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Luo H, Gong H, Luo F, Xing Y, Wang X, Huang J, Ding M, Lin D, Lan Y. Core competence of midwives in township hospitals and its influencing factors-A cross-sectional study. Heliyon 2024; 10:e25475. [PMID: 38327397 PMCID: PMC10848002 DOI: 10.1016/j.heliyon.2024.e25475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Revised: 01/26/2024] [Accepted: 01/29/2024] [Indexed: 02/09/2024] Open
Abstract
Objective This study aimed to assess the core competence of midwives in township hospitals through a self-assessment questionnaire. The relationship between professional identity and core competence and the factors influencing midwives' core competence was also investigated. Method Convenience sampling was conducted in 77 township hospitals in Ganzhou, Jiangxi Province, China, with 150 participants. The questionnaires were distributed online in November 2021. We conducted a descriptive data analysis, a correlation analysis of the two variables of professional identity and core competencies, and multivariate linear regression to analyse the influencing factors, including the sociodemographic information, the Midwife Core Competence Scale, and the Nurses' Professional Identity Scale scores. Results The mean score for the core competence was 206.43 (±37.45) out of 270. The highest score was for pregnancy care (3.97 ± 0.70) and the lowest was for newborn care (3.72 ± 0.78). The independent sample t-test results and one-way analysis of variance showed that qualifications, midwifery training situation, and midwifery working years had differential effects on midwives' core competencies (P < 0.05). Multiple linear regression showed that qualifications, midwifery working years, and level of professional identity were influencing factors (P < 0.05). Conclusions The core competencies of midwives in township hospitals were lower than those reported in other studies. Advancements in education, midwifery working years, and professional identity may increase midwives' core competencies.
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Affiliation(s)
- Huiyi Luo
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
| | - Huping Gong
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
| | - Feng Luo
- Department of Obstetrics, First Affiliated Hospital of Gannan Medical University, Ganzhou, Jiangxi, China
| | - Ying Xing
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
| | - Xin Wang
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
| | - Jingwen Huang
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
| | - Mei Ding
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
| | - Dongmei Lin
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
| | - Yanli Lan
- College of Nursing, Gannan Medical University, Ganzhou, Jiangxi, China
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Showande SJ, Ibirongbe TP. Interprofessional education and collaborative practice in Nigeria - Pharmacists' and pharmacy students' attitudes and perceptions of the obstacles and recommendations. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:787-800. [PMID: 37482495 DOI: 10.1016/j.cptl.2023.07.013] [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: 11/25/2022] [Revised: 06/23/2023] [Accepted: 07/12/2023] [Indexed: 07/25/2023]
Abstract
INTRODUCTION Many countries have implemented interprofessional education (IPE) and interprofessional collaborative practice (IPCP), but there is a dearth of information on the state of IPE in Nigeria. We evaluated the attitude of Nigerian pharmacy students and pharmacists towards IPE and IPCP and the perceived barriers to and recommendations for the implementation of IPE and IPCP. METHODS A cross-sectional survey of 238 community and hospital pharmacists and 765 pharmacy students in Nigeria was conducted with an online questionnaire using the Interprofessional Attitude Scale. Information on the perceived barriers to and recommendations for implementing IPE was also collected. RESULTS Two hundred and seven pharmacists (87%) and 629 (82.2%) pharmacy students agreed that it is necessary for health profession students to learn together. Perceived barriers to the implementation of IPE and IPCP included professional pride [pharmacists = 51 (21.42%), pharmacy students = 55 (7.19%)], prejudice against other health professions [pharmacists = 35 (14.7%), pharmacy students = 74 (9.67%)], uni-professional training [pharmacists = 5 (2.1%), pharmacy students = 7 (0.92%)], and government policies that discourage IPE and IPCP [pharmacists = 10 (4.2%), pharmacy students = 20 (2.61%)]. Recommendations proposed were the integration of IPE in undergraduate pharmacy curricula, cooperation among health professionals to curb professional rivalry, and the provision of necessary facilities and resources by the government. CONCLUSIONS Nigerian pharmacists and pharmacy students had positive attitudes towards IPE and IPCP. The perceived barriers to implementing IPE in Nigeria include discouraging government policies. Deliberate and implementable government policies on IPE are needed.
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Affiliation(s)
- Segun J Showande
- University of Ibadan, Faculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, Ibadan, Oyo State, Nigeria.
| | - Tolulope P Ibirongbe
- University of Ibadan, Faculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, Ibadan, Oyo State, Nigeria
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Adegbore AK, Adedokun AA, Adegoke JI, Lawal MA, Oke M. Assessment of undergraduate health students' perception and satisfaction on training and participation in community health outreach. ZEITSCHRIFT FUR GESUNDHEITSWISSENSCHAFTEN = JOURNAL OF PUBLIC HEALTH 2023:1-8. [PMID: 37361286 PMCID: PMC10078037 DOI: 10.1007/s10389-023-01903-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 03/27/2023] [Indexed: 04/08/2023]
Abstract
Aim The need to improve training of health professionals has increased in recent years due to increasing frequencies of public health events. Consequently, a descriptive cross-sectional survey was carried out to determine the level of satisfaction and knowledge acquired by undergraduate students in the health sciences during a community health outreach program. Subject and methods Students were invited to complete an online-administered questionnaire (consisting of both open- and closed-ended questions) to assess their perceptions and experiences on the community health outreach program. Additionally, the survey was carried out to assess the quality of training provided and obtain suggestions for further improvements. Responses were collected and analysed using Microsoft Excel. Results Most respondents (>83%) reported satisfaction with the community diagnosis and community intervention briefing and training sessions. All respondents reported familiarity with standard community health outreach instruments and were capable of identifying environmental health risk factors that may contribute to the spread of communicable diseases. Interestingly, respondents reported greater appreciation of health challenges faced by rural communities. However, respondents expressed dissatisfaction with the duration of the outreach program (24%) and funding (15%). Conclusion Although respondents reported overall satisfaction with the organization and execution of the health outreach program, certain aspects of the program were deemed unsatisfactory. Despite the shortcomings, we believe that our student-centred learning strategy is readily adaptable for training future healthcare professionals and improving health literacy of rural communities, particularly in sub-Saharan Africa.
