Infusing Interprofessional Education Into the Nursing Curriculum

Cranford, Joan Sistrunk; Bates, Teresa A.

doi:10.1097/nne.0000000000000077

Cited by 20 publications

(9 citation statements)

References 11 publications

(9 reference statements)

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“…Nurses have been shown to play a strategic role in IPC implementation by cooperating with a wide range of HCPs in all settings 11. Given their role in promoting and enhancing IPC in daily practice,2 it has become imperative for universities to provide nursing students with interprofessional knowledge and competences 7.…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

et al. 2019

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ObjectiveTo explore nursing students’ interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences.DesignNational cross-sectional study on data collected in 2016.Setting95 Bachelor of Nursing Sciences programmes; 27 Italian Universities.ParticipantsStudents who (a) were attending or just completed their clinical rotations lasting at least 2 weeks in the same unit, and (b) willing to participate in the study.Primary and secondary outcomesFirst to measure the occurrence of IPE experiences in the most recent clinical rotation; the secondary outcome was to discover factors associated with IPE occurrence.MeasuresThe primary outcome was measured using questions based on a 4-point Likert scale (from 0=‘never’ to 3=‘always’). Explanatory variables were collected at both individual and regional levels with items included in the same questionnaire.Results9607 out of 10 480 students took part in the study. Overall, 666 (6.9%) perceived not having had any IPE experience, while 3248 (33.8%), 3653 (38%) and 2040 (21.3%) reported having experienced IPE opportunities ‘only a little’, to ‘some extent’ or ‘always’, respectively. From the multilevel analysis performed using the generalised linear mixed model, factors promoting the occurrence of IPE experiences were mainly set at (a) the clinical learning environment level (high: learning environment quality, self-directed learning encouragement, learning opportunities, quality of safety and nursing care and quality of tutorial strategies); and (b) the regional level, where significant differences emerged across regions. In contrast, male gender was negatively associated with the perception of having had IPE experiences.ConclusionsA large number of nursing students experienced either ‘never’ or ‘only a little’ IPE opportunities, thus suggesting that nursing education tends to remain within the nursing profession. Limiting students’ interprofessional exposure during education can prevent future collaborative approaches that have been shown to be essential in providing best patient care. In order to increase IPE exposure, it is necessary to develop strategies designed both at the singular unit and regional levels.

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Section: Introductionmentioning

confidence: 99%

Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

et al. 2019

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“…Although effective teamwork is assumed within the health care setting, formal training in teamwork is largely absent in curricula. 4,5 The purpose of this article is to describe how a nursing and medical school in a large university in the north central region of the United States collaborated to systematically integrate IPE clinical simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS A (Team Strategies and Tools to Enhance Performance and Patient Safety) education and participated in a standardized IPE simulation experience.…”

mentioning

confidence: 99%

Developing a Foundation for Interprofessional Education Within Nursing and Medical Curricula

et al. 2016

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Effective teamwork is essential to foster patient safety and promote quality patient care. Students may have limited to no exposure to interprofessional education (IPE) or collaborative practice, therefore making it challenging to learn how to work in teams. This article describes how a nursing and a medical school collaborated to systematically integrate IPE simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS® education and participated in a standardized IPE simulation experience.

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“…One institution utilized a one-day seminar to introduce IPE to students and faculty [8]. Other institutions have used simulation techniques and short IPE meetings that lasted for about 80 minutes [9] [10].…”

Section: Introductionmentioning

confidence: 99%

Getting it Right from the Start: An Interprofessional Orientation Experience for Graduate Health Sciences Students, Evaluating Attitudes toward Role

Dahlgren¹,

Gibbs²,

Greenwalt³

et al. 2018

OALib

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To encourage a collaborative practice environment, educators should implement interprofessional education (IPE) into the healthcare curriculum. The objective of this study was to assess students' attitudes about interprofessional education by determining whether a short interprofessional program impacts their attitudes toward the roles and responsibilities of other healthcare professionals. Graduate students in nursing, pharmacy, occupational therapy, and physical therapy participated in a two-hour orientation program. Students completed a validated pretest and posttest. Significant changes from pretest to posttest were found (p < 0.001), except for one question which addressed the need to acquire more skills than others (p = 0.46). This study suggested that a short program can have a positive impact on student attitudes about IPE.

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Infusing Interprofessional Education Into the Nursing Curriculum

Cited by 20 publications

References 11 publications

Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

Developing a Foundation for Interprofessional Education Within Nursing and Medical Curricula

Getting it Right from the Start: An Interprofessional Orientation Experience for Graduate Health Sciences Students, Evaluating Attitudes toward Role

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