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Shrivastava SR, Shrivastava PS, Pise R, Joshi A. Practice makes perfect: The learner-doctor blueprint for proficient physicians. J Family Med Prim Care 2024; 13:1156-1159. [PMID: 38827667 PMCID: PMC11141965 DOI: 10.4103/jfmpc.jfmpc_1717_23] [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: 10/22/2023] [Revised: 12/03/2023] [Accepted: 12/27/2023] [Indexed: 06/04/2024] Open
Abstract
In the process of producing competent and efficient medical graduates, clinical teaching is an integral component of undergraduate training. Even though clinical training has been linked with multiple benefits and plays a defining role in transforming a medical student into a competent doctor, it has some inherent challenges. The learner-doctor method emphasizes learning by doing and has the potential to counter the identified challenges in the traditional mode of clinical training. The learner-doctor method places emphasis on collaborative learning, wherein students learn by experiential learning and active participation in patient care. This method not only fosters the development of clinical skills but also cultivates critical thinking, teamwork, empathy, and effective communication. A number of activities or strategies must be planned and implemented to ensure that the set objectives of the learner-doctor method are accomplished by the medical institutions. In conclusion, as medical education continues to evolve, the learner-doctor method of clinical training is a dynamic approach to bridging the gap between theoretical knowledge and practical skills. As this method enables medical students to actively engage in patient care and improve their critical thinking, it becomes the need of the hour that every medical institution should explore the opportunity to effectively implement the same in their settings.
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Affiliation(s)
- Saurabh RamBihariLal Shrivastava
- Deputy Director (Research and Development), Off Campus, Datta Meghe Institute of Higher Education and Research, Department of Community Medicine, Datta Meghe Medical College, Off-campus Centre of Datta Meghe Institute of Higher Education and Research, Hingna Road, Wanadongri, Nagpur, Maharashtra, India
| | | | - Rainita Pise
- Department of Community Medicine, Datta Meghe Medical College, Off-campus Centre of Datta Meghe Institute of Higher Education and Research, Hingna Road, Wanadongri, Nagpur, Maharashtra, India
| | - Abhishek Joshi
- Department of Community Medicine, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Sawangi, Wardha, Maharashtra, India
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Hedlund J, Blomberg K, Hjelmqvist H, Jaensson M. Nurse anaesthetists' experiences of student nurse anaesthetist learning during clinical practice: a qualitative interview study. BMC Nurs 2024; 23:141. [PMID: 38419018 PMCID: PMC10902972 DOI: 10.1186/s12912-024-01818-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 02/21/2024] [Indexed: 03/02/2024] Open
Abstract
BACKGROUND The professional role of a nurse anaesthetist involves taking a pedagogical approach towards students, including supervision during clinical practice. Although supervisors are facilitators of student learning, they are offered little training in adult learning principles. The aim of this study was to describe supervisors' experience of student nurse anaesthetist learning during clinical practice in the operating room. METHOD In this qualitative interview study, 12 semi-structured individual interviews were carried out with clinical supervising nurse anaesthetists. The data were analysed inductively using thematic analysis. RESULTS The results are illustrated with one theme and five sub-themes. The clinical learning situation of student nurse anaesthetists is described as a reflection of different cultures coming together. The operating room environment is a new context to students, and students enter with different clinical background and experiences. There is tension in facilitating student learning due to demands for productivity; supervisors suggest the use of separate operating rooms with a special focus on learning in the future. CONCLUSION Clinical practice facilitates student learning and is a parallel process to routine care. Thus, it requires the cultures of higher education and healthcare organizations to co-exist. This is illustrated with the theme "Contributing to students' future professional roles by bridging the hospital and university cultures". In the operating room, student learning is challenged by a new context and time pressure as shown by subthemes. To overcome challenges and support student learning in the operating room from a supervisors' perspective, interprofessional student teams are suggested as a future approach and need to be further investigated.
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Affiliation(s)
- Jakob Hedlund
- Department of Anaesthesia and Intensive Care, Örebro University Hospital, Region Örebro County, Örebro, Sweden.
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden.
| | - Karin Blomberg
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - Hans Hjelmqvist
- Department of Anaesthesia and Intensive Care, Örebro University Hospital, Region Örebro County, Örebro, Sweden
- Faculty of Medicine and Health, School of Medical Sciences, Örebro University, Örebro, Sweden
| | - Maria Jaensson
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
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Peterson E, Keehn MT, Hasnain M, Gruss V, Axelsson M, Carlson E, Jakobsson J, Kottorp A. Exploring differences in and factors influencing self-efficacy for competence in interprofessional collaborative practice among health professions students. J Interprof Care 2024; 38:104-112. [PMID: 37551921 DOI: 10.1080/13561820.2023.2241504] [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: 06/27/2022] [Accepted: 05/12/2023] [Indexed: 08/09/2023]
Abstract
The value of health care delivered via effective interprofessional teams has created an imperative for interprofessional education (IPE) and interprofessional collaborative practice (ICP). To inform IPE strategies, we investigated differences in perceived self-efficacy (SE) for competence in ICP among health professions students. The study data were collected between 2015 and 2019 from students from 13 different health professions programmes (N = 3,497) before an annual institutional interprofessional programme. Students completed the IPECC-SET-27, a validated instrument evaluating perceived SE for competence in ICP, and rated their 1) amount of previous contact with, and 2) perceived understanding of, the role of different health professions. Students in different health professions education programmes were compared using parametric statistics. Regression analyses explored factors influencing SE for competence in ICP. Findings revealed significant differences in perceived SE for competence in ICP between programmes (p < .05). Specifically, health information management/health informatics, dentistry, medicine, and nursing students expressed relatively higher SE, whereas physical therapy and occupational therapy students expressed relatively lower SE. Perceived understanding of the role of health professions (p < .01) and gender (p < .01) contributed significantly to predicting perceived SE for competence in ICP, while the amount of previous contact with other health professions did not (p = .42). The findings highlight the value of designing IPE with consideration of specific learner needs.
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Affiliation(s)
- Elizabeth Peterson
- Department of Occupational Therapy, University of Illinois Chicago, Chicago, Illinois, USA
| | - Mary Therese Keehn
- Office of the Vice Chancellor for Health Affairs, University of Illinois Chicago, Chicago, Illinois, USA
| | - Memoona Hasnain
- Department of Family and Community Medicine, College of Medicine, University of Illinois Chicago, Chicago, Illinois, USA
| | - Valerie Gruss
- College of Nursing, University of Illinois Chicago, Chicago, Illinois, USA
| | - Malin Axelsson
- Faculty of Health and Society, Department of Care Science, Malmö University, Malmö, Sweden
| | - Elisabeth Carlson
- Faculty of Health and Society, Department of Care Science, Malmö University, Malmö, Sweden
| | - Jenny Jakobsson
- Faculty of Health and Society, Department of Care Science, Malmö University, Malmö, Sweden
| | - Anders Kottorp
- Faculty of Health and Society, Malmö University, Malmö, Sweden
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Abusubhiah M, Walshe N, Creedon R, Noonan B, Hegarty J. Self-efficacy in the context of nursing education and transition to practice as a registered practitioner: A systematic review. Nurs Open 2023; 10:6650-6667. [PMID: 37421389 PMCID: PMC10495721 DOI: 10.1002/nop2.1931] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 06/02/2023] [Accepted: 06/27/2023] [Indexed: 07/10/2023] Open
Abstract
AIM The aim of this systematic review is to identify, describe and synthesize evidence from experimental studies conducted to measure and conceptualize self-efficacy within the context of nursing education and the transition of nursing students to practice as a registered practitioners. DESIGN Systematic review. METHODS Papers were screened by four independent reviewers, and data were extracted using a standardized data extraction tool. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance and checklists were used to guide this review. RESULTS The review included 47 studies, using a quasi-experimental pre-test-post-test design (n = 39) and randomized control trials (n = 8). Various teaching and learning interventions were used to enhance self-efficacy; however, there is no definitive conclusion to be drawn regarding the most effective educational interventions. Various instruments were used in the studies to measure self-efficacy. 10 of these were related to general self-efficacy, while 37 instruments measured self-efficacy in the context of specific skills.
