scholarly journals Evaluation of a Communication Survey and Interprofessional Education Curriculum For Undergraduate Health Professional Students

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Jan Froehlich ◽  
Karen Pardue ◽  
Dawne-Marie Dunbar
Keyword(s):  
Health Professional ◽  
Interprofessional Education ◽  
Education Curriculum ◽  
Professional Students ◽  
Health Professional Students

scholarly journals Improving Cultural Competency: A Patient-Centered Approach to Interprofessional Education and Practice in a Veterans Healthcare Facility

2018 ◽  
Vol 7 (4) ◽  
pp. 157
Author(s):  
Margaret Brommelsiek ◽  
Jane A. Peterson ◽  
Sarah Knopf Amelung
Keyword(s):  
Health Professional ◽  
Cultural Competency ◽  
Interprofessional Education ◽  
Care Delivery ◽  
Healthcare Facility ◽  
Military Culture ◽  
Veterans Health ◽  
Professional Students ◽  
Knowledge And Attitudes ◽  
Health Professional Students

Background/Objective: Competency in health professions education when separated from culture is a ‘detached mastery’ of a discreet skill; there are no values considered, no human behind the understanding. This can result in an uneven understanding, proficiency, and commitment concerning individuals’ cultural differences. To increase cultural competency and improve care delivery to veterans, health professional students, participated in an interprofessional education immersion with clinical practicum at a Veteran’s Administration primary care clinic.Methods: Fifty-four graduate students from nursing, clinical psychology, pharmacy and social work participated in an interprofessional education course on military culture. Students’ knowledge and attitudes concerning veterans were evaluated at the start and end of the 8-week immersion course.Results: In both the Knowledge Assessment, a 10-item survey covering the core aspects of the course content, and Health Professionals’ Attitudes Toward Veterans Scale, student knowledge and attitudes improved relating to veterans care.Conclusions: Veterans seeking care in veterans’ and civilian facilities require a culturally competent health professional workforce. Interprofessional education coursework specifically focused on veterans and military culture has shown promise in increasing knowledge and compassion in health professional students working with veteran patients. 

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

2022 ◽  
Author(s):  
John T Paige ◽  
Laura S Bonanno ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
Vladimir J Kiselov ◽  
...  
Keyword(s):  
Health Professional ◽  
New Orleans ◽  
Interprofessional Education ◽  
Quality Care ◽  
Health Science ◽  
Professional Students ◽  
Student Teams ◽  
Health Professional Students ◽  
The Impact ◽  
Level 2

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

scholarly journals Patients’ Messages as Educators in an Interprofessional Health Education Program

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Shelley Doucet ◽  
Heidi Lauckner ◽  
Sandy Wells
Keyword(s):  
Health Professional ◽  
Healthcare System ◽  
Professional Education ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Active Role ◽  
Health Professional Education ◽  
Professional Students ◽  
Health Professional Students ◽  
People First

Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve "health mentors" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students.Methods: Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes.Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions.Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.

scholarly journals Effectiveness of an Interprofessional Education Event for Graduate Health Professional Students

2016 ◽  
Author(s):  
Lisa Knecht-Sabres ◽  
James Gunn ◽  
Christine Conroy ◽  
Sarah Getch ◽  
Susan Cahill ◽  
...  
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Professional Students ◽  
Professional Programs ◽  
Roles And Responsibilities ◽  
The Common ◽  
Health Professional Students ◽  
The Impact ◽  
Common Barriers

Purpose: The purpose of this study was to investigate the impact of a single, optional, half-day, interprofessional education (IPE) event for a myriad of graduate-level health professional students (n=44) at a university in Illinois, USA. Methods: The researchers in this study examined students’ performance on two out of six of the domains on the Interprofessiomnal Collaborator Assessment Rubric (ICAR): Roles and Responsibilities and Communication Strategies. This study also investigated quantitative and qualitative findings related to student perceptions regarding this IPE opportunity. Results: Results indicated that students met or exceeded the minimum competency for the ranking of “developing” for all 6 of the behaviors evaluated. Results also revealed that this half-day extracurricuricular IPE event was viewed favorably by health-professional students and created a venue whereby students belonging to different health professional programs can enter into discussions and learn about each others’ respective roles and responsibilities in patient care. Conclusion: The creation and implementation of short term extracurricular IPE events may be a valuable alternative for healthcare programs that are unable to implement IPE activities due to some of the common barriers impacting the development, implementation, or continuation of IPE opportunities.

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

2022 ◽  
Author(s):  
John T Paige ◽  
Laura S Bonanno ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
Vladimir J Kiselov ◽  
...  
Keyword(s):  
Health Professional ◽  
New Orleans ◽  
Interprofessional Education ◽  
Quality Care ◽  
Health Science ◽  
Professional Students ◽  
Student Teams ◽  
Health Professional Students ◽  
The Impact ◽  
Level 2

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

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