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Cheng CY, Hung CC, Chen YJ, Liou SR, Chu TP. Effects of an unfolding case study on clinical reasoning, self-directed learning, and team collaboration of undergraduate nursing students: A mixed methods study. NURSE EDUCATION TODAY 2024; 137:106168. [PMID: 38520763 DOI: 10.1016/j.nedt.2024.106168] [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: 10/09/2023] [Revised: 02/16/2024] [Accepted: 03/15/2024] [Indexed: 03/25/2024]
Abstract
BACKGROUND Clinical reasoning is an essential nursing competency that students must develop to provide safe patient care. Developing and utilizing unfolding case studies, which present constantly changing patient conditions to improve students' clinical reasoning and to foster communication and self-reflection, can help to achieve that imperative. OBJECTIVES To develop an unfolding case study and to test its effectiveness in improving clinical reasoning, team collaboration, and self-directed learning. DESIGN A mixed methods design. SETTING One university in Southern Taiwan. PARTICIPANTS Forty nursing students. METHODS An unfolding case study was developed based on the clinical reasoning model and unfolding cases model. The Nurses Clinical Reasoning Scale, Self-Directed Learning Instrument, and Questionnaire of Group Responsibility and Cooperation in Learning Teams were used. Forty nursing students completed questionnaires and nine of them participated in focus group discussions. Wilcoxon signed-rank, Spearman correlation, regression, and inductive content analysis were used to analyze data. RESULTS Students' abilities in clinical reasoning, self-directed learning, and team collaboration were statistically significantly improved after implementation of the unfolding case study. Emergent themes included "patient-centered communication," "group inspiration and learning," "thinking critically and reflecting on oneself," and "applying theoretical knowledge in care to meet patients' changing needs." CONCLUSIONS Unfolding case studies provide a safe environment in which nursing students may learn and apply knowledge to safe patient care.
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Affiliation(s)
- Ching-Yu Cheng
- College of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan; Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
| | - Chang-Chiao Hung
- College of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan; Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
| | - Yea-Jyh Chen
- School of Nursing, University of North Carolina Wilmington, United States.
| | - Shwu-Ru Liou
- College of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan; Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
| | - Tsui-Ping Chu
- Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
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Makkonen A, Turunen H, Haaranen A. Social and healthcare students' competence in patient-oriented care enhanced during interprofessional practice: A scoping review. Nurse Educ Pract 2023; 72:103750. [PMID: 37619288 DOI: 10.1016/j.nepr.2023.103750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 07/28/2023] [Accepted: 08/15/2023] [Indexed: 08/26/2023]
Abstract
AIM This scoping review aimed to synthesise the findings of previous literature related to social and healthcare students' competence in patient-oriented care in interprofessional practice by attending multidisciplinary student teams. BACKGROUND Learning about patient-oriented care requires the comprehensive consideration of patients' physical, emotional, social and economic aspects to offer the best need-based care. Multidisciplinary student teams in the clinical practice may support learning patient-oriented care; however, the current knowledge is fragmented. DESIGN Scoping review METHODS: Data (N = 1548) were gathered from four databases, PubMed, MEDLINE, SocIndex and CINAHL, without start-date limitation until the end of December 2022. One article was found on the publisher's webpage recommendations. The selected studies (N = 15) answered the research questions and met the inclusion criteria. Quality assessment of the studies was conducted using the Joanna Briggs Institute (JBI) Quality Assessment Checklist. A thematic analysis process was used for data extraction and synthesis of results. RESULTS Perspectives on patient-oriented care competencies were analysed for both students and patients cared for by a multidisciplinary student team. The themes described students' profound understanding of professional roles and responsibilities in patient-oriented care, collaborative patient-oriented care skills, improved interprofessional communication and reported patient experiences. CONCLUSIONS Interprofessional practice versatility develops students' competence in patient-oriented care. Guaranteeing patient-oriented care requires a broad understanding of patients' comprehensive care needs, which can be addressed through multidisciplinary collaboration. Patients' experiences toward interprofessional student practice are mainly positive. Further research is needed to assess the impact of different interprofessional education methods on students' patient-oriented care competence using valid instruments and the long-term effects of students' competence in patient-oriented care.