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Affiliation(s)
- Mousa Abusubhiah
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Nuala Walshe
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Rena Creedon
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Brendan Noonan
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
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Souto-Gómez AI, Talavera-Valverde MÁ, Márquez-Álvarez LJ, García-de-la-Torre MDP. La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance. CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL 2023. [DOI: 10.1590/2526-8910.ctoao258833813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Resumen Objetivo analizar el desarrollo histórico, la naturaleza y el volumen de la literatura científica de la Investigación sobre Educación Interprofesional en terapia ocupacional, así como los tipos de intervenciones que se desarrollan. Método Se utilizó un scoping review con un marco metodológico de cuatro etapas para capturar la evidencia que describe cómo las Investigación sobre Educación Interprofesional y la identidad profesional ha sido conceptualizada e integradas en la terapia ocupacional. Las bases de datos incluidas fueron MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane y Scielo. Como criterios de inclusión los artículos debían describir conceptos relacionados con la terapia ocupacional y otras disciplinas, identidad profesional y la educación interprofesional en estudiantes y/o profesionales. Del listado final se analizaron las variables: información demográfica, objetivo/propósito del estudio, detalles metodológicos, tipos de intervenciones realizadas y resultados/hallazgos principales. Resultados 18 artículos cumplieron los criterios y 16 se tuvieron en cuenta para la síntesis cualitativa. Predomina la investigación universitaria (92,3%). El 75% de la muestra de las investigaciones se concentra en estudiantes. La investigación mixta representa el 50% del estudio. Las intervenciones más numerosas en Investigación sobre Educación Interprofesional son prácticas en el aula (62,5%) frente a prácticas de campo (37,5%). Conclusión este estudio muestra la fortaleza de las prácticas ligadas a la educación interprofesional y su vínculo para desarrollar la identidad profesional. La formación de colaboración interprofesional en comparación con la educación clínica tradicional, aumenta la identidad profesional a través de la autoeficacia percibida de los estudiantes.
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Heidarabadi S, Barzegar M, Hazrati H, Shahrokhi H, Nemati S, Khiabani NH, Maleki Z. A report on the blended short-term supplementary course on "Developmental Care for infants and toddlers" taught with a multidisciplinary approach for pediatricians -qualitative and quantitative study. BMC MEDICAL EDUCATION 2022; 22:877. [PMID: 36528574 PMCID: PMC9759875 DOI: 10.1186/s12909-022-03943-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Accepted: 12/05/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The implementation of follow-up programs for high-risk infants and toddlers aimed to promptly diagnose developmental delays and disorders and initiate early intervention to help improve their developmental status, reduce their care costs in the future, as well as improve their productivity as members of society. There is a lack of qualified specialists in the infant and toddler development field in Iran. To compensate for the lack of training in this area, for the first time, Tabriz University of Medical Sciences has designed a short-term supplementary course of "Developmental Care for Infants and Toddlers". Due to the multidisciplinary nature of the field of child development, this course has been designed as such. The current study aimed to evaluate this course and explain the graduates' relevant experiences using a multidisciplinary approach. METHODS The current study is a quantitative/qualitative study conducted in two phases. In the first step, the learners were asked to assess the teaching quality of the short-term supplementary course of "Developmental Care for Infants and Toddlers" in 5 areas of "educational design," "course administrators' support", " learners' motivation ", "acquisition of general learning and specialized skills" using the Australian Course Experience Questionnaire (CEQ). All graduates completed the questionnaires. The data from the questionnaires were analyzed using descriptive statistics of medians, and interquartile ranges in SPSS software. The second step was a qualitative study to explain the graduates' experiences of this course with a multidisciplinary approach. The samples were selected using a purposive sampling technique. The samples were those who had completed the course mentioned above, had rich experiences in this field, and were willing to share them. The data were collected through semi-structured interviews and analyzed using conventional content analysis. RESULTS In general, the graduates' satisfaction with the course in terms of the five areas studied was evaluated as follows: Educational design, motivating participants to do their best had the greatest median. 5(4-5), Learning objectives; in all items, the median was 4. Course content and resources; all items median were 4 .Relevant learner assessment methods; in all items, the median was 4.The median learners' satisfaction in the areas of "course administrators' support" in all items was 4 and "learners' motivation ", was 5. Learner's motivation" in all items it was 4, indicating the highest level of satisfaction with the "acquisition of specialized skills". In the area of education design, the highest satisfaction was found with the appropriateness of teaching strategies. The codes extracted from the analysis of interviews with the graduates, are divided into four categories: "Ethical and professional commitment of course teachers", "Being a role model in the observance of patients and their caregivers' rights", "Course planning with a multidisciplinary approach and teamwork" as well as "The use of virtual platforms to strengthen and maintain team communication between learners". CONCLUSION This course was the first experience of applying a multidisciplinary approach in an interprofessional course. Ideally, it is indispensable for the Iranian medical education system to move away from specialization and connect all related specialties and disciplines to achieve its educational and therapeutic goals. Therefore, the design of this course can be applied as an educational model for other disciplines and clinical courses.
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Affiliation(s)
- Seifollah Heidarabadi
- Pediatric Health Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mohammad Barzegar
- Pediatric Health Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Hakimeh Hazrati
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran.
| | - Hassan Shahrokhi
- Research Center of Psychiatry and Behavioral Sciences, Hassan Shahrokhi, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Shahrooz Nemati
- Educational Department, Shahrooz Nemati, University of Tabriz, Tabriz, Iran
| | | | - Zahra Maleki
- Pediatric Health Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
- , Tabriz, Iran
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Nazir T, Umer M, Najam M, Nawab S, Maqsoom A, Shafi K, Munir Y, Nawaz I. Impact role stress on turnover intentions of Pakistan's healthcare workers: Mediating and moderating role of organizational cynicism and self-efficacy. PLoS One 2022; 17:e0279075. [PMID: 36520815 PMCID: PMC9754294 DOI: 10.1371/journal.pone.0279075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2020] [Accepted: 11/30/2022] [Indexed: 12/23/2022] Open
Abstract
Nurses make up most of the global healthcare system, thus justifying their significance in the respective industry. The healthcare profession is amongst the very few careers that are attributed to a very high level of stress and imbalanced work-life equilibrium. Over past decades, the said nature of work has been observed to coerce countless nurses to leave their respective organizations. Considering this, the current study primarily evaluates the impact of role stressors on the turnover intentions of nurses employed in the healthcare industry of Pakistan. Secondly, the study examines the mediatory role of organizational cynicism between the role stressors and turnover intentions to explain the escalating trend of nurses intending to leave the industry. Lastly, it assesses the moderating role of self-efficacy between the organizational cynicism and the intended turnover of a nurse, to gauge the amount of variation self-efficacy can cause to mitigate the negative attitudes of employed individuals. The current study was conducted in the twin metropolitans of Pakistan i.e., Rawalpindi and Islamabad. A total of 394 responses were statistically evaluated using SmartPLS 3.0. The results of the current study indicated a significant impact of role stressors on the turnover intentions of nurses. Also, organizational cynicism was observed as a significant mediator between role stressors and turnover intentions. Further, self-efficacy as well was observed as a significant moderator between organizational cynicism and the intent of healthcare workers to leave the organization. The present study addressed the conceptual research gap by exploring the direct cumulative effect of role stress (role ambiguity, role conflict, role stressors, work-family conflict) in developing the intents of professionals to quit their employing organizations, the mediatory role of organizational cynicism, and the moderation effect of self-efficacy between the undertaken variables. While in terms of abridging the contextual research gap, the current study evaluated the proposed research model within the healthcare sector of Pakistan. The findings of the current study commended the management personnel of the healthcare industry to provide the nurses with healthy professional environments to work in, as well as catering to their professional and personal expectations to a better extent. Hence, increasing the ownership of an individual depicted towards his/her employing organization.
