervision. These problems are described in terms of relevance to the contextual learning environment in which AH education innovation is occurring. The develop phase of design thinking continues to involve working collaboratively with stakeholders to codesign potential solutions. Solutions to date include AH advocacy, a transformative visionary curriculum, and an interprofessional community-based education model. In Tasmania, innovative educational innovations are catalyzing attention and investment in the effective preparation of AH professionals for practice to deliver improved public health outcomes. A suite of AH education that is deeply networked and engaged with Tasmanian communities is being developed to drive transformational public health outcomes. These programs are playing an important role in strengthening the supply of allied health professionals with the right capabilities for metropolitan, regional, rural, and remote Tasmania. They are situated in a broader AH education and training strategy that supports the ongoing development of the AH workforce to better meet the therapy needs of people in Tasmanian communities.
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Affiliation(s)
- Lisa M Dalton
- College of Health and Medicine, School of Health Sciences, University of Tasmania, Launceston, TAS, Australia
| | - Andrew P Hills
- College of Health and Medicine, School of Health Sciences, University of Tasmania, Launceston, TAS, Australia
| | - Sisitha Jayasinghe
- College of Health and Medicine, School of Health Sciences, University of Tasmania, Launceston, TAS, Australia
| | - Kendra Strong
- Department of Health, Tasmanian Government, Hobart, TAS, Australia
| | - Paula Hyland
- Tasmanian Health Services, Department of Health, Hobart, TAS, Australia
| | - Nuala M Byrne
- College of Health and Medicine, School of Health Sciences, University of Tasmania, Launceston, TAS, Australia
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Mink J, Mitzkat A, Scharzbeck V, Mihaljevic A, Trierweiler-Hauke B, Götsch B, Mahler C. [Interprofessional socialization and collaboration on an interprofessional training ward - a reconstructive analysis]. ZEITSCHRIFT FUR EVIDENZ, FORTBILDUNG UND QUALITAT IM GESUNDHEITSWESEN 2022; 169:94-102. [PMID: 35248485 DOI: 10.1016/j.zefq.2022.01.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 12/25/2021] [Accepted: 01/02/2022] [Indexed: 06/14/2023]
Abstract
Interprofessional education has gained relevance in German-speaking countries, and interprofessional training wards (IPTW) can contribute to the acquisition of interprofessional competencies and thereby improve interprofessional collaborative practice and patient care. Professional socialization and identity development have proven to be critical for future clinical practice in addition to competency development. According to Khalili (2013) socialization through interprofessional education can result in a dual identity, i. e., a sense of belonging to one's own profession as well as to the interprofessional health care team. The aim of this study was to analyse to which extent interprofessional socialization takes place on the Interprofessional Training Ward in Heidelberg (HIPSTA) and how medical students in their practical year and nursing trainees in their third year of training experience their placement there. For this purpose, five semi-structured group discussions were conducted with undergraduates at the end of their placement on HIPSTA and analysed using the documentary method. Typification resulted in two types that differ with regard to interprofessional socialization. The type interprofessional responsiblepersons is characterized by the joint assumption of responsibility for patient care, open communication with each other and joint structuring of collaboration, which contributed to a removal of barriers and interprofessional role learning; the type interprofessional learners is characterized by their focus on learning processes and their anticipation of barriers between the professional groups, which would be relevant for future collaboration. All groups experienced a sense of belonging to their peer-student/learner group, regardless of their different professional background. Their professional identity underwent further development. These results show that placement on an IPTW does not warrant interprofessional socialization processes and the development of a dual identity. However, it can be a first step in the right direction.
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Affiliation(s)
- Johanna Mink
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland.
| | - Anika Mitzkat
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland
| | - Veronika Scharzbeck
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland
| | - André Mihaljevic
- Universitätsklinikum Heidelberg, Klinik für Allgemein-, Viszeral- und Transplantationschirurgie, Heidelberg, Deutschland
| | - Birgit Trierweiler-Hauke
- Universitätsklinikum Heidelberg, Klinik für Allgemein-, Viszeral- und Transplantationschirurgie, Heidelberg, Deutschland
| | - Burkhard Götsch
- Akademie für Gesundheitsberufe, Heidelberg, Gesundheits- und Krankenpflegeschule, Heidelberg, Deutschland
| | - Cornelia Mahler
- Universitätsklinikum Tübingen, Abteilung Pflegewissenschaft, Tübingen, Deutschland
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Zeydani A, Atashzadeh-Shoorideh F, Abdi F, Hosseini M, Zohari-Anboohi S, Skerrett V. Effect of community-based education on undergraduate nursing students' skills: a systematic review. BMC Nurs 2021; 20:233. [PMID: 34794436 PMCID: PMC8600777 DOI: 10.1186/s12912-021-00755-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 11/03/2021] [Indexed: 12/03/2022] Open
Abstract
Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.