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Affiliation(s)
- A Makkonen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Department of Nursing Science, University of Eastern Finland, PL 1627, 70211 Kuopio, Finland; Department of Social Services and Health Care, Savonlinna, South-Eastern Finland University of Applied Sciences, South-Eastern Finland University of Applied Sciences, Savonlinna Campus, Savonniemenkatu 6, 57100 Savonlinna, Finland.
| | - H Turunen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Department of Nursing Science, University of Eastern Finland, PL 1627, 70211 Kuopio, Finland; North-Savo Wellbeing Services County, Finland
| | - A Haaranen
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Department of Nursing Science, University of Eastern Finland, PL 1627, 70211 Kuopio, Finland
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Barros Una L, Brangman S, Indelicato A, Krueger A, Ludwig A, Slutzky AR, Stewart T, Germain LJ. Using second life to teach health professions students about Alzheimer's Disease: A comprehensive review. GERONTOLOGY & GERIATRICS EDUCATION 2023; 44:243-253. [PMID: 34994301 DOI: 10.1080/02701960.2021.2022660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Increased training is necessary to ensure that the next generation of health care professionals are prepared to effectively and compassionately serve patients with Alzheimer's Disease. Second Life® is a virtual world shown to provide a safe, convenient, and effective environment for teaching health-related content. To date, there has been no comprehensive review of studies using Second Life in education about Alzheimer's Disease. The authors conducted a scoping review of the literature on the use of Second Life in the education of medical, nursing, and health professions students about Alzheimer's Disease. Searches were conducted in PubMed, SCOPUS, and CINAHL. Thirty-two studies containing outcomes of the application of virtual reality and the virtual world Second Life were identified. Studies were classified using the Kirkpatrick Four-Level Training Evaluation Model. Changes in knowledge, attitudes, and confidence (Level 2), were most commonly reported, followed by positive reactions (Level 1). No studies identified system-level results and few examined changes in behavior. While results indicate positive student reactions and enhanced learning from Second Life interventions related to Alzheimer's Disease, they also highlight a need for future research examining outcomes at the higher Kirkpatrick levels.
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Affiliation(s)
- Liliana Barros Una
- Department of Public Health and Preventive Medicine, Suny Upstate Medical University, Syracuse, New York, USA
| | - Sharon Brangman
- Department of Geriatrics, Suny Upstate Medical University, Syracuse, New York, USA
| | - Alyssa Indelicato
- Department of Public Health and Preventive Medicine, Suny Upstate Medical University, Syracuse, New York, USA
| | | | | | - Amy R Slutzky
- Health Sciences Library, SUNY Upstate Medical University, Syracuse, New York, USA
| | - Telisa Stewart
- Department of Public Health and Preventive Medicine, Suny Upstate Medical University, Syracuse, New York, USA
| | - Lauren J Germain
- Department of Public Health and Preventive Medicine, Suny Upstate Medical University, Syracuse, New York, USA
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Masava B, Nyoni CN, Botma Y. Scaffolding in Health Sciences Education Programmes: An Integrative Review. MEDICAL SCIENCE EDUCATOR 2023; 33:255-273. [PMID: 37008420 PMCID: PMC10060462 DOI: 10.1007/s40670-022-01691-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 06/19/2023]
Abstract
The complexity of health sciences programmes justifies scaffolding to support students in becoming competent health professionals. This article reports on an integrative review that aimed to describe the application of scaffolding in health sciences programmes. Twenty-nine sources, inclusive of theoretical and empirical studies, were reviewed. The sequencing of educational activities, the application of scaffolding tools or resources, frameworks for applying scaffolding, modelling, and fading represented the application of scaffolding in health sciences programmes. Awareness of the application of scaffolding in health sciences programmes could contribute to enhancing competence development among students when applied across all learning platforms.