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Affiliation(s)
- Tahira Nazir
- Department of Management Sciences, COMSATS University Islamabad, Wah Cantt, Pakistan
| | - Muhammad Umer
- Department of Information Technology, CareCloud, Islamabad, Pakistan
- * E-mail:
| | | | - Samina Nawab
- Department of Management Sciences, COMSATS University Islamabad, Wah Cantt, Pakistan
| | - Ahsen Maqsoom
- Department of Civil Engineering, COMSATS University Islamabad, Wah Cantt, Pakistan
| | - Khuram Shafi
- Department of Management Sciences, COMSATS University Islamabad, Wah Cantt, Pakistan
| | - Yasin Munir
- Department of Business Administration, GC Women University, Sialkot, Pakistan
| | - Iram Nawaz
- Office of Career Services & Corporate Linkages, University of Lahore, Lahore, Pakistan
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Keshmiri F, Ghelmani Y. The effect of continuing interprofessional education on improving learners' self-efficacy and attitude toward interprofessional learning and collaboration. J Interprof Care 2022; 37:448-456. [PMID: 35880757 DOI: 10.1080/13561820.2022.2084053] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
We aimed to assess the effect of continuing interprofessional education on collaborative self-efficacy, attitude toward the team, and interprofessional learning in workplace-based learning situations. This was a quasi-experimental study conducted in two educational hospitals. Two hundred and ten participants including nursing and medicine from general medicine, internal medicine, and emergency medicine, entered the study and were categorized in the census's intervention group (n = 97) and control group (n = 113). Continuing interprofessional education interventions included interprofessional rounds and workshops. Attitudes toward the team and interprofessional learning and collaborative self-efficacy were assessed using the Readiness for Interprofessional Learning, Attitudes Toward Health Care Teams, and Interprofessional Collaborator Assessment. Participants' attitude toward the team (p-value <.001), attitude toward interprofessional learning (p-value <.001), and interprofessional collaborative self-efficacy (p-value <.001) were significantly improved compared to participants' scores in the control group. Integrating the principles of continuing education, interprofessional education, and workplace-based learning provided an effective learning situation through interactive relationships and active collaboration of participants. The findings revealed a significant educational effect of the intervention on attitude toward interprofessional learning and the team, and a small effect on self-efficacy of interprofessional collaboration.
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Affiliation(s)
- Fatemeh Keshmiri
- Department of Medical Education, Educational Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.,Faculty of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Yaser Ghelmani
- Faculty of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
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McInerney J, Seedhouse D, Pettit M, Roberts S, Druva R, Lewicki S. Interdisciplinary interprofessional education using an online learning environment called values exchange: A qualitative investigation. J Med Radiat Sci 2022; 69:309-317. [PMID: 35475599 PMCID: PMC9442323 DOI: 10.1002/jmrs.584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2021] [Revised: 03/19/2022] [Accepted: 03/30/2022] [Indexed: 12/02/2022] Open
Abstract
Introduction Interprofessional education (IPE) is implemented throughout the curricula of student healthcare professions as it is understood to provide positive impact on patient outcomes in the clinical environment. There are different methods to provide IPE such as through online learning or traditional face‐to‐face methods. However, there is a lack of research surrounding the use of Online Learning Environments (OLEs) to teach IPE. Methods In a pilot study, seventy‐one undergraduate radiography students and twenty Master of Pharmacy students engaged in an ethical scenario using the OLE, Values Exchange (Vx). Following the activity, students were invited to complete an open‐ended response question. Fourteen students responded and these data were used for qualitative analysis. Results A thematic analysis of the students' open‐ended responses found the emergence of three major themes, namely; understanding the roles of other healthcare professionals, developing self‐reflection skills and, preparing for the clinical environment. Students suggested that additional time allocated for undertaking the study would benefit their engagement in the activity. Students would benefit from added engagement in the Vx task in both the short and long term for IPE. Conclusion Students are receptive in utilising contemporary approaches such as OLEs in furthering their IPE. Positive interpretations and suggestions by both radiography and pharmacy students in this study demonstrate how Vx as an OLE teaching tool can be used effectively. OLEs can overcome barriers that exist in face‐to‐face education experiences. OLEs should be considered for greater use within academic curricula of healthcare professions, but only if they have been evaluated for effectiveness.
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Affiliation(s)
- John McInerney
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia.,Radiology Department, Royal Melbourne Hospital, Melbourne, Australia
| | - David Seedhouse
- University of Derby, Derby, UK.,University of Western Sydney, Penrith, Australia
| | - Michael Pettit
- Department of Pharmacy, University of Sussex, Sussex, UK
| | - Simone Roberts
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
| | - Ruth Druva
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
| | - Sabrina Lewicki
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
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Mink J, Mitzkat A, Scharzbeck V, Mihaljevic A, Trierweiler-Hauke B, Götsch B, Mahler C. [Interprofessional socialization and collaboration on an interprofessional training ward - a reconstructive analysis]. ZEITSCHRIFT FUR EVIDENZ, FORTBILDUNG UND QUALITAT IM GESUNDHEITSWESEN 2022; 169:94-102. [PMID: 35248485 DOI: 10.1016/j.zefq.2022.01.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 12/25/2021] [Accepted: 01/02/2022] [Indexed: 06/14/2023]
Abstract
Interprofessional education has gained relevance in German-speaking countries, and interprofessional training wards (IPTW) can contribute to the acquisition of interprofessional competencies and thereby improve interprofessional collaborative practice and patient care. Professional socialization and identity development have proven to be critical for future clinical practice in addition to competency development. According to Khalili (2013) socialization through interprofessional education can result in a dual identity, i. e., a sense of belonging to one's own profession as well as to the interprofessional health care team. The aim of this study was to analyse to which extent interprofessional socialization takes place on the Interprofessional Training Ward in Heidelberg (HIPSTA) and how medical students in their practical year and nursing trainees in their third year of training experience their placement there. For this purpose, five semi-structured group discussions were conducted with undergraduates at the end of their placement on HIPSTA and analysed using the documentary method. Typification resulted in two types that differ with regard to interprofessional socialization. The type interprofessional responsiblepersons is characterized by the joint assumption of responsibility for patient care, open communication with each other and joint structuring of collaboration, which contributed to a removal of barriers and interprofessional role learning; the type interprofessional learners is characterized by their focus on learning processes and their anticipation of barriers between the professional groups, which would be relevant for future collaboration. All groups experienced a sense of belonging to their peer-student/learner group, regardless of their different professional background. Their professional identity underwent further development. These results show that placement on an IPTW does not warrant interprofessional socialization processes and the development of a dual identity. However, it can be a first step in the right direction.
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Affiliation(s)
- Johanna Mink
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland.
| | - Anika Mitzkat
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland
| | - Veronika Scharzbeck
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung, Heidelberg, Deutschland
| | - André Mihaljevic
- Universitätsklinikum Heidelberg, Klinik für Allgemein-, Viszeral- und Transplantationschirurgie, Heidelberg, Deutschland
| | - Birgit Trierweiler-Hauke
- Universitätsklinikum Heidelberg, Klinik für Allgemein-, Viszeral- und Transplantationschirurgie, Heidelberg, Deutschland
| | - Burkhard Götsch
- Akademie für Gesundheitsberufe, Heidelberg, Gesundheits- und Krankenpflegeschule, Heidelberg, Deutschland
| | - Cornelia Mahler
- Universitätsklinikum Tübingen, Abteilung Pflegewissenschaft, Tübingen, Deutschland
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11
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Axelsson M, Kottorp A, Carlson E, Gudmundsson P, Kumlien C, Jakobsson J. Translation and validation of the Swedish version of the IPECC-SET 9 item version. J Interprof Care 2022; 36:900-907. [PMID: 35175872 DOI: 10.1080/13561820.2022.2034762] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Interprofessional Education (IPE) is essential to prepare future health-care professionals for collaborative practice, but IPE requires evaluation. One psychometrically sound instrument is the Interprofessional Education Collaborative Competence Self-Efficacy Tool consisting of nine items (IPECC-SET 9). This tool does not, to date, exist in a Swedish version. Therefore, the aim of this study was to translate and validate the Swedish version of the IPECC-SET 9. The English version was translated into Swedish and tested among 159 students in the 3-year Bachelor Programs in Nursing and in Biomedical Laboratory Science. The psychometric analysis was guided by a Rasch model, which showed that the items functioned well together, confirming unidimensionality, and that the person misfit was also lower than the set criterion. The separation index was 2.98, and the Rasch-equivalent Cronbach-alpha measure was estimated to .92, supporting internal consistency. No systematic differences on item level in IPECC-SET 9 further supported fairness in testing. The Swedish IPECC-SET 9 demonstrates sound psychometric properties and has the potential to be used as a measure of self-efficacy for competence in interprofessional collaborative practice among health profession students. However, the IPECC-SET 9 is recommended to be further tested in larger samples representing the entirety of health-care teams.
