Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines

2016 ◽  
Vol 11 (4) ◽  
pp. 189-193 ◽  
Author(s):  
Lisa S. Jutte ◽  
Fredrick R. Browne ◽  
Marie Reynolds
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Basic Knowledge ◽  
Health Administration ◽  
Cross Sectional Survey ◽  
Future Health ◽  
Health Care Professions

Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.

scholarly journals Cultural Competence: Where Are We as Athletic Training Educators?

2020 ◽  
Vol 15 (1) ◽  
pp. 49-54
Author(s):  
Destinee H. Grove ◽  
Jamie Mansell
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
White Women ◽  
Continuous Variables ◽  
Culturally Competent ◽  
Cross Sectional Survey ◽  
Survey Tool ◽  
Athletic Training Educators

Context Cultural competence is the ability of health care professionals to investigate and incorporate the cultural needs of patients into care and clinical decisions. Research shows that athletic training students and certified athletic trainers possess moderate to high levels of cultural competence yet struggle exhibiting culturally competent behaviors. Therefore, an exploration of athletic training educator cultural competence and preparedness to teach cultural competence concepts is warranted. Objective The study sought to assess the cultural competence of athletic training educators and how prepared, comfortable, and confident they feel teaching cultural competence and related concepts. Design Cross-sectional survey. Setting Online. Patients or Other Participants Ninety professional-level athletic training educators (60 women, 30 men). Data Collection and Analysis Cultural competence scores were collected using a previously validated survey tool. The remaining survey items collected information about participants' self-reported cultural competence teaching efficacy. All responses were collected through Qualtrics and analyzed using SPSS version 25. Frequency counts and percentages were determined. Measures of central tendencies were calculated for continuous variables. A paired-samples t test was used to determine if cultural competence knowledge and exhibition of culturally competent behaviors differed significantly. Results Athletic training educators identified mostly as white women (n = 59/90, 65.56%) and had high levels of self-reported cultural competence (5.33/7.00 ± 0.66). However, half of respondents (50.56%, n = 45/89) believed they do not possess adequate knowledge of cultural competence concepts, and a majority of respondents were not taught cultural competence concepts during professional education (78.89%, n = 71/90) nor during athletic training-specific continuing education opportunities (54.44%, n = 49/90). Conclusion(s) Further investigation regarding athletic training educator cultural competence education is warranted. Additionally, barriers to recruitment and retention of underrepresented athletic training faculty should be explored to increase diversity within athletic training programs. Finally, an athletic training-specific cultural competence assessment may more accurately measure cultural competence in this population.

scholarly journals Interdisciplinary Teamwork: Student Differences and Teaching Implications

2010 ◽  
Vol 1 (1) ◽  
pp. 11-22
Author(s):  
Janet R. Buelow ◽  
Rod McAdams ◽  
Alice Adams ◽  
Leigh E. Rich
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Health Care Administration ◽  
Interdisciplinary Team ◽  
Health Administration ◽  
Health Care Professions ◽  
Interdisciplinary Teamwork ◽  
Interdisciplinary Health Care Teams ◽  
Interdisciplinary Health Care ◽  
Administration Students

Teamwork with individuals from multiple disciplines is recognized as a significant skill necessary for professional employment. While a variety of teaching methods for students in health care professions have been investigated and found to be generally effective in improving interdisciplinary team skills, one field - health administration - has not been included in these studies. The research presented here used two standardized instruments (with seven distinct subscales) to compare perceptions of health care administration students and clinical students regarding interdisciplinary teamwork. Three attitudes toward interdisciplinary health care teams were similar among all students - shared leadership, perceived need for cooperation, and understanding others’ values. Significant differences between administration and clinical students were found in four areas. Health administration students exhibited lower scores for: 1) believing in the value of teamwork, 2) recognizing teamwork efficiency, 3) believing their profession was perceived as competent by other health care professionals, and 4) recognizing their own lack of cooperation in teamwork. These findings reveal the diverse cultures among health care professionals and invite educators to consider the diversity of their students when implementing interdisciplinary team-teaching techniques and methods.

scholarly journals The teaching of health promotion and interprofessional education as a learning tool in undergratuated courses

2020 ◽  
Vol 99 (1) ◽  
pp. 96-101
Author(s):  
Kleber Jessivaldo Gomes das Chagas ◽  
Johny Everson Gonçalves ◽  
Gabriella Seixas Sampaio Saraiva ◽  
Gabriela Lisboa ◽  
Ana Claudia Camargo Gonçalves Germani
Keyword(s):  
Health Care ◽  
Health Promotion ◽  
Qualitative Study ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Care Process ◽  
Future Health ◽  
Collaborative Practices ◽  
Polishing Tool

