Considerations for Faculty and Presenters in Interprofessional Continuing Education

Graebe, Jennifer; Richetti, Dion Andrew; Zarembski, Dawn G.

doi:10.3928/00220124-20220907-02

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…The effective use of digital services in social and health care requires professionals to be competent in digital environments and services, not forgetting client support and guidance [7][8][9], and multidisciplinary teams need expertise in developing digital tools and services for social and health care [10][11][12][13][14]. However, there is also a need to strengthen professionals' and students' digital skills [15][16][17]. In informatics competences, documentation in the electronic health record systems is one of the basic skills of every professional and has been at the core of bachelor studies for more than 10 years [18].…”

Section: Introductionmentioning

confidence: 99%

Multidisciplinary students’ self-evaluated competence at the beginning of studies in digital health and social care service specialisation education

et al. 2023

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Digital transformation in health and social care is a fast-growing sector globally. Multidisciplinary professionals are needed in the development of digital health and social care services. This study aimed to evaluate the self-assessments of students participating in specialisation education on the importance of multidisciplinary digital competences, focusing on competence in the digitalisation of social and health care and how they assess their own competences at the beginning of their education. The purpose was to describe the multidisciplinary competences in this area at EQF level 6 by using a self-assessment tool. Data were collected from 274 specialised education students in the years 2021 and 2022 from 14 universities of applied sciences. The background information included participants’ years of work experience, professional education area and study credits. There were nine competence areas. The survey contains 61 Likert scale questions. Cronbach’s alpha was 0.962 (N=126). The paired t-test was used for statistical analyses to determine the relationship between the importance of a competence and students’ current levels of competence. For each pair, the arithmetic mean for the how important variable was higher than the current competence variable. The average means of all competences’ differences was 1.04 between how important the competence was to the students and their current understanding of their own level of the particular competence. Service design competences have both the highest average level of student competence and variance in competence. The second-largest variance was in online guiding competences, which is one of the clearest competences for students to understand the content. These results may be explained by expert bias, where a person with a lot of knowledge rates their own level of knowledge lower, while a person with less knowledge does the opposite. The gap between current competence level and the assessed importance of the particular competence shows that there is a need for specialisation education in multidisciplinary competences for developing digital health and social care services. The overall result is a self-assessment tool that can be used to assess the level of competences in different competence areas in specialisation education. It is important for health and social care organisations to manage the competences and continuing education of their professionals.

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Section: Introductionmentioning

confidence: 99%

Multidisciplinary students’ self-evaluated competence at the beginning of studies in digital health and social care service specialisation education

et al. 2023

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“…Both the American Psychological Association and American Occupational Therapy Association support entry-level curricula inclusion of IPE in which students have opportunities to learn and apply the knowledge and skills necessary for interprofessional collaborative practice (American Occupational Therapy Association, 2015; Diaz-Granados, 2015; Gray et al, 2015, p. 1; Hughes et al, 2019). IPE and collaboration has many benefits, which include helping students to understand their own professional identity while gaining an understanding of other professionals’ roles on the health care team; encouraging mutually positive attitudes among disciplines; and promoting interprofessional communication, cooperation, and decision making among team members in the care of patients and their caregivers (Bridges et al, 2011; Graebe et al, 2022; Henry et al, 2018; Homeyer et al, 2018). Although the benefits are many, the potential barriers to successful implementation of IPE must be recognized to develop a strategic plan to circumvent those challenges.…”

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confidence: 99%

How a short-term pandemic solution became a long-term curriculum change: A blueprint for an interprofessional learning assignment.

Trivinia,

Zarabba,

Foster

2023

Scholarship of Teaching and Learning in Psychology

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The following article outlines an interprofessional education (IPE) experience between doctoral psychology and occupational therapy programs that initially emerged as the result of the COVID-19 pandemic. Since its creation, this innovative experience has developed into an integrated and integral component of the first-year curriculum for both programs. Thus, the purpose of the present article is to provide a blueprint for an IPE learning assignment. Specifically, this article describes how two health service training programs collaborated to develop shared goals and understanding, address barriers common to IPE learning within higher education, and respond to student feedback, ultimately creating a sustainable IPE learning experience for graduate students.

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2022: A Year in Review

Graebe¹,

Cosme²

2022

J Contin Educ Nurs

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In 2022, program directors in ANCC accredited nursing continuing professional development (NCPD) organizations and transition to practice (TTP) programs embraced innovative and dynamic ways to envision the future of nursing and health care from a new vantage point. This column highlights key topics from the year: workforce development; the interprofessional learning environment; return on investment for NCPD and TTP programs; and outcomes-driven professional development. [ J Contin Educ Nurs . 2022;53(12):525–527.]

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Considerations for Faculty and Presenters in Interprofessional Continuing Education

Cited by 4 publications

References 2 publications

Multidisciplinary students’ self-evaluated competence at the beginning of studies in digital health and social care service specialisation education

Multidisciplinary students’ self-evaluated competence at the beginning of studies in digital health and social care service specialisation education

How a short-term pandemic solution became a long-term curriculum change: A blueprint for an interprofessional learning assignment.

2022: A Year in Review

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