Fostering interprofessional teamwork through an immersive study abroad experience

The contribution of interprofessional education in developing competent undergraduate nursing students: integrative literature review

BACKGROUND

Effective interprofessional team collaboration is one of the necessary domains for successful interprofessional collaborative practices in healthcare (IPCP), which is crucial for the delivery of safe and quality healthcare services. Therefore, understanding the contribution of interprofessional education in nursing students is vital to improving collaboration practices in nursing students, in preparation for the dynamics that await after registration in practice amongst the interprofessional team. Thus, the aim of the study was to summarise the contribution of interprofessional education in nursing education in developing competent undergraduate nursing students.

DESIGN

The integrative literature review design as described by Whittemore and Knafl was adopted for the review. The review consists of five steps, namely, problem identification, literature search, data analysis, data interpretation, and the last step was data presentation. Three databases were searched for the articles, namely CINHAL, Scopus, and Science Direct. Articles were retrieved using Search terms such as "Competence," "Contribution,", "Development," "Interprofessional education" and "Undergraduate nursing students" retrieved Articles published between 2018 and 2022 were selected.

RESULTS

Three themes emerged from the review, namely the promotion of patient safety in nursing practice, the socialisation of nursing students in interprofessional collaboration, and the promotion of the development of professional identity.

CONCLUSION

This study is the first step in determining the contributions of early interprofessional education to nursing education. It could set the stage for further studies that examine strategies the undergraduate nursing curriculum can adopt and develop sound interprofessional competencies that promote patient safety and quality healthcare by nursing students.

IMPACT

The developers of the nursing curriculum and nursing educators can use the results in developing a curriculum that includes interprofessional education with the aim of improving the quality of teaching and learning that advances competent and safe nursing students.

La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance

Resumen Objetivo analizar el desarrollo histórico, la naturaleza y el volumen de la literatura científica de la Investigación sobre Educación Interprofesional en terapia ocupacional, así como los tipos de intervenciones que se desarrollan. Método Se utilizó un scoping review con un marco metodológico de cuatro etapas para capturar la evidencia que describe cómo las Investigación sobre Educación Interprofesional y la identidad profesional ha sido conceptualizada e integradas en la terapia ocupacional. Las bases de datos incluidas fueron MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane y Scielo. Como criterios de inclusión los artículos debían describir conceptos relacionados con la terapia ocupacional y otras disciplinas, identidad profesional y la educación interprofesional en estudiantes y/o profesionales. Del listado final se analizaron las variables: información demográfica, objetivo/propósito del estudio, detalles metodológicos, tipos de intervenciones realizadas y resultados/hallazgos principales. Resultados 18 artículos cumplieron los criterios y 16 se tuvieron en cuenta para la síntesis cualitativa. Predomina la investigación universitaria (92,3%). El 75% de la muestra de las investigaciones se concentra en estudiantes. La investigación mixta representa el 50% del estudio. Las intervenciones más numerosas en Investigación sobre Educación Interprofesional son prácticas en el aula (62,5%) frente a prácticas de campo (37,5%). Conclusión este estudio muestra la fortaleza de las prácticas ligadas a la educación interprofesional y su vínculo para desarrollar la identidad profesional. La formación de colaboración interprofesional en comparación con la educación clínica tradicional, aumenta la identidad profesional a través de la autoeficacia percibida de los estudiantes.

Understanding professional identity in occupational therapy: A scoping review

INTRODUCTION

A strong professional identity helps occupational therapists maintain professional values and thrive when facing work-related challenges and opportunities including generic, blurred or emerging roles, funding pressures and a push for outcome evidence. A scoping review will build understanding of professional identity and how to maintain it in such circumstances.

OBJECTIVES

To scope what is currently understood of professional identity in occupational therapy and factors which influence ability to maintain this and adapt in challenging work environments.

METHODS

Using Arksey and O'Malley's scoping review framework three databases were searched using the terms 'occupational therap*' and 'professional identity'. Data extraction and thematic analysis highlighted the extent and nature of current literature and mapped key concepts.

RESULTS

89 papers were included. Professional identity was revealed as a multidimensional construction. Four themes emerged: developing a shared ontology, embracing the culture, enacting occupational therapy, and believing in occupational therapy. Factors which influenced development and maintenance of professional identity included occupation-centred practice, ontological reflexivity, linking theory to practice and professional socialization.

CONCLUSIONS AND SIGNIFICANCE

The enhanced understanding of professional identity and factors which preserve or enhance it can help the profession identify how to position itself to remain resilient and adaptive in an ever-changing environment.

Effects of study abroad on cultural and interprofessional competencies

BACKGROUND

Healthcare professionals require personal and professional skills that include the ability to provide care to diverse populations and to collaborate across disciplines to deliver culturally sensitive quality care. International learning experiences can provide opportunities for students in health professions to work and learn collaboratively across disciplines.

PURPOSE

The purpose of this research was to measure the effect of a short-term Costa Rican study abroad experience on interprofessional and cultural competencies of occupational therapy (OT) and nursing students.

METHODS

This mixed methods study was approved by the university Institutional Review Board and consisted of four training sessions and a 10-day study abroad experience. Ten OT doctoral students and three undergraduate nursing students participated in the research. While abroad, students engaged in fieldwork activities, tours, observations, and dialogue with local residents, healthcare professionals, and researchers. Students completed a demographic questionnaire and pre- and post-surveys - the Cultural Competency Questionnaire (CCQ) and the Entry Level Interprofessional Questionnaire (ELIQ) - and reflection journals.

RESULTS

Results of the CCQ subscales showed statistically significant improvement in knowledge (p < .001) and skills (p < .001). The ELIQ Likert scale results suggest statistically significant improvement in Communication and Teamwork (p < .05). The qualitative data further support the value of study abroad experiences for level one fieldwork in an occupational therapy clinical doctorate program for developing cultural competencies in OT and nursing students.

CONCLUSION

Results confirm that a short-term study abroad experience can increase acquisition of cultural competencies. Improved interprofessional communication and teamwork was also supported by student comments.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

Creating an Interprofessional Education Experience Through Short-Term Study Abroad

Context

Student interest in and national recognition for the value of global education is expanding. Opportunities for interprofessional education (IPE) are a required component of athletic training education and education of other health care professions.

Objective

To describe the development of a short-term study abroad IPE course in the international setting of Australia.

Background

While some literature is available for discipline-specific study abroad experiences, limited information is available for implementing IPE in the international setting.

Description

Two faculty leaders from athletic training and speech language pathology, with IPE experience, designed and conducted a 17-day immersive study abroad experience for 12 students from 7 health care professional programs (athletic training, nursing, physical therapy, physician assistant studies, premedical, occupational therapy, and speech language pathology).

Clinical Advantage

Students desire unique, global learning experiences but may have trouble studying abroad for full semesters due to the lockstep nature of curriculum within their professional education programs. Having students learn from, with, and about each other in an international setting may enhance their preparation for collaborative practice.

Conclusions

Short-term study abroad opportunities offer an alternative to satisfy student interest in global education while meeting programmatic requirements for IPE. Inclusion of faculty leaders from different disciplines fosters interprofessional learning.