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Affiliation(s)
- Abidemi Kafayat Adegbore
- Department of Publıc Health, College of Basic Medical and Health Sciences, Fountain University, Osogbo, Nigeria
| | - Amudatu Ambali Adedokun
- Department of Medical Laboratory Sciences, College of Basic Medical and Health Sciences, Fountain University, Osogbo, Nigeria
| | - Juliet Ifeoluwa Adegoke
- Department of Nursing Sciences, College of Basic Medical and Health Sciences, Fountain University, Osogbo, Nigeria
| | - Maruf Ayobami Lawal
- Department of Publıc Health, College of Basic Medical and Health Sciences, Fountain University, Osogbo, Nigeria
| | - Muse Oke
- Department of Biological Sciences, College of Natural and Applied Sciences, Fountain University, Osogbo, Nigeria
- College of Basic Medical and Health Sciences, Fountain University, Osogbo, Nigeria
- Present Address: Molecular Biology and Genetics Department, Faculty of Science, Izmir Institute of Technology, Izmir, Türkiye
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Hemingway S, Sam-Okerenta C, Kittrick A, Hanson V, Holden S, Stephenson J, Gorton H. Rapid upskilling about COVID-19 vaccines: an evaluation of a novel interprofessional education workshop. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:118-124. [PMID: 36763472 DOI: 10.12968/bjon.2023.32.3.118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Abstract
BACKGROUND An inter-professional education (IPE) workshop centred around newly approved COVID-19 vaccination was attended by 77 nursing and pharmacy students. AIM To embed and evaluate the implementation of a virtual IPE workshop, and to upskill undergraduate nursing and pharmacy students about the COVID-19 vaccination. METHODS The workshop was evaluated using a questionnaire completed by participants from both disciplines. A focus group was conducted with the IPE facilitators. RESULTS 77 students out of a potential 400 attended the workshop (19% attendance). Of the 77 participants, 44 (23 nursing, 21 pharmacy) completed the questionnaire (57%), rating the content highly. There was overall positivity toward working interprofessionally, and there was no evidence of significant differences between how the two groups of students rated the workshop. Qualitative findings from students and facilitators corroborated the supposition that the workshop would enhance professional development. Thus, the workshop was successful in facilitating interprofessional interactions, with students all working collaboratively toward the same goal, the ultimate purpose of IPE. It was agreed that such an event should be included as part of the student curricula. CONCLUSION Implementing an IPE event that includes real-time healthcare priorities can contribute to optimising students' healthcare education. More high-quality longitudinal research is needed to understand the impact of such sessions on students' competence and confidence.
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Affiliation(s)
- Steve Hemingway
- Senior Lecturer in Adult Nursing, School of Human and Health Sciences; University of Huddersfield, Huddersfield
| | - Chinyere Sam-Okerenta
- Senior Lecturer in Adult Nursing, School of Human and Health Sciences; University of Huddersfield, Huddersfield
| | - Abbey Kittrick
- Senior Lecturer in Adult Nursing, School of Human and Health Sciences; University of Huddersfield, Huddersfield
| | - Victoria Hanson
- Lecturer in Children's Nursing, School of Human and Health Sciences; University of Huddersfield, Huddersfield
| | - Sally Holden
- Senior Lecturer in Learning Disability, Human and Health Sciences; University of Huddersfield, Huddersfield
| | - John Stephenson
- Senior Lecturer in Biomedical Statistics, Human and Health Sciences; University of Huddersfield, Huddersfield
| | - Hayley Gorton
- Senior Lecturer, School of Applied Sciences; University of Huddersfield, Huddersfield
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Wakob I, Schiek S, Bertsche T. Overcoming Barriers in Nurse-Pharmacist Collaborations on Wards - Qualitative Expert Interviews with Nurses and Pharmacists. J Multidiscip Healthc 2023; 16:937-949. [PMID: 37041886 PMCID: PMC10083024 DOI: 10.2147/jmdh.s408390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 03/20/2023] [Indexed: 04/13/2023] Open
Abstract
Purpose Interprofessional collaboration in healthcare is an essential element in promoting patient safety. However, little research is available on the collaboration between nurses and pharmacists. To optimize processes, mutual understanding is needed, which can be gained by examining the perspectives of those collaborating professional groups. We aimed to identify barriers to the interprofessional collaboration of nurses and pharmacists as well as preconditions and solution strategies to devise approaches for optimizing teamwork in inpatient settings. Methods We recruited pairs of collaborating nurses and pharmacists from different hospitals in German-speaking countries and conducted qualitative expert interviews by phone with each of them individually. Transcribed interviews were assessed using qualitative content analysis. Results We conducted 12 interviews each with the collaborating nurses and pharmacists. The most frequently mentioned barriers to optimal collaboration were "skepticism due to perception as controller" (reported mainly by pharmacists), "organizational implementation", and "limited (possibilities of) presence" (reported by both professional groups). A solution strategy proposed to overcome such barriers was "explaining added value". This added value was found in "clinical-pharmaceutical activities as complement by additional perspective" and "reducing workload in tasks distant from the patient". Conclusion Nurses, pharmacists and hospital management should recognize the added value of intensifying their collaboration regarding patient-related services. A combination of logistical and clinical-pharmaceutical activities should be established at the level of drug application since interviewees endorsed collaboration. A stepwise process must be anticipated to address existing barriers, including some redefinition of professional roles.
