Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course

Sevin, Alexa M.; Hale, Kenneth M.; Brown, Nicole V.; McAuley, James W.

doi:10.5688/ajpe80232

Cited by 57 publications

(44 citation statements)

References 10 publications

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“…Students' self-assessment has a positive effect on inter-professional competencies. 18 Another category is module or guidance book. The module can be used as guidance, but too many assessment forms, while nutrition students felt that their guidance is less.…”

Section: Discussionmentioning

confidence: 99%

Implementation of interprofessional education in community setting

Asmara

Bakri

Dewi

et al. 2019

J Community Empowerment for Health

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Community health problem(s) needs to be solved collaboratively among the health care team. Interprofessional Education (IPE) is implemented to facilitate health students to collaborate before they join in the working world. The purpose of this study was to identify the experience of students, lecturers, and family members in the implementation of IPE in a community setting. All (465) sixth semester medical, nursing, and nutrition students in the Faculty of Medicine Universitas Diponegoro participated in the IPE program. Each small group contains 4-5 students who worked together in the community setting to identify family health problems, implement interventions, and evaluate the results. Focus Group Discussion (FGD) was conducted to evaluate the implementation. Twenty-four medical, nursing, and nutrition students, eight lecturers, and five family members were involved in this study. FGD was conducted separately among groups. The implementation is divided into four phases, namely, preparation, process, evaluation, and benefit. Unclear competencies and roles-responsibilities of each student in the program was the most problem faced during preparation, while obstacles during the process were difficult to set a schedule among team members. Conducting an objective assessment of both methods and tools needs to be concerned in the evaluation phase. However, students, lecturers, and family members appreciated the program and preferred to sustain the program. IPE can be implemented in a community setting to solve health problems and it can facilitate students to collaborate in a team, but it needs to be settled including preparation, process, and evaluation.

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Section: Discussionmentioning

confidence: 99%

Implementation of interprofessional education in community setting

Asmara

Bakri

Dewi

et al. 2019

J Community Empowerment for Health

View full text Add to dashboard Cite

show abstract

“…It is agreed that, in different health service provision contexts, the interprofessional practice that recognizes the possible replacement of fragmentation by articulation and integration of health actions needs to be made explicit. This has the potential to increase the resolubility of the services and the quality of health care, to broaden and improve communication among professionals and to acknowledge the specific contributions of each area and their overlapping borders (16)(17) .…”

Section: Discussionmentioning

confidence: 99%

Analysis of technical disallowances in a surgical center of a private general hospital

Zunta

Lima

2018

Rev Rene

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Objective: to analyze technical disallowances in a surgical center of a private general hospital. Methods: retrospective documentary study with a sample of 383 medical records with disallowed hospital accounts in which the percentages of disallowances were evaluated through Generalized Estimating Equation models. Results: 1,373 items were disallowed, 82.1% corresponded to nursing professionals and 17.9% to anesthesiologist physicians. The "materials" and "medicines" accounting groups presented the greater number of items disallowed: 67.7% and 13.2%, respectively. The highest amount of disallowed items was generated by nursing professionals, however the highest percentage corresponded to anesthetist physicians. Conclusion: the analysis of hospital accounts allowed the calculation of the number of technical disallowances, with a total of 1,373 items. Nursing professionals were responsible for most of the disallowed items, and the "materials" accounting group predominated, contributing to the search for alternatives that increase billing in the surgical center studied. Descriptors: Surgicenters; Health Personnel; Documentation; Billing; Costs and Cost Analysis. Objetivo: analisar glosas técnicas geradas em centro cirúrgico de hospital geral privado. Métodos: pesquisa documental retrospectiva, cuja amostra constituiu-se de 383 prontuários com contas hospitalares glosadas, nas quais foram avaliadas as porcentagens de glosa, por intermédio de modelos de Equações de Estimação Generalizadas. Resultados: foram glosados 1.373 itens, 82,1% correspondentes aos profissionais de enfermagem e 17,9% aos médicos anestesistas. Os grupos contábeis "materiais" e "medicamentos" apresentaram os itens mais glosados, 67,7% e 13,2%, respectivamente. A maior quantidade de itens glosados foi gerada por profissionais de enfermagem, contudo a porcentagem mais elevada correspondeu aos médicos anestesistas. Conclusão: a análise das contas hospitalares subsidiou o cálculo do número de glosas técnicas, com total de 1.373 itens, sendo os profissionais de enfermagem responsáveis pela maioria dos itens glosados e com predominância do grupo contábil "materiais", contribuindo para busca de alternativas que incrementem o faturamento no centro cirúrgico pesquisado. Descritores: Centros Cirúrgicos; Pessoal de Saúde; Documentação; Faturamento; Custos e Análise de Custo.

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“…However, much of the literature focuses on curricula delivery, content modalities, and measurement for pre/post course performance based on attitude changes and or readiness, and does not specifically direct content to attach meaning to the words or to explicate why competencies might need to exist. [21][22][23][24][25][26][27] By contrast, the literature was reviewed to discover what may be the underpinnings, constructs or definable mechanisms that support content development for the sub-competencies of IPEC's roles and responsibilities. Further, the literature from disciplines outside of the traditional health professions' cadre, were explored, with an emphasis on those factors that focus on what affects and drives human behavior and interaction within a professional context.…”

Section: Review Of the Literaturementioning

confidence: 99%

IPEC’s core competency 2 roles and responsibilities: What more do we need to implement these?

Harper¹

2019

JNEP

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The Interprofessional Education Collaborative (IPEC) has published guidelines to promote interprofessional collaboration. These guidelines are encompassed in four core competency sets. The core competencies are: Core 1: Value/Ethics, Core 2: Roles and Responsibilities, Core 3: Interprofessional Communication and Core 4: Teams and Teamwork. IPEC has outlined sub-competencies for each, which can be interpreted as a compilation of principles, behaviors, precepts and competencies. Together they serve to promote direction for interprofessional collaboration amongst health care professionals. However, the compilation may need more explanation to guide education and practice. Though the sub-competencies described in each core overlap in their application, specifically, Core 2: Roles and Responsibilities is explored for its underpinnings. The literature to date reflects educational delivery modes, but specific content is sparse, and not in the totality of the representative sub-competencies. Much of the literature omits the background that creates the context, and the content for, our deeper understanding of the principles. Therefore, important information is missing that underpins the competency statement set to teach and to learn these sub-competencies. The aim was to identify principles and applicable content to both support learning and to address barriers to learning, which may be essential to implement the sub-competency statements. The sub-competencies independent of further elucidation are unlikely to yield the comprehension needed for implementation and discernible actions that prompt interprofessional collaborative success.

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Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course

Cited by 57 publications

References 10 publications

Implementation of interprofessional education in community setting

Implementation of interprofessional education in community setting

Analysis of technical disallowances in a surgical center of a private general hospital

IPEC’s core competency 2 roles and responsibilities: What more do we need to implement these?

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