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Zelić L, Bolander Laksov K, Samnegård E, Ivarson J, Sondén A. Call the on-Call: Authentic Team Training on an Interprofessional Training Ward - A Case Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:875-887. [PMID: 37588849 PMCID: PMC10426451 DOI: 10.2147/amep.s413723] [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: 04/20/2023] [Accepted: 07/29/2023] [Indexed: 08/18/2023]
Abstract
Purpose There is a disconnect between how healthcare teams commonly are trained and how they act in reality. The purpose with this paper was to present a learning activity that prepares healthcare students to authentic teamwork where team members are fluent and move between different localities, and to explore how this setting affects learning. Methods A learning activity "Call the On-Call" consisting of two elements, workplace team training where team members are separated into different locations, and a telephone communication exercise, was created. A case study approach using mixed methods was adopted to explore medical-, nurse-, physiotherapy- and occupational therapy students and supervisor perspectives of the effects of the learning activity. Data collection involved surveys, notes from reflection sessions, a focus group interview, and field observations. Thematic analysis was applied for qualitative data and descriptive statistics for quantitative data. The sociocultural learning theory, social capital theory, was used to conceptualize and analyse the findings. Results The majority of the students (n=198) perceived that the learning activity developed their interprofessional and professional competence, but to a varying degree. Especially nursing students found value in the learning activity, above all due to increased confidence in calling a doctor. Physio- and occupational therapy students lacked the opportunity to be active during the telephone exercise, however, they described how it increased their interprofessional competence. Authenticity was highlighted as the key strength of the learning activity from all professions. Concerns that team building would suffer as a result of splitting the student team proved unfounded. Conclusion The learning activity created new opportunities for students to reflect on interprofessional collaboration. Constant physical proximity during training is not essential for effective healthcare team building. Splitting the student team during training may in fact enhance interprofessional learning and lead to progression in interprofessional communication.
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Affiliation(s)
- Lana Zelić
- Department of Clinical Science and Education, Karolinska Institutet, Södersjukhuset, Stockholm, Sweden
| | | | - Eva Samnegård
- Department of Clinical Science and Education, Karolinska Institutet, Södersjukhuset, Stockholm, Sweden
| | - Josefine Ivarson
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Anders Sondén
- Department of Clinical Science and Education, Karolinska Institutet, Södersjukhuset, Stockholm, Sweden
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Williamson GR, Plowright H, Kane A, Bunce J, Clarke D, Jamison C. Collaborative learning in practice: A systematic review and narrative synthesis of the research evidence in nurse education. Nurse Educ Pract 2020; 43:102706. [PMID: 32001428 DOI: 10.1016/j.nepr.2020.102706] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 09/30/2019] [Accepted: 01/17/2020] [Indexed: 11/30/2022]
Abstract
Collaborative Learning in Practice is a model of placement learning for student nurses that is currently being implemented in the United Kingdom, apparently originating in Amsterdam. Potential benefits are reported to be increased placement capacity, reduced burdens on mentors as practice assessors, improvements in qualified nurses' job satisfaction, recruitment and retention, and better-developed preparedness for registrant practice amongst student nurses. We conducted a thorough, rigorous systematic review between October and December 2018 of the literature on Collaborative Learning in Practice to discover whether there was a research evidence base for these claims. We found nothing published in English in peer reviewed journals. We found 14 related papers, although these were about the Dedicated Education Unit concept, and we have conducted a narrative synthesis of them. Key findings support the assertions related to Collaborative Learning in Practice, albeit in different models of placement learning. Further research is necessary with Collaborative Learning in Practice stakeholders including staff and students, and regarding patient care metrics, to demonstrate benefits or otherwise and until that research takes place potential gains remain unproven.
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Affiliation(s)
- Graham R Williamson
- The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK.
| | - Hayley Plowright
- Royal Cornwall Hospitals NHS Trust, Treliske, Truro, Cornwall, TR1 3LJ, UK.
| | - Adele Kane
- School of Nursing and Midwifery, University of Plymouth, Drake Circus, Plymouth, Devon, PL48AA, UK.
| | - Jane Bunce
- Health Education England, Plumer House, Tailyour Rd, Plymouth, Devon, PL6 5DH, UK.
| | - Danny Clarke
- The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK.
| | - Caroline Jamison
- School of Nursing and Midwifery, University of Plymouth, The Knowledge Spa, Truro, Cornwall, TR1 3HD, UK.