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Affiliation(s)
- Arezoo Zeydani
- Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Foroozan Atashzadeh-Shoorideh
- Department of Psychiatric Nursing and Management, School of Nursing and Midwifery, Shahid Labbafinezhad Hospital, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Fatemeh Abdi
- School of Nursing and Midwifery, Alborz University of Medical Sciences, Karaj, Iran
| | - Meimanat Hosseini
- Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Sima Zohari-Anboohi
- Department of Medical Surgical-Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Victoria Skerrett
- School of Nursing and Midwifery, Birmingham City University, Birmingham, UK
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Keshmiri F, Barghi TS. Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:298. [PMID: 34667798 PMCID: PMC8459842 DOI: 10.4103/jehp.jehp_1015_20] [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: 08/11/2020] [Accepted: 12/13/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND An interprofessional community-based education provides proper situations that learners can be prepared to play their professional responsibilities and team duties in the community. This study aims to assess the effect of interprofessional community-based education on attitudes and performances of learners toward interprofessional collaboration and their readiness for interprofessional learning. MATERIALS AND METHODS The study is a quasi-experimental design. The learners in six different disciplines, including medicine, pharmacy, nursing, midwifery, public health, and nutrition (n=122) at Shahid Sadoughi University of Medical Sciences were participated in the present study. in the present study, interprofessional education intervention was conducted in two steps. First, the interprofessional learning situation brought learners the familiarity with the concepts of interprofessional collaboration, teamwork, and educational medical content, such as backache, fatty liver, diabetes, and HIV. Second, learners from different disciplines participated in interprofessional teams in community settings. These learners taught people about health-related topics, such as backache, fatty liver, and HIV. Participants filled out the questionnaires before and after interventions. Data were analyzed by Student's t-test and one-way ANOVA in SPSS 16.0 software (SPSS, Inc., Chicago, IL, USA). RESULTS The present results showed that the scores of learners in readiness for interprofessional learning 3.82 (0.35) versus 4.60 (0.29) (P = 0.001) (P = 0.0001), attitudes to interprofessional teamwork 3.83 (0.40) versus 4.18 (0.30) (P = 0.0001) (P = 0.0001), interprofessional collaboration 7.46 (0.70) versus 8.35 (0.43) (P = 0.001) improved significantly before and after the educational interventions. CONCLUSION The present results showed that interprofessional community-based education has improved the readiness of the learners for interprofessional learning. Besides, attitude toward teamwork and interprofessional collaboration performance have also been improved from participants' viewpoints.
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Affiliation(s)
- Fatemeh Keshmiri
- Department of Medical Education, Educational Developmental Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
- Medical Education Department, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Tohid Seif Barghi
- Department of Sports and Exercise Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
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14
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Comparing Interprofessional Socialization in Mixed-Discipline and Nursing Student-Only Cohorts. Nurse Educ 2021; 46:376-380. [PMID: 33534517 DOI: 10.1097/nne.0000000000000985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND A challenge to substantiating the value of interprofessional education (IPE) has been the limited number of studies that assess the effectiveness of IPE interventions compared with education interventions in which professions were learning separately from one another. PURPOSE The purpose was to compare interprofessional socialization (IS) in mixed-discipline and single-discipline-only student cohorts to determine if mixed-discipline cohorts demonstrate greater improvement in IS compared with single-discipline cohorts. METHODS Interprofessional socialization was measured using the Interprofessional Socialization and Valuing Scale in 166 university students who completed a semester-long online palliative care course. RESULTS Statistically significant increases in IS were seen with all participants, both those in discipline-specific as well as mixed-discipline cohorts and in all IS subscales. No difference was observed between a cohort of nursing student-only learners versus a cohort of mixed-discipline students. CONCLUSION The study demonstrates that IS can be significantly increased whether students participate with single discipline peers or in mixed-discipline settings.