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Affiliation(s)
- Beloved Masava
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Champion N. Nyoni
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Yvonne Botma
- School of Nursing, University of the Free State, Bloemfontein, South Africa
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Masava B, Nyoni CN, Botma Y. Standards for Scaffolding in Health Sciences Programmes: A Delphi Consensus Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231184045. [PMID: 37476159 PMCID: PMC10354826 DOI: 10.1177/23821205231184045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 06/07/2023] [Indexed: 07/22/2023]
Abstract
Introduction Health sciences programmes operate in complex, unpredictable contexts, underscoring the need for comprehensive scaffolding of the learning processes. Yet, the scaffolding approaches remain fragmented, and lack a shared approach to how programmes could integrate scaffolding across the curricula. The literature argues that standards result in the comprehensive implementation of educational practices. There are no reported standards related to scaffolding practices in these programmes. OBJECTIVES To develop standards for scaffolding in health sciences programmes utilising a consensus approach through a modified Delphi Technique. METHODS Following the recommendations on Conducting and REporting of DElphi Studies (CREDES), an online modified Delphi technique was applied. Evidence on the application of scaffolding in health sciences programmes, obtained through an integrative review, was synthesised to draft standards. Using purposive and snowball sampling, an international panel from diverse geographical and professional backgrounds refined and validated the standards. Descriptive statistics was utilised to analyse demographic data and consensus agreements to include standards and criteria. Qualitative analysis of textual comments ensured the synthesis and inclusion of critical divergent views and additions. RESULTS A total of 22 experts from around the globe agreed to participate in the study and one did not complete Delphi surveys. Most experts (n = 18) held a PhD; and an average of 19 years of teaching in health sciences programmes. Four standards and 27 criteria were included after achieving consensus during the two Delphi surveys rounds. The included standards focused on four areas: structuring and sequencing educational activities, resources/tools for scaffolding, structuring the programme and instructional strategies to support learning. CONCLUSION The principle-based standards developed in this study could direct and support scaffolding practices in health sciences programmes. The standards' emphases on macro-, meso- and micro-scaffolding present numerous opportunities for designing and applying contextually sensitive scaffolding strategies at every level of curriculum implementation.
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Affiliation(s)
- Beloved Masava
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Champion N Nyoni
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Yvonne Botma
- School of Nursing, University of the Free State, Bloemfontein, South Africa
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Showstark M, Joosten-Hagye D, Wiss A, Resnik C, Embry E, Zschaebitz E, Symoniak MR, Maxwell B, Simmons A, Fieten J. Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program. J Interprof Care 2023; 37:164-167. [PMID: 35403556 DOI: 10.1080/13561820.2022.2040453] [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: 01/10/2023]
Abstract
The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare teams to improve patient outcomes is a goal of interprofessional education (IPE). Accrediting bodies across healthcare professions require IPE as part of a robust curriculum to build collaborative skill sets and create a practice ready workforce. To respond to this need, an online healthcare program developed an innovative model for student collaboration across professions and institutions through a virtual interprofessional education (VIPE) program. The VIPE model aims to simulate clinical practice via an asynchronous and synchronous pedagogical approach that combines PBL/CBL with psychological safety. VIPE demonstrated statistically significant gains in knowledge and positive attitudes toward interprofessional collaborative practice as a result of participation in the VIPE program. During COVID-19, the demand for high quality IPE for health professions' students in virtual settings has grown, VIPE has the potential to be a solution for this. VIPE requires a dedicated committee and technical lead. Further research could involve longitudinal studies and nonaggregate models.
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Affiliation(s)
- Mary Showstark
- Yale School of Medicine Physician Assistant Online Program, United States
| | - Dawn Joosten-Hagye
- Suzanne Dworak-Peck School of Social Work, University of Southern CaliforniaLos Angeles, CA, United States
| | - Andrew Wiss
- Milken Institute School of Public Health, The George Washington University, United States
| | - Cheryl Resnik
- Division of Biokinesiology and Physical Therapy, University of Southern California Los Angeles, SC, United States
| | - Erin Embry
- Education and Human Development, New York University Steinhardt School of Culture
| | | | - Melanie R Symoniak
- Wegmans School of Pharmacy, St. John Fisher CollegeRochester, NY, United States
| | | | - Anita Simmons
- School of Nursing, Concordia University, Ann Arbor, United States
| | - Jennifer Fieten
- School of Education, Concordia University, Ann Arbor, United States
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Bloom RD, Tufano VE, Perez CT. Registered nurses' and speech language pathologists' interprofessional collaboration: A systematic scoping review of the literature. Nurs Forum 2022; 57:1129-1136. [PMID: 36161720 PMCID: PMC10086846 DOI: 10.1111/nuf.12802] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Revised: 09/08/2022] [Accepted: 09/11/2022] [Indexed: 12/01/2022]
Abstract
AIMS AND OBJECTIVE To identify the current research involving interprofessional collaboration between registered nurses (RNs) and speech language pathologists (SLPs) in healthcare and educational settings. BACKGROUND As the complexity of healthcare increases, the need for active interprofessional collaboration between RNs and SLPs grows. A review of the literature revealed no systematic reviews currently exist about interprofessional collaborative studies between RNs and SLPs. DESIGN Researchers conducted a scoping review using PRISMA guidelines. METHODS Online databases were used to identify qualitative and quantitative research studies written in English and conducted between 2011 and 2020. Databases included Academic Search Ultimate, ASHA Wire, CINAHL, Cochrane Database of Systematic Reviews, ERIC, MEDLINE, PubMed, PsycINFO, and SEMANTIC SCHOLAR. The studies needed to focus on the interprofessional collaboration between RNs and SLPs or students in these professions. FINDINGS Of the 128 sources, only six studies met scoping review criteria. The primary focus of three studies was an evaluation of interprofessional education activities between nursing, speech language pathology, and other health profession students. One study explored interprofessional education in clinical practice between RNs and SLPs. Two studies explored interprofessional collaboration in the clinical setting. CONCLUSION More research is needed that investigates interprofessional collaboration and practice of RNs and SLPs in the healthcare setting. RELEVANCE TO CLINICAL PRACTICE This review identified the need for RNs and SLPs to work effectively as interprofessional teams are important in improving patient outcomes.