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Affiliation(s)
- Malin Axelsson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Anders Kottorp
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Elisabeth Carlson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Petri Gudmundsson
- Department of Biomedical Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Christine Kumlien
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden.,Vascular Centre, Department of Cardiothoracic and Vascular Surgery, Skåne University Hospital, Malmö, Sweden
| | - Jenny Jakobsson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
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Hazrati H, Arabshahi SKS, Bigdeli S, Behshid M, Sohrabi Z. A qualitative approach to identify barriers to multi-professional teamwork among medical professors at Iranian teaching hospitals. BMC Health Serv Res 2021; 21:479. [PMID: 34016107 PMCID: PMC8139062 DOI: 10.1186/s12913-021-06421-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Accepted: 04/20/2021] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND In some cases of diseases, such as infectious, neurological and chronic ones prevention and treatment is complex. Therefore, a single medical specialty alone cannot effectively manage treatment of patients due to health care needs of them and complexities of treatment. Instead, a team composed of different healthcare disciplines with effective, continuous, and organized communication must follow up various aspects of patient care. In this regard, the present qualitative study aimed to shed light on the experiences of clinical teachers of multi-professional teamwork barriers within Iranian teaching hospitals. METHODS In this qualitative research, the experiences of medical clinical teachers of multi-professional teamwork barriers within teaching hospitals were explained. Sampling was theoretical and the data were collected from experienced clinical teachers and medical students studying at several Universities of Medical Sciences through semi-structured interviews and observation, which were continued until data saturation. Fifteen clinical teachers and five medical students participated in the study. The interviews were analyzed using conventional content analysis. RESULTS Three main categories were extracted. The first category was "enhancing the culture of interdisciplinary education" included "paving the way for an interdisciplinary culture", "enhancing teamwork culture", and "having a general view of medical sciences instead of specialization". The second category was "barriers of interdisciplinary education" included "influence of the dominant culture of specialization in society", "poor interdisciplinary education infrastructure", and "individualism as a value of society". And the third category was "consequences of specialization" included "medical sciences education under the shadow of specialization", "possibility to harming patients", and "distrust of society in the services provided by the 1st and 2nd level centers". CONCLUSION It seems that attitudinal barriers, teamwork difficulties, and the culture of individualism are evident in Iran; more, roles of the healthcare team and the status of each member is not clear. Designing interactive curriculum and arranging clinical settings to facilitate exchange of ideas among clinical teachers and students of different disciplines, is a step forward to achieving a common value concept, language, and common perception, and establishing cooperation and understanding among disciplines involved, which leads to further understanding of the professional responsibilities of other disciplines.
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Affiliation(s)
- Hakimeh Hazrati
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Seyed Kamran Soltani Arabshahi
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Shoaleh Bigdeli
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Mozhgan Behshid
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Zohreh Sohrabi
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
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Ching SSY, Cheung K. Factors Affecting Resilience of Nursing, Optometry, Radiography and Medical Laboratory Science Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18083867. [PMID: 33917048 PMCID: PMC8067740 DOI: 10.3390/ijerph18083867] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Accepted: 04/05/2021] [Indexed: 11/23/2022]
Abstract
Background: The concern over the high level of stress experienced by students of the caring professions has led to increased attention being paid to the promotion of their resilience. Most earlier studies have focused on the resilience of medical and nursing students. There has been little exploration of the resilience and associated factors of students of other health-care disciplines. The aim of this study was to gather data from students of pre-registration health-care disciplines to identify the factors that influence their resilience. Method: Valid questionnaires were used to assess respondents’ resilience, self-efficacy, mindfulness, coping and trait positive and negative affect. The data were analyzed using descriptive statistics and univariate and general linear regression. Results: A total of 1320 university students from nursing, medical laboratory science, radiography and optometry were recruited. The results showed that the subjects’ resilience scores were lower than those of students in Western countries. We found self-efficacy and denial to be the common predictors for students of all disciplines. Conclusion: The resilience of students in the four disciplines was predicted by a combination of predictors. Faculties of universities and clinical mentors should collaborate in building resilience in their health-care students and support them to grow both personally and professionally during their careers.
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Ntsiea V, Naidoo V, Adams F, Mokokotlela V, Barnard-Ashton P. Clinical inter-professional education activities: Students' perceptions of their experiences. Malawi Med J 2021; 33:48-53. [PMID: 34422233 PMCID: PMC8360286 DOI: 10.4314/mmj.v33i1.7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
Background and purpose Students from different health disciplines should learn together during certain periods of their education to acquire skills necessary for solving the health problems. The Faculty of Health Sciences of University of the Witwatersrand created inter-professional education (IPE) activities for students to assess clinical IPE groups' perceptions of IPE experiences and to identify lessons learnt during IPE sessions. Methods This was a qualitative study with review of the students' post IPE feedback forms. The students were granted 'protected time' of three full days over a period of two months to participate in IPE activities. Results Students felt that knowledge about health team members was gained and that IPE groups should have more than one person from each field with the same level of clinical exposure. The students indicated the need to have regular IPE activities and if possible to incorporate this into clinical practice for them to experience it in daily clinical practice. Conclusion Participating in the IPE activity made students gain appreciation and respect for other health professionals' roles and scope. When student groups are big, patient observations can be done as this does not compromise IPE learning outcomes. Group composition should be kept in mind to cater for the learning needs of all students. If it is not possible to meet the needs of all professions, smaller groups with professions applicable to case can be created.
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Affiliation(s)
- Veronica Ntsiea
- Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand
| | - Vaneshveri Naidoo
- Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand
| | - Fasloen Adams
- Head of Department, Department of Occupational therapy, Faculty of Health Sciences, University of the Witwatersrand
| | - Victor Mokokotlela
- Department of Family Medicine, Faculty of Health Sciences, University of the Witwatersrand
| | - Paula Barnard-Ashton
- eFundanathi Department, School of therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand
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Nurumal MS, Diyono NQH, Che Hasan MK. Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia. Sultan Qaboos Univ Med J 2020; 20:e374-e379. [PMID: 33414944 PMCID: PMC7757928 DOI: 10.18295/squmj.2020.20.04.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Revised: 01/22/2020] [Accepted: 04/07/2020] [Indexed: 11/16/2022] Open
Abstract
Objectives Self-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study. Methods This descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences. Results Significant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale. Conclusion These findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings.
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Affiliation(s)
- Mohd S Nurumal
- Department of Critical Care Nursing, Faculty of Nursing, International Islamic University Malaysia, Kuantan, Malaysia
| | - Nurul Q H Diyono
- Department of Intensive Care Unit, Prince Court Medical Centre, Kuala Lumpur, Malaysia
| | - Muhammad K Che Hasan
- Department of Medical-Surgical Nursing, Faculty of Nursing, International Islamic University Malaysia, Kuantan, Malaysia
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Cziraki K, Wong C, Kerr M, Finegan J. Leader empowering behaviour: relationships with nurse and patient outcomes. Leadersh Health Serv (Bradf Engl) 2020; 33:397-415. [PMID: 33635019 DOI: 10.1108/lhs-04-2020-0019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE This study aims to test a model examining the impact of leader empowering behaviour on experienced nurses' self-efficacy, interprofessional collaboration, job turnover intentions and adverse patient outcomes. DESIGN/METHODOLOGY/APPROACH Structural equation modelling in Mplus was used to analyse cross-sectional survey data from experienced nurses in Alberta, Ontario, and Nova Scotia, Canada (n = 478). FINDINGS The results supported the hypothesized model: (164) = 333.021, p = 0.000; RMSEA = 0.047; CFI = 0.965; TLI = 0.959; SRMR = 0.051. Indirect effects were observed between leader empowering behaviour and nurses' assessment of adverse events and leader empowering behaviour and nurses' job turnover intentions through interprofessional collaboration. RESEARCH LIMITATIONS/IMPLICATIONS Leader empowering behaviour plays a role in creating collaborative conditions that support quality patient care and the retention of experienced nurses. PRACTICAL IMPLICATIONS The findings will be of interest to academic and hospital leaders as they consider strategies to retain experienced nurses, such as nurse manager selection, development and performance management systems. ORIGINALITY/VALUE The influx of new graduate nurses to the nursing profession and changing models of care requires the retention of experienced nurses in the workforce. The findings suggest that leader empowering behaviour and interprofessional collaboration are important factors in supporting quality patient care and stabilizing the nursing workforce.