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Affiliation(s)
- Ines Wakob
- Clinical Pharmacy, Institute of Pharmacy, Medical Faculty, Leipzig University, Leipzig, Germany
- Drug Safety Center, Faculty of Medicine, University Hospital of Leipzig and Leipzig University, Leipzig, Germany
| | - Susanne Schiek
- Clinical Pharmacy, Institute of Pharmacy, Medical Faculty, Leipzig University, Leipzig, Germany
- Drug Safety Center, Faculty of Medicine, University Hospital of Leipzig and Leipzig University, Leipzig, Germany
| | - Thilo Bertsche
- Clinical Pharmacy, Institute of Pharmacy, Medical Faculty, Leipzig University, Leipzig, Germany
- Drug Safety Center, Faculty of Medicine, University Hospital of Leipzig and Leipzig University, Leipzig, Germany
- Correspondence: Thilo Bertsche, Clinical Pharmacy, Institute of Pharmacy, Medical Faculty, Leipzig University and Drug Safety Center, University Hospital of Leipzig and Leipzig University, Bruederstr. 32, Leipzig, 04103, Germany, Tel +49 3 41 97- 11800, Email
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Zhang W, Jia X, Yao X, Zhang X, Liang Y, Zhang Y, Zhang X, Su P, Zhang X, Du S, Yin Z. Exploring the perceptions and barriers of nurses working in remote areas on tele-educational delivery of pharmacy knowledge in Henan, China: a qualitative study. BMJ Open 2022; 12:e051365. [PMID: 35135766 PMCID: PMC8830228 DOI: 10.1136/bmjopen-2021-051365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE There are insufficient educational resources and opportunities available to nurses at county-level medical institutions in China to receive pharmacy knowledge education. Video conference pharmacy education (VCPE) has become a solution. However, a few studies have explored the perceptions of nurses participating in VCPE. The study was aimed to explore the perceptions of nurses participating in VCPE at county-level medical institutions in remote areas in China. The barriers and suggestions to improve the VCPE were also assessed. SETTING The study was conducted in two county-level hospitals in Henan, China. DESIGN AND PARTICIPANTS This qualitative study comprises two focus group discussions. Twenty-three nurses from two county-level hospitals in Henan province participated in the interview in May 2019. RESULTS The average age of our participants was 34.83±6.24 years old (from 26 to 55 years old). By deeply analysing the data, the following four domains were extracted: Four themes were extracted on VCPE from this qualitative study: (1) the pharmacy knowledge gains from VCPE, (2) the shortcomings VCPE, (3) the advantages of the VCPE and (4) the expectations and suggestions for the VCPE. CONCLUSION The results of this study indicate VCPE is a valuable tool to provide education to nurses working at remote area county-level institutions. The results contribute to improvements in future VCPE deliveries.
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Affiliation(s)
- Wan Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xuedong Jia
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiali Yao
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiang Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Yan Liang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Yingjie Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiao Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Pei Su
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiaojian Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Shuzhang Du
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Zhao Yin
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
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Sulaiman N, Rishmawy Y, Hussein A, Saber-Ayad M, Alzubaidi H, Al Kawas S, Hasan H, Guraya SY. A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students. BMC MEDICAL EDUCATION 2021; 21:203. [PMID: 33836727 PMCID: PMC8035734 DOI: 10.1186/s12909-021-02645-4] [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: 03/24/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students' readiness and positive attitudes towards IPE have been reported from the Arabian context. METHODS A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. RESULTS This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. CONCLUSION This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.
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Affiliation(s)
- Nabil Sulaiman
- Sharjah Institute for Medical Research, University of Sharjah, Sharjah, United Arab Emirates
- Department of Family & Community Medicine & Behavioral Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
- Baker Heart and Diabetes Institute, Melbourne, Victoria Australia
| | - Youssef Rishmawy
- Department of Family & Community Medicine & Behavioral Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Amal Hussein
- Department of Family & Community Medicine & Behavioral Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Maha Saber-Ayad
- Department of Clinical Sciences, College of Medicine & Research Institute for Medical and Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- College of Medicine, Cairo University, Giza, Egypt
| | - Hamzah Alzubaidi
- Pharmacy Practice & Pharmacotherapeutics, College of Pharmacy, University of Sharjah, Sharjah, United Arab Emirates
| | - Sausan Al Kawas
- Department of Oral & Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Hayder Hasan
- Clinical Nutrition and Dietetics, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Salman Y. Guraya
- College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Chetty S, Bangalee V, Brysiewicz P. Interprofessional collaborative learning in the workplace: a qualitative study at a non-governmental organisation in Durban, South Africa. BMC MEDICAL EDUCATION 2020; 20:346. [PMID: 33023590 PMCID: PMC7541280 DOI: 10.1186/s12909-020-02264-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 09/28/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The rapid progression of diseases and the complex, changing landscape of healthcare has increased the awareness that interprofessional collaboration is essential in ensuring safe and effective healthcare delivery. However, to develop a "collaborative practice-ready" workforce, organisations need to invest in the application of alternative approaches to the training of healthcare professionals. PURPOSE OF THE STUDY To describe the perceptions of healthcare professionals attending an HIV interprofessional collaborative initiative at a non-governmental organization research site in South Africa and to provide suggestions regarding the improvement of this educational programme. METHODS Focus group discussions (December 2018 to January 2019), were conducted on a purposeful sample (N = 21) consisting of healthcare professionals (clinicians, pharmacists, pharmacy assistants, and nurses), and clinical trial staff (recruiters, administrators, QC officers, psychologists, counsellors) based at a research site, who were invited to attend a continuing medical education initiative on the pathogenesis and treatment of HIV. Qualitative content analysis was carried out to identify meaning units, which were then condensed and labelled with a code. This was further grouped to form categories. RESULTS Five categories emerged: learning something new, acquiring from each other, promoting company culture, needing company buy-in and teaching methods matter. Interprofessional collaborative learning improved technical capacity, work relationships and company culture. The diversity in learning needs of the different professionals requires a structuring of a curriculum to meet the needs of all. The success of this initiative requires company buy-in/investment and recognition from leaders and higher management with regards to time and resources. Suggestions for improvement included: formalizing the training, introducing more lectures and pitching each topic at different levels i.e. basic, intermediate or advanced, thus ensuring maximum benefit for all. CONCLUSION Inter-professional learning was perceived as highly valuable. This initiative has the potential to develop further but requires resources and company buy-in. All staff working (clinical and non-clinical) at the NGO site were represented in the interviews, thus ensuring a richer understanding of all perspectives relevant to the study site. The small sample size confined to a single research site, however, prevents these findings from being generalized and limits the applicability of its findings.
