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1.
Nurs Clin North Am ; 59(3): 449-462, 2024 Sep.
Article de Anglais | MEDLINE | ID: mdl-39059863

RÉSUMÉ

Simulation-enhanced interprofessional education (SIM-IPE) offers an avenue to teach and facilitate communication, collaboration, and teamwork while gaining an appreciation for the unique roles different healthcare professionals from a variety of settings bring to such learning experiences. This article provides an initial overview of the current trajectory of interprofessional simulation-based education in healthcare practice. An introduction to the Interprofessional Education Collaborative Core Competencies and the Healthcare Simulation Standards of Best Practice will have a TM after Practice in superscript. Practical applications of integrating Sim-IPE into the varied workplaces where nurses are leaders within interdisciplinary teams are provided.


Sujet(s)
Éducation interprofessionnelle , Relations interprofessionnelles , Formation par simulation , Humains , Éducation interprofessionnelle/méthodes , Formation par simulation/méthodes , Équipe soignante , Programme d'études , Compétence clinique/normes , Enseignement infirmier/méthodes
2.
MedEdPORTAL ; 20: 11410, 2024.
Article de Anglais | MEDLINE | ID: mdl-38957533

RÉSUMÉ

Introduction: For future success in the modern health care environment, health professions students require effective interprofessional education experiences to develop their perceptions of other professionals on the health care team. The Interprofessional Standardized Patient Experience (ISPE) is an interprofessional education activity for prelicensure health professional students in nursing, pharmacy, physical therapy, medicine, social work, and occupational therapy. Methods: The ISPE involved collaboration among students to conduct a subjective interview. Students from six health care professions individually interviewed a simulated patient while being observed by students from other professions. A structured faculty-guided debriefing session followed the comprehensive interview process. Students completed a voluntary pre- and post-ISPE survey with interprofessional questions and feedback on the activity. Descriptive statistics were used to analyze individual responses. Differences in student opinions by student profession and by the number of professions present were examined using chi-square tests. Results: Over 4 consecutive academic years, 1,265 students completed the ISPE, and 1,028 completed the pre- and post-ISPE surveys. Analysis of the survey responses indicated that the ISPE enhanced student awareness of the functions of an interprofessional team and increased student knowledge of the roles of different health care professions. Students rated the ISPE as a valuable experience. Differences were noted in some of the measures by profession and group size. Discussion: A single ISPE had a significant impact on prelicensure students' perceptions. The ISPE is a novel and effective approach to interprofessional education that students appreciate.


Sujet(s)
Éducation interprofessionnelle , Relations interprofessionnelles , Étudiants des professions de santé , Humains , Éducation interprofessionnelle/méthodes , Enquêtes et questionnaires , Étudiants des professions de santé/psychologie , Simulation sur patients standardisés , Équipe soignante , Comportement coopératif , Mâle , Professions de santé/enseignement et éducation
3.
MedEdPORTAL ; 20: 11403, 2024.
Article de Anglais | MEDLINE | ID: mdl-38957535

RÉSUMÉ

Introduction: Medication errors can lead to significant adverse events. Nearly 50% of medication errors occur during the prescription-writing stage of the medication use process, and effective interprofessional collaboration and communication are key to reducing error in this process. Methods: We developed a three-part, 60-minute, interprofessional education activity providing medical, physician assistant, and pharmacy students the opportunity to practice collegial interprofessional communication surrounding prescribing practices. Learners met virtually initially as a large group and divided into small groups facilitated by a health professional. Part 1 involved reviewing two prescriptions prepared by learners; part 2 was a discussion about the education, roles, and responsibilities of each profession; and part 3 focused on identifying prescription errors in examples provided by faculty. Students completed a post-pre survey measuring their perception of learning the Interprofessional Collaborative Competency Attainment Survey (ICCAS) areas. Results: Of 317 participants (151 doctor of osteopathy, 68 master of physician assistant studies, and 98 doctor of pharmacy students), 286 completed the post-pre survey, for a 90% response rate. Students reported statistically significant (p < .001) increases in all 20 questions spanning the six ICCAS areas. Discussion: The virtual format allowed multiple institutions to participate from various locations. It broadened the learners' experience by fostering interaction among those with varied perspectives and allowed collaboration between locations and programs that otherwise could not have participated. The activity introduced students to virtual collaboration and key telehealth skills, enhancing their confidence and familiarity with virtual interactions in a professional setting.


