“…This model facilitates building and sustaining relationships among practicing RNs and nursing students. [10][11][12][13] Although a body of evidence exists that describes the characteristics and outcomes of individual specialty DEUs, less is written about integrated mental health and acute care DEU clinical learning environments as a component of an academic-practice partnership. One study explored a model of integrated psychiatric care on a medical-surgical unit focused on therapeutic communication and awareness of treatment plan gaps involving psychiatric needs in medical-surgical patients.…”
Section: Dedicated Education Unitsmentioning
confidence: 99%
“…A DEU is devoted to clinical education of nursing students by a consistent cohort of experienced RNs, educated in student preceptorship and professional development, offered by the academic partner. This model facilitates building and sustaining relationships among practicing RNs and nursing students 10-13 . Although a body of evidence exists that describes the characteristics and outcomes of individual specialty DEUs, less is written about integrated mental health and acute care DEU clinical learning environments as a component of an academic-practice partnership.…”
“…This model facilitates building and sustaining relationships among practicing RNs and nursing students. [10][11][12][13] Although a body of evidence exists that describes the characteristics and outcomes of individual specialty DEUs, less is written about integrated mental health and acute care DEU clinical learning environments as a component of an academic-practice partnership. One study explored a model of integrated psychiatric care on a medical-surgical unit focused on therapeutic communication and awareness of treatment plan gaps involving psychiatric needs in medical-surgical patients.…”
Section: Dedicated Education Unitsmentioning
confidence: 99%
“…A DEU is devoted to clinical education of nursing students by a consistent cohort of experienced RNs, educated in student preceptorship and professional development, offered by the academic partner. This model facilitates building and sustaining relationships among practicing RNs and nursing students 10-13 . Although a body of evidence exists that describes the characteristics and outcomes of individual specialty DEUs, less is written about integrated mental health and acute care DEU clinical learning environments as a component of an academic-practice partnership.…”
“…We searched the literature to identify previous IPTWs in order to generate ideas for our IPTW. We found multiple descriptions of IPTWs in different countries and specialities [10], [12], [13], [14], [15], [16], [17], [18], [19], [20], [21], [22]. However, the organisation and set-up of these IPTWs differs somewhat and was not always well described.…”
Section: Project Descriptionmentioning
confidence: 99%
“…Since their first description more than two decades ago in Sweden [11], multiple IPTWs have been established mainly in Scandinavia (reviewed in [10]) and other countries [12], [13], [14], [15], [16], [17], [18], [19], [20], [21], [22]. To date training wards have been piloted in Germany for medical students (Witten-Herdecke) [23], [24] and for nursing students, however an IPTW focussing on interprofessional competencies has not been established in Germany so far.…”
“…One example is the interprofessional dedicated education units (IDEUs), which provide practice education opportunities for pre-licensure learners who are required to meet both interprofessional and uniprofessional clinical objectives primarily through their participation in collaborative rounds and case study discussions with faculty (McVey, Vessey, Kenner, & Pressler, 2014). The hospital-based student training ward (STW) is another example of practice-based IPE where teams of learners assume clinical responsibilities for patients within a medical unit specifically designated for interprofessional learning.…”
Despite growing awareness of the benefits of interprofessional education and interprofessional collaboration (IPC), understanding how teams successfully transition to IPC is limited. Student exposure to interprofessional teams fosters the learners' integration and application of classroom-based interprofessional theory to practice. A further benefit might be reinforcing the value of IPC to members of the mentoring team and strengthening their IPC. The research question for this study was: Does training in IPC and clinical team facilitation and mentorship of pre-licensure learners during interprofessional clinical placements improve the mentoring teams' collaborative working relationships compared to control teams? Statistical analyses included repeated time analysis multivariate analysis of variance (MANOVA). Teams on four clinical units participated in the project. Impact on intervention teams pre- versus post-interprofessional clinical placement was modest with only the Cost of Team score of the Attitudes Towards Healthcare Team Scale improving relative to controls (p = 0.059) although reflective evaluations by intervention team members noted many perceived benefits of interprofessional clinical placements. The significantly higher group scores for control teams (geriatric and palliative care) on three of four subscales of the Assessment of Interprofessional Team Collaboration Scale underscore our need to better understand the unique features within geriatric and palliative care settings that foster superior IPC and to recognise that the transition to IPC likely requires a more diverse intervention than the interprofessional clinical placement experience implemented in this study. More recently, it is encouraging to see the development of innovative tools that use an evidence-based, multi-dimensional approach to support teams in their transition to IPC.
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