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Amar ID, Franceschini G, Nero C, Pasqua I, Paris I, Orlandi A, Gori S, Fabi A, Garganese G, Scambia G, Villa P. Preventing Bone Loss in Breast Cancer Patients: Designing a Personalized Clinical Pathway in a Large-Volume Research Hospital. J Pers Med 2024; 14:371. [PMID: 38672998 PMCID: PMC11051440 DOI: 10.3390/jpm14040371] [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: 03/08/2024] [Revised: 03/25/2024] [Accepted: 03/27/2024] [Indexed: 04/28/2024] Open
Abstract
BACKGROUND We assess the impact of bone health clinical management in breast cancer (BC) patients receiving adjuvant endocrine therapy and design a personalized clinical pathway to reduce bone loss in an Italian research hospital. METHODS The primary endpoint was to assess (through the process improvement organizational method) the clinical pathway that post-surgical BC patients prescribed with endocrine therapy undergo to prevent bone loss. The secondary endpoint was to design a personalized clinical pathway for a prompt implementation of guidelines, to assess and possibly prescribe antiresorptive therapy. RESULTS During the first year of the execution of the new Diagnostic Therapeutic Assistance Pathway, a 60% increase in Dual-Energy X-ray Absorptiometry evaluations within 30 days and a 39.5% increase in antiresorptive therapy prescription within 90 days (since the prescription of endocrine therapy) were shown, thus increasing patients' compliance. CONCLUSION Case managers and bone health specialists in this context can improve patients' adherence to therapies and bone health, helping physicians to expand their collaboration.
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Affiliation(s)
- Inbal Dona Amar
- Gynecologic Oncology Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy; (C.N.); (I.P.); (I.P.); (G.G.); (G.S.); (P.V.)
| | - Gianluca Franceschini
- Onco-Plastic Surgery Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy
| | - Camilla Nero
- Gynecologic Oncology Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy; (C.N.); (I.P.); (I.P.); (G.G.); (G.S.); (P.V.)
- Scientific Directorate, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy;
| | - Ilaria Pasqua
- Gynecologic Oncology Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy; (C.N.); (I.P.); (I.P.); (G.G.); (G.S.); (P.V.)
| | - Ida Paris
- Gynecologic Oncology Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy; (C.N.); (I.P.); (I.P.); (G.G.); (G.S.); (P.V.)
| | - Armando Orlandi
- Medical Oncology Unit, Department of Abdominal and Endocrine Metabolic Medical and Surgical Sciences, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy;
| | - Stefania Gori
- Medical Oncology Unit, Department of Oncology, IRCCS Sacro Cuore “Don Calabria”, 37024 Negrar, Italy;
- Rete Oncologica Pazienti Italia (ROPI), 20121 Milan, Italy
- Associazione Italiana di Oncologia Medica (AIOM), 20133 Milan, Italy
| | - Alessandra Fabi
- Scientific Directorate, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy;
- Associazione Italiana di Oncologia Medica (AIOM), 20133 Milan, Italy
| | - Giorgia Garganese
- Gynecologic Oncology Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy; (C.N.); (I.P.); (I.P.); (G.G.); (G.S.); (P.V.)
| | - Giovanni Scambia
- Gynecologic Oncology Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy; (C.N.); (I.P.); (I.P.); (G.G.); (G.S.); (P.V.)
- Scientific Directorate, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy;
| | - Paola Villa
- Gynecologic Oncology Unit, Department of Woman, Child and Public Health, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy; (C.N.); (I.P.); (I.P.); (G.G.); (G.S.); (P.V.)