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Affiliation(s)
- Sarentha Chetty
- Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Durban, South Africa.
| | - Varsha Bangalee
- Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Durban, South Africa
| | - Petra Brysiewicz
- School of Nursing & Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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Shakhman LM, Al Omari O, Arulappan J, Wynaden D. Interprofessional Education and Collaboration: Strategies for Implementation. Oman Med J 2020; 35:e160. [PMID: 32832104 PMCID: PMC7430136 DOI: 10.5001/omj.2020.83] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2018] [Accepted: 02/11/2019] [Indexed: 11/05/2022] Open
Abstract
Interprofessional education (IPE) is an integral educational outlook that is necessary to make sure that the graduates of an allied health care education are able to be valuable members or leaders of collaborative healthcare practices. Literature and resources are available about various models that have been used by different institutions to integrate IPE as part of their curriculum. With the growing need for collaborative practice, the curriculum must be designed to foster competencies required for IPE. There are challenges present, but with the concerted effort of the administration, faculty, and students, the benefits of IPE can be enjoyed by the institution and eventually by patients.
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Affiliation(s)
- Lina M Shakhman
- Department of Maternal and Child Health Nursing, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Omar Al Omari
- Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Judie Arulappan
- Department of Maternal and Child Health Nursing, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Dianne Wynaden
- School of Nursing, Midwifery and Paramedicine, Curtin University GPO, Perth, Australia
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Rotz ME, O'Neill DD. Exploring second professional year pharmacy student reflections after an interprofessional shadowing experience with nursing students in critical care units: a qualitative study. J Interprof Care 2020; 35:383-390. [PMID: 32614691 DOI: 10.1080/13561820.2020.1769579] [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: 10/23/2022]
Abstract
Accreditation standards for pharmacy and nursing education require interprofessional education (IPE) as a key component in both curricula. There is increasing evidence for using interprofessional shadowing as a learning modality for IPE; reflection can be used to enhance learning from these experiences. We explored pharmacy student-reported reflections from an interprofessional shadowing experience with nursing students through qualitative content analysis of reflective statements. We found that pharmacy students gained knowledge of nursing roles and areas of expertise, awareness of how the team provides care, and awareness of the importance of communication and mutual respect to improve both team performance and patient safety. Additionally, we were able to assess interprofessional sub-competencies that were met as a result of the interprofessional shadowing experience, specifically, pharmacy students gained knowledge and skills across all four IPEC Core Competencies. Interprofessional shadowing combined with reflection can enhance learning, and thematic analysis of these reflections can be utilized to assess IPE outcomes.
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Affiliation(s)
- Melissa E Rotz
- Department of Pharmacy Practice, Temple University School of Pharmacy, Philadelphia, PA, USA
| | - Derek D O'Neill
- Doctor of Pharmacy Graduate, Class of 2018, Temple University School of Pharmacy, Philadelphia, PA, USA
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El-Awaisi A, Awaisu A, Jaam M, Saffouh El Hajj M, Verjee MA. Does the delivery of interprofessional education have an effect on stereotypical views of healthcare students in Qatar? J Interprof Care 2019; 34:44-49. [PMID: 31064272 DOI: 10.1080/13561820.2019.1612863] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Interprofessional education (IPE) is an evolving educational approach for preparing healthcare professional students to provide patient care in a collaborative team atmosphere. One of the important outcomes to be achieved is understanding the stereotypical views of health professionals held by themselves and by others to eventually reduce negative and harmful stereotypes and to foster an environment of mutual respect and trust amongst healthcare professionals. The primary aim of this study was to investigate whether there is a change in healthcare students' stereotypical belief about the characteristics of healthcare professionals before and after an IPE activity focused on smoking cessation. The Student Stereotype Rating Questionnaire (SSRQ) was used to assess the students' stereotype ratings of their professions and other healthcare professions before and after the IPE activity. The ratings were made in relation to nine attributes. Sixty-eight students from five different majors (Medicine, Nursing, Pharmacy, Public Health, and Respiratory Therapy) participated in the IPE activity. All the students involved in the activity responded to both the pre and post surveys (response rate, 100%). The participating students' combined ratings revealed a significant change in the perspectives of medical, pharmacy, and respiratory therapy students in all of the nine attributes. While for public health students, differences were significant in two aspects: professional competence and practical skills. Three central themes emerged after the IPE session from the open-ended questions: roles and responsibilities, patient-centered care, and integrated healthcare team. Overall, the findings from this study suggest that stereotyping exists among different healthcare profession student groups in Qatar and that IPE can impact both hetero-stereotypes and auto-stereotypes. The positive change in perception following the IPE activity indicates the effectiveness and the value of these short duration IPE activities in negating stereotypical views.