Sujet(s)
Comportement coopératif , Relations interprofessionnelles , Assistants médecins , Humains , Assistants médecins/enseignement et éducation , Enquêtes et questionnaires , Éducation interprofessionnelle/méthodes , Erreurs de médication/prévention et contrôle , Étudiant pharmacie/statistiques et données numériques , Compétence clinique , Enseignement pharmacie/méthodes , Médecine ostéopathique/enseignement et éducation , Ordonnances médicamenteuses
5.
J Med Libr Assoc ; 112(1): 33-41, 2024 Jan 16.
Article de Anglais | MEDLINE | ID: mdl-38911530

RÉSUMÉ

Objective: With exponential growth in the publication of interprofessional education (IPE) research studies, it has become more difficult to find relevant literature and stay abreast of the latest research. To address this gap, we developed, evaluated, and validated search strategies for IPE studies in PubMed, to improve future access to and synthesis of IPE research. These search strategies, or search hedges, provide comprehensive, validated sets of search terms for IPE publications. Methods: The search strategies were created for PubMed using relative recall methodology. The research methods followed the guidance of previous search hedge and search filter validation studies in creating a gold standard set of relevant references using systematic reviews, having expert searchers identify and test search terms, and using relative recall calculations to validate the searches' performance against the gold standard set. Results: The three recommended search hedges for IPE studies presented had recall of 71.5%, 82.7%, and 95.1%; the first more focused for efficient literature searching, the last with high recall for comprehensive literature searching, and the remaining hedge as a middle ground between the other two options. Conclusion: These validated search hedges can be used in PubMed to expedite finding relevant scholarships, staying up to date with IPE research, and conducting literature reviews and evidence syntheses.


Sujet(s)
Mémorisation et recherche des informations , Éducation interprofessionnelle , PubMed , Humains , Mémorisation et recherche des informations/méthodes , Éducation interprofessionnelle/méthodes
6.
BMJ Open ; 14(6): e083585, 2024 Jun 21.
Article de Anglais | MEDLINE | ID: mdl-38908853

RÉSUMÉ

OBJECTIVE: To explore students' and facilitators' experiences of using a developed digital activity for interprofessional learning (IPL) focusing on critically ill patient handovers from a primary healthcare (PHC) centre to the ambulance service. DESIGN: A qualitative study design was employed, and the reporting of this study adheres to the Consolidated criteria for Reporting Qualitative research guidelines for qualitative studies. SETTING: A PHC centre and the ambulance service in Stockholm, Sweden. PARTICIPANTS: A total of 31 participants were included in the study: 22 students from five different healthcare professions, seven facilitators and two observers. INTERVENTION: A digital IPL activity was developed to overcome geographical distances, and the scenario included the handover of a critically ill patient from personnel within the PHC centre to the ambulance service personnel for transport to an emergency department. Four digital IPL activities were conducted in 2021. RESULTS: The digital IPL activity eliminated the issue of geographical distance for students and facilitators, and it enabled the students to find an interprofessional model for collaboration through reasoning, by communicating and sharing knowledge with the support of a common structure. Participants perceived the digital IPL activity and scenario as authentic, feasible and facilitated IPL. Using a case with an acute and life-threatening condition was a success factor for students to experience high realism in their IPL on patient safety, handover, care and treatment. CONCLUSION: The developed digital IPL activity facilitated the students' IPL and demonstrated potential sustainability as the digital approach supported overcoming geographical distances for both students and facilitators. By using a scenario involving an authentic case focusing on handovers of a critically ill patient, IPL, feasibility and acceptability were supported. However, it is crucial to emphasise that a comprehensive evaluation, both quantitative and qualitative, over an extended period of clinical rotations and involving a larger group of students is still warranted to ensure continuous improvement and development.