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Peterson KS. The interprofessional practice experiences of final-semester prelicensure BSN students completing clinical immersion: A descriptive qualitative study. J Prof Nurs 2024; 51:80-89. [PMID: 38614678 DOI: 10.1016/j.profnurs.2024.01.008] [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: 03/28/2023] [Revised: 01/10/2024] [Accepted: 01/26/2024] [Indexed: 04/15/2024]
Abstract
BACKGROUND The goal of interprofessional practice experiences in health professions programs is to develop interprofessional collaborative practice skills. PURPOSE The purpose of the study was to explore the meaning final-semester Bachelor of Science in Nursing students attributed to interprofessional practice experiences during clinical immersion. METHODS The theoretical framework for this descriptive qualitative study was experiential learning theory. A sample of 12 participants was drawn from final-semester prelicensure Bachelor of Science in Nursing students at a college of nursing at a public research university. Data were collected through one-on-one semi-structured interviews and analyzed through inductive thematic analysis. RESULTS The analysis yielded four themes: professional and interprofessional identity, working with team members, communication practices, and trusting relationships. Patterns across themes were clinical environment culture, nursing school preparation, nurse preceptor role, fear/concern/worry, and night shift. CONCLUSION Consistency in preceptors, welcoming clinical environments, and opportunities to practice communicating with team members contributed to interprofessional collaborative practice skill development and improved perceptions of readiness for practice. Academic and clinical educators may use findings to (a) identify immersion placements for interprofessional practice experiences, (b) design curricula reflective of interprofessional practice, (c) advance teaching strategies to promote interprofessional practice, and (d) create learning environments that aid in professional and interprofessional identity formation.
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Affiliation(s)
- Katherine S Peterson
- Nursing Academic Affairs - Department of Nursing, Division of Education and Professional Development; Mayo Clinic Arizona, USA.
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Peterson KS, Mishark KJ, Knuttinen G, Hagler D, Speer TM, Stevens CJ. Honors students in the health professions: An academic-practice partnership for developing interprofessional competencies through simulation. J Prof Nurs 2021; 37:985-994. [PMID: 34742532 DOI: 10.1016/j.profnurs.2021.07.011] [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: 12/31/2020] [Indexed: 10/20/2022]
Abstract
Abundant literature supports the value of interprofessional education (IPE) in health profession programs, but few studies focus on undergraduate honors students. The goals of this academic-practice partnership quality improvement project were to increase awareness of IPE, provide experiential opportunities to learn the principles of interprofessional practice, assess perceptions of readiness for practice, and to explore motivations and learning expectations of undergraduate nursing and pre-medical honors students. Average scores on the Readiness for Interprofessional Learning Scale (RIPLS) increased in several areas after the IPE simulation experiences, with small to medium effect sizes (Cohen's d) on individual items and two subscales (Teamwork & Collaboration and Positive Professional Identity). Themes identified in the narrative data were opportunity, fun, self-awareness, situational awareness, and the value of teamwork. These findings add to literature on honor students' expectations and motivations for learning and can be used in designing interprofessional collaborative learning activities for undergraduate health profession students.
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Affiliation(s)
- Katherine S Peterson
- Arizona State University (ASU)/Mayo Clinic Collaborative Pre-Licensure Nursing Program; Adjunct Faculty, ASU Edson College of Nursing and Health Innovation; Faculty, ASU Barrett Honors College; Instructor in Nursing, Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States.
