An examination of interprofessional education in a pre-registration children’s nursing course

Abstract

Aim This study set out to gain insight into views held by children's nursing students, lecturers and clinically based nurse mentors about interprofessional education (IPE).Method A qualitative research design was undertaken. Small focus groups were held with pre-registration children's nursing students, and semi-structured interviews with university lecturers and clinically based nurse mentors to find out information about their understanding of IPE.Findings Participants not only valued IPE, but they agreed that it had the potential to positively affect the care of children, young people and their families.Conclusion It is important that professionals collaborate to ensure students receive high quality IPE learning experiences.

The effect of interprofessional team-based learning among nursing students: A quasi-experimental study

“…During the past decade, IPE has been implemented in many countries, including the UK and US (Ritchie, Dann, & Ford, 2013;Addy, Browne, Blake, & Bailey, 2015). Medical practitioners (Scrandis & Bussell, 2016), dentists (Wilder et al, 2008), nurses (Whiting, Caldwell, & Akers, 2016), and social workers (Aase, Aase, & Dieckmann, 2013) are just a few of the many health professionals that have received IPE in their professional education.…”

Potentialities and limitations of Interprofessional Education during graduation: a systematic review and thematic synthesis of qualitative studies

“…Furthermore, the opportunity to experience the IPE allowed students to re ect on the importance of humanizing care [26, 27,31] and the value of promoting holistic patient care: "I think it makes you think of the family as a whole rather than just the patient" [31]. For others, the experience helped "learn how to speak to people and just being company to them" [26].…”

“…Table 1 presents a summary of the characteristics of the included studies. They were published between the years 2004 and 2020, being mainly from the USA [25][26][27][28] and the UK [29][30][31]. Among the included studies, three did not report the periodicity of IPE activities [32][33][34].…”

Inter-professional education in a child mental health-care context: children’s nursing and clinical psychology students learning together

“…Despite the imperative to incorporate IPE into curricula, and to evaluate its effectiveness, this can be difficult without formal university and health-care provider strategies in place. Whiting et al (2016) recommend that evaluators of IPE take a realistic position in their data collection, focusing primarily on attitudes and behaviour change, whereas others recommend that courses evaluate their IPE strategies using mixed methods, including a review of their impact on students in practice (Cahn et al, 2016). The initiative described in this paper sought to build on findings from previous studies attempting both approaches with student mental health nurses and trainee clinical psychologists (CPs) (Priest et al, 2008(Priest et al, , 2011, but this time in the context of child health care.…”

“…The importance of IPE has been highlighted in children's nursing contexts by students, mentors and university lecturers alike (Whiting et al, 2016), as on a day-to-day basis, children's nurses (CNs) interact with a wide range of professional groups such as speech and language therapists, social workers, psychologists and school teachers. Equally, IPE is crucial for CPs, as not only do they work directly into child teams, but also, their role in consultancy work demands an intimate awareness of other professional roles and functions.…”