Sujet(s)
Ambulances , Maladie grave , Transfert de la prise en charge du patient , Soins de santé primaires , Recherche qualitative , Humains , Transfert de la prise en charge du patient/normes , Suède , Maladie grave/thérapie , Mâle , Femelle , Relations interprofessionnelles , Adulte , Éducation interprofessionnelle/méthodes
7.
Nurse Educ Today ; 140: 106266, 2024 Sep.
Article de Anglais | MEDLINE | ID: mdl-38833758

RÉSUMÉ

BACKGROUND: Interprofessional education (IPE) has been advocated for all healthcare students, and readiness for interprofessional learning significantly influences its effectiveness. It is essential to explore the antecedent factors of readiness for interprofessional learning among nursing students to promote IPE. While a proactive personality might impact readiness for interprofessional learning, its specific role has remained unspecified. OBJECTIVE: To examine the mediation effects of perceived social support and professional identity on the association between proactive personality and readiness for interprofessional learning among nursing students. DESIGN: The study utilised a cross-sectional design. SETTINGS: Research was conducted at two universities and two vocational schools in Hainan Province, China. PARTICIPANTS: On-campus nursing students were invited to participate between March and May 2023. METHODS: A flyer was distributed to the participants with a QR code to scan to voluntarily complete the online survey, including the Readiness for Interprofessional Learning Scale (RIPLS), Proactive Personality Scale, Perceived Social Support Scale and Professional Identity Status Questionnaire Scale 5d. Descriptive analysis, Pearson associations and mediation analysis were conducted using SPSS software version 26.0 and PROCESS version 4.2 for SPSS. RESULTS: The participants' average RIPLS score was 66.93 ± 9.28. Proactive personality (r = 0.633, p < 0.01), perceived social support (r = 0.605, p < 0.01) and professional identity (r = 0.549, p < 0.01) were all positively related to readiness for interprofessional learning. Meanwhile, the relationship between proactive personality and readiness for interprofessional learning was partly mediated by perceived social support (25.15 %), professional identity (13.35 %) and the chain effects (9.48 %) of perceived social support and professional identity. CONCLUSIONS: The nursing students in Hainan, China demonstrated a medium level of readiness for interprofessional learning. Compound strategies that foster proactive personality, provide social support and boost positive professional identity are warranted to improve nursing students' readiness for interprofessional learning.


Sujet(s)
Relations interprofessionnelles , Personnalité , Identification sociale , Soutien social , Élève infirmier , Humains , Élève infirmier/psychologie , Élève infirmier/statistiques et données numériques , Études transversales , Femelle , Mâle , Chine , Enquêtes et questionnaires , Adulte , Jeune adulte , Éducation interprofessionnelle/méthodes , Apprentissage , Formation au diplôme infirmier (USA)/méthodes , Attitude du personnel soignant
8.
Semin Speech Lang ; 45(3): 213-227, 2024 Jun.
Article de Anglais | MEDLINE | ID: mdl-38810967

RÉSUMÉ

Interprofessional practice (IPP) is thought to increase coordination of care and provide numerous benefits for clients and practitioners. While the importance of interprofessional education and practice has been emphasized in the literature and by numerous organizations including the World Health Organization, understanding what is working for practitioners is still elusive. Using the World Health Organization's framework regarding IPP and the Interprofessional Education Collaborative (IPEC) guidelines and competencies, this research attempted to identify what is working for practitioners when it comes to IPP and where opportunities for growth are still evident. The Collaborative Practice Assessment Tool was distributed to practitioners across disciplines, with a focus on speech-language pathologists and behavior analysts, and both qualitative and quantitative measures were analyzed to determine what reported IPP strategies are in use. Results indicated that practitioners are more similar than they are different when it comes to what is working with regard to the IPEC competencies (i.e., values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams and teamwork) and where change is needed. Discussion and suggestions relevant to clinical practice were identified and a call for development of IPP training across and within disciplines based on IPEC competencies is recommended.


Sujet(s)
Relations interprofessionnelles , Pathologie de la parole et du langage (spécialité) , Humains , Comportement coopératif , Compétence clinique , Éducation interprofessionnelle/méthodes , Équipe soignante
9.
Curr Pharm Teach Learn ; 16(8): 102110, 2024 Aug.
Article de Anglais | MEDLINE | ID: mdl-38795611