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Affiliation(s)
- Alla El-Awaisi
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Myriam Jaam
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Maguy Saffouh El Hajj
- Clinical Pharmacy & Practice Section, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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Vinluan CM, Verdell A, Ibarra C, Giri N, Thai D. Interprofessional Perceptions and Attitudes Among Pharmacy and Family Nurse Practitioner Students. J Pharm Pract 2019; 33:815-819. [PMID: 31030602 DOI: 10.1177/0897190019840100] [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: 11/15/2022]
Abstract
INTRODUCTION Interprofessional education (IPE) activities involving pharmacy (PharmD) and family nurse practitioner (FNP) students is understudied. Interactions between PharmD and FNP students have become important since most recent Accreditation Council for Pharmacy Education standards included a requirement for schools of pharmacy to have IPE. The primary objective of this study is to evaluate the perceptions and attitudes among PharmD and FNP students towards an IPE activity. METHODS Atleast 1 student from each discipline was assigned to one team and participated in simulated ambulatory care scenarios. A survey was completed by students after the activity, which mapped each survey statement to an Interprofessional Education Collaborative (IPEC) core competency. RESULTS Perceptions and attitudes between PharmD and FNP students were similar, with no significant differences except with 2 statements, one survey statement in the Teams and Teamwork core competency and another in the Roles/Responsibilities core competency. A less favorable response with more than half of FNP students reporting "strongly agree" (18%) and "agree" (35%) resulted for the statement regarding their professional roles in the IPE activity. CONCLUSION PharmD and FNP students reported favorable perceptions and attitudes in each IPEC core competency after participation in the IPE activity. There may be a need to review the discipline's professional role before participating in the activity.
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Affiliation(s)
- Celeste M Vinluan
- Department of Pharmacy Practice, 409177West Coast University School of Pharmacy, Los Angeles, CA, USA
| | - Amber Verdell
- Department of Pharmacy Practice, 409177West Coast University School of Pharmacy, Los Angeles, CA, USA
| | - Claudia Ibarra
- Department of Pharmacy Practice, 409177West Coast University School of Pharmacy, Los Angeles, CA, USA
| | - Namita Giri
- Department of Pharmaceutical Sciences, School of Pharmacy, Ferris State University, Big Rapids, Michigan, USA
| | - Diem Thai
- Department of Pharmacy Practice, 409177West Coast University School of Pharmacy, Los Angeles, CA, USA
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Abstract
This article was migrated. The article was marked as recommended. Interest in Interprofessional collaboration (IPC) in health care is increasing, as concerns about patient safety, resource shortages, and effective and efficient care have become explicit priorities. Although there are many exemplars of Interprofessional education (IPE) for collaborative, patient-centered care, there is little in the literature to describe competencies for an Interprofessional collaborative practitioner. Although there are many perspectives on the concept of Interprofessional collaboration, there is scarce literature on the subject related to its application in health education programs. This article describes two Interprofessional competency frameworks that have been developed in Canada and Qatar. These particular frameworks are highlighted because of College of the North Atlantic's (CNA-Q) tie to Canada as a Canadian College operating within Qatar. The frameworks, which have been respectively applied within their own contexts, offer opportunities for the application of Interprofessional competencies elsewhere in the worldwide. The models proposed are reviewed and their utility for educators and practitioners is discussed. The first framework is a Canadian competency framework for IPC that: (1) considers descriptions of collaborative practice and (2) uses existing literature to support a model for describing competencies for collaborative practice. The second framework of Interprofessional health competencies developed in Doha, Qatar originated from a National Priorities Research Project supported by the Qatar National Research Fund. It builds upon a model developed by Qatar University (QU) ( El-Awaisi et al., 2017) and the Canadian National Interprofessional Competency Framework for Collaborative Practice ( Johnson, et al., 2015). It provides guidance for implementation of IPE in pre- and post-licensure settings.
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Lucas C, Power T, Hayes C, Ferguson C. "Two heads are better than one"- pharmacy and nursing students' perspectives on interprofessional collaboration utilizing the RIPE model of learning. Res Social Adm Pharm 2019; 16:25-32. [PMID: 30797729 DOI: 10.1016/j.sapharm.2019.01.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2018] [Revised: 01/29/2019] [Accepted: 01/31/2019] [Indexed: 10/27/2022]
Abstract
BACKGROUND Simulation is an effective strategy for enhancing interprofessional education (IPE) and collaboration (IPC). OBJECTIVES A novel interprofessional learning model, The RIPE Model (Reflective Interprofessional Education Model) was applied for a pilot study during a simulation laboratory aimed to (i) enhance pharmacy and nursing students' understanding of the roles and responsibilities of professions within the multidisciplinary healthcare team; and (ii) enhance the importance of working collaboratively in team-based care. METHODS The pilot study using a mixed-methods approach, including the administration of a 6-item student survey on a 6-point Likert-type scale as a pre-test (prior to participation in the simulation laboratory) and post-test (after participation in the simulation laboratory), and a debriefing session eliciting a follow up written reflective statement. RESULTS Sixty-four students (n = 56 pharmacy; n = 8 nursing) participated in the study which resulted n = 52 pharmacy students and n = 8 nursing students matched data to a pre-test and post-test survey, analyzed via paired t-tests. Statistically significant results (p < 0.05) reported a positive increase in pharmacy students' perceptions from the pre-test and post-test survey for all six items indicating the extent of agreement of IPC; and for one item on the nursing student survey. Qualitative analysis of reflective statements (n = 62) was conducted via thematic analysis utilizing Braun and Clarke's 6-phase process. Thematic analysis generated one overarching theme: IPC: Developing appreciation and respect for healthcare team members to improve patient outcomes; and three subthemes: (i) Enhanced decision-making; (ii) Communication and collaboration; (iii) New understandings of roles and responsibilities. CONCLUSIONS Students perceived that utilizing the RIPE Model of learning involving simulation to enhance interprofessional collaboration assisted their understanding of the roles, functions and responsibilities of other healthcare professionals involved the patient care team. Effective collaboration was perceived to be beneficial to enhancing confidence with engagement and communication, appreciation and respect for the expertise of other healthcare professions.