Given the integrality of the health-disease-care process, and the importance of health promotion in this context, the training of future health professionals must include the development of abilities that allow a full therapeutic plan centered on the patient. In order to achieve this goal, there are some initiatives being employed in several countries that aim to offer a better formation for their health care professionals, capacitating them in offering a more integral care, based on collaborative practices. Objective: To verify the teaching of skills and abilities listed in CompHP in some of the health care courses in USP, and to compare the use of Interprofessional Education as a polishing tool in these students’ training with the HPAC Guide. Method: Preliminary exploratory qualitative study based on the documental analysis of the pedagogical-political-project (PPP) and the description of disciplines in eight courses in USP-SP, comparing them with guidelines from CompHP and HPAC.

scholarly journals Attitudes toward interprofessional education and collaborative practices in Mongolia

2020 ◽  
Vol 3 (8) ◽  
pp. 48-52
Author(s):  
Azjargal Baatar ◽  
Sumberzul Nyamjav ◽  
Oyuntsetseg Sandag
Keyword(s):  
Health Care ◽  
Professional Education ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Health Care Team ◽  
Faculty Members ◽  
Care Team ◽  
High Rate ◽  
World Health ◽  
Chi Square

From the perspective of activity theory, it can be argued that the major challenge in relation to implementing interprofessional education (IPE) could be embraced as contradictions that may lead to change. Patients have complex health needs and typically require insight from more than one discipline to address issues regarding their health status (Lumague et al. 2006). The World Health Organization (WHO) recommends that institutions engaged in health professional education and training consider implementing IPE in both undergraduate and postgraduate programs (WHO, 2010). The purpose of this study was to identify the needs of IPECP for health care professionals, faculty members, and students. Methods: The survey instrument contained four scales to evaluate faculty attitudes toward IPE and teamwork, adapted from the methods of Curran et al. (2007). Each scale asked respondents to rate their attitudes toward statements on a 5-point Likert scale (1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree). The initial factor extractions were performed by means of principal components analysis. To define the model structure more clearly, an exploratory factor analysis using varimax rotation was conducted. The level of significance was p<.0001 for all tests. Results: As shown in Table 2, the Kaiser–Meyer-Olkin index was 0.902, indicating sampling adequacy, and the Bartlett Sphericity Chi-Square index was 2246.5 (p <0.0001). Cronbach’s alpha for the 14 items was 0.731, revealing a high rate of internal consistency. The modified Attitude toward health care team scores (ATHCTS) questionnaire was categorized into four factors: “Quality of care,” “Team efficiency,” “Patient-centered care,” and “Negative factors.” Conclusion: Findings suggest that the positive attitude of health care professionals, faculty members and students towards IPE indicates the need for IPE training.

Assessment of the knowledge and perception of generic medications among pharmacy and medical students in the University of Sharjah, United Arab Emirates

2020 ◽  
Vol 16 (3) ◽  
pp. 120-128
Author(s):  
Suleiman I Sharif ◽  
Souad Aldayeh ◽  
Huda Alsomali ◽  
Fatmah Hayat
Keyword(s):  
Health Care ◽  
Medical Students ◽  
United Arab Emirates ◽  
Health Care Professionals ◽  
Generic Substitution ◽  
Therapeutic Effects ◽  
Generic Medicines ◽  
Cross Sectional Survey ◽  
Future Health ◽  
The University

Background Generic substitution has become a common practice in several countries, primarily because of a major cost-minimizing strategy without compromising healthcare quality. Objective The study was carried out to assess the knowledge and perception of generic medication among final year pharmacy and medical students in the University of Sharjah. Method A cross-sectional survey was designed, pre-validated, and distributed during the period of September to November 2019 in the University of Sharjah, United Arab Emirates. The study research covered various aspects on knowledge and perception of generic medicines. It was distributed to 180 final year pharmacy and medicine students. Data were analyzed using SPSS, and Chi square test was used to determine the level of significance at p < 0.05. Result A total of 171 of 180 questionnaires were returned back including 87 and 84 surveys from pharmacy and medical students respectively producing a response rate of 95%. The majority of respondents in both collages were females, Arabs, and with parents of non-health care professions. Significantly more pharmacy than medical students agreed that cost-effective therapy and generics were covered in their study courses, generics are bioequivalent to brands and must contain the same amount of active ingredients like brands, that they are confident of their knowledge and more easily recall drugs by their generic names. Again more pharmacy students agreed that pharmacists should have the right to perform substitution but disagreed to the statement that generics takes longer time to produce therapeutic effects than brands. Conclusion Overall, Final-year students of pharmacy had better level of knowledge and perception of generic medicines and their right to perform generic substitution. Medical students seem to have limited knowledge of certain important aspects. Therefore, improvement of educational courses of future health-care professionals should be implemented early to enhance students’ awareness toward generic substitution.

scholarly journals Seeking Greater Relevance for Athletic Training Education Within American Higher Education and the Health Care Professions

2015 ◽  
Vol 10 (4) ◽  
pp. 323-328 ◽  
Author(s):  
David H. Perrin
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Health Care Professions ◽  
Entry Level ◽  
Athletic Training Educators ◽  
Inclusive Excellence ◽  
National Athletic Trainers Association