RÉSUMÉ

BACKGROUND: Our objective was to create an intentional Interprofessional Education Experience (IEE) that satisfied the requirements set forth by the Center for the Advancement of Pharmacy Education (CAPE 2013), the Accreditation Council for Pharmacy Education (ACPE) Standard 11, and the Interprofessional Education Collaborative (IPEC) Competencies. These frameworks elevate the importance of interprofessional education in pharmacy. They not only guide educational standards but also emphasize the crucial role of collaborative healthcare practices in ensuring comprehensive patient care and improving health outcomes. Our evaluation of PharmD students' attainment of Interprofessional Education (IPE) learning outcomes employed both quantitative and qualitative assessment methods to provide a comprehensive understanding of their achievements. INTERPROFESSIONAL EDUCATION ACTIVITY: Fourteen PharmD students participated in an intentional IEE experience in a community dental clinic, collaborating with the dental clinic team and patients. Assessment methods combined quantitative data from SPICE-R2 with qualitative insights from daily reflections and an IPE Field Encounter based on IPEC Competencies. This approach ensured a thorough evaluation across individual experiences. DISCUSSION: Quantitative analysis revealed a statistically increase in mean scores for four out of ten questions on the SPICE-R2 instrument. Qualitative data analysis utilized grounded theory to analyze emerging themes. IMPLICATIONS: Employing both quantitative and qualitative assessment methods in this intentional IEE environment has proved beneficial in assessing IPE learning outcomes. The PharmD students were able to deliver patient-centered care as valuable members of an interprofessional healthcare team.


Sujet(s)
Établissements de soins dentaires , Apprentissage par problèmes , Étudiant pharmacie , Humains , Étudiant pharmacie/statistiques et données numériques , Étudiant pharmacie/psychologie , Apprentissage par problèmes/méthodes , Études rétrospectives , Établissements de soins dentaires/normes , Établissements de soins dentaires/méthodes , Éducation interprofessionnelle/méthodes , Éducation interprofessionnelle/normes , Relations interprofessionnelles , Évaluation des acquis scolaires/méthodes , Enseignement pharmacie/méthodes , Enseignement pharmacie/normes , Recherche qualitative
11.
Perspect Med Educ ; 13(1): 274-279, 2024.
Article de Anglais | MEDLINE | ID: mdl-38706453

RÉSUMÉ

Collaboration between healthcare professionals from different backgrounds is a true art to be mastered. During interprofessional education (IPE), learners from different professions learn with, from and about each other. Landscape of Practice (LoP) theory can offer insight into social learning in IPE, but its application is rather complex. We argue that choir singing offers a helpful metaphor to understand different concepts in LoP (brokers, engagement, imagination and alignment) and how they are manifested in IPE. Based on similarities between choir singing and IPE, we present four lessons: 1) The teacher sets the tone: a lesson for brokers; 2) You can only learn so much alone: a lesson for engagement; 3) Listening is not as easy as it sounds: a lesson for imagination and 4) A song is more than the sum of its parts: a lesson for alignment. Moreover, we reflect on differences between choir singing and IPE, and insights from these differences.


Sujet(s)
Chant , Humains , Éducation interprofessionnelle/méthodes , Apprentissage , Relations interprofessionnelles , Comportement coopératif
12.
Perspect Med Educ ; 13(1): 266-273, 2024.
Article de Anglais | MEDLINE | ID: mdl-38706455

RÉSUMÉ

Background: Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Approach: Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. Outcomes: The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. Reflection: This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.


Sujet(s)
Relations interprofessionnelles , Perfectionnement du personnel , Lieu de travail , Humains , Lieu de travail/normes , Lieu de travail/psychologie , Perfectionnement du personnel/méthodes , Enquêtes et questionnaires , Éducation interprofessionnelle/méthodes , Mise au point de programmes/méthodes , Corps enseignant et administratif en médecine/enseignement et éducation , Projets pilotes , Corps enseignant/enseignement et éducation
13.
Curr Pharm Teach Learn ; 16(6): 453-459, 2024 06.
Article de Anglais | MEDLINE | ID: mdl-38565466

RÉSUMÉ

BACKGROUND AND PURPOSE: A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. EDUCATIONAL ACTIVITY AND SETTING: 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FINDINGS: Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SUMMARY: Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.


