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Bally JMG, Spurr S, Hyslop S, Hodgson-Viden H, McNair ED. Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice. BMC Nurs 2022; 21:147. [PMID: 35689225 PMCID: PMC9185980 DOI: 10.1186/s12912-022-00932-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 06/03/2022] [Indexed: 11/30/2022] Open
Abstract
Background Interprofessional education (IPE) provides healthcare students with the knowledge and skills necessary to provide safe and effective collaborative care in a variety of clinical settings. Inclusion of IPE in nursing curricula is required for program accreditation in Canada; a variety of learning strategies at varied levels are used to meet this requirement. As this formal requirement only occurred over the last decade, development, facilitation, and evaluation of IPE interventions are ongoing. Purpose The purpose of this study was to examine if exposure to an introductory IPE activity influenced third-year undergraduate nursing students’ perceived ability to practice competent interprofessional collaboration (IPC). Methods The introductory IPE activity included ten-hours of interactive lectures and related case studies, grounded in the National Interprofessional Competency Framework, delivered by various healthcare professionals in a third-year nursing theory and clinical course. Following completion of the courses, quantitative data were collected via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) which was used to evaluate nursing students’ change in competencies for IPC. Frequencies, percentages, and means were used to analyze the demographic data, the Cronbach’s alpha coefficient was used to evaluate the internal reliability of the ICCAS, and paired t-tests were conducted to measure the difference from pre- to post-participation for all 20 items and 6 subscales of the ICCAS. Results Study participants (n = 111) completed the ICCAS at the end of the courses to measure change in six competencies. The survey results indicated improvements in all competencies following the IPE activity. Conclusions The significant findings demonstrate that exposure to introductory IPE activities, involving nursing students and other healthcare professionals, hold promise for enhancing IPC in pediatric clinical settings. These findings can be used to inform the development of formal IPE interventions.
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Affiliation(s)
- Jill M G Bally
- College of Nursing, University of Saskatchewan, 104 Clinic Place, Saskatoon, SK, S7N 2Z4, Canada.
| | - Shelley Spurr
- College of Nursing, University of Saskatchewan, 104 Clinic Place, Saskatoon, SK, S7N 2Z4, Canada
| | - Shannon Hyslop
- College of Nursing, University of Saskatchewan, 104 Clinic Place, Saskatoon, SK, S7N 2Z4, Canada
| | - Heather Hodgson-Viden
- College of Medicine, University of Saskatchewan, 107 Wiggins Road, Saskatoon, SK, S7N 5E5, Canada
| | - Erick D McNair
- College of Medicine, University of Saskatchewan, 107 Wiggins Road, Saskatoon, SK, S7N 5E5, Canada
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Puskar K, Mitchell AM, Lee H, Kane I, Albrecht SA, Frank LR, Hagle H, Lindsay D, Kameg B, Johnson C, Sun R. Nursing Students Learn Online Interprofessional Education on Substance Use. Can J Nurs Res 2019; 52:8-14. [PMID: 30947519 DOI: 10.1177/0844562119840172] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022] Open
Abstract
Background Interprofessional education strategies are becoming more prevalent as nursing schools integrate interprofessional practice activities into their curricula. Purpose This paper presents the results of a federally funded project to deliver online interprofessional education to nursing students on screening for alcohol and substance use in rural areas, in which their perceptions about interprofessional education were measured. Methods A quasi-experimental within-subjects repeated measures design was utilized. Students in the bachelor or associate degree program were recruited from two rural nursing schools. A demographic questionnaire, Alcohol and Alcohol Problems Questionnaire, Drug and Drug Problems Questionnaire, and Interprofessional Education Perception Scale were utilized. General linear modeling was used to determine changes in these measurements over time. Data collection was performed at pretraining, posttraining, and following an online interprofessional dialogue. Results The study consisted of 89 nursing students. The participants were 87% female (n = 77/89) and 91% white (n = 81/89); their mean age was 24.9 years (standard deviation = 10.36). Analysis of evaluation questionnaires demonstrated increased levels of confidence in working with patients who consume alcohol or other drugs and on certain aspects of interprofessional education. Conclusion Online interprofessional preservice education holds the potential to positively increase nursing students’ confidence in working with patients and to increase their interprofessional practice.
