Effect of Interprofessional Education on Role Clarification and Patient Care Planning by Health Professions Students

Soubra, Lama; Badr, Sherine; Zahran, Eman; Aboul-Seoud, Mona

doi:10.1016/j.hpe.2017.12.005

Cited by 18 publications

(22 citation statements)

References 16 publications

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“…This investigation revealed positive perception changes in Roles and Responsibilities that align with previous investigations using a variety of outcome measures (Arenson et al, 2015;McGehee et al, 2018;McLeod et al, 2014;Zamjahn et al, 2018); contrasting results also exist (Soubra et al, 2018). Consistent with our findings, Teamwork skills were found to be enhanced in undergraduate health professions students following online and face-to-face IPE activities (McLeod et al, 2014;Packard et al, 2016;Soubra et al, 2018;Zanotti et al, 2015).…”

Section: Discussionsupporting

confidence: 90%

Online Non-Technical Skill Simulation: Enhanced Interprofessional Education: Changes in Attitudes and Behaviors of Health Professions Graduate Students

Schack-Dugré

Hamson-Utley²,

Snyder³

2020

Health, Interprofessional Practice and Education

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INTRODUCTION Challenges to the successful implementation of interprofessional education (IPE) include attitudes, logistics and resources. Online non-technical simulation-enhanced interprofessional education (SIM-IPE) is a scalable, low-cost educational strategy that lacks representation in the literature. The objective of this study was to measure the effectiveness of online non-technical skill (ONTS) SIM-IPE to change attitudes toward interprofessional teams and the team approach to care. METHODS A quasi-experimental pre/post-test design using an online survey explored the effectiveness of ONTS SIM-IPE. Graduate health professions students' attitudes toward interprofessional teams and team approach to care was measured using the SPICE-R2. RESULTS Post-test scores on the Student Perception of Interprofessional Clinical Education Revised (SPICE-R2) revealed significant differences in the following subscales: Roles/Responsibility (Z=-.313, p<.002), Patient Outcomes (Z=-.347, p<.001). DISCUSSION Based on these results, ONTS SIM-IPE is an effective instructional method that is scalable to meet the global needs of contemporary graduate health professions' education. CONCLUSION The novel nature of these results leads to the need for standardization in ONTS SIM-IPE pedagogies and research designs. The augmentation of health professions education with SIM-IPE is no longer a luxury, but a necessity as global health crises require social distancing to manage and deliver high quality, cost-efficient, teambased health care to diverse populations.

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Section: Discussionsupporting

confidence: 90%

Online Non-Technical Skill Simulation: Enhanced Interprofessional Education: Changes in Attitudes and Behaviors of Health Professions Graduate Students

Schack-Dugré

Hamson-Utley²,

Snyder³

2020

Health, Interprofessional Practice and Education

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“…On the one hand, students' readiness to work in interprofessional will increase as long as their roles and responsibilities are clear. 16 They also confused about the focus of competencies, whether to collaborate with other health students or solve families' health problems. Understanding roles and responsibilities are part of IPE competencies according to Interprofessional Education Collaborative (IPEC) besides Values/Ethics for Interprofessional Practice, Interprofessional Communication, and Teams and Teamwork.…”

Section: Discussionmentioning

confidence: 99%

“…Understanding roles and responsibilities are part of IPE competencies according to Interprofessional Education Collaborative (IPEC) besides Values/Ethics for Interprofessional Practice, Interprofessional Communication, and Teams and Teamwork. 17 Students are pursued to understand their profession's roles and responsibilities and share it with others. Students' self-assessment has a positive effect on inter-professional competencies.…”

Section: Discussionmentioning

confidence: 99%

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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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“…(16,17) Other studies have described that when students from the health sciences learn and work in interprofessional teams, they obtain greater clarity of their role and ability to plan tasks than when they are in intra-professional teams, added to the positive impact this has on the sensitization on the role of other professions. (18,19) Moreover, the interventions conducted based on didactics around IPE evidenced promotion in the development of skills related with communication, teamwork, conflict resolution, decision making, roles and attitudes on care by the interprofessional team. (20)(21)(22) For Baker and Durham, (20) elaborating an IPE course permitted improving collaboration, conflict resolution, and communication among students from medicine, nursing, and pharmacy; aspects also indicated by Castillo Parra et al, (23) emphasizing on the construction of new knowledge with collective learning.…”

Section: Contributions Foundmentioning

confidence: 99%

Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review

Inzunza¹,

Montenegro²,

Reyes³

et al. 2020

invest. educ. enferm

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Objective. This work sought to know the state of the artrelated to the theme of Interprofessional Education (IPE)in the training of Nursing and Medical students and thelevel of evidence developed thus far. Methods. This wasan exploratory systematic review, declared as scopingreview by the Joanna Briggs Institute, JBI, in which asearch was performed in Embase, Science direct, PubmedMedline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 byusing the DeCS and MeSH terms of Interprofessionaleducation, education research, healthcare professionals,nursing and medicine, selecting 39 original articles aftercarrying out the review process with the criteria by theJBI. Results. Four thematic nuclei emerged: Experiencesand perceptions of interprofessional learning, Didacticsrelated with IPE, Empirical indicators related with IPE,and Development of professional skills. The highest level of evidence is presented bythe articles dealing with didactics; on the contrary, no articles were found that dealtwith topics related with early inclusion of IPE in the medical and nursing curricula,which are currently necessary to complement the focus of patient-centered care. Conclusion. The thematic nuclei show that the level of evidence in the literatureis varied, although mostly descriptive in scope, highlighting the development ofprofessional skills as a result of interprofessional education.

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Effect of Interprofessional Education on Role Clarification and Patient Care Planning by Health Professions Students

Cited by 18 publications

References 16 publications

Online Non-Technical Skill Simulation: Enhanced Interprofessional Education: Changes in Attitudes and Behaviors of Health Professions Graduate Students

Online Non-Technical Skill Simulation: Enhanced Interprofessional Education: Changes in Attitudes and Behaviors of Health Professions Graduate Students

Implementation of interprofessional education in community setting

Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review

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