Sujet(s)
Personnes handicapées , Relations interprofessionnelles , Humains , Personnes handicapées/enseignement et éducation , Personnes handicapées/psychologie , Apprentissage par problèmes/méthodes , Recherche qualitative , Éducation interprofessionnelle/méthodes , Éducation interprofessionnelle/normes , Étudiants des professions de santé/psychologie , Étudiants des professions de santé/statistiques et données numériques , Programme d'études/tendances , Programme d'études/normes , Personnel de santé/enseignement et éducation , Personnel de santé/psychologie , Équipe soignante/tendances , Équipe soignante/normes , Comportement coopératif
14.
Ann Ig ; 36(5): 513-524, 2024.
Article de Anglais | MEDLINE | ID: mdl-38648012

RÉSUMÉ

Introduction: Strengthening primary care services with a focus on comprehensive Primary Health Care principles necessitates collaborative work practices within interprofessional teams. In Italy, the Local Health District of Florence embodies a comprehensive Primary Health Care -inspired model of primary care, prominently featuring the House of Community concept. This work presents findings and insights from a multidisciplinary, interprofessional education activity tailored for healthcare professionals, researchers, and students actively participating in the primary care reorganization. Methods: The activity was structured using a four-phase learning model (imaginative, analytical, common sense, and dynamic), aligning with four distinct activities (brainstorming, lecture, case study, and group project). Results: Key themes that emerged encompassed the significance of nurturing relationships among team members, the aspiration for an inclusive work environment, the vital role of community engagement and collaboration across various services, disciplines, and sectors beyond healthcare. Discussion: These themes highlight the essential attributes of successful primary care practices built on the principles of comprehensive comprehensive Primary Health Care. Throughout the innovation process of primary care services, interprofessional education training events emerged as indispensable components for bolstering implementation and ensuring sustainability. This study underscores the crucial role of interprofessional education in bridging the gap between theoretical constructs and practical application, emphasizing that comprehensive Primary Healthcare principles find tangible manifestation in real-world scenarios.


Sujet(s)
Éducation interprofessionnelle , Relations interprofessionnelles , Soins de santé primaires , Soins de santé primaires/organisation et administration , Humains , Italie , Éducation interprofessionnelle/organisation et administration , Éducation interprofessionnelle/méthodes , Équipe soignante/organisation et administration , Personnel de santé/enseignement et éducation , Comportement coopératif
15.
Prof Case Manag ; 29(5): 206-217, 2024.
Article de Anglais | MEDLINE | ID: mdl-38421733

RÉSUMÉ

PURPOSE OF STUDY: This study assessed the effectiveness of a virtual interprofessional education (IPE) discharge planning simulation, focusing on collaborative patient education, and recommendations for hospital discharge. PRIMARY PRACTICE SETTING: An acute care hospital. METHODOLOGY AND SAMPLE: The study utilized a virtual IPE discharge planning simulation for health care students from six different programs. The simulation involved prebriefing, icebreaker, team meeting, patient interaction, and debriefing. Assessment included pre- and post-IPE surveys that included the Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Tool, and video analysis using the Modified McMaster-Ottawa Rating Scale. RESULTS: Student participants from diverse health care programs ( n =143) included nursing ( n = 20), occupational therapy ( n = 21), physical therapy ( n = 42), physician assistant ( n = 38), respiratory therapy ( n = 3), and social work ( n = 19). All programs except respiratory therapy showed significant improvement in IPEC Competency scores post-IPE, with positive outcomes for understanding other professions' roles. Students' self-reported perceptions of team performance were rated highly in various categories. Video analysis demonstrated strong interrater reliability for team scores. IMPLICATIONS FOR CASE MANAGEMENT PRACTICE: Effective hospital discharge planning is vital for cost reduction and patient care improvement. IPE emphasizes collaborative learning among health care students. Previous studies highlight positive outcomes from IPE discharge planning, including virtual formats. This virtual IPE discharge planning simulation significantly improved students' understanding and collaboration competencies, evident in increased IPEC scores across five professions.