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Affiliation(s)
- Karen Cziraki
- Arthur Labatt Family School of Nursing, University of Western Ontario, London Ontario, Canada
| | - Carol Wong
- Arthur Labatt Family School of Nursing, University of Western Ontario, London Ontario, Canada
| | - Michael Kerr
- Arthur Labatt Family School of Nursing, University of Western Ontario, London Ontario, Canada
| | - Joan Finegan
- Department of Psychology, University of Western Ontario, London Ontario, Canada
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Björklund K, Silén C. Occupational therapy and physiotherapy students' communicative and collaborative learning in an interprofessional virtual setting. Scand J Occup Ther 2020; 28:264-273. [PMID: 32412813 DOI: 10.1080/11038128.2020.1761448] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
BACKGROUND Interprofessional learning activities can contribute to preparing students to function in health care teams. Although the importance of communication is acknowledged, there is still a lack of understanding about how students learn to communicate interprofessionally. AIM To explore occupational therapist and physiotherapist students learning of skills in interprofessional communication by studying the students' communication while working together with a virtual patient. MATERIAL AND METHODS The students carried out a virtual patient encounter in pairs of two, using one computer per student, sitting side by side. The students' actions and conversations were recorded as video films, the oral communication was transcribed and analysed using qualitative content analysis. RESULTS The students created a social learning environment by posing questions, acknowledging each other and clarifying their professional perspective using familiar professional concepts. Comparing their professional views, students related their peers' statements to their own. Departing from their own profession and using the created open environment, the students' communication led to an interprofessional meaning-making process, with students aiming to understand each other. CONCLUSIONS AND SIGNIFICANCE A reciprocal learning situation was created when students worked together in a virtual setting. Communicating and making shared decisions about a patient can facilitate learning how to communicate interprofessionally and improve students' understanding of their own profession.
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Affiliation(s)
- Karin Björklund
- Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society (NVS), Karolinska Institutet, Stockholm, Sweden
| | - Charlotte Silén
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
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Marcussen M, Nørgaard B, Borgnakke K, Arnfred S. Improved patient-reported outcomes after interprofessional training in mental health: a nonrandomized intervention study. BMC Psychiatry 2020; 20:236. [PMID: 32410668 PMCID: PMC7227283 DOI: 10.1186/s12888-020-02616-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/10/2019] [Accepted: 04/23/2020] [Indexed: 01/03/2023] Open
Abstract
BACKGROUND Collaborative interprofessional practices are essential in caring for people with complex mental health problems. Despite the difficulties of demonstrating positive impacts of interprofessional education (IPE), it is believed to enhance interprofessional practices. We aimed to assess impacts on patient satisfaction, self-reported psychological distress and mental health status in a psychiatric ward. METHODS We conducted a nonrandomized intervention study with patient satisfaction, psychological distress, and health status as outcomes. Mental health inpatients were referred to either an interprofessional training unit (intervention group) or to a conventionally organized ward (comparison group). Outcomes were assessed using the Short Form Health Survey (SF-36), the Kessler Psychological Distress Scale (K10), and the Client Satisfaction Questionnaire (CSQ-8). RESULTS The intervention group included 129 patients, the comparison group 123. The former group reported better mental health status than the latter; the postintervention mean difference between them being 5.30 (95% CI 2.71-7.89; p = 0.001; SF-36), with an effect size of 0.24. The intervention group patients also scored higher on satisfaction (mean difference 1.01; 95% CI 0.06-1.96; p = 0.04), with an effect size of 0.31. The groups' mean scores of psychological distress were identical. CONCLUSION Our results support the hypothesized value of interprofessional training: intervention group patients reported higher scores regarding mental health status and satisfaction than did comparison group patients. As IPE interventions have rarely involved patients and fewer have taken place in practice settings, further research into both the processes and the long-term effects of IPE in mental healthcare is needed. TRIAL REGISTRATION The study was registered in ClinicalTrials.gov: NCT03070977 on March 6, 2017.
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Affiliation(s)
- Michael Marcussen
- Department of Clinical Medicine, University of Copenhagen and Psychiatry Slagelse, Region Zealand Mental Health Service, Fælledvej 6, 4200 Slagelse, Denmark
| | - Birgitte Nørgaard
- Department of Public Health, University of Southern Denmark, Odense, Denmark
| | - Karen Borgnakke
- Department of Media, Cognition and Communication, University of Copenhagen, Copenhagen, Denmark
| | - Sidse Arnfred
- Department of Clinical Medicine, University of Copenhagen and Psychiatry Slagelse, Region Zealand Mental Health Service, Fælledvej 6, 4200 Slagelse, Denmark
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Roberts S, Busby E. Implementing clinical guidelines into practice: The Osteoarthritis Self-management and Independent-living Support (OASIS) group-A service evaluation. Musculoskeletal Care 2020; 18:404-411. [PMID: 32253817 DOI: 10.1002/msc.1471] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Revised: 03/28/2020] [Accepted: 03/29/2020] [Indexed: 11/09/2022]
Abstract
INTRODUCTION Arthritis is a common diagnosis for people presenting to healthcare reporting joint pain and stiffness. It is estimated that around 10 million people in the United Kingdom are thought to have arthritis. National Guidance states that patients with osteoarthritis should be offered three core treatments: information, exercise and weight loss advice. The Osteoarthritis Self-management and Independent-living Support (OASIS) group is a programme of progressive exercise and educational advice. METHODS This service evaluation was to determine if the OASIS group was improving functional and reported pain-level outcomes of patients with lower limb osteoarthritis between 2016 and 2018. Routinely collected data were analysed to determine its effects on a number of functional and self-reported outcomes. Ethical approval was not required following local National Health Service (NHS) Trust approval (Reference e2020-08). RESULTS During the 3-year period of the review between 2016 and 2018, a total of 339 patients were invited to attend the OASIS group. A total of 196 (57.8%) patients improved their overall pain score. Of the patients who attended all six sessions, 96.7% (174) improved in at least one of the functional outcome measures, and 90% (162) improved in at least two functional outcomes. CONCLUSION On evaluation of the OASIS group, it has shown to be effective at improving pain and functional performance of patients with lower limb osteoarthritis, whilst remaining cost-effective. In comparison with other similar initiatives, the results are comparable, and it is implemented over a shorter time period, enhancing the cost-effectiveness for the NHS.
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Affiliation(s)
- Shaun Roberts
- Integrated Physiotherapy, Orthopaedic and Pain Service, Sir Robert Peel Hospital, Tamworth, UK
| | - Emma Busby
- Integrated Physiotherapy, Orthopaedic and Pain Service, Samuel Johnson Hospital, Lichfield, UK
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Oosterom N, Floren LC, Ten Cate O, Westerveld HE. A review of interprofessional training wards: Enhancing student learning and patient outcomes. MEDICAL TEACHER 2019; 41:547-554. [PMID: 30394168 DOI: 10.1080/0142159x.2018.1503410] [Citation(s) in RCA: 39] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Background: In an interprofessional training ward (ITW), students from different health professions collaboratively perform patient care with the goal of improving patient care. In the past two decades, ITWs have been established world-wide and studies have investigated their benefits. We aimed to compare ITWs with respect to their logistics, interprofessional learning outcomes and patient outcomes. Methods: We explored PubMed, CINAHL, Web of Science and EMBASE (1990-June 2017) and included articles focusing on interprofessional, in-patient training wards with student teams of medical and other health professions students. Two independent reviewers screened studies for eligibility and extracted data. Results: Thirty-seven articles from twelve different institutions with ITWs were included. ITWs world-wide are organized similarly with groups of 2-12 students (i.e. medical, nursing, physiotherapy, occupational therapy, and pharmacy) being involved in patient care, usually for a period of two weeks. However, the type of clinical ward and the way supervisors are trained differ. Conclusions: ITWs show promising results in short-term student learning outcomes and patient satisfaction rates. Future ITW studies should measure students' long-term interprofessional competencies using standardized tools. Furthermore, a research focus on the impact of ITWs on patient satisfaction and relevant patient care outcomes is important.
