scholarly journals Interprofessional Education: Students' Learning of Joint Patient Care

2019 ◽  
Vol 9 (1) ◽  
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Education Students

scholarly journals Interprofessional Education: Students' Learning of Joint Patient Care

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Anita Carin Gudmundsen ◽  
Bente Norbye ◽  
Madeleine Abrandt Dahlgren ◽  
Aud Obstfelder
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Knowledge Bases ◽  
Patient Treatment ◽  
Professional Collaboration ◽  
Sociocultural Learning Theory ◽  
Education Students ◽  
Sociocultural Learning ◽  
Audio Recordings

This study examines how patient care is developed in meetings between students of occupational therapy, physiotherapy, nursing and medicine who are allowed to shape their own interprofessional collaboration. We conduct a thematic interpretative analysis of audio recordings and observations from the meetings and informal talks with the students. The analysis draws on traditions in sociocultural learning theory that deal with interaction on something in common between actors with different knowledge bases and the consequences of this interaction. The analysis showed that the students developed collaboration in patient care by sharing, assessing and determining professional knowledge of patients’ health conditions collectively. In conclusion, we argue that the students learned to use a multiprofessional knowledge base in the design of patient treatment when they were given responsibility to create the collaboration themselves. This demonstrates that students can be encouraged to independently develop professional collaboration in patient care within interprofessional education. Corrected and republished 22.12.2019.

scholarly journals A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nabil Sulaiman ◽  
Youssef Rishmawy ◽  
Amal Hussein ◽  
Maha Saber-Ayad ◽  
Hamzah Alzubaidi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Patient Care ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Study Cohort ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Positive Attitudes ◽  
Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

A Preliminary Study of Nursing Practice Patterns Concerning Dysphagia Diet Modification: Implications for Interprofessional Education With SLPs

2021 ◽  
pp. 1-15
Author(s):  
Naomi Gurevich ◽  
Danielle R. Osmelak ◽  
Sydney Osentoski
Keyword(s):  
Health Care ◽  
Patient Care ◽  
Interprofessional Education ◽  
Practice Patterns ◽  
Improve Patient Care ◽  
Treatment Method ◽  
The United States ◽  
Diet Modification ◽  
Work Settings ◽  
Swallowing Dysfunction

Purpose Speech-language pathologists (SLPs) are trained to evaluate and treat dysphagia. One treatment method is to modify diet consistency or viscosity to compensate for swallowing dysfunction and promote a safer intake; this typically involves softening solids and thickening liquids. Thickening liquids is not safer for all patients, and modification of dysphagia diets without adequate training may reduce the quality of dysphagia patient care. Over 90% of SLPs working in health care report exposure to nurses who regularly downgrade dysphagia diets without an SLP consult. This study explores dysphagia diet modification practices of nursing staff with and without dysphagia training. Method Practicing nurses and student nurses ( N = 298) in the United States were surveyed regarding their dysphagia diet modification training and practice patterns. Additionally, a pre-/posttest design was used to determine the efficacy of a short general tutorial on willingness to modify diets without an SLP consult. Results Downgrading diets without an SLP consult is a common practice. Fewer than one third of nurses (31.41%) would avoid it, whereas 73.65% would avoid upgrading without SLP consult. Formal dysphagia training made little difference to this practice. The short general tutorial also had no beneficial effect, in fact slightly reducing the willingness to consult SLPs. Conclusions Dysphagia diet modification practice by nurses is pervasive in U.S. health care. This is a previously unexplored but common issue SLPs face in work settings. This study identifies a need to clarify guidelines and increase interprofessional education between both professions to improve patient care.

scholarly journals Following Interprofessional Education: Health Education Students’ Experience in a Primary Interprofessional Care Setting

2021 ◽  
Vol Volume 14 ◽  
pp. 3253-3265
Author(s):  
Ghadir Fakhri Al-Jayyousi ◽  
Hanan Abdul Rahim ◽  
Diana Alsayed Hassan ◽  
Sawsan Mohammed Awada
Keyword(s):  
Health Education ◽  
Interprofessional Education ◽  
Care Setting ◽  
Education Students ◽  
Interprofessional Care

