Bridging the Gap: Reflections on Teaching Interprofessional Communication to Undergraduate Paramedic and Nursing Students

Johnston, Tania; MacQuarrie, Alexander; Rae, John

doi:10.33151/ajp.11.4.2

Cited by 9 publications

(19 citation statements)

References 34 publications

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“…The use of simulated patient scenarios has been indicated a favourable method of learning interviewing and communication skills among students. However, such scenarios embedded through training and education focus primarily on improving communication with the patient and establishing rapport whereas interprofessional simulations have been found to be an effective tool in developing cross‐discipline communication, collaborative mindsets and improving patient safety and care 22,23 …”

Section: Discussionmentioning

confidence: 99%

“…However, such scenarios embedded through training and education focus primarily on improving communication with the patient and establishing rapport whereas interprofessional simulations have been found to be an effective tool in developing cross-discipline communication, collaborative mindsets and improving patient safety and care. 22,23 The RIPL model not only facilitates collaborations throughout short-term health scenarios, but also incorporates time-lapsed sequencing that takes the students through various stages of the patient journey. This opens the door for the integration of a wide range of allied health professions that patients and their carers are likely to encounter or may be previously untapped resources in improving the patient experience and outcomes.…”

Section: Discussionmentioning

confidence: 99%

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Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

Reed

Bailey

et al. 2021

Australian J Rural Health

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Objective: Western Sydney University has implemented a rural interprofessional learning programme to promote collaborative care approaches to enhance crossdiscipline communications, improve knowledge and clarity of roles and improve patient care and outcomes. Design: Rural interprofessinal learning is an interprofessional educational approach, consisting of simulations of complex health events. Simulation methodology frames the study with a focus on human interaction. A mixed-methods evaluation has been conducted, incorporating pre-and post-event participant surveys along with semistructured focus groups. Setting: Simulations are conducted in the rural setting, including community settings, working farms and rural hospitals. Main Outcome Measures: Reflexive thematic analysis was used to identify themes measuring students' perceptions of interdisciplinary care, knowlede of other health discipline roles and skills and how they believe the exercise will influence their future practice. Facilitator feedback regarding the efficacy of the simulations was also recorded and analysed using reflexive thematic analysis. Participants: Care of simulated patient(s)/bystander(s) is primarily provided by paramedicine, nursing and medical students; however, increasing interest has expanded the programme to include students from a range of allied health professions.Simulations are facilitated by a multidisciplinary team of experienced practitioners and specialists. Intervention: Four rural interprofessional learning events have been held. Results: 120 students have participated in the evaluation. Findings include increased understanding of the contributions of other disciplines in enhancing patient care, team approaches, cross-discipline communication and a need to engage in collaborative care in future practice. Conclusion: Creating a collaborative learning environment creates a culture of multidisciplinary care, enhancing patient care and improving outcomes. The rural 128 | REED Et al. How to cite this article: Reed K, Reed B, Bailey J, et al. Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

Reed

Bailey

et al. 2021

Australian J Rural Health

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“…South African emergency care practitioners (ECPs) engage with other members of the healthcare team during patient handover in the emergency department (ED) (Johnston, MacQuarrie & Rae 2014 ). Emergency care practitioners complete a 4-year degree in emergency medical care and rescue at an accredited higher education institution (Makkink et al 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…During handovers ECPs will commonly interact with three different types of healthcare professionals: medical doctors, nurses and clinical associates (Donaldson 2008 ; Doherty, Couper & Fonn 2012 ; Johnston et al 2014 ; O’Daniel & Rosenstein 2008 ). Whilst the medical and nursing professions have a long history, and as such, are generally well recognised and understood, clinical associates are a relatively new cadre of South African healthcare professional introduced in 2008 by the National Department of Health.…”

