Engaging the community through a longitudinal, interprofessional, interinstitutional experiential learning collaboration

Gentry, Chad; Espiritu, Elena Wong; Schorn, Mavis N.; Hallmark, Beth; Bryan, Missy; Prather, Pilar; Villalta-Gil, Victòria; Offodile, Regina; Wilkins, Consuelo H.

doi:10.1016/j.cptl.2020.09.012

Cited by 5 publications

(29 citation statements)

References 11 publications

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“…Evaluation of the impact of clinical placements on students’ attitudes and/or perspectives towards IPE, IPC, IPL, IPP, and/or their placement experience was a purpose in 30 articles [ 49 – 52 , 63 , 65 , 68 , 72 , 73 , 76 – 78 , 82 , 83 , 85 , 98 , 117 , 118 , 121 , 122 , 130 , 135 – 143 ]. In 28 articles a purpose was to describe some specific aspect of the students’ perceptions on their experience, learning, or success from the IPP education initiative, such as competency development, cultural beliefs, interprofessional socialization, understanding of complex health issues, or other aspect of professional development [ 49 – 51 , 54 , 55 , 58 , 60 , 66 , 72 , 74 , 75 , 79 , 80 , 97 – 99 , 116 , 118 , 122 , 123 , 127 , 130 , 133 , 142 , 144 – 147 ]. Two articles evaluated student perspectives on their placement experience in relationship to their intentions to pursue a particular focus, such as working in primary care or rural settings [ 94 , 139 ].…”

Section: Resultsmentioning

confidence: 99%

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Nagel,

Penner,

Halas

et al. 2024

BMC Med Educ

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Background Interprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings. Methods We conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services Abstracts. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats. Results The 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature – primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction. Conclusion Few educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.

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Section: Resultsmentioning

confidence: 99%

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Nagel,

Penner,

Halas

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

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“…Gentry et al, in their community-based collaborative, inter-institutional IPE study, have used a similar approach to examine students' beliefs, behaviors, and attitudes toward interprofessional socialization and collaboration. 24 Twenty-seven students from five different universities participated in a community-based IPE activity that resulted in a positive change in the total ISVS 9A/9B mean subscale scores (5.88-6.51) for all learners. In addition, students in Gentry et al valued and responded positively to the IPE activity, which was also observed in our study.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, students in Gentry et al valued and responded positively to the IPE activity, which was also observed in our study. 24 Similarly, Claiborne et al used the ISVS 9A/9B surveys to evaluate DH and nursing students' behavior and attitude toward an IPE activity that focused on providing oral health education and preventive services for preschool-aged children. 25 The study's results showed a positive response to the activity and change in the ISVS-9A/9B scores (5.98-6.33), indicating a positive shift in interprofessional socialization and values.…”

Section: Discussionmentioning

confidence: 99%

“…Third, the three statements removed from the ISVS-9A/9B (modified) did not reveal significant limitations to the overall findings as a positive change in the total mean score was aligned with previous studies. [24][25] In terms of the IPE ALA, after students' engagement in the activity, we anticipated improved scores on all statements. However, some statements related to IPEC core domains, roles and responsibilities, and interprofessional communication did not improve.…”

Section: Limitationsmentioning

confidence: 99%

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Dental hygiene and public health students’ perception of an online interprofessional education applied learning activity

Claiborne

Durgampudi

Patel

et al. 2021

Journal of Dental Education

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Purpose/objectives: To pilot an online interprofessional education (IPE) applied learning activity (ALA), to understand students' socialization and values towards IPE teams, and evaluate the IPE learning activity for future implementation. Methods:A pre-and post-test design was used to assess interprofessional socialization and values utilizing the (ISVS-9A/9B) surveys before and after the IPE ALA among dental hygiene (DH) and Master of Public Health (MPH) students (n = 86). Three statements from the ISVS-9A/9B surveys were not included due to the nature of the activity. The IPE ALA was a case study related to a federally funded community health center seeking funding for a dental van within 14 local targeted communities (i.e., children, senior citizens, special needs). Student groups were randomly assigned to one targeted community and completed questions that required application of prevention, systems thinking and management and solutions of oral health issues. Students collaboratively developed an executive summary and presentation through an online learning platform.Results: A total of 73 DH (n = 38) and MPH (n = 35) students (84.8% response rate) completed the ISVS 9-A (modified), and 57 students DH (n = 33) and MPH (n = 24) students (66.3% response rate) completed the ISVS-9B (modified) and IPE activity evaluation. A positive change (pre-post) was observed based on the students' responses (p < 0.05) and 64% agreed that the skills obtained from the IPE ALA would help them in their careers. Conclusions: Overall, student learners' ISVS toward IPE improved after engaging in the online ALA. The use of online platforms is one low resource strategy to integrate IPE experiences into allied health and dental education.

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“…have geriatric curricular competencies as part of their entry into practice education. Students who participate in interprofessional education (IPE) and training report improved teamwork and communication skills, and they recognize the roles and value of other professions (Gentry et al, 2021 ).…”

Section: Evidence‐based Recommendations To Create An Adequat...mentioning

confidence: 99%

Evidence, expertise, and patient/family preferences to maximize health for older adults with implications for evidence‐based practice

Zadvinskis¹,

Tucker

Hoying

2022

Worldviews Ev Based Nurs

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Background As Americans live longer and with chronic conditions, the healthcare system, researchers, faculty, practicing providers, patients, and families must adapt to changing societal needs and goals. Aims The aim of this commentary was to offer recommendations that align with the six vital directions to improve the health care and quality of life for older Americans. Methods This article expands upon the six vital directions from an evidence‐based practice (EBP) perspective that values the three legs of the EBP stool: (1) research evidence, (2) clinician expertise, and (3) patient preferences, values, and circumstances. Results The recommendations reflect the scientific literature, our expertise in EBP and research, our nursing roles and expertise, and our experiences in the care of our older parents. By sharing our experiences as nurse scientists and daughters, we offer insight to raise the healthcare bar for older adults through EBP and meaningful, person‐centered care. Linking Action to Evidence Vital directions for improving the health care and quality of life for older Americans include promoting interprofessional education to create an adequately prepared workforce; researching and implementing pathways to minimize the social determinants of health for older adults; disseminating findings that remediate older adult health disparities; innovating approaches for managing chronic health conditions at home; and studying and implementing approaches for allocating resources for end‐of‐life care that are satisfying for the patients, their family, and clinicians.

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Engaging the community through a longitudinal, interprofessional, interinstitutional experiential learning collaboration

Cited by 5 publications

References 11 publications

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Dental hygiene and public health students’ perception of an online interprofessional education applied learning activity

Evidence, expertise, and patient/family preferences to maximize health for older adults with implications for evidence‐based practice

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