This paper addresses several of the challenges facing today's system of higher education, and discusses the implications of these challenges for the athletic training profession. Among the major challenges are cost, accountability, access, and value of a higher education. The paper next focuses on several issues about which athletic training educators should be thinking. They include the importance of a liberal arts education at the undergraduate level, athletic training's role in interprofessional education and practice, and the importance of diversity and inclusive excellence in helping to diversify the health care workforce and reduce health disparities. The paper concludes with a discussion of the evolution of athletic training from physical education to the health care professions and the transition to the professional master's degree as the entry-level degree in athletic training. The contents of this paper are based largely on the keynote address at the 2015 National Athletic Trainers' Association Athletic Training Educators' Conference in Dallas, Texas, February 27–March 1.

Studying and More: Part-Time Employment as an Educational Challenge?

2020 ◽  
Vol 1 (1) ◽  
pp. 57-63
Author(s):  
Silke Heuse ◽  
Cathrin Dietze ◽  
Daniel Fodor ◽  
Edgar Voltmer
Keyword(s):  
Health Care ◽  
Perceived Stress ◽  
Health Care Professionals ◽  
Cross Sectional Study ◽  
Study Data ◽  
Future Health ◽  
Cross Sectional ◽  
Professional Students ◽  
Educational Challenge ◽  
Part Time

Background: Future health-care professionals face stress both during education and in later professional life. Next to educational trainings, many students are forced to assume part-time employment. Objective: Applying the Job Demands-Resources Model to the educational context, we investigate which role part-time employment plays next to health-care professional students’ education-specific demands and resources in the prediction of perceived stress. Method: In this cross-sectional study, data from N = 161 health-care students were analysed, testing moderation models. Results: Education-specific demands were associated with higher and education-specific resources with lower amounts of perceived stress. Part-time employment functioned as moderator, i.e. demands were less associated with stress experiences in students who were employed part-time. Conclusion: Identifying part-time employment as a resource rather than a demand illustrates the need to understand students’ individual influences on stress. Both educators and students will benefit from reflecting these resources to support students’ stress management.

Nurses and Prescriptive Authority: A Legal and Economic Analysis

1989 ◽  
Vol 15 (2-3) ◽  
pp. 245-299 ◽  
Author(s):  
Elizabeth Harrison Hadley
Keyword(s):  
Health Care ◽  
Drug Therapy ◽  
Economic Efficiency ◽  
Health Care Professionals ◽  
Legal Authority ◽  
Economic Implications ◽  
Health Care Professions ◽  
Prescriptive Authority ◽  
Complementary Role ◽  
History Of

This article identifies twenty-six jurisdictions where nurses have been granted legal authority to prescribe drugs. The jurisdictions are divided into two groups: those where nurses have authority to prescribe without the supervision of a physician and can therefore function as substitutes for physicians; and those where nurses may prescribe only in collaboration with a supervising physician, and are thereby limited to functioning in a complementary role.The issue of prescriptive authority is discussed within the context of regulating the practice of nursing, and more generally, the health care professions. The article reviews the history of Nurse Practice Acts, focusing upon the Connecticut statute and the economic implications of this statutory approach. It is argued that the law should promote the use of nurses as substitutes for physicians whenever appropriate.The article concludes with a two-part proposal for reform: an “authorized prescriber” statute requiring health care professionals desiring to prescribe drugs to pass an examination testing their knowledge of pharmacology and drug therapy; and the elimination of the “unauthorized practice” provisions of the statutes regulating all health care professions. The proposal promotes economic efficiency by eliminating artificial constraints on the substitutability of labor in the provision of health services.

scholarly journals Empowering Health Care Professionals: An Interprofessional Education Model Implementation and Evaluation

2019 ◽  
Author(s):  
Jessica Shank Coviello
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
The United States ◽  
Healthcare Systems ◽  
World Health ◽  
Institute Of Medicine ◽  
Care Needs ◽  
Ensure Patient Safety

In 2016, the Institute of Medicine (IOM) reported medical error as the 3rd leading cause of death in healthcare systems in the United States. Effective communication of patient care needs across healthcare disciplines is critical to ensure patient safety, quality of care, and to improve operational efficiencies in healthcare systems. Ineffective collaboration and communication among healthcare professionals within the procedural areas increases the potential of harm as a patient moves from one healthcare professional to another. Health care systems are thus encouraged to train employees with a focus on interprofessional education (IPE) and collaborative practice. IOM and World Health Organization (WHO) recommend the use of IPE to help improve communication and collaboration. However the current educational structure in many institutions does not include IPE. As such, healthcare professionals work in silos, with little or no collaboration with one another, which may result in service duplication, increased service cost, and poor health outcomes for patients.

Sign in / Sign up

Export Citation Format

Share Document