Interprofessional Education: A Survey of Students’ Collaborative Competency Outcomes

Abstract

This study examines students' collaborative competencies after participating in an interprofessional education (IPE) course offered to undergraduates in nursing, medicine, and pharmacy. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) was foundational to the course. The Interprofessional Collaborative Competency Attainment Survey was administered to 33 students who had successfully completed the interprofessional education course; 17 students completed the survey, for a response rate of 52%. The students' collaborative competencies in the core areas of communication, collaboration, roles and responsibilities, collaborative patient- and family-centered approach, conflict management and resolution, and team functioning significantly improved (n = 17, p < 0.001) after course completion, compared with their collaborative competencies before the course. The findings suggest that students' perceptions of their development of interprofessional and collaborative competencies significantly improved after course completion. This may influence their professional practice at the point of care and enhance patient safety.

Validity and reliability of an adapted German version of the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education Instrument, version 2 (SPICE-2D)

“…A good working relationship between healthcare professionals, for example medical doctors and pharmacists, increases patient and medication safety as their roles within healthcare complement each other. Ward‐based pharmacists have become increasingly popular in countries like the United Kingdom (UK) and the United States (US), where they contribute to patient care through active participation in ward rounds . Learning how to work together as an effective team has traditionally taken place post‐licensure, that is after graduation.…”

“…Ward-based pharmacists have become increasingly popular in countries like the United Kingdom (UK) and the United States (US), where they contribute to patient care through active participation in ward rounds. [2][3][4] Learning how to work together as an effective team has traditionally taken place post-licensure, that is after graduation. Interprofessional education (IPE) is a possible way to prepare healthcare students of different disciplines and professions by developing the necessary skills and knowledge for interprofessional teamwork after graduation.…”

Teaching teamwork: an evaluation of an interprofessional training ward placement for health care students

“…Traditional, hierarchical models of care have given way to partnerships and “community” approaches 2,3. Patients who once remained in hospital now move through various levels of health care, assisted by a diverse group (or “team”) of clinicians who regularly communicate with each other about the care of a defined group of patients and who participate in that care 4.…”

The Process and Implication of Inter-Professional Education: A Systematic Review

“…Tutoring by other professionals and using social networking were also selected as the other activities in IPE (Zanoti & Canova, 2015). Using an online IPE discussion platform was thought to engage in group reflection (Baker & Durham, 2013;Smith, 2014). The use of learning technologies to create a meeting space which does not depend on time or place is a potential solution to the logistical barriers that have prevented wide-scale thus essential to an effective IPE…”