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Affiliation(s)
- Rosaleen D Bloom
- School of Nursing, Texas A&M University, Round Rock, Texas, USA.,St. David's School of Nursing, Texas State University, Round Rock, Texas, USA
| | - Virginia E Tufano
- St. David's School of Nursing, Texas State University, Round Rock, Texas, USA
| | - Cecilia T Perez
- Department of Communication Disorders, Texas State University, Round Rock, Texas, USA
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Smith KB, Stav WB, Blaylock S, Aldridge NA, Massad R. The effect of episodic interprofessional education activities embedded within physical therapy and occupational therapy curricula. J Interprof Care 2022; 37:629-636. [DOI: 10.1080/13561820.2022.2113047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Kim B. Smith
- Physical Therapy Department, Nova Southeastern University, Ft Lauderdale, FL, USA
| | - W. B. Stav
- Department of Occupational Science and Occupational Therapy, Saint Louis University, St. Louis, MS, USA
| | - S.E. Blaylock
- Occupational Therapy Department, Jacksonville University, Jacksonville, FL, USA
| | - N. A. Aldridge
- Occupational Therapy Department, Nova Southeastern University, Ft. Lauderdale, FL, USA
| | - R. Massad
- Physical Therapy Department, Nova Southeastern University, Ft Lauderdale, FL, USA
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Posey K. Online interprofessional learning environment to prepare Doctor of Nursing Practice students for team-based primary care. Nurse Pract 2021; 46:29-32. [PMID: 33739325 DOI: 10.1097/01.npr.0000737204.76053.14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Integrating interprofessional education in an online Doctor of Nursing Practice program is challenging. This article describes the implementation of an online interprofessional education program for students in Doctor of Nursing Practice Family Nurse Practitioner, Bachelor of Science in Nursing, and dietetics programs to prepare them for team-based primary care.
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Affiliation(s)
- Kimberly Posey
- Kimberly Posey is an assistant professor at Texas Christian University, Harris College of Nursing and Health Sciences, Trophy Club, Tex
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Bloomfield JG, Schneider CR, Lane S, Stehlik P, Frotjold A. Evaluating a large-scale introductory interprofessional education workshop for developing interprofessional socialisation in medical, nursing and pharmacy students: A quasi-experimental pre-test post-test study. NURSE EDUCATION TODAY 2021; 99:104777. [PMID: 33524897 DOI: 10.1016/j.nedt.2021.104777] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Revised: 11/24/2020] [Accepted: 01/11/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Traditionally, healthcare students have been educated in discipline-specific silos with minimal interprofessional socialisation. Interprofessional education is fundamental for interprofessional socialisation and is an essential component of healthcare education. OBJECTIVES To evaluate the effect of a large-scale interprofessional workshop implemented for first year medical, nursing and pharmacy students on changes in attitudes towards interprofessional socialisation and its perceived value. DESIGN A quasi-experimental study design using pre and post questionnaires. SETTING A Faculty of Medicine and Health at a large university in Australia. PARTICIPANTS 1008 students from the 2018 and 2019 cohorts of pre-qualification first year medical students (n = 444), nursing (n = 461) and pharmacy (n = 103) enrolled in a graduate entry degree program participated in the workshop. Complete data sets were collected from 37.1% (n = 374) of the participants. METHODS The short-form Interprofessional Socialisation and Valuing Scale (ISVS-9) was administered before and after the IPE workshop. Linear mixed models were used to compare both the within group and between group pre- and post- questionnaire data. Percentages and frequencies were used to analyse data pertaining to participants' perceptions and experience of the workshop. Descriptive qualitative analysis of free-text responses was undertaken. RESULTS Findings indicated that 80.8% (n = 440) of participants rated their workshop experience as good/very good. 64.6% (n = 352) of participants reported that it had changed how they considered other health professionals. Significant higher (p < 0.001) post questionnaire mean scores were demonstrated for nursing (5.63, SE0.05) and pharmacy students (5.82, SE 0.11). CONCLUSION Findings provide support for the implementation of IPE for nursing, and pharmacy students. It is recommended that these initiatives are introduced at an early stage in their education to promote interprofessional socialisation and are repeated throughout the curricula.