| | - Kenneth J Mishark
- Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States
| | - Grace Knuttinen
- Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States
| | - Debra Hagler
- ASU Edson College of Nursing and Health Innovation; Faculty Honors Advisor, ASU Barrett Honors College, United States
| | - Therese M Speer
- ASU Edson College of Nursing and Health Innovation, United States
| | - Carol J Stevens
- ASU Edson College of Nursing and Health Innovation; Faculty Honors Advisor, ASU Barrett Honors College (Retired), United States
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Patel Gunaldo T, Lockeman K, Pardue K, Breitbach A, Eliot K, Goumas A, Kettenbach G, Lanning S, Mills B. An exploratory, cross-sectional and multi-institutional study using three instruments to examine student perceptions of interprofessional education. J Interprof Care 2021; 36:268-275. [PMID: 33957855 DOI: 10.1080/13561820.2021.1892614] [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: 10/21/2022]
Abstract
Interprofessional education (IPE) research needs to expand beyond single site, single event inquiry. Multi-institutional studies increase methodologic rigor and generalizability, advancing the pedagogical science of IPE. Four U.S. institutions used three different validated measures to examine early learner interprofessional outcomes. The three assessment tools included the Communication and Teamwork subscale of the University of West England Entry Level Interprofessional Questionnaire (UWE-ELIQ), the Self-Assessed Collaboration Skills (SACS), and the Interprofessional Teamwork and Team-based Practice factor of the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 (SPICE-R2). Across the four institutions, 659 eligible participants, representing 19 programs completed the pre-survey, and 385 completed the post-survey. The UWE-ELIQ showed a statistically significant difference between the pre- and post-survey overall, but the effect size was small. One institution demonstrated a positive change in scores on the UWE-ELIQ with a small effect size, while the other institutions saw no significant change. Two institutions observed lower post-survey scores on the SPICE-R2. Cumulative results from the study indicated no statistically significant change from pre- to post- in total SACS or SPICE-R2 scores. Additional multi-site longitudinal research is needed to investigate use of validated instruments, as well as the impact of curricula and learning environment on educational outcomes.
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Affiliation(s)
- Tina Patel Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Kelly Lockeman
- School of Medicine, Center for Interprofessional Education & Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Karen Pardue
- Westbrook College of Health Professions, University of New England, Portland, United States
| | - Anthony Breitbach
- Athletic Training Program, Saint Louis University, St. Louis, United States
| | - Kathrin Eliot
- Department of Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, United States
| | - Amanda Goumas
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Ginge Kettenbach
- Program in Physical Therapy, Saint Louis University, St. Louis, United States
| | - Sharon Lanning
- School of Dentistry, Center for Interprofessional Education and Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Bernice Mills
- Dental Hygiene, University of New England, Portland, United States
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Arulappan J, Matua GA, Alzaabi O, Vincent SC, Jayapal SK, Al Sabei SD, Seshan V. Knowledge and readiness for inter professional education and collaborative practice among undergraduate nursing students in a Middle Eastern country - A pilot study. NURSE EDUCATION TODAY 2021; 100:104865. [PMID: 33740703 DOI: 10.1016/j.nedt.2021.104865] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Revised: 02/26/2021] [Accepted: 03/03/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Inter Professional Education and Collaboration (IPEC) is grounded on mutual respect, enhances collaborative practice, and increases satisfaction among health care professionals. PURPOSE The study was conducted to assess the level of knowledge and readiness for IPEC among nursing students. METHODS The student's level of knowledge was assessed using a 20 item questionnaire while their readiness for IPEC was measured using the Readiness for Interprofessional Learning Scale (RIPLS) comprising 19 items. A total of 125 nursing students participated in the study and data was analyzed using Statistical Package for the Social Sciences (SPSS) version 25 DISCUSSION: The mean level of knowledge was 44.41 with SD of 4.72. The mean readiness score was 79.09 with the SD of 11.77. There is no significant association between the knowledge and readiness of nursing students regarding IPEC and their demographic variables at 0.05 confidence level. CONCLUSIONS Majority of the students had moderately adequate knowledge about IPEC and high level of readiness towards IPEC. This implies that when appropriately implemented, the students will reap the benefits of IPEC, which has the potential to improve their ability to provide holistic nursing care to their patients.
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Affiliation(s)
- Judie Arulappan
- Department of Maternal and Child Health, College of Nursing, Sultan Qaboos University, Muscat, Oman.
| | - Gerald Amandu Matua
- Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman.
| | - Omar Alzaabi
- Department of Adult Health & Critical Care Nursing, College of Nursing, Sultan Qaboos University, Muscat, Oman.
| | - Sophia Cyril Vincent
- Department of Maternal and Child Health, College of Nursing, Sultan Qaboos University, Muscat, Oman.
| | - Sathish Kumar Jayapal
- Centre of Studies and Research, Directorate of Planning and Studies, Ministry of Health, Muscat, Oman
| | - Sulaiman Dawood Al Sabei
- Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman.
| | - Vidya Seshan
- Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman.