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Affiliation(s)
- Kathy Puskar
- Health & Community Systems, School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA
| | - Ann M Mitchell
- Health & Community Systems, School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA
| | - Heeyoung Lee
- Health & Community Systems, School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA
| | - Irene Kane
- Health & Community Systems, School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA
| | - Susan A Albrecht
- Health Promotion & Development, School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA
| | - Linda R Frank
- Graduate School of Public Health, University of Pittsburgh, Pittsburgh, PA, USA
| | - Holly Hagle
- Institute for Research, Education, and Training in Addictions, Pittsburgh, PA, USA
| | - Dawn Lindsay
- Institute for Research, Education, and Training in Addictions, Pittsburgh, PA, USA
| | - Brayden Kameg
- Health & Community Systems, School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA
| | - Cortney Johnson
- Nursing and Allied Health Professions Department, Indiana University of Pennsylvania, Indiana, PA, USA
| | - Ran Sun
- Health & Community Systems, School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA
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Olsen JM, Warring SL. Interprofessional Education on Adverse Childhood Experiences for Associate Degree Nursing Students. J Nurs Educ 2018; 57:101-105. [PMID: 29384571 DOI: 10.3928/01484834-20180123-07] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2017] [Accepted: 08/23/2017] [Indexed: 11/20/2022]
Abstract
BACKGROUND The health impact of adverse childhood experiences (ACEs) is significant. Nurses need knowledge and must work in multidisciplinary teams to address this problem. This study examined the effects of an interprofessional education (IPE) activity with nonhealth care students on associate degree nursing (ADN) students' ACEs knowledge and perspectives on IPE. METHOD The mixed-methods approach used a quasi-experimental pretest-posttest design with an intervention and control group and thematic analysis of focus group data. RESULTS Readiness for Interprofessional Learning scale mean scores indicated positive baseline IPE perspectives. Scores changed minimally for most measures in both the intervention and control groups on posttest. However, four major relevant themes related to ACEs knowledge and two related to interprofessional learning were identified. CONCLUSION IPE with nonhealth care students is an effective way to teach ADN students about ACEs and infuse interprofessional learning in a nonuniversity setting. However, outcomes are best captured with qualitative data. [J Nurs Educ. 2018;57(2):101-105.].
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Hudson JN, Croker A. Educating for collaborative practice: an interpretation of current achievements and thoughts for future directions. MEDICAL EDUCATION 2018; 52:114-124. [PMID: 28984388 DOI: 10.1111/medu.13455] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 05/09/2017] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT The Edinburgh Declaration, developed in 1998 as a pledge to alter the character of medical education to more effectively meet the needs of society, included a recommendation to increase the opportunity for joint learning between health and health-related professions, as part of the training for teamwork. This article acknowledges achievements since the Declaration in relation to this recommendation, using an umbrella term for the phenomenon, 'educating for collaborative practice', and presents a perspective framed as a series of questions to encourage reflection on future directions. METHODS A literature interpretation, informed by philosophical hermeneutics, was conducted using text sets comprising reports and reviews from a section of the international literature since 1988. The interpretation involved: engaging with meanings as presented in the chosen texts; making iterative returns to the texts to explore emerging understanding; and ensuring parts of our understanding from particular texts were fused with complete understanding of the texts as a whole. A lens of appreciative inquiry facilitated acknowledgement of what has been achieved, while being curious about how it could be. RESULTS Interpretation of the selected literature revealed notable achievements. Areas for further consideration were identified in relation to three themes: establishing shared understanding AND purpose behind use of terminology; being a conduit AND sharing responsibility for change; exploring ways of doing things AND ensuring ongoing inclusivity. CONCLUSIONS Interpreting the current literature on 'educating for collaborative practice' has generated questions for reflection on how it may be otherwise. Readers are encouraged to embrace the tensions inherent in unanswered questions, providing space for communication, initiative and diversity of thought. An ongoing dialogue with the literature is proposed, asking whether educating students for a collective identity in settings where they are learning for and with patients is likely to advance educating for patient-centred collaborative practice.