Sujet(s)
Éducation interprofessionnelle , Équipe soignante , Sortie du patient , Humains , Sortie du patient/normes , Éducation interprofessionnelle/méthodes , Comportement coopératif , Femelle , Mâle , Adulte , Relations interprofessionnelles , Personnel de santé/enseignement et éducation
16.
Workplace Health Saf ; 72(6): 223-233, 2024 Jun.
Article de Anglais | MEDLINE | ID: mdl-38217437

RÉSUMÉ

BACKGROUND: Occupational safety and health (OSH) professionals increasingly need interdisciplinary collaborative practice competencies to respond to complex worker safety, health, and well-being risks. Effective collaboration with non-OSH-trained professionals (e.g., health promotion, human resources) is critical for planning integrated interventions that address work and non-work risks, consistent with a "Total Worker Health" (TWH) approach. Interprofessional education (IPE) pedagogy offers skill-building for interdisciplinary collaboration, but little attention has been given to IPE in OSH education and training literature. The goal of this study was to assess OSH professionals' perceptions about IPE to guide application in postgraduate TWH education. METHODS: The mixed-methods study involved 210 U.S. professionals in safety (31%), industrial hygiene (16%), occupational nursing (12%) and medicine (11%), and related disciplines (30%). Participants completed a 12-item Readiness for Interprofessional Education Scale (RIPLS) adapted for TWH. Nineteen survey-takers also participated in virtual focus groups to share opinions about IPE benefits, barriers, and desirable course features. FINDINGS: Occupational safety and health professionals reported high overall readiness for IPE (RIPLS, 4.45 ± 0.47), endorsing IPE for interdisciplinary skill-building. Salient IPE motivators were learning new perspectives from diverse disciplines and industries; gaining new subject expertise; developing common ground across disciplines; and learning TWH best practices. Participants recommended case studies to practice interdisciplinary problem-solving through group work. CONCLUSIONS/APPLICATION TO PRACTICE: Interprofessional education is a promising pedagogy for OSH continuing education to promote interdisciplinary collaboration skills needed for TWH practice in the workplace. Occupational safety and health educators need to build competency in IPE pedagogical theory and practice to ensure effective training design and evaluation.


Sujet(s)
Groupes de discussion , Éducation interprofessionnelle , Santé au travail , Humains , Mâle , Enquêtes et questionnaires , Éducation interprofessionnelle/méthodes , Femelle , Adulte , Santé au travail/enseignement et éducation , Adulte d'âge moyen , Relations interprofessionnelles , Comportement coopératif
17.
J Am Assoc Nurse Pract ; 36(8): 446-454, 2024 Aug 01.
Article de Anglais | MEDLINE | ID: mdl-38197789

RÉSUMÉ

BACKGROUND: Nurse practitioner (NP) faculty attitudes toward interprofessional education (IPE) can be barriers to the shift in culture and successful implementation of IPE into nursing curricula. A paucity of studies exist comparing faculty attitudes of IPE with different educational modalities. PURPOSE: The purpose of this research is to compare NP faculty attitudes toward IPE between IPE experiences and educational modalities in NP academic programs. METHODOLOGY: A quantitative cross-sectional comparative design was used. An electronic survey was advertised to approximately 3,000 members of the National Organization of NP Faculties by email blasts to assess their attitudes toward IPE in the academic setting. RESULTS: Participating NP faculty ( n = 208) completed the survey, with a response rate of 6.9%. The results showed that NP faculty reported positive attitudes toward IPE ( M = 4.33). Nurse practitioner faculty attitudes toward IPE and participation in IPE experiences were not statistically significant ( p = .126). Nurse practitioner faculty attitudes toward IPE did not differ with the educational modality. The main effect of the NP degree program educational modality was not statistically significant, F (2, 172) = 0.74, p = .479. CONCLUSIONS: Nurse practitioner faculty are optimistic about IPE in multiple educational modalities but still have some reservations about how to implement IPE activities successfully. IMPLICATIONS: The NP faculty attitudes and barriers to IPE curricular development in all educational modalities must be addressed to prepare NP students to be competent collaborative practice-ready providers on graduation.