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DIONISI SARA, DI MUZIO MARCO, GIANNETTA NOEMI, DI SIMONE EMANUELE, GALLINA BARBARA, NAPOLI CHRISTIAN, ORSI GIOVANNIBATTISTA. Nursing students' experience of risk assessment, prevention and management: a systematic review. JOURNAL OF PREVENTIVE MEDICINE AND HYGIENE 2021; 62:E122-E131. [PMID: 34322627 PMCID: PMC8283624 DOI: 10.15167/2421-4248/jpmh2021.62.1.1698] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 11/04/2020] [Indexed: 12/13/2022]
Abstract
Introduction As a fundamental dimension of quality, the patient safety and healthcare workers safety in the healthcare environment depend on the ability of each healthcare workers (whether administrators or technicians) to reduce the probability of error. This review focused on nursing students. The aim was to assess level and determinants of knowledge about risk assessment, risk prevention and risk management of nursing students. Methods A systematic review was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Two reviewers searched the bibliographic databases Pubmed, Scopus and Cinahl to collect all the available articles in English and Italian issued between 2015 and August 2019. To obtain an exhaustive query of search, the following keywords were combined through Boolean operators AND and OR: Clinical Risk Assessment, Nursing Education, Nursing Student*, Patient Safety. The authors assessed the quality of the evidence by using the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) method. Results Twelve papers are included. Although the literature on the nursing student’s error is limited, their frequencies are worrying. Some authors have created a model of prevention of clinical error based on three level. However, the majority of nursing students don’t feel confident with a patient safety. Many authors shown that patient safety education was delivery by lecture, laboratory or simulation sessions. Conclusions This review underlines the need to revise the nursing curriculum on patient safety and the need to think what educational methodology is the better for the student to create a safe care.
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Affiliation(s)
- SARA DIONISI
- Department of Biomedicine and Prevention, Tor Vergata University of Rome, Italy
| | - MARCO DI MUZIO
- Department of Clinical and Molecular Medicine, Sapienza University of Rome, Italy
| | - NOEMI GIANNETTA
- Department of Biomedicine and Prevention, Tor Vergata University of Rome, Italy
- Research Fellow at Vita-Salute San Raffaele University of Milan, Italy
- Correspondence: Noemi Giannetta, Department of Biomedicine and Prevention, Tor Vergata University of Rome, Vita-Salute San Raffaele University, Milan, Italy - E-mail:
| | - EMANUELE DI SIMONE
- Department of Clinical and Molecular Medicine, Sapienza University of Rome, Italy
| | - BARBARA GALLINA
- Department of Clinical and Molecular Medicine, Sapienza University of Rome, Italy
| | - CHRISTIAN NAPOLI
- Department of Surgical and Medical Sciences and Translational Medicine, Sapienza University of Rome, Italy
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Köse Tosunöz İ, Karaçay Yıkar S, Çerçer Z, Kara P, Arslan S, Nazik E. Perceptions of interdisciplinary education and readiness for inter-professional education of nursing students: A sample of three different cities in Turkey. NURSE EDUCATION TODAY 2021; 97:104673. [PMID: 33310247 DOI: 10.1016/j.nedt.2020.104673] [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: 05/18/2020] [Revised: 10/13/2020] [Accepted: 11/17/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND In recent years, interprofessional education has been described as an opportunity for all healthcare professionals to enhance nursing quality by learning together and about one another. Determining perceptions and readiness of nurses regarding interprofessional education is important for effective education planning. OBJECTIVES The aim of the study is to determine readiness for interprofessional learning and perceptions of interdisciplinary education of nursing students. DESIGN Descriptive and cross-sectional study. SETTINGS Nursing departments of public universities, in three different cities in Turkey. METHODS This study was conducted with 738 third- and fourth-year nursing students. The data of the study was collected using "Student