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Affiliation(s)
- Judith Nicky Hudson
- Faculty of Health and Medicine, University of Newcastle, New South Wales, Australia
- Faculty of Health and Medical Sciences, University of Adelaide, South Australia
| | - Anne Croker
- Faculty of Health and Medicine, University of Newcastle, New South Wales, Australia
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Ketcherside M, Rhodes D, Powelson S, Cox C, Parker J. Translating interprofessional theory to interprofessional practice. J Prof Nurs 2017; 33:370-377. [DOI: 10.1016/j.profnurs.2017.03.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2016] [Revised: 03/04/2017] [Accepted: 03/22/2017] [Indexed: 10/19/2022]
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Wilcox J, Miller-Cribbs J, Kientz E, Carlson J, DeShea L. Impact of Simulation on Student Attitudes about Interprofessional Collaboration. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.04.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Team-Based Learning for Nursing and Medical Students: Focus Group Results From an Interprofessional Education Project. Nurse Educ 2017; 41:E1-5. [PMID: 26771940 DOI: 10.1097/nne.0000000000000240] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Past research indicates that inadequacies in health care delivery create substantial preventable quality issues that can be addressed through improving relationships among clinicians to decrease the negative effects on patient outcomes. The purpose of this article is to describe the implementation of an interprofessional education project with senior nursing and third-year medical students working in teams in a clinical setting. Results include data from focus groups conducted at the conclusion of the project.
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Salfi J, Mohaupt J, Patterson C, Allen D. Reality Check: Are We Truly Preparing Our Students for Interprofessional Collaborative Practice? Can J Nurs Res 2017; 47:41-61. [DOI: 10.1177/084456211504700204] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
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Lennen N, Miller B. Introducing Interprofessional Education in Nursing Curricula. TEACHING AND LEARNING IN NURSING 2017. [DOI: 10.1016/j.teln.2016.07.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Perceptions of Nursing and Physical Therapy Students Toward Peer-Led Interprofessional Education in Manual Handling. Nurse Educ 2017; 42:E1-E6. [DOI: 10.1097/nne.0000000000000319] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Grant RE, Goldman J, LeGrow K, MacMillan KM, van Soeren M, Kitto S. A scoping review of interprofessional education within Canadian nursing literature. J Interprof Care 2016; 30:620-6. [PMID: 27352001 DOI: 10.1080/13561820.2016.1192589] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The purpose of this scoping review is to examine the nature of the interprofessional education (IPE) discussion that the Canadian nursing profession is having within the Canadian peer-reviewed nursing literature. An electronic database search of CINAHL was conducted using a modified Arksey & O'Malley scoping review framework. Peer-reviewed, English-language articles published in Canadian nursing journals from January 1981 to February 2016 were retrieved. Articles were included if they discussed IPE, or described an educational activity that met our conceptual definition of IPE. A total of 88 articles were screened, and 11 articles were eligible for analysis. Analysis revealed that this body of literature does not seem to be purposefully engaging Canadian nurses in a critical discourse about the role of IPE. The majority of articles located were reflective or commentaries. At the time of this review, there was a paucity of theoretically informed empirical research articles on IPE in the nursing literature. While IPE may be viewed by some critical scholars as a means of shifting the control of healthcare delivery traditionally held by medicine to other professions, our results suggest that this may not be the case in the Canadian nursing profession.
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Affiliation(s)
- Rachel Elizabeth Grant
- a Department of Innovation in Medical Education, Faculty of Medicine , University of Ottawa , Ottawa , Ontario , Canada
| | - Joanne Goldman
- b Centre for Quality Improvement and Patient Safety, Faculty of Medicine , University of Toronto , Toronto , Ontario , Canada
| | - Karen LeGrow
- c Daphne Cockwell School of Nursing, Faculty of Community Services , Ryerson University , Toronto , Ontario , Canada
| | | | - Mary van Soeren
- e School of Nursing , Western University , London , Ontario , Canada
| | - Simon Kitto
- a Department of Innovation in Medical Education, Faculty of Medicine , University of Ottawa , Ottawa , Ontario , Canada
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Berman RO. Moving Out of One’s Comfort Zone: Developing and Teaching an Interprofessional Research Course. J Contin Educ Nurs 2013; 44:303-8. [DOI: 10.3928/00220124-20130515-97] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2013] [Accepted: 05/03/2013] [Indexed: 11/20/2022]
Affiliation(s)
- Rosemarie O Berman
- Undergraduate Nursing Program, Malek School of Health Professions, Marymount University, Arlington, VA 22207, USA.
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