Interprofessional Education

2018 ◽  
pp. 520-541
Author(s):  
Rebecca Moote
Keyword(s):  
Patient Care ◽  
Student Learning ◽  
Interprofessional Education ◽  
Improve Patient Care ◽  
Collaborative Practice ◽  
Evidence Based ◽  
High Quality ◽  
Design And Implementation ◽  
Assessment Strategies ◽  
Improve Patient

Interprofessional education (IPE) is recognized as an important component in the education of healthcare students. The goal of bringing students together to learn with, from, and about each other is to ultimately impact collaborative practice and improve patient care. Over the last 20 years there has been increased focus on the design and implementation of IPE experiences. Several IPE collaborative organizations and IPE centers have been formed to provide evidence-based recommendations and guidelines. Strategies have been created for designing and implementing high quality IPE activities, developing faculty in IPE, overcoming student stereotypes, determining assessment strategies, and identifying barriers to IPE. This chapter will focus on each of these elements and provide specific recommendations on how to create and implement IPE that improves student learning.

Perspectives on Interprofessional Education: Students and Faculty Weigh In

2017 ◽  
Vol 71 (4_Supplement_1) ◽  
pp. 7111505080p1
Author(s):  
Carol Ann Lambdin-Pattavina ◽  
Cheryl Voyles ◽  
Sharon Razla ◽  
Josh Pace ◽  
Danielle Beauchamp
Keyword(s):  
Interprofessional Education ◽  
Education Students

scholarly journals Attitudes and Behavior towards Interprofessional Collaboration among Healthcare Professionals in a Large Academic Medical Center

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 323
Author(s):  
Benjamin E. Ansa ◽  
Sunitha Zechariah ◽  
Amy M. Gates ◽  
Stephanie W. Johnson ◽  
Vahé Heboyan ◽  
...  
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Medical Center ◽  
Core Competencies ◽  
Academic Medical Center ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Academic Medical

The increasing rates of comorbidities among patients and the complexity of care have warranted interprofessional collaboration (IPC) as an important component of the healthcare structure. An initial step towards assessing the effectiveness of collaboration requires the exploration of the attitudes and experience of healthcare professionals towards IPC. This online survey aimed to examine the attitudes of healthcare professionals working in a large public academic medical center toward IPC in patient care and the healthcare team, and their behavior and experience regarding IPC. The rankings, according to the perceived importance among the respondents, of the four Interprofessional Education Collaborative (IPEC) core competencies (values/ethics, roles/responsibilities, interprofessional communication, teams/teamwork) were assessed. There were strong but varying levels of consensus among healthcare professionals (N = 551) that IPC facilitates efficient patient care, improves patient problem-solving ability, and increases better clinical outcomes for patients. They acknowledged that IPC promotes mutual respect within the healthcare team and providers’ ability to make optimal patient care decisions. However, overall more than 35% of the respondents did not attend multidisciplinary education sessions (grand rounds, seminars, etc.), and about 23% did not participate in bedside patient care rounds. Interprofessional communication was ranked as the most important IPEC core competence. Although the attitude towards IPC among healthcare professionals is strongly positive, many healthcare professionals face challenges in participating in IPC. Institutional policies that facilitate interprofessional learning and interactions for this group of healthcare professionals should be formulated. Online distance learning and interactions, and simulation-enhanced interprofessional education, are options for addressing this barrier. Hospital administrators should facilitate conducive work environments that promote IPC, based on IPEC core competencies, and promote programs that address the challenges of IPC.