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Affiliation(s)
- C Lucas
- University of Technology Sydney, Graduate School of Health (Pharmacy), 67 Thomas Street, Ultimo, Sydney, NSW, 2007, Australia.
| | - T Power
- University of Technology Sydney, Building 10, 235 Jones St, Ultimo, Sydney, NSW, 2007, Australia.
| | - C Hayes
- University of Technology Sydney, Building 10, 235 Jones St, Ultimo, Sydney, NSW, 2007, Australia.
| | - C Ferguson
- Western Sydney Nursing and Midwifery Research Centre, Western Sydney University and Western Sydney Local Health District, Marcel Crescent, Blacktown, Sydney, NSW, 2148, Australia.
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Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning. INFORMATION 2019. [DOI: 10.3390/info10010028] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
“Ready to Practice?”(R2P) is a virtual patient simulation designed for undergraduate medical and pharmacy students. After initial prototyping, R2P developed into a screen-based virtual patient (VP) simulation with an intuitive interface using photorealistic images of people and places with speech bubbles and decision menus. We describe the design of the VP, findings from student experiences with the software, and the potential of VPs for interprofessional learning. We used a mixed methods study to assess students’ perceptions of the VP as a learning tool. Qualitative data were gathered using semi-structured interviews and observations, and quantitative data through the Readiness for Interprofessional Learning Scale (RIPLS) and an evaluation questionnaire. Overall, participants showed significantly improved RIPLS scores after participation in the simulation (78.78 to 82.25, p < 0.0001), including in the Positive Professional Identify domain (p < 0.001). Students also showed significant improvement in RIPLS scores in the Teamwork and Collaboration domain when pharmacy and medical students were working together in interprofessional pairs (40.75 to 43.00, p < 0.006) but not when working alone (n.s.). Five themes emerged from interviews where participants identified specific interprofessional insights into each other’s roles and skills. Students found the VP engaging and valuable for their learning and their understanding of teamwork.
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El-Awaisi A, Joseph S, El Hajj MS, Diack L. A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice. Res Social Adm Pharm 2018; 14:863-882. [DOI: 10.1016/j.sapharm.2017.11.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Revised: 10/25/2017] [Accepted: 11/01/2017] [Indexed: 10/18/2022]
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Wang SP, Wang J, Huang QH, Zhang YH, Liu J. Pharmacy and nursing students' attitudes toward nurse-pharmacist collaboration at a Chinese university. BMC MEDICAL EDUCATION 2018; 18:179. [PMID: 30068328 PMCID: PMC6090867 DOI: 10.1186/s12909-018-1285-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2018] [Accepted: 07/19/2018] [Indexed: 05/23/2023]
Abstract
BACKGROUND The collaborative working relationship of nurses with pharmacists has increasingly captured considerable attention. This study measured pharmacy and nursing students' attitudes toward nurse-pharmacist collaboration at a university in China. METHODS This cross-sectional study was conducted to assess the attitudes toward nurse-pharmacist collaboration using a self-developed scale delivered to a sample involving 202 nursing students and 258 pharmacy students enrolled in Wuhan University of Science and Technology. RESULTS Completed instruments were returned by 192 nursing students (95.0% effective response rate) and 249 pharmacy students (96.5% effective response rate). The average students' score of attitudes toward nurse-pharmacist collaboration was 78.85 out of a total of 100. No significance was found for the attitudes toward nurse-pharmacist collaboration between two professions or between gender. The college freshmen (first-year) students had the maximum scores suggesting the most positive attitude toward nurse-pharmacist collaboration, followed by second- and third-year students, while final-year (fourth-year) students had the least. CONCLUSION The students had somewhat positive attitudes toward nurse-pharmacist collaboration, but there is still room for improvement.
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Affiliation(s)
- Shu-ping Wang
- Department of Pharmacy, College of Medicine, Wuhan University of Science and Technology, Wuhan, 430065 China
| | - Jun Wang
- Department of Pharmacy, College of Medicine, Wuhan University of Science and Technology, Wuhan, 430065 China
| | - Qiu-hong Huang
- Department of Pharmacy, College of Medicine, Wuhan University of Science and Technology, Wuhan, 430065 China
| | - Ying-hong Zhang
- Department of Nursing, College of Medicine, Wuhan University of Science and Technology, Wuhan, 430065 China
| | - Juan Liu
- Department of Pharmacy, College of Medicine, Wuhan University of Science and Technology, Wuhan, 430065 China
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El-Awaisi A, Saffouh El Hajj M, Joseph S, Diack L. Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study. J Interprof Care 2018; 32:674-688. [PMID: 30052106 DOI: 10.1080/13561820.2018.1498466] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
In an IPE environment, students are expected to have better understanding of the roles, responsibilities, and contribution of other health care professions to enhance interprofessional working and collaboration with an end result of improving patient-centred and team-based care. Although many studies have investigated students' attitudes, very few employ a mixed methods design and hardly are from Middle Eastern countries. A two-staged sequential explanatory mixed method design was used to comprehensively capture the perspectives of pharmacy students toward IPE and collaborative practice. A quantitative survey was conducted as the first stage of the study, followed by an in-depth discussion of these perspectives through a qualitative phase by conducting two focus groups. For the quantitative surveys, the overall response rate was 102/132 (77%) for pharmacy students in Qatar. This was followed by two focus groups with a total of 27 participants from senior and junior students. In exploring the qualitative data, three main themes were identified in relation to the pharmacy students' perspectives. These were on the pharmacy students' perception on the enablers (professional related benefits, patient-related benefits and current positive influences), barriers (previous IPE experiences, educational related issues and current working practices and processes), and recommendations to implementing IPE and collaborative practice (future IPE and pharmacy profession).Overall, the results demonstrate a strong readiness and positive perception by pharmacy students toward IPE and collaborative practice. This study has highlighted different dimensions in pharmacy students' perceptions. It also provided a useful insight into the readiness of pharmacy students in a Middle Eastern university. Students are seeking more IPE experiences formally incorporated into their curriculum and hence educators should capitalise on these positive and enthusiastic attitudes to identify the most effective means for delivering IPE and inform curricula planning. Collaborative practice-ready graduates will produce better-educated professionals delivering higher quality care.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, Qatar University, Doha, Qatar.,School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | | | - Sundari Joseph