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Affiliation(s)
- N Oosterom
- a Center for Research and Development of Education, University Medical Center Utrecht , Utrecht , the Netherlands
| | - L C Floren
- b Department of Bioengineering and Therapeutic Sciences, School of Pharmacy , University of California , San Francisco , CA , USA
| | - O Ten Cate
- a Center for Research and Development of Education, University Medical Center Utrecht , Utrecht , the Netherlands
- b Department of Bioengineering and Therapeutic Sciences, School of Pharmacy , University of California , San Francisco , CA , USA
| | - H E Westerveld
- c Department of Internal Medicine , University Medical Center Utrecht , Utrecht , the Netherlands
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Marcussen M, Nørgaard B, Arnfred S. The Effects of Interprofessional Education in Mental Health Practice: Findings from a Systematic Review. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2019; 43:200-208. [PMID: 29998376 PMCID: PMC6422974 DOI: 10.1007/s40596-018-0951-1] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2018] [Accepted: 06/20/2018] [Indexed: 05/29/2023]
Abstract
OBJECTIVE The aim of this study was to conduct a systematic review of studies describing the effects of interprofessional education (IPE) on undergraduate healthcare students' educational outcomes, compared with conventional clinical training in mental health. METHODS MEDLINE, CINAHL, PsychINFO, and EMBASE were searched for studies published in January 2001-August 2017. All retrieved papers were assessed for methodological quality; Kirkpatrick's model was employed to analyze and synthesize the included studies. The following search terms were used: undergraduate, interprofessional education, and educational outcomes. RESULTS The eight studies that met the inclusion criteria were highly diverse regarding the studied IPE interventions, methods, and outcomes. Participants included students receiving clinical training in mental health from the following professions: medicine, nursing, occupational therapy, physiotherapy, psychology, and social work. The results of the studies suggest that students respond well to IPE in terms of more positive attitudes toward other professions and improvement in knowledge and collaborative skills. Limited evidence of changes in behavior, organizational practice, and benefits to patients was found. CONCLUSION Based on the eight included studies, IPE interventions appear to have an impact regarding positive attitudes toward other professions and increased knowledge of and skills in collaboration compared to conventional clinical training. However, further study of both the processes and the long-term impacts of undergraduate IPE in mental health is needed. The authors recommend that service users are involved in the implementation and evaluation of IPE interventions in mental health to undergraduate healthcare students.
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Marcussen M, Nørgaard B, Borgnakke K, Arnfred S. Interprofessional clinical training in mental health improves students' readiness for interprofessional collaboration: a non-randomized intervention study. BMC MEDICAL EDUCATION 2019; 19:27. [PMID: 30658648 PMCID: PMC6339379 DOI: 10.1186/s12909-019-1465-6] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Accepted: 01/10/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Over the past decades, the health sector in general has increasingly acknowledged the effectiveness of interprofessional clinical training in enhancing teamwork. In psychiatry, however, knowledge of the benefits of collaborative clinical training is sparse. This study aimed to investigate the impact of interprofessional training on students' readiness for interprofessional collaboration in a psychiatric ward. METHODS An intervention study assessed interprofessional clinical training in a training ward. Undergraduate students from the disciplines of medicine, nursing, psychotherapy, pedagogy, and social work were allocated either to an intervention group receiving interprofessional training or to a comparison group receiving conventional clinical training. Outcomes were assessed using the Readiness for Interprofessional Learning Scale (RIPLS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). Linear mixed regression was used to compare differences in mean scores postintervention, adjusted for baseline score, gender, and profession. RESULTS Mean postintervention scores were higher in the intervention group (n = 87) than in the comparison group (n = 108) for both scales (overall sum score). For the RIPLS, the mean difference was 2.99 (95% CI 0.82 to 5.16; p = 0.007); for the AITCS it was 8.11 (95% CI 2.92-13.30; p = 0.002). Improvement in readiness for interprofessional learning and team collaboration in the intervention group remained statistically significant after adjustment for baseline differences between the two groups. CONCLUSION Students' self-reported readiness for interprofessional learning and their team collaboration were improved after interprofessional clinical training. Still, further studies of both the processes and the long-term effects of undergraduate IPE in mental healthcare are needed. The study was registered March 62,017 on ClinicalTrials.gov: NCT03070977 (Retrospectively registrered).
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Affiliation(s)
- Michael Marcussen
- Department of Clinical Medicine, University of Copenhagen and Psychiatry Slagelse, Region Zealand, Fælledvej 6, 4200 Slagelse, Denmark
| | - Birgitte Nørgaard
- Department of Public Health, University of Southern Denmark, Copenhagen, Denmark
| | - Karen Borgnakke
- Department of Media, Cognition and Communication, University of Copenhagen, Copenhagen, Denmark
| | - Sidse Arnfred
- Department of Clinical Medicine, University of Copenhagen and Psychiatry Slagelse, Region Zealand, Fælledvej 6, 4200 Slagelse, Denmark
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Changes in Physical and Occupational Therapy Students' Self-efficacy Using an Interprofessional Case-based Educational Experience. ACTA ACUST UNITED AC 2018. [DOI: 10.1097/jte.0000000000000055] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Imafuku R, Kataoka R, Ogura H, Suzuki H, Enokida M, Osakabe K. What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios. J Interprof Care 2018; 32:358-366. [PMID: 29364744 DOI: 10.1080/13561820.2018.1427051] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme. Data were collected at a Japanese medical university, in which different pedagogical approaches are adopted in the IPE programme. Some of these approaches include interprofessional problem-based learning, early exposure, and interactive lecture-based teaching. The students are required to submit written reflections as a formative assessment. This study conducted an inductive thematic analysis of 104 written reflections from a series of e-portfolios of 26 first-year students. The themes related to learning outcomes from student perspectives included communication (e.g., active listening and intelligible explanation), teams and teamwork (e.g., mutual engagement and leadership), roles/responsibilities as a group member (e.g., self-directed learning and information literacy), and roles/responsibilities as a health professional (e.g., understanding of the student's own professional and mutual respect in an interprofessional team). The study also indicated three perspectives of students' learning process at different stages of the IPE, i.e., processes by which students became active and responsible learners, emphasised the enhancement of teamwork, and developed their own interprofessional identities. This study revealed the first-year students' learning processes in the year-long IPE programme and clarified the role of the first-year IPE programme within the overall curriculum. The findings suggest that the students' active participation in the IPE programme facilitated their fundamental understanding of communication/teamwork and identity formation as a health professional in interprofessional collaborative practice.
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Affiliation(s)
- Rintaro Imafuku
- a Medical Education Development Center , Gifu University , Gifu , Japan
| | - Ryuta Kataoka
- b School of Dentistry , Showa University , Tokyo , Japan
| | - Hiroshi Ogura
- c Faculty of Arts and Sciences at Fujiyoshida , Showa University , Yamanashi , Japan
| | - Hisayoshi Suzuki
- d School of Nursing and Rehabilitation Sciences , Showa University , Yokohama , Japan
| | - Megumi Enokida
- d School of Nursing and Rehabilitation Sciences , Showa University , Yokohama , Japan
| | - Keitaro Osakabe
- c Faculty of Arts and Sciences at Fujiyoshida , Showa University , Yamanashi , Japan
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Visser CLF, Ket JCF, Croiset G, Kusurkar RA. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC MEDICAL EDUCATION 2017; 17:77. [PMID: 28468651 PMCID: PMC5415777 DOI: 10.1186/s12909-017-0909-0] [Citation(s) in RCA: 56] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2016] [Accepted: 04/11/2017] [Indexed: 05/20/2023]
Abstract
BACKGROUND To identify facilitators and barriers that residents, medical and nursing students perceive in their Interprofessional Education (IPE) in a clinical setting with other healthcare students. METHODS A systematic review was carried out to identify the perceptions of medical students, residents and nursing students regarding IPE in a clinical setting. PubMed, CINAHL, ERIC and PsycInfo were searched, using keywords and MeSH terms from each database's inception published prior to June 2014. Interprofessional education involving nursing and medical students and/or residents in IPE were selected by the first author. Two authors independently assessed studies for inclusion or exclusion and extracted the data. RESULTS Sixty-five eligible papers (27 quantitative, 16 qualitative and 22 mixed methods) were identified and synthesized using narrative synthesis. Perceptions and attitudes of residents and students could be categorized into 'Readiness for IPE', 'Barriers to IPE' and 'Facilitators of IPE'. Within each category they work at three levels: individual, process/curricular and cultural/organizational. Readiness for IPE at individual level is higher in females, irrespective of prior healthcare experience. At process level readiness for IPE fluctuates during medical school, at cultural level collaboration is jeopardized when groups interact poorly. Examples of IPE-barriers are at individual level feeling intimidated by doctors, at process level lack of formal assessment and at cultural level exclusion of medical students from interaction by nurses. Examples of IPE-facilitators are at individual level affective crises and patient care crises situations that create feelings of urgency, at process level small group learning activities in an authentic context and at cultural level getting acquainted informally. These results are related to a model for learning and teaching, to illustrate the implications for the design of IPE. CONCLUSIONS Most of the uncovered barriers are at the cultural level and most of the facilitators are at the process level. Factors at the individual level need more research.
