Health Care Partnerships: A Literature Review of Interdisciplinary Education

Abstract

Interdisciplinary education is an excellent teaching model for nursing and other health care professions students. When one considers that nurses, physicians, and other health care professionals must work together in the same environment, it seems feasible that learning together through allocated learning activities as an interdisciplinary group might enhance educational outcomes. According to the literature, interdisciplinary education fosters collaboration and teamwork among the health care team. In addition, anecdotal comments from nursing students indicate that they feel unprepared to communicate with other health care disciplines. Although there is an abundance of articles related to interdisciplinary education, few studies of student outcomes have been conducted. This article provides an overview of interdisciplinary education studies with nursing and other health professions students.

Support for Interdisciplinary Approaches in Emergency Medical Services Education

“…There are additional challenges with scheduling interdisciplinary opportunities because of students and faculty schedules (Barnett et al, 2011;Dufrene, 2012). Singleton and Green-Hernandez (1998) attributed the lack of development and research in interdisciplinary education as another challenge of implementing an interdisciplinary approach in education.…”

“…In addition to these professional cultural influences, elements of the academic institute, such as hierarchy, institutional personality, and unequal allocations of resources serve as potential barriers to interdisciplinary education (Dufrene, 2012;Singleton & GreenHernandez, 1998). There are additional challenges with scheduling interdisciplinary opportunities because of students and faculty schedules (Barnett et al, 2011;Dufrene, 2012).…”

“…Singleton and Green-Hernandez (1998) suggest early involvement of interdisciplinary education results in more positive professional outcomes, for example a greater understanding of and respect for one another. Others described how interdisciplinary education in healthcare results in a better understanding of one's own role on healthcare teams in addition to increased competence and self-efficacy (Dufrene, 2012;Nishisaki, Keren, & Nadkarni, 2007). These benefits increase professional collaboration and teamwork in healthcare settings (Dufrene, 2012;Nishisaki et al, 2007), which can result in improved patient care (Dufrene, 2012;Singleton & Green-Hernandez, 1998).…”

“…However, healthcare students are educated in the same isolated way that has been done for years despite claims that healthcare education is evolving (Dufrene, 2012). The isolated approach to healthcare education continues despite different healthcare professions sharing core values, knowledge, and skills (Engum & Jeffries, 2012).…”

“…Interdisciplinary didactic lectures, simulation and clinical teaching modalities have resulted in a greater understanding and appreciation of other professional roles, teamwork, and communication skills (Barnett et al, 2011;Dufrene, 2012). For example, Hope et al (2005) evaluated the impact of the Downstate Team-Building Initiative (DTBI), where various healthcare students together learned decision-making, conflict mediation, and alliance building across professional positions and cultural identity.…”