Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

Guo

et al. 2020

Preprint

Abstract Background: During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ role, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.Methods: In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPEResults: Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.Conclusions: The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

Guo

et al. 2020

Preprint

“…There is clear recognition in the literature regarding the benefits of interprofessional learning . These workshops were developed, delivered and attended by those from both medical and nursing backgrounds.…”

Section: Discussionmentioning

confidence: 99%

Well‐being workshop: simple acts of care

Roy

McCorkell

et al. 2019

The Clinical Teacher

Summary Background Well‐being encompasses a constellation of multiple interdependent factors influenced by our personal and professional lives. It has a reciprocal relationship with burnout, a phenomenon detrimental to physicians, students and patients alike. Despite this, well‐being is not a topic routinely integrated into undergraduate medical and nursing curricula. Local demand and increased global attention provided an impetus to create and deliver an ‘Introduction to well‐being’ workshop. Our aim was to start the well‐being conversation early in the professional journeys of students, and to provide strategies to gain and maintain well‐being throughout their careers. Methods We developed a practical, interprofessional well‐being workshop for first‐year medical and nursing students. Over six afternoons, 251 students in groups of 12–15 rotated through our three session, interactive workshop focusing on the interrelated subjects of self care, empathy and communication. On completion of the workshop, written evaluation and take‐home messages were collected and thematically analysed. Results The interprofessional aspect of the workshop and the practical tools imparted were positively evaluated. Take‐home messages highlighted the need to integrate well‐being into the curricula, particularly the self‐care aspect. Students concluded that ‘simple acts of care’ to self and to others were essential for the maintenance and improvement of well‐being. Conclusion Interprofessional early year well‐being workshops, designed to promote open discussion around the significance of self care, empathy and communication, and to provide practical advice for well‐being, were felt to be beneficial by first‐year nursing and medical students. Recognising the importance of simple acts of care is likely to advantage not only individuals but also the culture that they shape.

“…In order for IPE to occur, there must be willingness on the part of all health care professionals to change the way they educate and practice. This requires shifts in tradition, education, and practice which will ultimately result in changing the current health care paradigm [18].…”

Section: Related Conceptsmentioning

confidence: 99%

Interprofessional Education: A Concept Paper

Haruzivishe¹,

Chipamaunga²

2019

Nur Primary Care

Introduction: When individuals of different professions learn together, the experience can change their attitudes, and reduce stereotypes between professions within the medical field. Interprofessional Education (IPE) is increasingly being recognised as a valuable tool of training health professionals to improve health care and patient outcomes. Methods: Key tenets of Walker and Avant's eight step concept analysis method was used (Walker and Avant, 2005). A search of literature was carried out to review the varying definitions of IPE and collaborative practice. Literature was sought from dictionaries, PubMed and Google scholar. Results: IPE occurs when there is 1) Active involvement by two or more members of a health care team; 2) experiential learning and socialization process; 3) participants learn with, from, and about one another; 4) andragogic experiences; 5) a knowledge and value sharing process, and; 6) collaborative patient-centred care. Antecedents of IPE includes issues related to patient safety and quality of care. In order for IPE to occur, there must be willingness on the part of all health care professionals to change the way they educate and practice. Interprofessional learning is the most important and direct consequence of the process of IPE. Students trained in an IPE approach use effective communication understand their roles and responsibilities, have increased mutual respect and trust, and increased job satisfaction and subsequently impact patient outcomes positively. Discussion: The goal in IPE is to develop health professionals to be competent collaborative patient-centered practitioners. Students will be more likely to become collaborative interprofessional team members who show respect and positive attitudes towards each other thus improving patient outcomes. If the seven principles of IPE exist then there is a higher chance that the programme being implemented is IPE.