Sujet(s)
Attitude du personnel soignant , Corps enseignant et administratif de l'école d'infirmières , Éducation interprofessionnelle , Infirmières praticiennes , Humains , Infirmières praticiennes/enseignement et éducation , Infirmières praticiennes/psychologie , Infirmières praticiennes/statistiques et données numériques , Études transversales , Corps enseignant et administratif de l'école d'infirmières/psychologie , Éducation interprofessionnelle/méthodes , Éducation interprofessionnelle/statistiques et données numériques , Enquêtes et questionnaires , Mâle , Relations interprofessionnelles , Femelle , Programme d'études/tendances , Adulte , Adulte d'âge moyen
18.
J Midwifery Womens Health ; 69(4): 479-482, 2024.
Article de Anglais | MEDLINE | ID: mdl-38146605

RÉSUMÉ

INTRODUCTION: Interprofessional experiences provide critical exposure to collaborative health care teams, yet medical students often lack this experience during clinical clerkships. We created a labor and delivery triage rotation exclusively staffed by certified nurse-midwives in the obstetrics and gynecology clerkship to address this gap. We sought to evaluate the clinical learning experiences of medical students rotating on this midwife-supervised collaborative team. METHODS: Between 2018 and 2020, we electronically sent all medical students an evaluation after each required clerkship. Our primary outcome was the quality of teaching score, as defined by level of agreement on a 5-point Likert scale with a statement regarding teaching quality. A secondary outcome evaluated scores from the National Board of Medical Examiners (NBME) Obstetrics and Gynecology subject examination taken by all students at the end of the rotation. Evaluations and assessments were compared between students rotating on labor and delivery triage and those who did not. Evaluation comments from students rotating on labor and delivery triage were collated to identify common themes. RESULTS: Of 374 students, 370 (98.9%) completed the end-of-clerkship course evaluation and 312 (83.4%) completed teaching evaluations. Sixty-seven students (17.9%) rotated in labor and delivery triage; of these, 52 (77.6%) completed both the course and triage rotation evaluations. There were no differences in the mean quality of teaching scores (3.9 ± 1.2 versus 3.8 ± 1.2, p = 0.54) or in NBME Obstetrics and Gynecology subject examination scores between students rotating in labor and delivery triage compared to all other rotations (79.9% ± 7.2% vs 80.2% ± 7.8%, P = 0.436). Comments from teaching evaluations highlighted student exposure to the midwifery philosophy of care model. DISCUSSION: This work demonstrates the feasibility and benefits of this midwife-led authentic interprofessional collaborative experience for medical students. This model can serve as an example of how to implement and evaluate interprofessional collaboration experiences in the clinical setting.


Sujet(s)
Stage de formation clinique , Comportement coopératif , Gynécologie , Relations interprofessionnelles , Profession de sage-femme , Infirmières sages-femmes , Obstétrique , Étudiant médecine , Humains , Stage de formation clinique/méthodes , Gynécologie/enseignement et éducation , Obstétrique/enseignement et éducation , Infirmières sages-femmes/enseignement et éducation , Femelle , Profession de sage-femme/enseignement et éducation , Grossesse , Équipe soignante , Éducation interprofessionnelle/méthodes , Triage
19.
Article de Espagnol | LILACS, BDENF - Infirmière | ID: biblio-1521896

RÉSUMÉ

Introducción: El impacto que ha tenido la implementación y avance de la educación interprofesional en las ciencias de la salud, ha demostrado que, articulado a diferentes estrategias didácticas, como la simulación clínica estandarizada, optimiza el aprendizaje colaborativo y el trabajo en equipo. Objetivo: Comprender los significados que estudiantes de enfermería y medicina le otorgaron a la educación interprofesional, desarrollada a través de simulación clínica estandarizada. Métodos: Estudio cualitativo interpretativo, donde a través de una determinación a priori basadas en criterios, se seleccionaron 40 estudiantes de enfermería y medicina que participaron de cuatro casos dentro de simulación clínica estandarizada, durante el segundo semestre del año 2019. Estas interacciones fueron videograbadas y luego se realizaron grupos focales para indagar la experiencia que los estudiantes habían tenido en la actividad simulada. Se realizó análisis de contenido de los videos y los grupos focales hasta que no se encontraron nuevos códigos. Resultado: Emergieron tres categorías principales: 1) Identificar las habilidades relacionales necesarias para la atención, 2) Aprender a colaborar a través de la educación interprofesional y 3) Sensaciones implícitas dentro de la simulación interprofesional. Conclusiones: La experiencia y significado que los estudiantes de enfermería y medicina le otorgaron a esta didáctica interprofesional les ayudó a reconocer la reflexión como punto de partida para el aprendizaje significativo y a descubrir en el compañero saberes que podían nutrir su proceso de formación, así como impactarlos en el desarrollo de habilidades interpersonales importantes en la práctica y que aplicarán en su futuro profesional(AU)