Improving Patient Care Through Interprofessional Education

Blood ◽  
2011 ◽  
Vol 118 (21) ◽  
pp. 4764-4764
Author(s):  
Linda M. Ritter ◽  
Susan A. Berry ◽  
Stephanie A. Gregory ◽  
Jonathan L. Kaufman ◽  
Sean T. Walsh ◽  
...  
Keyword(s):  
Patient Care ◽  
Board Of Directors ◽  
Interprofessional Education ◽  
Research Funding ◽  
Advisory Committees ◽  
Interprofessional Communication ◽  
Annual Series ◽  
Roles And Responsibilities ◽  
Oncology Nurse

Abstract Abstract 4764 For interprofessional healthcare teams to succeed, collaborative learning should foster an understanding of the value of each profession for improving patient outcomes. Center of Excellence Media, LLC is conducting independent follow-up research to investigate how barriers to optimal patient care can be addressed through comprehensive education with interprofessional-targeted application directives. In addition, it is examining whether activities that recognize each team member's roles and responsibilities can foster interprofessional communication. Considerations in Multiple Myeloma™ and Considerations in Lymphoma™ are two annual series of CME/CE accredited activities that provide clinicians with information they need to make up-to-date and appropriate treatment decisions for their patients, and are simultaneously made available as supplements to the professional publications The Oncology Nurse-APN/PA®, The Oncology Pharmacist®, and Value-Based Cancer Care®. The faculty panel for each activity is comprised of a hematologist-oncologist, a midlevel provider (a nurse, nurse practitioner, or physician assistant), and a pharmacist from a leading cancer institution, which allows added insight into an interprofessional approach to care. Following a successful didactic series in 2009, in which faculty members discussed their professional perspectives of evidence and data, the 2010 series was case-based and contained commentary from faculty describing their individual roles in patient management. The 2011 series, entitled “Ask the Experts,” poses frequently asked questions regarding the management of myeloma or lymphoma to faculty panels. Preliminary findings have shown that participants have become more aware of the roles and responsibilities of other healthcare professionals (98.5%), and are more comfortable interacting with other members of their practice after participating in these activities (97.8%). They are also collaborating more with other professionals involved in the treatment of their patients (89.3%). Not only were participants individually better able to care for patients after participating in these activities (98.2%), they also acknowledged that interprofessional patient care had been enhanced (97.8%). We continue to collect follow-up data as new activities in this series are released; comprehensive data will be presented at the ASH Annual Meeting. Disclosures: Gregory: Novartis: Membership on an entity's Board of Directors or advisory committees, Research Funding; Genentech (Roche): Membership on an entity's Board of Directors or advisory committees, Research Funding; Amgen: Membership on an entity's Board of Directors or advisory committees; Astellas: Research Funding; Celgene: Research Funding; Cephalon: Research Funding; GlaxoSmithKline: Research Funding; Immunomedics: Research Funding; Onyx: Research Funding. Kaufman:Millennium: Consultancy; Celgene: Research Funding; Keryx: Protocol Review Committee; Onyx: Membership on an entity's Board of Directors or advisory committees; Merck: Research Funding.

scholarly journals ‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

2020 ◽  
Author(s):  
Noreen O'Leary ◽  
Nancy Salmon ◽  
Amanda M. Clifford
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Complex Model ◽  
Cultural Dimensions ◽  
Framework Analysis ◽  
Student Preparation ◽  
Regulatory Standards ◽  
Clinical Educators ◽  
Collaborative Working ◽  
Practice Education

Abstract Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE have been integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge will generate important insights into how practice-based IPE is perceived and experienced. This learning can be applied, both locally and beyond, by stakeholders seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results The overarching theme was establishing the value of practice-based IPE, illustrated in three sub-themes: articulating expectations, conceptualising practice-based IPE and integrating interprofessionalism. First, overt articulation of practice-based IPE learning outcomes within regulatory standards and assessment processes would enhance its value within practice education. Second, clearer conceptualisation of what constitutes practice-based IPE is required. Participants indicated varying conceptualisations regarding why and how to implement practice-based IPE. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve meaningful practice-based IPE. Third, integrating interprofessionalism at placement sites is required. Varying levels of professional engagement were noted, perpetuating stereotypes. Creating educator networks and embedding practice-based IPE in organisational strategy enhances its status and broadens engagement. Conclusions Adoption of these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. National and international longitudinal stakeholder data is needed to refine what type of practice-based IPE is most impactful on future collaborative practice.

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