Core Competencies for Interprofessional Collaborative Practice Among Teacher Education, Health and Social Care Students in a Large Scaled Blended Learning Course

Almendingen, Kari; Sparboe-Nilsen, Bente; Kvarme, Lisbeth Gravdal; Benth, Jūratė Šaltytė

doi:10.2147/jmdh.s325086

Cited by 16 publications

(16 citation statements)

References 29 publications

(47 reference statements)

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“…The students answered the following open-ended question: “What do you associate with the term interprofessional collaborative learning?” The IPL course was delivered as a blended learning course on campus in 2020, and the deliveries and learning outcomes were found to be satisfactory. 19 , 20 Due to the high student volume, the course was delivered online on Zoom in 2021. The student evaluation of the fully digital-course delivery in 2021 will be presented in a separate paper (in preparation).…”

Section: Methodsmentioning

confidence: 99%

“… 21 , 17 While the majority learnt something about WHO competencies after the IPL course, the teacher and child welfare students achieved the best learning outcomes, including new knowledge about WHO competencies. 19 All the enrolled students were divided into pre-defined IPL groups each consisting of eight students representing health, social care and teacher education programs, aiming to facilitate that the students should learn with, from and about each other. The educational intervention is timely, as the Norwegian government from 2022 adopted new provisions on cooperation, coordination and child coordinator in 14 Welfare Service Acts.…”

Section: Introductionmentioning

confidence: 99%

“…The educational intervention has been described in several scientific papers, using quantitative methods. [14][15][16][17][18][19] In short, the curricula throughout the three years of IPL comprise three elements: 1) a shared knowledge platform (first year), 2) explorative communication with children (second year) and 3) interprofessional practice involving children, youth and their parents (third year) (total five European Credit Transfer System, ECTS). 14,23 Even if each year of study has a particular focus, the elements are not isolated items but rather parts of an integrated approach.…”

Section: Introductionmentioning

confidence: 99%

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Is Interprofessional Learning Only Meant for Professions Within Healthcare? - A Qualitative Analysis of Associations with the Term Interprofessional Collaborative Learning Among Professional Students

Garnweidner-Holme¹,

Almendingen²

2022

JMDH

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Purpose The main goal of interprofessional learning (IPL) is to help students from different professions develop a common understanding of how to work together in future interprofessional collaboration (IPC). When IPL courses are extended beyond healthcare study programmes to include students from education and social care study programmes, the complexity increases. Since lack of communication and collaboration among professionals is a major challenge in welfare services, there is a need to explore professional students’ associations with IPL. Thus, this study aims to explore what students in healthcare, teaching education and social care study programmes associate with the term “interprofessional collaborative learning”. Participants and Methods The study used student data from an ongoing IPL study at one of the largest state universities in Norway. Students from healthcare, social care and educational teaching bachelor programmes answered the following open-ended question in an online cross-sectional evaluation survey: “What do you associate with the term interprofessional collaborative learning?” We analysed data qualitatively from first- (n = 261) and second-year students (n = 97) collected during December 2019 and 2020. Most second-year students took an IPL course during their first year of study. Results Overall, the students across all professions expressed positive associations with IPL. The most eminent category was that students associated IPL with collaboration, followed by learning and learning how to collaborate. First-year students were also associated with gaining and sharing knowledge and competencies with IPL. Understanding roles was eminent among second-year students in teaching education. Conclusion This study supports the importance of IPL across different educational backgrounds since students seemed to have positive associations with the term and a common understanding that IPL involves several professions. The finding that teacher students highlighted the understanding of roles when working with children, young adults and their families, further supports expanding IPL beyond specialised professions within healthcare.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Is Interprofessional Learning Only Meant for Professions Within Healthcare? - A Qualitative Analysis of Associations with the Term Interprofessional Collaborative Learning Among Professional Students

Garnweidner-Holme¹,

Almendingen²

2022

JMDH

Self Cite

View full text Add to dashboard Cite

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“…The IPL course was delivered as a hybrid course in 2019 and 2020, and the deliveries and learning outcomes have been found satisfactory. 15 , 16 Due to the high student volume, it was decided that the course would be fully digitalized in 2021. The student evaluation of the fully digital course delivery will be presented in a separate paper (in preparation).…”

Section: Methodsmentioning

confidence: 99%

“…The supervisors were recruited from the staff, master’s degree students, and professionals working in the field. 16 They represented a wide age range, different educational, work and supervision background.…”

Section: Methodsmentioning

confidence: 99%

Multidisciplinary Student Groups Support Digital Education as a Public Health Precautional Action to Prevent Spread of COVID-19 Infection: A Mixed Methods Study

Almendingen¹,

Skotheim²,

Ervik³

et al. 2022

JMDH

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Background Health personnel had greater odds of contracting COVID-19 during its first wave in Norway, compared with all working-age individuals. Students in health care, but also in social care and teacher education programs may be exposed to the risk of being infected themselves and to infect others through their mandatory practical training. Online education may reduce their risk of becoming patients and spreaders both in their private lives and during their mandatory training. Aim To explore the extent to which unvaccinated professional students fear transmission of SARS-CoV-2 from fellow students and from public transportation during the third wave. Materials and Methods In this cross-sectional study, 3148 students in health care, social care, and teacher education programs and 32 supervisors completed online questionnaires consisting of open and closed questions (mixed methods) after participating in digital interprofessional learning (IPL) small-group seminars (49.6% and 65% response rates, respectively). On a 6-point Likert scale (0–5), all means concerning fear were around 3, with overlapping confidence intervals. Fear of infecting high-risk individuals seemed higher than fear of contracting the virus themselves. High levels of loyalty to and trust in state and health authorities were expressed. Medical-related terminology was frequently used, such as the one-meter distance rule, infection tracking, national guidelines, and hand sanitizer, which implies high levels of health literacy. They expressed strong support for online course delivery (mean 4.5) ahead of practical training as a precautionary public health action. Conclusion These students did not have high levels of fear of contracting the virus from other students or public transport. They expressed a higher fear of infecting others than being infected themselves. The major implication for the public and the educational system is that students, even in a country with low death rates, support digital education as a public health precautional action to prevent the spread of infection.

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Multi‐Team Shared Expectations Tool (MT‐SET): An Exercise to Improve Teamwork Across Health Care Teams

Marsteller,

Rosen,

Wyskiel

et al. 2024

The Joint Commission Journal on Quality and Patient Safety

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Core Competencies for Interprofessional Collaborative Practice Among Teacher Education, Health and Social Care Students in a Large Scaled Blended Learning Course

Cited by 16 publications

References 29 publications

Is Interprofessional Learning Only Meant for Professions Within Healthcare? - A Qualitative Analysis of Associations with the Term Interprofessional Collaborative Learning Among Professional Students

Is Interprofessional Learning Only Meant for Professions Within Healthcare? - A Qualitative Analysis of Associations with the Term Interprofessional Collaborative Learning Among Professional Students

Multidisciplinary Student Groups Support Digital Education as a Public Health Precautional Action to Prevent Spread of COVID-19 Infection: A Mixed Methods Study

Multi‐Team Shared Expectations Tool (MT‐SET): An Exercise to Improve Teamwork Across Health Care Teams

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