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Affiliation(s)
- Cora L F Visser
- Research in Education Department, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands.
- VUmc Amstel Academie, P.O. Box 7057, 1007 MB, Amsterdam, NL, The Netherlands.
| | - Johannes C F Ket
- Medical Library, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
| | - Gerda Croiset
- Medical Education, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Research in Education Department, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
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Williams B, Beovich B, Ross L, Wright C, Ilic D. Self-efficacy perceptions of interprofessional education and practice in undergraduate healthcare students. J Interprof Care 2017; 31:335-341. [PMID: 28266888 DOI: 10.1080/13561820.2017.1286637] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Self-efficacy is an individual's perception of their ability to be successful in a given endeavour and it has been shown to have an important role in successful university education and clinical performance of healthcare workers. This article examines the self-efficacy beliefs of undergraduate healthcare students (n = 388) for the skills required for interprofessional education and interprofessional collaboration. The students were enrolled at an Australian university from the disciplines of public health, social work, and paramedic practice. The Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale, which is a valid and reliable scale, was used to determine the self-reported perceptions of self-efficacy in this cohort. The 16-item scale was developed for use with medicine and other healthcare professional undergraduate students. Student t-tests were used to compare scores between males and females, with one-way ANOVAs used to explore SEIEL scores across disciplines and year level. A significant difference was found between genders for the scores on SEIEL subscale 2 "Interprofessional evaluation and feedback" (p = 0.01) with the male mean being 2.65 units higher (Cohen's d = 0.29). There was also a significant gender difference for the overall SEIEL scale (p = 0.029) with the male mean being 4.1 units higher (Cohen's d = 0.238). No significant gender differences were demonstrated for the subscale "Interprofessional interaction." Neither subscale demonstrated significant differences between healthcare disciplines or course year. Further investigation is required to explore the reasons for the outcomes of this study. With the increasing importance of interprofessional education and practice within healthcare, it would also appear reasonable to consider further research into the development and support of student self-efficacy for the skills required for interprofessional education and interprofessional collaboration within healthcare curricula.
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Affiliation(s)
- Brett Williams
- a Department of Community Emergency Health and Paramedic Practice , Monash University , Melbourne , Victoria , Australia
| | - Bronwyn Beovich
- a Department of Community Emergency Health and Paramedic Practice , Monash University , Melbourne , Victoria , Australia
| | - Linda Ross
- a Department of Community Emergency Health and Paramedic Practice , Monash University , Melbourne , Victoria , Australia
| | - Caroline Wright
- b Department of Medical Imaging and Radiation Sciences , Monash University , Melbourne , Victoria , Australia
| | - Dragan Ilic
- c Department of Epidemiology and Preventive Medicine , Monash University , Melbourne , Victoria , Australia
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Ludwig PM, Nagel JK, Lewis EJ. Student learning outcomes from a pilot medical innovations course with nursing, engineering, and biology undergraduate students. INTERNATIONAL JOURNAL OF STEM EDUCATION 2017; 4:33. [PMID: 30631689 PMCID: PMC6310392 DOI: 10.1186/s40594-017-0095-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2016] [Accepted: 11/05/2017] [Indexed: 05/09/2023]
Abstract
BACKGROUND Preparing today's undergraduate students from science, technology, engineering, and math (STEM) and related health professions to solve wide-sweeping healthcare challenges is critical. Moreover, it is imperative that educators help students develop the capabilities needed to meet those challenges, including problem solving, collaboration, and an ability to work with rapidly evolving technologies. We piloted a multidisciplinary education (ME) course aimed at filling this gap, and subsequently assessed whether or not students identified achieving the course objectives. In the course, undergraduate students from engineering, pre-nursing (students not yet admitted to the nursing program), and pre-professional health (e.g., pre-med and pre-physician's assistant) were grouped based on their diversity of background, major, and StrengthsFinder® proficiencies in a MakerSpace to create tangible solutions to health-related problems facing the community. We then used qualitative content analysis to assess the research question: what is the impact of undergraduate multidisciplinary education offered in a MakerSpace on student attitudes towards and perceptions of skills required in their own as well as others occupations? RESULTS We discovered these students were able to identify and learn capabilities that will be critical in their future work. For example, students appreciated the challenging problems they encountered and the ability to meet demands using cutting-edge technologies including 3D printers. Moreover, they learned the value of working in a multidisciplinary group. We expected some of these findings, such as an increased ability to work in teams. However, some themes were unexpected, including students explicitly appreciating the method of teaching that focused on experiential student learning through faculty mentoring. CONCLUSIONS These findings can be used to guide additional research. Moreover, offering a variety of these courses is a necessary step to prepare students for the current and future workforce. Finally, these classes should include a focus on intentional team creation with the goal of allowing students to solve challenging real-world problems through ethical reasoning and collaboration.
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Affiliation(s)
- Patrice M. Ludwig
- Department of Biology, James Madison University, 951 Carrier Dr. MSC 7801, Harrisonburg, VA 22807 USA
| | - Jacquelyn K. Nagel
- Department of Engineering, James Madison University, 801 Carrier Drive MSC 4113, Harrisonburg, VA 22807 USA
| | - Erica J. Lewis
- School of Nursing, James Madison University, 820 Madison Drive MSC 4305, Harrisonburg, VA 22807 USA
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Widjanarko B, Widyastari DA, Martini M, Ginandjar P. How do laboratory technicians perceive their role in the tuberculosis diagnostic process? A cross-sectional study among laboratory technicians in health centers of Central Java Province, Indonesia. Psychol Res Behav Manag 2016; 9:237-46. [PMID: 27660502 PMCID: PMC5019423 DOI: 10.2147/prbm.s108466] [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] [Indexed: 11/23/2022] Open
Abstract
PURPOSE Detection of acid-fast bacilli in respiratory specimens serves as an initial pulmonary tuberculosis (TB) diagnosis. Laboratories are the essential and fundamental part of all health systems. This study aimed to describe how laboratory technicians perceived their own self and work. This included perceived self-efficacy, perceived role, perceived equipment availability, perceived procedures, perceived reward and job, and perceived benefit of health education, as well as level of knowledge and attitudes related to work performance of laboratory technicians. METHODS This was a cross-sectional quantitative study involving 120 laboratory technicians conducted in Central Java. Interviews and observation were conducted to measure performance and work-related variables. RESULTS Among 120 laboratory technicians, 43.3% showed fairly good performance. They complied with 50%-75% of all procedures, including sputum collection, laboratory tools utilization, sputum smearing, staining, smear examination, grading of results, and universal precaution practice. Perceived role, perceived self-efficacy, and knowledge of laboratory procedures were significantly correlated to performance, besides education and years of working as a laboratory technician. Perceived equipment availability was also significantly correlated to performance after the education variable was controlled. CONCLUSION Most of the laboratory technicians believed that they have an important role in TB patients' treatment and should display proper self-efficacy in performing laboratory activities. The result may serve as a basic consideration to develop a policy for enhancing motivation of laboratory technicians in order to improve the TB control program.