- School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | - Lesley Diack
- School of Pharmacy and Life Sciences, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
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Phillips J. An Interprofessional Learning Experience for Health Professions Students. AORN J 2018; 107:373-376. [DOI: 10.1002/aorn.12090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Mahler C, Schwarzbeck V, Mink J, Goetz K. Students´ perception of interprofessional education in the bachelor programme "Interprofessional Health Care" in Heidelberg, Germany: an exploratory case study. BMC MEDICAL EDUCATION 2018; 18:19. [PMID: 29370784 PMCID: PMC5785847 DOI: 10.1186/s12909-018-1124-3] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Accepted: 01/16/2018] [Indexed: 05/06/2023]
Abstract
BACKGROUND Interprofessional education is receiving increased attention worldwide. This has led to the development of a bachelor programme "Interprofessional Health Care" at the University of Heidelberg, Germany beginning in the winter semester 2011. Aim of this study was to evaluate the students' perception of this innovative programme regarding interprofessional learning. METHODS An exploratory case study was conducted. A semi-structured guideline was developed and seven focus groups were performed with the students of the first three cohorts in 2012-2014. Data was transcribed and analyzed using content analysis leading to main categories, one of which was titled "interprofessional learning". This article presents the results focussing on the students' experiences regarding interprofessional education and learning during their first two semesters of the programme. RESULTS Four main categories related to interprofessional learning were developed inductively. Students assessed "interprofessional learning" in general as positive and wished to encounter a more intense experience and collaboration with different health professions during their studies. Students reported to benefit from the programme due to a better understanding of other professions and their different perspectives. They described decreased hesitance to approach other health professions in every day practice. Results are in line with the four domains of the Interprofessional Core Competencies. CONCLUSION All in all students at an early stage recognized the benefit of interprofessional learning for their studies and their everyday work in practice showing the way forward for the bachelor programme and encouraging more interprofessional encounters with students from other health care programmes.
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Affiliation(s)
- Cornelia Mahler
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Marsilius-Arkaden, Im Neuenheimer Feld 130.3, D-69120 Heidelberg, Germany
| | - Veronika Schwarzbeck
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Marsilius-Arkaden, Im Neuenheimer Feld 130.3, D-69120 Heidelberg, Germany
| | - Johanna Mink
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Marsilius-Arkaden, Im Neuenheimer Feld 130.3, D-69120 Heidelberg, Germany
| | - Katja Goetz
- Institue of Family Medicine, Ratzeburger Allee 160, Haus 50, 23538 Lübeck, Germany
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Herath C, Zhou Y, Gan Y, Nakandawire N, Gong Y, Lu Z. A comparative study of interprofessional education in global health care: A systematic review. Medicine (Baltimore) 2017; 96:e7336. [PMID: 28930816 PMCID: PMC5617683 DOI: 10.1097/md.0000000000007336] [Citation(s) in RCA: 74] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND The World Health Organization (WHO) and its partners identify interprofessional (IP) collaboration in education and practice as an innovative strategy that plays an important role in mitigating the global health workforce crisis. Evidence on the practice of global health level in interprofessional education (IPE) is scarce and hampered due to the absence of aggregate information. Therefore, this systematic review was conducted to examine the incidences of IPE and summarize the main features about the IPE programs in undergraduate and postgraduate education in developed and developing countries. METHODS The PubMed, Embase, Web of Science, and Google Scholar were searched from their inception to January 31, 2016 for relevant studies regarding the development of IPE worldwide, IPE undergraduate and postgraduate programs, IP interaction in health education, IPE content, clinical placements, and teaching methods. Countries in which a study was conducted were classified as developed and developing countries according to the definition by the United Nations (UN) in 2014. RESULTS A total of 65 studies from 41 countries met our inclusion criteria, including 45 studies from 25 developed countries and 20 studies from 16 developing countries. Compared with developing countries, developed countries had more IPE initiatives. IPE programs were mostly at the undergraduate level. Overall, the university was the most common academic institution that provided IPE programs. The contents of the curricula were mainly designed to provide IP knowledge, skills, and values that aimed at developing IP competencies. IPE clinical placements were typically based in hospitals, community settings, or both. The didactic and interactive teaching methods varied significantly within and across universities where they conducted IPE programs. Among all health care disciplines, nursing was the discipline that conducted most of the IPE programs. CONCLUSION This systematic review illustrated that the IPE programs vary substantially across countries. Many countries, especially the academic institutions are benefiting from the implementation of IPE programs. There is a need to strengthen health education policies at global level aiming at initiating IPE programs in relevant institutions.