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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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Lestari E, Scherpbier A, Stalmeijer R. Stimulating Students' Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation. J Multidiscip Healthc 2020; 13:1143-1155. [PMID: 33116560 PMCID: PMC7568678 DOI: 10.2147/jmdh.s267732] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2020] [Accepted: 09/24/2020] [Indexed: 12/31/2022] Open
Abstract
Background Interprofessional education (IPE) is suggested as a good means to prepare future healthcare professionals for collaborative work in interprofessional teams enabling them to solve complex health problems. Previous studies have advocated experiential IPE, including community-based IPE (CBIPE). This study aims to evaluate a CBIPE programme by exploring the students’ perception toward CBIPE design and toward groups’ teamwork. Methods To identify students’ perceptions of teamwork, the Interprofessional Teamwork Evaluation questionnaire was administered to 254 students of medical, nursing and midwifery programme. Three uni-professional focus group (FG) discussions were conducted to analyse the students’ perception of the design of community-based education and underlying reasons for teamwork. Results FGs reported three aspects that influence skills development in collaborative practice among students that shed light on why midwifery and nursing students held less positive perceptions of communication and mutual support: 1) communication gap due to lack of confidence, 2) contrasting ways of thinking affect communication in decision-making, and 3) the leadership culture in the health services. Conclusion A CBIPE programme was successfully implemented at Universitas Islam Sultan Agung. It demonstrated that students in the health professions can develop skills in collaborative practice despite having some problems with communication and mutual support.
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Affiliation(s)
- Endang Lestari
- Medical and Health Professions Education Unit, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Indonesia
| | - Albert Scherpbier
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Renee Stalmeijer
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
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Acquavita SP, Lee BR, Levy M, Holmes C, Sacco P, Harley D. Preparing Master of Social Work Students for Interprofessional Practice. JOURNAL OF EVIDENCE-BASED SOCIAL WORK (2019) 2020; 17:611-623. [PMID: 32615876 DOI: 10.1080/26408066.2020.1781730] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE This study aims to measure growth in interprofessional knowledge, skills, and values in MSW students from three universities who participated in a Behavioral Health Workforce Education and Training program focused on serving children, adolescents, and transition-age youth. METHODS Students participated in an interprofessional field placement and specialized educational sessions that addressed interprofessional team-based care, engaging at-risk youth and families, and working with vulnerable populations. The Interprofessional Socialization and Valuing Scale (ISVS) was administered pre- and post-experience. RESULTS Paired t-tests of the ISVS total score and each subscale showed statistically significant increases over time. Multiple regression models indicated only the pretest score was a significant predictor of the posttest score for the total or subscale of the ISVS. CONCLUSION Social work programs that create interprofessional education and training opportunities can achieve positive outcomes in student attitudes toward interprofessional practice.
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Affiliation(s)
| | - Bethany R Lee
- School of Social Work, University of Maryland , Baltimore, USA
| | - Michelle Levy
- School of Social Welfare, University of Kansas , Lawrence, USA
| | - Cheryl Holmes
- School of Social Welfare, University of Kansas , Lawrence, USA
| | - Paul Sacco
- School of Social Work, University of Maryland , Baltimore, USA
| | - Dana Harley
- School of Social Work, University of Cincinnati , Cincinnati, USA
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Mink J, Mitzkat A, Krug K, Mihaljevic A, Trierweiler-Hauke B, Götsch B, Wensing M, Mahler C. Impact of an interprofessional training ward on interprofessional competencies – a quantitative longitudinal study. J Interprof Care 2020; 35:751-759. [DOI: 10.1080/13561820.2020.1802240] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Johanna Mink
- Department of General Practice and Health Services Research, University Hospital, Heidelberg, Germany
| | - Anika Mitzkat
- Department of General Practice and Health Services Research, University Hospital, Heidelberg, Germany
| | - Katja Krug
- Department of General Practice and Health Services Research, University Hospital, Heidelberg, Germany
| | - André Mihaljevic
- Department of General, Visceral and Transplantation Surgery, University Hospital, Heidelberg, Germany
| | - Birgit Trierweiler-Hauke
- Department of General, Visceral and Transplantation Surgery, University Hospital, Heidelberg, Germany
| | - Burkhard Götsch
- Nursing School, Academy of Health Professions, Heidelberg, Germany
| | - Michel Wensing
- Department of General Practice and Health Services Research, University Hospital, Heidelberg, Germany
| | - Cornelia Mahler
- Department of Nursing Science, University Tübingen, Tübingen, Germany
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20
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August BA, Gortney JS, Mendez J. Evaluating interprofessional socialization: Matched student self-assessments surrounding underserved clinic participation. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:926-931. [PMID: 32564994 DOI: 10.1016/j.cptl.2020.04.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2019] [Revised: 02/19/2020] [Accepted: 04/04/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION To determine if an existing tool, the Interprofessional Socialization and Valuing Scale (ISVS), can be used to measure student perceptions of interprofessional (IP) socialization and teamwork in a cohort of pharmacy, medicine, physical therapy, and social work students volunteering in a student-run free clinic (SRFC). METHODS The ISVS was distributed to these health professions students before and after participation at the SRFC. After a one-month pilot, the plan was to collect data for 12 months. A power analysis determined a minimum sample size was 15 students (power = 0.8). Student surveys were matched utilizing unique alphanumeric identifiers. Results of IP socialization were analyzed by total group and health profession. RESULTS A mean value for each ISVS domain was compared before and after the IP SRFC experience over 11 months; the pilot was not included in the final data set. Significant improvement in interprofessional socialization was observed across all ISVS factors including Self-Perceived Ability to Work with Others (p < 0.001), Value in Working with Others (p = 0.002), and Comfort in Working with Others (p < 0.001). Pharmacy and social work disciplines met the threshold for statistical significance for at least one factor. CONCLUSIONS Utilizing the ISVS in an IP SRFC setting can detect changes in professional development that is influenced by beliefs, behaviors, and attitudes as self-assessed in our student population. Engaging students in such a clinic demonstrates educational value and potentially leads to significant improvement in their interprofessional socialization and teamwork skills.