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Affiliation(s)
- Bagoes Widjanarko
- Department of Health Education and Behavior Sciences, Faculty of Public Health, Diponegoro University, Semarang, Indonesia
| | | | - Martini Martini
- Department of Epidemiology, Faculty of Public Health, Diponegoro University, Semarang, Indonesia
| | - Praba Ginandjar
- Department of Epidemiology, Faculty of Public Health, Diponegoro University, Semarang, Indonesia
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Coogle CL, Hackett L, Owens MG, Ansello EF, Mathews JH. Perceived self-efficacy gains following an interprofessional faculty development programme in geriatrics education. J Interprof Care 2016; 30:483-92. [DOI: 10.1080/13561820.2016.1177003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Havyer RD, Nelson DR, Wingo MT, Comfere NI, Halvorsen AJ, McDonald FS, Reed DA. Addressing the Interprofessional Collaboration Competencies of the Association of American Medical Colleges: A Systematic Review of Assessment Instruments in Undergraduate Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:865-88. [PMID: 26703415 DOI: 10.1097/acm.0000000000001053] [Citation(s) in RCA: 59] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
PURPOSE To summarize characteristics and validity evidence of tools that assess teamwork in undergraduate medical education (UME), and provide recommendations for addressing the interprofessional collaboration competencies of the Association of American Medical Colleges (AAMC). METHOD The authors conducted a systematic review, searching MEDLINE, MEDLINE In-process, CINAHL, and PsycINFO from January 1, 1979, through April 1, 2014; they searched reference lists and national meeting abstracts. They included original research reports that described a quantitative tool used to assess teamwork in UME. They abstracted characteristics and validity evidence for the tools, plus study quality, according to established frameworks. Two authors independently abstracted 25% of articles and calculated agreement. Authors then applied predefined criteria to identify tools best suited to address the AAMC's teamwork competencies. RESULTS Of 13,549 citations, 70 articles describing 64 teamwork assessment tools were included. Of these 64 tools, 27 (42%) assessed teamwork in classroom, 31 (48%) in simulation, and only 7 (11%) in actual clinical settings. The majority (47; 73%) of tools assessed medical students' teamwork in interprofessional teams. On the basis of content concordance, strength of validity evidence, generalizability of scores, and level of outcomes, four published tools were recommended to assess the AAMC's teamwork competencies: the Collaborative Healthcare Interdisciplinary Relationship Planning Scale, Readiness for Interprofessional Learning Scale, Communication and Teamwork Skills assessment, and Teamwork Mini-Clinical Evaluation Exercise. CONCLUSIONS Substantial validity evidence supports the use of several UME teamwork assessments. Four tools have been appropriately designed and sufficiently studied to constitute appropriate assessments of the AAMC's teamwork competencies.
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Affiliation(s)
- Rachel D Havyer
- R.D. Havyer is assistant professor of medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. D.R. Nelson is assistant professor of medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. M.T. Wingo is assistant professor of medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. N.I. Comfere is associate professor of dermatology and of laboratory medicine and pathology, Mayo Clinic College of Medicine, Rochester, Minnesota. A.J. Halvorsen is assistant professor of medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. F.S. McDonald is professor of medicine, Mayo Clinic College of Medicine, Rochester, Minnesota, and vice president, Graduate Medical Education, American Board of Internal Medicine, Philadelphia, Pennsylvania. D.A. Reed is associate professor of medicine and of medical education, Mayo Clinic College of Medicine, Rochester, Minnesota
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Jakobsen F. An overview of pedagogy and organisation in clinical interprofessional training units in Sweden and Denmark. J Interprof Care 2016; 30:156-64. [DOI: 10.3109/13561820.2015.1110690] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Hallam KT, Livesay K, Morda R, Sharples J, Jones A, de Courten M. Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects. BMC MEDICAL EDUCATION 2016; 16:80. [PMID: 26940858 PMCID: PMC4778286 DOI: 10.1186/s12909-016-0605-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2015] [Accepted: 02/24/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND Interprofessional education (IPE) requires health students to learn with, from and about each other in order to develop a modern workforce with client-centred care at its core. Despite the client centred focus of IPE, training programs often utilize standard approaches across student cohorts without consideration of discipline, sociodemographic and personality variability that attract students to different health disciplines. Knowing the students who engage in IPE to tailor training may prove as beneficial as knowing the client to delivered individualized client centred care in interprofessional practice (IPP). This research investigates whether students commencing undergraduate nursing and paramedicine degrees ener training with existing demographic and personality differences and, if these are associated with different attitudes towards health care teams and interprofessional education. METHOD This online study recruited 160 nursing and 50 paramedicine students in their first week of their undergraduate course. Students completed questionnaires regarding their background, personality (General Perceived Self Esteem Scale, International Mini Markers) and the attitudes towards health care teams scale (ATHCTS) and interprofessional education perception scale (IEPS). RESULTS Results show that commencing nursing and paramedicine students are demographically different on education, gender, speaking a language other than English at home (LOTE) and their own experience with healthcare. The results further demonstrate that LOTE, discipline being studied and personality factors play a role in perceptions regarding interprofessional training whilst discipline being studied impacted on attitudes towards health care teams in the workforce. CONCLUSION These results highlight a number of existing personal and psychological differences between individuals who choose to train in these selected professions. This suggests a need for tertiary education IPE programs to move towards tailoring their education to value this student diversity in the same client centred manner that students are asked to develop clinically.
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Affiliation(s)
- Karen T Hallam
- Centre for Chronic Disease, College of Health and Biomedicine, Victoria University, PO Box 14428, Melbourne, Victoria, 8001, Australia.
| | - Karen Livesay
- Interprofessional Education and Practice Program, Victoria University, PO Box 14428, Melbourne, Victoria, 8001, Australia.
- Discipline of Nursing, College of Health and Biomedicine, Victoria University, PO Box 14428, Melbourne, Victoria, 8001, Australia.
| | - Romana Morda
- Discipline of Psychology, College of Arts, Victoria University, PO Box 14428, Melbourne, Victoria, 8001, Australia.
| | - Jenny Sharples
- Discipline of Psychology, College of Arts, Victoria University, PO Box 14428, Melbourne, Victoria, 8001, Australia.
| | - Andi Jones
- Victoria University Interprofessional Clinic, Victoria University, PO Box 14428, Melbourne, Victoria, 8001, Australia.
| | - Maximilian de Courten
- Centre for Chronic Disease, College of Health and Biomedicine, Victoria University, PO Box 14428, Melbourne, Victoria, 8001, Australia.
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Bressan V, Stevanin S, Bulfone G, Zanini A, Dante A, Palese A. Measuring patient safety knowledge and competences as perceived by nursing students: An Italian validation study. Nurse Educ Pract 2016; 16:209-16. [DOI: 10.1016/j.nepr.2015.08.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2014] [Revised: 07/23/2015] [Accepted: 08/07/2015] [Indexed: 10/23/2022]
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Füllemann D, Jenny GJ, Brauchli R, Bauer GF. The key role of shared participation in changing occupational self-efficacy through stress management courses. JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY 2015. [DOI: 10.1111/joop.12124] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Désirée Füllemann
- Public and Organizational Health; Center for Organizational and Occupational Sciences; ETH Zurich; Switzerland
| | - Gregor J. Jenny
- Public and Organizational Health; Center for Organizational and Occupational Sciences; ETH Zurich; Switzerland
- Division of Public and Organizational Health; Epidemiology, Biostatistics, and Prevention Institute; University of Zurich; Switzerland
| | - Rebecca Brauchli
- Public and Organizational Health; Center for Organizational and Occupational Sciences; ETH Zurich; Switzerland
- Division of Public and Organizational Health; Epidemiology, Biostatistics, and Prevention Institute; University of Zurich; Switzerland
| | - Georg F. Bauer
- Public and Organizational Health; Center for Organizational and Occupational Sciences; ETH Zurich; Switzerland
- Division of Public and Organizational Health; Epidemiology, Biostatistics, and Prevention Institute; University of Zurich; Switzerland
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The Impact of Interprofessional Simulation on Dietetic Student Perception of Communication, Decision Making, Roles, and Self-efficacy. TOP CLIN NUTR 2015. [DOI: 10.1097/tin.0000000000000027] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Robinson MV, Estes KR, Knapfel S. Use of Technology in the Classroom to Increase Professional Preparation. J Nurse Pract 2014. [DOI: 10.1016/j.nurpra.2014.09.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Seif G, Coker-Bolt P, Kraft S, Gonsalves W, Simpson K, Johnson E. The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic. J Interprof Care 2014; 28:559-64. [DOI: 10.3109/13561820.2014.921899] [Citation(s) in RCA: 59] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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