Exploring new graduate nurse confidence in interprofessional collaboration: A mixed methods study

Pfaff, Kathryn; Baxter, Pamela; Jack, Susan M.; Ploeg, Jenny

doi:10.1016/j.ijnurstu.2014.01.001

Cited by 74 publications

(56 citation statements)

References 31 publications

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“…[60,61] Case scenarios were reported as adjunct strategies and were used in a majority of studies. [26,[52][53][54][55][56][57][58][60][61][62] Student feedback was reported in most of the strategies as being provided through human debriefing experiences, [52-54, 56-59, 62] through real time computerized feedback, [60] and through real time live human feedback.…”

Section: Education Strategiesmentioning

confidence: 99%

“…[60,61] Physical task training tools combined with computer technology replaced real clinical procedure experiences with guided, direct participation. [60,61] Education without any type of simulation included investigation for effectiveness of collaborative interdisciplinary practice experiences, [55] and the effectiveness of classes and clinical experiences. [59] Overall, most studies had small sample sizes.…”

Section: Figure 1 Search Processmentioning

confidence: 99%

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Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs' professional development, enhance clinical confidence, and focus on patient safety. Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs' clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN's skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care. Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

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Section: Education Strategiesmentioning

confidence: 99%

Section: Figure 1 Search Processmentioning

confidence: 99%

Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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“…Previous research showed health professionals who participated in interprofessional educational opportunities as students were more confident in their abilities to engage interprofessionally in the workplace. 26 Student confidence significantly improved during the second year of implementation, which included additional education and activities in interdisciplinary communication. Providing students with further awareness of the topic, as well as increased interactions with other health professions students created an opportunity to build their confidence in interdisciplinary communication.…”

Section: Discussionmentioning

confidence: 99%

Fostering Interdisciplinary Communication between Pharmacy and Nursing Students

Chen

Kiersma

Keib

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate pharmacy and nursing student self-perceptions of interdisciplinary communication skills, faculty member perceptions of interdisciplinary communication skills, and changes in those skills after increasing the interdisciplinary education content. Design. Two cohorts of pharmacy and nursing (bachelors of science in nursing, BSN) students in respective, semester-long research courses engaged in active learning on interdisciplinary communication, with the second cohort receiving additional content on the topic. At semester completion, students presented a research project at an interdisciplinary poster session. Assessment. Self-, peer-, and faculty evaluations (4 items; 5-point Likert-type) assessing self-confidence and actual interdisciplinary communication skills were completed during the poster session. Overall, students responded they were "very confident" or "extremely confident" regarding the skills, with greater confidence reported by the second cohort. Faculty members agreed that students exhibited effective interdisciplinary communication skills, with stronger agreement for the second cohort. Conclusion. Including interdisciplinary education and experiences in a curriculum increases students' interdisciplinary communication skills. Using multiple interdisciplinary experiences may result in greater increases in these skills.

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“…Existen importantes barreras que dificultan la colaboración entre profesionales: problemas de comunicación entre profesionales [5][6][7][8][9][10][11][12] , el desconocimiento de las funciones y responsabilidades profesionales del otro [5][6][7][12][13][14] , el poder y la jerarquía 5,6,[13][14][15][16] , la falta de confianza (en el otro) 5,6 e incluso la falta de respeto 5,6,8 . Para superar estas barreras es especialmente importante la implantación real de reuniones interprofesionales 2,5,10,17,18 , pues la ausencia, real o de facto, de algunos colectivos en estas reuniones (en las que se decide la atención al paciente) es todavía frecuente 6,7,15 . Pero además, no sólo basta con la existencia de este tipo de reuniones.…”

Section: Introductionunclassified

“…Mientras que los médicos puntúan más alto la calidad de la colaboración que las enfermeras 5 , estas sienten que no son escuchadas por otros profesionales, en particular por los médicos, y les frustra no poder participar en las reuniones interprofesionales de forma activa 15 . Las 4 enfermeras llegan, incluso, a percibir la colaboración interprofesional como un factor de estrés adicional 10 .…”

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