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Wenham J, Bennett P, Gleeson W. Crash simulation: an immersive learning model. CLINICAL TEACHER 2017; 15:467-471. [PMID: 29280344 DOI: 10.1111/tct.12744] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Far West New South Wales Local Emergency Management Committee runs an annual crash simulation exercise to assess the operational readiness of all local emergency services to coordinate and manage a multi-casualty exercise. CONTEXT Since 2009, the Broken Hill University Department of Rural Health (BHUDRH) has collaborated with the committee, enabling the inclusion of health students in this exercise. It is an immersive interprofessional learning experience that evaluates teamwork, communication and safe effective clinical trauma management outside the hospital setting. INNOVATION After 7 years of modifying and developing the exercise, we set out to evaluate its impact on the students' learning, and sought ethics approval from the University of Sydney for this study. At the start of this year's crash simulation, students were given information sheets and consent forms with regards to the research. Once formal debriefing had finished, the researchers conducted a semi-structured focus-group interview with the health students to gain insight into their experience and their perceived value of the training. Students also completed short-answer questionnaires, and the anonymised responses were analysed. Crash simulation … evaluates teamwork, communication and safe effective clinical trauma management IMPLICATIONS: Participants identified that this multidisciplinary learning opportunity in a pre-hospital mass casualty situation was of value to them. It has taken them outside of their usually protected hospital or primary care setting and tested their critical thinking and communication skills. We recommend this learning concept to other educational institutions. Further research will assess the learning value of the simulated event to the other agencies involved.
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Affiliation(s)
- John Wenham
- Broken Hill Department of Rural Health, Sydney Medical School, The University of Sydney, Australia
| | - Paul Bennett
- Broken Hill Department of Rural Health, Sydney Medical School, The University of Sydney, Australia
| | - Wendy Gleeson
- Broken Hill Department of Rural Health, Sydney Medical School, The University of Sydney, Australia
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Turner S. Interprofessional Clinical Assignments: A Project in Nursing Education. Creat Nurs 2015; 21:156-60. [PMID: 26376574 DOI: 10.1891/1078-4535.21.3.156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Education involving interprofessional activities helps to improve learning and the ability to work in an effective collaborative environment. In this project, 16 baccalaureate nursing students were given the opportunity to work with other members of the health care team to develop an understanding of the roles and responsibilities of each group of professionals and the communication skills needed to provide quality and safe care to patients and to positively impact their motivation to work with members of other health professions. All the students in the group documented the successful completion of these objectives in their journals.
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Eskilsson C, Carlsson G, Ekebergh M, Hörberg U. The experiences of patients receiving care from nursing students at a Dedicated Education Unit: A phenomenological study. Nurse Educ Pract 2015; 15:353-8. [DOI: 10.1016/j.nepr.2015.04.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2014] [Revised: 01/03/2015] [Accepted: 04/05/2015] [Indexed: 11/16/2022]
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Hood K, Cant R, Leech M, Baulch J, Gilbee A. Trying on the professional self: nursing students' perceptions of learning about roles, identity and teamwork in an interprofessional clinical placement. Appl Nurs Res 2014; 27:109-14. [DOI: 10.1016/j.apnr.2013.07.003] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2013] [Revised: 07/21/2013] [Accepted: 07/25/2013] [Indexed: 11/15/2022]
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Gough S, Jones N, Hellaby M. Innovations in interprofessional learning and teaching: providing opportunities to embed patient safety within the pre-registration physiotherapy curriculum. A Pilot Study. PHYSICAL THERAPY REVIEWS 2013. [DOI: 10.1179/1743288x13y.0000000103] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Chan EA, Lam W, Lam Yeung SKS. Interprofessional competence: a qualitative exploration of social work and nursing students' experience. J Nurs Educ 2013; 52:509-15. [PMID: 23957720 DOI: 10.3928/01484834-20130823-01] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2013] [Accepted: 04/17/2013] [Indexed: 11/20/2022]
Abstract
Being a professional in today's health care system carries with it an expectation of becoming interprofessional. This study was designed to explore the perceived development of the participants' interprofessional competence through interprofessional seminars and collaborative community practice. Data were collected from social work and nursing undergraduates through two interprofessional seminar discussions, followed by focus group interviews after the completion of 2 weeks of practice experience. Study findings included: (a) role clarification and enhancement, (b) evolving role emphasis, (c) understanding the importance of and various communications in teamwork, and (d) being more responsive to the meaning of teamwork and the understanding of collaborative interdependence. Through interprofessional collaborative practice, students developed an insight into teamwork, where they witnessed the merits of collaboration and gained an understanding of each other's lack of holistic approach. In addition, not only the particular practice settings but also the role variations involved revealed various dimensions of interprofessional learning.