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Affiliation(s)
- Benjamin A August
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Avenue, Detroit, MI, 48201, United States.
| | - Justine S Gortney
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Avenue, Detroit, MI, 48201, United States.
| | - Jennifer Mendez
- Wayne State University, School of Medicine, 540 East Canfield, Detroit, MI, 48201, United States.
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Gierach M, Brechtelsbauer D, Serfling J, Bloom K, Strickland G, Heins J. Students Practicing Interprofessional Collaboration in the Context of Hospice and Palliative Care. Am J Hosp Palliat Care 2020; 37:1062-1067. [DOI: 10.1177/1049909120917365] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022] Open
Abstract
Interprofessional education allows students to collaborate with students and professionals of multiple disciplines. An Interdisciplinary Palliative Care (IPC) Seminar, held in the Midwest, involves students from disciplines of medicine, nursing, pharmacy, social work, and chaplaincy. The curriculum of the seminar incorporates asynchronous and synchronous didactic presentations, experiential learning through group exercises and discussion, along with home visits by students in interdisciplinary dyads. The purpose of this study was to determine whether students’ participation in a 3-week IPC seminar would positively influence their socialization and value of interprofessional collaboration with the ultimate goal of developing skilled professionals who engage in interprofessional practice in hospice and palliative care settings. This descriptive study invited participants to take a pre- and postseminar online survey using the Interprofessional Socialization and Valuing Scale-21 (ISVS-21) to assess shifts in students’ perceptions of interprofessional socialization and the value of collaborative health-care practice. In their pre-and postseminar scores, 71 participants reported they more strongly agreed with all items on the ISVS-21 after completing the seminar. The results from this study suggest the IPC Seminar is an effective educational model for advancing the value of interprofessional socialization and collaborative practice in hospice and palliative health-care.
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Affiliation(s)
- Michelle Gierach
- Department of Nursing, Augustana University, Sioux Falls, SD, USA
| | | | - Jody Serfling
- Department of Nursing, Augustana University, Sioux Falls, SD, USA
| | - Katie Bloom
- College of Health & Human Services, Western Michigan University, Kalamazoo, MI, USA
| | - Gary Strickland
- Pastoral Care, Sioux Falls Seminary, Sioux Falls Seminary, Sioux Falls, SD, USA
| | - Jodi Heins
- College of Pharmacy and Allied Health Professions, South Dakota State University, Brookings, SD, USA
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Wilkins CH, Alberti PM. Shifting Academic Health Centers From a Culture of Community Service to Community Engagement and Integration. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:763-767. [PMID: 30893063 PMCID: PMC6538435 DOI: 10.1097/acm.0000000000002711] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
There is an increasing need for academic health centers (AHCs) to engage communities across their clinical, research, and educational missions. Although AHCs have a long-standing history of community service, a more comprehensive approach to working with communities is required to respond to shifts toward a population health paradigm, funder requirements for community engagement in research, and demands that medical education focus more on social and environmental determinants of health. Community engagement has been employed at many AHCs, though often in limited ways or relying heavily on students and faculty interested in serving communities. This limited involvement has been due, in part, to lack of infrastructure to support engagement, resource constraints, and the lack of a clear value proposition for long-term investments in community partnerships. However, there are compelling reasons for AHCs to take an enterprise-wide approach to working with communities. An enterprise-wide approach to community engagement will require reconsideration of communities, moving from viewing them as people or groups in need of service to seeing them as assets who can help AHCs better understand and address social determinants of health, enhance students' and trainees' ability to provide care, and increase the relevance and potential impact of research discoveries. To accomplish this, AHCs will need to establish the necessary infrastructure to support long-term community partnerships, adapt policies to support and reward engaged scholarship and teaching, and consider new ways of integrating community members in roles as advisors and collaborators across the AHC.