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Affiliation(s)
- Jacqueline G Bloomfield
- University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
| | - Carl R Schneider
- University of Sydney School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
| | - Stuart Lane
- Nepean Clinical School, Faculty of Medicine and Health, The University of Sydney, Nepean Hospital, Sydney, Australia.
| | - Paulina Stehlik
- Institute for Evidence-Based Healthcare, Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Australia.
| | - Astrid Frotjold
- University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
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Lamparyk K, Williams AM, Robiner WN, Bruschwein HM, Ward WL. Interprofessional Education: Current State in Psychology Training. J Clin Psychol Med Settings 2021; 29:20-30. [PMID: 33689102 DOI: 10.1007/s10880-021-09765-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/25/2021] [Indexed: 10/21/2022]
Abstract
Healthcare reform has led to the consideration of interprofessional team-based, collaborative care as a way to provide comprehensive, high-quality care to patients and families. Interprofessional education is the mechanism by which the next generation health professional workforce is preparing for the future of health care-team-based, collaborative care. This literature review explored the extent and content of published studies documenting Interprofessional Education (IPE) activities with psychology trainees across learner level. A systematic review following PRISMA guidelines was conducted of studies describing IPE involving psychology learners. Electronic databases (MEDLINE, CINAHL, PsychINFO, and EMBASE) were searched for the following terms: inter/multi-professional education/practice, inter/multidisciplinary education/practice, and psychology/psychologists. Thirty-seven articles were identified that included psychology in clinical outcome studies or other reviews of interprofessional education initiatives. The review addresses the nature of current IPE learning activities, the impact of IPE activities on participating trainees, opportunities for, and challenges of, involving psychology trainees in IPE, and future directions for research. This review illuminates the relative paucity of the literature about IPE in psychology training. Given the trend toward increasing team-based collaborative care, the limited inclusion of psychology in the IPE literature is concerning. The next generation of health professional trainees is learning about, from, and with each other with the objective of building collaboration and teamwork. Given the few articles documenting psychology trainees' involvement in IPE, future health professionals quite possibly will have limited understanding of, and contact with, psychologists. Our findings are a call to action for greater psychology involvement in IPE.
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Affiliation(s)
- Katherine Lamparyk
- Cleveland Clinic Children's Hospital, 9500 Euclid Avenue/R3, Cleveland, OH, 44195, USA.
| | | | | | | | - Wendy L Ward
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, USA
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Qiao J, Xu J, Li L, Ouyang YQ. The integration of immersive virtual reality simulation in interprofessional education: A scoping review. NURSE EDUCATION TODAY 2021; 98:104773. [PMID: 33497990 DOI: 10.1016/j.nedt.2021.104773] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 01/11/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Contemporary healthcare systems are in dire need of teamwork and interprofessional collaboration, however, existing curricula of health education programs offer few opportunities to build these capabilities. Virtual simulations enable interaction and cooperative learning for students pursuing health majors. OBJECTIVE To explore the effectiveness of immersive virtual reality simulation (IVRS) in interprofessional education (IPE) and the experience of students from various disciplines in a virtual clinical environment. DESIGN, DATA SOURCES AND METHODS A scoping review was conducted. Literature was systematically searched from CINAHL, EMBASE, ERIC, MEDLINE/PubMed, ProQuest, PsycINFO, Scopus, Science Direct, Cochrane Library and Open Grey databases. Among 2352 records, 12 research articles were found and analyzed. RESULTS The experiences of students participating in IVRS centered on enhanced cooperation and communication across their disciplines. They obtained a more accurate picture of the patient and developed an interdisciplinary care plan. After the IPE session, they had greater appreciation of the importance of a team approach and shared learning. Students acknowledged the usability of virtual worlds (VWs) and appreciated the immersive learning experience that was offered. They gained valuable insight into mutual roles and believed that this experience would benefit their role as a health care team member. CONCLUSIONS This study supports the usability of VWs for IPE. As a new teaching modality, the IVRS experience effectively promotes interprofessional collaboration and communication. Future advances in the use of these technologies are expected to revolutionize health science education.