Section: Introductionmentioning

confidence: 99%

“…During handover, reliable and accurate information must be transferred between ECPs and their counterparts in the ED to maintain continuity of care and ensure patient safety (Calleja, Aitken & Cooke 2011 ). Poor handover between emergency medical services (EMS) providers and in-hospital staff in the ED has been identified as one of the major causes of medical error, and a lack of effective IPC has been cited as a contributing factor (Johnston et al 2014 ; Siemsen et al 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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Doctors’, nurses’ and clinical associates’ understanding of emergency care practitioners

Vincent-Lambert

Kotze

2021

Health SA Gesondheid

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Background: Healthcare professionals’ understanding of the knowledge, skills and training of their counterparts from other disciplines cultivates appreciation and respect within the workplace. This, in turn, results in better teamwork and improved patient care. Emergency departments are places where emergency care practitioners (ECPs) engage with doctors, nurses and clinical associates. Whilst the importance of inter-professional communication and teamwork between in-hospital professionals and pre-hospital emergency care providers is acknowledged, no literature could be found describing exactly how much these in-hospital professionals understand about the training and capabilities of their ECP colleagues.Aim: The aim of this study was to assess the level of understanding that prospective doctors, nurses and clinical associates have regarding the training and capabilities of ECPs.Setting: The research was conducted in Johannesburg, South Africa, at two universities.Methods: Seventy-seven participants completed a purpose-designed questionnaire assessing their understanding regarding the education and clinical capabilities of ECPs.Results: In total, 64% of participants demonstrated a poor understanding of the level of education and clinical capabilities of ECPs. The remaining 36% showed only moderate levels of understanding.Conclusion: Medical, nursing and clinical associate graduates have a generally poor understanding of the education and clinical capabilities of their ECP colleagues who practise predominantly in the pre-hospital environment. This lack of understanding can become a barrier to effective communication between ECPs and in-hospital staff during patient handover in emergency departments.Contribution: This research highlights a lack of understanding about the role and function of South African ECPs as pre-hospital emergency care providers and the need for more effective inter-professional education.

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Undergraduate paramedic students and interpersonal communication development: a scoping review

Mangan

Rae

Anderson

et al. 2022

Adv in Health Sci Educ

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The objective of this review is to examine the current literature related to interpersonal communication skill development within undergraduate paramedicine. Interpersonal communication is a vital paramedic skill, with evidence demonstrating it leads to improved patient outcomes and satisfaction and reduces medical errors. Interpersonal communication is a core capability set by paramedicine regulatory bodies, and it is the responsibility of accredited universities to ensure graduates are ready for industry and possess all required skills and attributes. In order to be included in this scoping review, all articles were required to meet a pre-determined ‘population, concept, context’ (PCC) framework. The population was undergraduate paramedic students within the context of their undergraduate paramedicine programs, and the concept was interpersonal communication education/teaching/training. In June 2021, a search was conducted using CINAHL, Medline, Emcare and ERIC. The articles had to be written in English and published between 2011 and 2021 and non-research sources were excluded. 176 articles were identified in this search and after screening for duplicates and relevancy, 15 articles were found to be eligible. The literature highlighted 4 key themes, including graduate perception of ‘work readiness’, and a variety of learning experiences including alternative work integrated learning (WIL), interactions with specific patient groups and professional learning experiences. The literature demonstrated that interpersonal communication skills are fostered through human interactions, WIL and simulation, within undergraduate paramedicine programs. Findings from the literature review indicate that practising communication through human interactions, afford an increase in confidence, awareness of ability and empathy, and an increased awareness of preconceived biases. Intraprofessional and interprofessional simulation teaching methods demonstrate the potential to build students confidence in communication and awareness of what is required to function well in a team.

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Bridging the Gap: Reflections on Teaching Interprofessional Communication to Undergraduate Paramedic and Nursing Students

Cited by 9 publications

References 34 publications

Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

Doctors’, nurses’ and clinical associates’ understanding of emergency care practitioners

Undergraduate paramedic students and interpersonal communication development: a scoping review

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