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Hooper B, King R, Wood W, Bilics A, Gupta J. An International Systematic Mapping Review of Educational Approaches and Teaching Methods in Occupational Therapy. Br J Occup Ther 2013. [DOI: 10.4276/030802213x13576469254612] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Introduction: Scholars have long examined educational approaches and teaching methods in occupational therapy, producing a wide range of educational scholarship. Yet the scope of the scholarship has not been systematically categorised and described, leaving the field without a baseline and guide for its educational science. Method: A systematic mapping review identified topics, research designs, levels of impact and themes across educational scholarship. Through comprehensive database searches and inclusion and exclusion coding, 129 articles published between 2000 and 2009 were studied. Data were collected using a data extraction tool modified from Best Evidence Medical Education, entered into Microsoft Access and analysed using queries. Findings: Conceptual/descriptive papers (n = 76) represented the primary form of inquiry. Research papers (n = 53) used qualitative designs slightly more than quantitative or mixed methods. Educational interventions (n = 22) targeted students' skills, knowledge, attitudes and perceptions, but not their behaviours, organisational change or impact on clients. Prominent themes included integrative learning, learning paradigm, complexities of practice, student reasoning and calls for reforming occupational therapy education. Conclusion: Priorities for educational research include deepen and diversify studies of local learning situations, develop profession-specific conceptual frameworks for learning and measure outcomes beyond student views of the learning activity.
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Affiliation(s)
- Barbara Hooper
- Assistant Professor, Director, Center for Occupational Therapy Education @CSU, Department of Occupational Therapy, Colorado State University, Fort Collins, Colorado, USA
| | - Robin King
- Occupational Therapist, EBS Healthcare, Fort Collins, Colorado, USA
| | - Wendy Wood
- Professor and Head, Department of Occupational Therapy, Colorado State University, Fort Collins, Colorado, USA
| | - Andrea Bilics
- Professor, Director, Center for Teaching and Learning, Worcester State University, Worcester, Massachusetts, USA
| | - Jyothi Gupta
- Associate Professor, Department of Occupational Science and Occupational Therapy, and Department of Physical Therapy, St Catherine's University, Minneapolis, Minnesota, USA
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Gough S, Hellaby M, Jones N, MacKinnon R. A review of undergraduate interprofessional simulation-based education (IPSE). Collegian 2012; 19:153-70. [PMID: 23101350 DOI: 10.1016/j.colegn.2012.04.004] [Citation(s) in RCA: 63] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Interprofessional simulation-based education (IPSE) is becoming an increasingly popular educational strategy worldwide within undergraduate healthcare curricular. The purpose of the literature review was to examine qualitative, quantitative and mixed/multi-method research studies featuring undergraduate IPSE. A literature review was conducted using CINAHL, MEDLINE, and PsycINFO databases from January 1999 to September 2011 and pre-set criteria. The criteria used to screen all 120 abstracts included: (a) the article pertained to both simulation and undergraduate IPE and (b) the article reported a research study. Eighteen articles which met the pre-set criteria were included in the literature review. All studies featured outcome measures; many were purposely designed and lacked psychometric development and evaluation. Key IPSE drivers included capacity planning, preparedness for disaster management and improving patient care through the evaluation of teambuilding, teamwork skills or communicating within inter-disciplinary teams. Studies evaluated/explored either student or teacher perspectives of learning within the context of IPSE or both. The IPSE learning processes varied considerably in relation to duration, fidelity and professions involved. The scenarios ranged from managing adults admitted to hospital settings, mass casualty/mock disaster patient management to the use of training wards. The majority of the articles identified common IPSE outcomes relating to increased confidence, knowledge, leadership, teamwork, and communication skills. Based on the findings of this review, the authors suggest that further multi-site, longitudinal research studies are required to provide evidence of the transferability of skills developed during IPSE and their overall impact on both undergraduate education and healthcare.
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Fougner M, Horntvedt T. Students' reflections on shadowing interprofessional teamwork: a Norwegian case study. J Interprof Care 2010; 25:33-8. [DOI: 10.3109/13561820.2010.490504] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Lidskog M, Löfmark A, Ahlström G. Learning through participating on an interprofessional training ward. J Interprof Care 2009; 23:486-97. [DOI: 10.1080/13561820902921878] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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