Introduction: The impact of the implementation and advancement of interprofessional education in health sciences has shown that, in articulation with different didactic strategies (such as standardized clinical simulation), collaborative learning and teamwork are optimized. Objective: To understand the meanings that nursing and medical students gave to interprofessional education, developed through standardized clinical simulation. Methods: An interpretive qualitative study was conducted, by means of an a priori determination based on criteria; 40 nursing and medical students were selected to participate in four cases within standardized clinical simulation, during the second semester of 2019. These interactions were recorded and focus groups were then held to delve into the students' experience of the simulated activity. Content analysis was applied to the videos and focus groups until new codes were found. Results: Three main categories emerged: 1) identifying relational skills needed for care, 2) Learning how to collaborate through interprofessional education, and 3) implicit feelings within interprofessional simulation. Conclusions: The experience and meaning that nursing and medical students gave to this interprofessional didactic resource helped them recognize thinking as a starting point for meaningful learning, as well as discover, in their partners, knowledge that could nurture their training process and impact them in the development of important interpersonal skills in practice and that they will apply in their professional future(AU)


Sujet(s)
Humains , Élève infirmier , Éducation interprofessionnelle/méthodes , Formation par simulation haute fidélité
20.
Educ. med. super ; 36(1)mar. 2022.
Article de Espagnol | LILACS, CUMED | ID: biblio-1404533

RÉSUMÉ

Introducción: La formación del capital humano en salud y, por tanto, la del médico no están estructuradas sobre la base de competencias profesionales, a pesar de su importancia en la educación del hombre y estar contempladas en el propósito básico de la carrera de Medicina. Objetivo: Exponer mediante análisis crítico las potencialidades del diseño curricular basado en competencias profesionales desde las asignaturas de Propedéutica Clínica y Medicina Interna en la carrera de Medicina. Desarrollo: Se aborda cómo el proceso de formación del pregrado requiere redimensionamiento y perfeccionamiento curricular, con mayor aproximación al objeto de la profesión, a través de la formación por competencias. Además, cómo aprovechar la educación en el trabajo en Propedéutica Clínica y Medicina Interna, esenciales y rectoras, mediante el pase de visita y la discusión diagnóstica, que constituyen ambientes inapreciables para desarrollar la formación por competencias, donde el método clínico tiene su cimiento más sólido. De manera que la formación por competencias se convierta en instrumento esencial para el perfeccionamiento en el campo educacional y represente una propuesta útil avalada por prestigiosos organismos internacionales, que urge generalizar en pos del mejoramiento continuo de la educación. Conclusiones: La estructuración de un plan de estudio basado en competencias profesionales puede respaldar resultados formativos superiores, para lograr un egresado universitario más preparado, trascendente y comprometido con la sociedad, que sea capaz de cumplir mejor el encargo social del sistema de salud cubano(AU)


Introduction: The formation of human resources in health and, subsequently, that of the physician are not structured on the basis of professional competences, despite their importance in the education of human beings and the fact that they are included in the basic purpose of the medical major. Objective: To expose, through critical analysis, the potentialities of the curricular design based on professional competences with respect to the subjects of Clinical Propaedeutic and Internal Medicine in the medical major. Development: This work addresses how the undergraduate training process requires redimensioning and improvement of its curricular design, with greater approximation to the object of the profession, through competence-based training. In addition, it addresses how to take advantage of education at work in the subjects of Clinical Propaedeutic and Internal Medicine, as far as they are both essential and guiding, by means of patients' visits and diagnostic discussions as invaluable settings for developing competence-based training, where the clinical method has its most solid foundation. Thus, competence-based training becomes an essential instrument for improvement in the educational field and represents a useful proposal endorsed by prestigious international organizations, which urgently needs to be generalized for the continuous improvement of education. Conclusions: The structuring of a study plan based on professional competences can support superior training outcomes, in view of achieving a more prepared university graduate, with a transcendent performance and committed to society, who is able to fulfill better the social task of the Cuban health system(AU)


Sujet(s)
Humains , Stage pratique guidé/méthodes , Compétence professionnelle , Médecine clinique/enseignement et éducation , Enseignement médical , Propédeutique médecine , Éducation interprofessionnelle/méthodes
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