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Affiliation(s)
- Consuelo H Wilkins
- C.H. Wilkins is vice president for health equity, Vanderbilt University Medical Center, and executive director, Meharry-Vanderbilt Alliance, Nashville, Tennessee; ORCID: https://orcid.org/0000-0002-8043-513X. P.M. Alberti is senior director of health equity research and policy, Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0002-3381-4882
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Dyess AL, Brown JS, Brown ND, Flautt KM, Barnes LJ. Impact of interprofessional education on students of the health professions: a systematic review. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2019; 16:33. [PMID: 31710802 PMCID: PMC6851655 DOI: 10.3352/jeehp.2019.16.33] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 10/23/2019] [Indexed: 05/18/2023]
Abstract
PURPOSE Interprofessional education (IPE) is a concept that allows students from different health professions to learn with and from each other as they gain knowledge about their chosen professions and the professions of their colleagues. The purpose of this systematic review was to determine the effectiveness of IPE in the academic preparation of students of the health professions. METHODS A search was conducted of the PubMed and CINAHL databases using the following eligibility criteria: IPE including students from 3 or more healthcare professions, IPE exposure within academic coursework, measurement of attitudes and/or perceptions as outcomes, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted. RESULTS The search yielded 870 total articles. After screening, 7 articles remained for review. All studies reported a positive impact of IPE on the education of students of the health professions. CONCLUSION Evidence showed that IPE activities were an effective tool for improving attitudes toward interdisciplinary teamwork, communication, shared problem-solving, and knowledge and skills in preparation for collaboration within interdisciplinary teams.
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Affiliation(s)
- Amy Leigh Dyess
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Jordyn Shelby Brown
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Natasha Dianne Brown
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Katherine Merrill Flautt
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
| | - Lisa Jayroe Barnes
- Department of Physical Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS, USA
- Corresponding
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24
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Sarantópoulos A, Pereira JDA, Lamas JLT, Silva EM. Healthcare and discourse: exploration of interprofessional learning within a Brazilian context. J Interprof Care 2018; 33:570-572. [PMID: 30358456 DOI: 10.1080/13561820.2018.1538939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
This paper reports a qualitative study on the contribution of a Program of Education through Work (PET) in Healthcare, based at a Brazilian State University, to interprofessional education. Data were collected from ten undergraduate students of Nursing, Medicine, and Phonoaudiology (speech therapy), who were part of PET at the University. Data were analyzed using the Discourse of the Collective Subject technique. Central ideas were gathered into three categories: (1) teamwork and interprofessionality; (2) PET influences on SUS (Brazilian Unified Health System); (3) teaching-service-community integration. The study found evidence that PET enabled the students with opportunities to be involved in an education that supported the SUS principles and guidelines and to engage with interprofessional learning where there were exchanges of different professional experiences. The PET also supported the development of critical thinking for professional performance, as well as an integrated teaching experience that could support community development.
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Affiliation(s)
- Alice Sarantópoulos
- School of Medical Sciences, University of Campinas , Campinas , São Paulo , Brazil
| | | | | | - Eliete Maria Silva
- School of Nursing, University of Campinas , Campinas , São Paulo , Brazil
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25
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Seaman K, Saunders R, Dugmore H, Tobin C, Singer R, Lake F. Shifts in nursing and medical students’ attitudes, beliefs and behaviours about interprofessional work: An interprofessional placement in ambulatory care. J Clin Nurs 2018; 27:3123-3130. [DOI: 10.1111/jocn.14506] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/30/2018] [Indexed: 11/29/2022]
Affiliation(s)
- Karla Seaman
- School of Nursing and Midwifery; Edith Cowan University; Joondalup WA Australia
- Brightwater Care Group; Perth WA Australia
| | - Rosemary Saunders
- School of Nursing and Midwifery; Edith Cowan University; Joondalup WA Australia
- School of Population Health; The University of Western Australia; Perth WA Australia
| | - Helen Dugmore
- School of Population Health; The University of Western Australia; Perth WA Australia
- School of Health Professions - Nursing; Murdoch University; Murdoch WA Australia
| | - Claire Tobin
- Sir Charles Gairdner Hospital; Perth WA Australia
| | | | - Fiona Lake
- Sir Charles Gairdner Hospital; Perth WA Australia
- School of Medicine and Pharmacology; The University of Western Australia; Perth WA Australia
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