Information Form", "Readiness for Inter-professional Learning Scale (RIPLS)", and "Interdisciplinary Education Perception Scale (IEPS)". The data was analyzed using descriptive statistics, Student's t-test, Kruskal-Wallis test, one-way analysis of variance (ANOVA), and correlation. RESULTS Mean age of the students was 21.56 ± 1.48, and the majority (72.9%) were women. Of the students, 58.9% chose their profession willingly, 56% chose the department as their first choice, 41.2% wanted to receive education with other healthcare students, and 84% reported having prior teamwork experience. Students' mean total scores of RIPLS and IEPS were respectively 69.78 ± 11.32 and 69.19 ± 16.62. There was a statistically significant difference between RIPLS mean scores and choosing the occupation willingly, order of choice, being satisfied with the choice of department, and willingness to study with other healthcare students, and between IEPS mean scores and choosing the occupation willingly, order of choice and being satisfied with the department choice (p < 0.05). CONCLUSION Nursing students in three different cities had good readiness levels for interprofessional education and perception levels of interdisciplinary education, and differed according to certain demographical qualities. In addition, there was a positive relationship between readiness of inter-professional education, and perceptions of the students.
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Affiliation(s)
- İpek Köse Tosunöz
- Hatay Mustafa Kemal University, Faculty of Health Sciences, Nursing Department, Hatay, Turkey.
| | - Seda Karaçay Yıkar
- Cukurova University, Faculty of Health Sciences, Department of Nursing, Adana, Turkey
| | - Zehra Çerçer
- Cukurova University Health Sciences Institute, Department of Nursing, Adana, Turkey
| | - Pınar Kara
- Niğde Ömer Halisdemir University, Niğde Zübeyde Hanım School of Health, Nursing Department, Niğde, Turkey
| | - Sevban Arslan
- Cukurova University, Faculty of Health Sciences, Department of Nursing, Adana, Turkey
| | - Evşen Nazik
- Cukurova University, Faculty of Health Sciences, Department of Nursing, Adana, Turkey
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Saaranen T, Silén-Lipponen M, Palkolahti M, Mönkkönen K, Tiihonen M, Sormunen M. Interprofessional learning in social and health care-Learning experiences from large-group simulation in Finland. Nurs Open 2020; 7:1978-1987. [PMID: 33072383 PMCID: PMC7544844 DOI: 10.1002/nop2.589] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Revised: 06/25/2020] [Accepted: 07/01/2020] [Indexed: 11/17/2022] Open
Abstract
Aim This study aimed to describe the learning experiences of social and healthcare students and professionals of an interprofessional large‐group simulation. A simulation on sudden infant death syndrome (SIDS) was organized in collaboration between a Finnish university, university hospital and university of applied sciences. Design A case study. Methods The research data were collected at the large‐group simulation with a questionnaire containing variables on a five‐point Likert scale and open questions. The questionnaire was filled out by 350 students and professionals participating in the simulation. The quantitative data were analysed using descriptive statistical methods and the open‐ended questions by inductive content analysis. Results The large‐group simulation proved to be a valid teaching and learning method for collaborating with other professionals and interacting with clients and the method can be considered as cost‐effective compared with small‐group simulations. The produced knowledge can be used in planning simulations in basic and in‐service training.
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Affiliation(s)
- Terhi Saaranen
- Department of Nursing Science University of Eastern Finland Kuopio Finland
| | | | - Maria Palkolahti
- Department of Nursing Science University of Eastern Finland Kuopio Finland
| | - Kaarina Mönkkönen
- Faculty of Social Sciences University of Eastern Finland Kuopio Finland
| | - Miia Tiihonen
- School of Pharmacy University of Eastern Finland Kuopio Finland
| | - Marjorita Sormunen
- School of Medicine Public Health and Clinical Nutrition Institute of Public Health University of Eastern Finland Kuopio Finland
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