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Affiliation(s)
- Jia Qiao
- School of Health Sciences, Wuhan University, Wuhan, China
| | - Jing Xu
- School of Health Sciences, Wuhan University, Wuhan, China
| | - Lu Li
- School of Health Sciences, Wuhan University, Wuhan, China
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Xu J, Hicks-Roof K, Bailey CE, Hamadi HY. Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices. SAGE Open Nurs 2021; 7:23779608211029067. [PMID: 34368438 PMCID: PMC8312189 DOI: 10.1177/23779608211029067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Accepted: 06/12/2021] [Indexed: 11/15/2022] Open
Abstract
INTRODUCTION Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine's (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. OBJECTIVE The purpose of the study was to examine the factors that influence health professional's likelihood of accomplishing the IOM core competencies. METHODS A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. RESULTS The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. CONCLUSION There is a need to understand how health professionals' age and experience impact their engagement with IOM's core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers' age and experience.
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Affiliation(s)
- Jing Xu
- Department of Health Administration, University of North Florida, Jacksonville, United States
| | - Kristen Hicks-Roof
- Department of Nutrition & Dietetics, Brooks College of Health, University of North Florida, Jacksonville, United States
| | - Chloe E. Bailey
- Department of Health Administration, University of North Florida, Jacksonville, United States
| | - Hanadi Y. Hamadi
- Department of Health Administration, University of North Florida, Jacksonville, United States
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Virtual Simulation in Nursing Education: A Systematic Review Spanning 1996 to 2018. ACTA ACUST UNITED AC 2020; 15:46-54. [DOI: 10.1097/sih.0000000000000411] [Citation(s) in RCA: 117] [Impact Index Per Article: 29.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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15
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Higginson R, Williams M. Scaffolded clinical simulation in pre- and post-registration nurse education. ACTA ACUST UNITED AC 2019; 27:825-826. [PMID: 30048187 DOI: 10.12968/bjon.2018.27.14.825] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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16
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Lee AL, DeBest M, Koeniger-Donohue R, Strowman SR, Mitchell SE. The feasibility and acceptability of using virtual world technology for interprofessional education in palliative care: a mixed methods study. J Interprof Care 2019; 34:461-471. [PMID: 31431115 DOI: 10.1080/13561820.2019.1643832] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
The objective of this mixed methods study was to evaluate the feasibility and acceptability of using a virtual world educational environment for interprofessional health professions students learning about palliative care. Graduate students (n = 35) from five different health professions programs (medicine, nursing, nutrition, physical therapy, and social work) across two educational institutions participated in a small-group immersive educational experience focused on palliative care in the virtual world of Second Life. Collected data included pre and post surveys of interprofessional attitudes using previously-published questionnaires as well as student reflective writing and photographs about their experience. We found it was feasible to create and deliver an interprofessional educational experience in palliative care in a virtual world environment. The educational experience was acceptable to participants, with an improvement in attitudes toward interprofessional education and interprofessional teamwork after a single virtual world educational session, based on both quantitative and qualitative results. Students found the virtual world environment acceptable for interprofessional education focused on palliative care, based on qualitative results. As health professions schools develop interprofessional education curricula, the use of virtual world technology may be an important modality to consider, to effectively and conveniently bring interprofessional learners together.
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Affiliation(s)
- Amy L Lee
- Department of Family Medicine, Tufts University School of Medicine , Boston, MA, USA
| | | | | | | | - Suzanne E Mitchell
- Department of Family Medicine, Tufts University School of Medicine , Boston, MA, USA.,Department of Family Medicine, Boston University School of Medicine , Boston, MA, USA
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Affiliation(s)
- Sarah Chitongo
- Midwifery Educator and Manager, Clinical Skills Department, Middlesex University
| | - Fiona Suthers
- Head of Clinical Skills Department, Middlesex University
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