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Arain M, Suter E, Mallinson S, Hepp SL, Deutschlander S, Nanayakkara SD, Harrison EL, Mickelson G, Bainbridge L, Grymonpre RE. Interprofessional education for internationally educated health professionals: an environmental scan. J Multidiscip Healthc 2017; 10:87-93. [PMID: 28424551 PMCID: PMC5344440 DOI: 10.2147/jmdh.s126270] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Objective The objective of this environmental scan was to identify Western Canadian interprofessional education (IPE) resources that currently exist for internationally educated health professionals (IEHPs). Methodology A web-based search was conducted to identify learning resources meeting defined inclusion criteria with a particular focus on the resources available in the Western Canadian provinces. Information was extracted using a standardized template, and we contacted IEHP programs for additional information if necessary. Members of the research team reviewed preliminary findings, identified missing information from their respective provinces, and contacted organizations to fill in any gaps. Results The scan identified 26 learning resources for IEHPs in Western Canadian provinces and 15 in other provinces focused on support for IEHPs to meet their profession-specific licensing requirements and to acquire knowledge and competencies relevant to working in the Canadian health care system. Most learning resources, such as those found in bridging programs for IEHPs, included an orientation to the Canadian health care system, components of cultural competence, and at least one aspect of interprofessional competence (eg, communication skills). None of the 41 learning resources provided comprehensive training for IEHPs to cover the six interprofessional competency domains defined in the Canadian Interprofessional Health Collaborative (CIHC) National Interprofessional Competency Framework. Conclusion The IEHPs learning resources in Western Canada do not cover all of the interprofessional competencies. This review points to the value of developing a comprehensive IPE curriculum, based on the six domains identified in the CIHC National Interprofessional Competency Framework.
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Affiliation(s)
- Mubashir Arain
- Workforce Research & Evaluation, Alberta Health Services, Edmonton, AB
| | - Esther Suter
- Workforce Research & Evaluation, Alberta Health Services, Edmonton, AB
| | - Sara Mallinson
- Workforce Research & Evaluation, Alberta Health Services, Edmonton, AB
| | - Shelanne L Hepp
- Workforce Research & Evaluation, Alberta Health Services, Edmonton, AB
| | | | | | | | | | - Lesley Bainbridge
- Department of Physical Therapy, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada
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El-Awaisi A, Wilby KJ, Wilbur K, El Hajj MS, Awaisu A, Paravattil B. A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis. BMC MEDICAL EDUCATION 2017; 17:15. [PMID: 28095829 PMCID: PMC5240233 DOI: 10.1186/s12909-016-0852-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2016] [Accepted: 12/21/2016] [Indexed: 05/20/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College's IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context. METHOD A meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis. RESULTS Implementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum. CONCLUSION The article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.
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Affiliation(s)
| | | | - Kerry Wilbur
- College of Pharmacy, Qatar University, Doha, Qatar
| | | | - Ahmed Awaisu
- College of Pharmacy, Qatar University, Doha, Qatar
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Arain M, Suter E, Hepp S, Nanayakkara S, Harrison EL, Mickelson G, Bainbridge L, Grymonpre RE. Interprofessional Competency Toolkit for Internationally Educated Health Professionals: Evaluation and Pilot Testing. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2017; 37:173-182. [PMID: 28767540 DOI: 10.1097/ceh.0000000000000160] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Internationally Educated Health Professionals (IEHPs) constitute a major health care workforce in Canada. Interprofessional education is particularly important for IEHPs to integrate into the Canadian health care system. We designed an online interprofessional education curriculum for IEHPs. The curriculum is designed to cover the six interprofessional competency domains defined in the Canadian Interprofessional Health Collaborative National Interprofessional Competency Framework. In this article, we are presenting findings from the pilot testing of the curriculum with a cohort of IEHPs and educators. METHODS We conducted surveys and interviews with IEHPs and educators from four provinces (British Columbia, Alberta, Saskatchewan, and Manitoba). We aimed to include seven healthcare professionals: licensed practical nurses, registered nurses, registered psychiatric nurses, pharmacists, physicians, occupational therapists, and physical therapists. We also used a pre- post- self-assessment tool and a set of reflective questions to measure the effectiveness of the curriculum. RESULTS Thirty IEHPs and five educators reviewed the online curriculum and participated in this evaluation. Postintervention confidence scores for all items under the role clarification and patient-centered care domains increased significantly (P = <0.01) after module completion. The scores also increased for most questions in team functioning, collaborative leadership, and communication domains. The postassessment scores increased for only half of the questions in conflict management domains. Participants agreed with the appropriateness of the content in terms of language, scenarios, and cultural aspects covered in the online curriculum on interprofessional education. DISCUSSION The content of the curriculum improved IEHPs' understanding of interprofessional collaboration in Canada. The interprofessional curriculum is a creative and useful resource to improve collaborative practice among internationally educated health professionals in Canada.
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Affiliation(s)
- Mubashir Arain
- Dr. Arain: Senior Research & Evaluation Consultant, Workforce Research & Evaluation, Alberta, Canada. Dr. Suter: Director, Workforce Research & Evaluation, Alberta Health Services, Alberta, Canada. Dr. Hepp: Research & Evaluation Consultant, Workforce Research & Evaluation, Alberta, Canada. Dr. Nanayakkara: Research Technician, Faculty of Pharmacy, University of Manitoba, Manitoba, Canada. Dr. Harrison: Professor and Associate Dean, School of Physical Therapy, College of Medicine, University of Saskatchewan, Saskatchewan, Canada. Dr. Mickelson: Corporate Director (retired)-Academic Development (2005-2015), Provincial Health Services Authority, British Columbia, Canada. Dr. Bainbridge: Associate Professor Emeritus, Department of Physical Therapy, Faculty of Medicine, University of British Columbia, British Columbia, Canada. Dr. Grymonpre: Professor, College of Pharmacy, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba
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Johnson B, Abi Hayla M, Jewesson PJ, Byrne C, El-Tawil M, Verjee MA. Core Interprofessional Education (IPE) health competencies: The process of adaptation and implementation for a local environment. ACTA ACUST UNITED AC 2015. [DOI: 10.5339/jlghs.2015.3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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