Interprofessional Education and Prelicensure Baccalaureate Nursing Students

Abstract

Interprofessional education is increasingly being used in nursing education. After presenting their integrative literature review of intervention studies of interprofessional education among baccalaureate nursing students, the authors conclude with a discussion of implications for nursing education practice and research.

Educating for collaborative practice: an interpretation of current achievements and thoughts for future directions

“…Although these activities fulfil an important role in developing an individual's competence for practice, ‘individualist assumptions cannot account for the relationships between socialisation, identity construction and learning of expertise that occur in the social context of team‐based activity’ . In support of the notion of a collective identity in communities of practice, we support dialogues about reconfiguring learning not as an act of accumulation but of participation (through roles), seeing learning as collaborative knowledge production that is team capital, rather than capital deposited in the individual . We also support embracing the complexities of patients’ involvements in collaborative situations, as proposed in the following: ‘We would argue that it is a useful reconceptualization of power on the team to conceive of patients as participating in, and negotiating with, emergent patterns of convergence and divergence [between team members], rather than being assumed to be the object or victim of other team members’ agreements or disagreements’ .…”

“…60 In support of the notion of a collective identity in communities of practice, we support dialogues about reconfiguring learning not as an act of accumulation but of participation (through roles), 60 seeing learning as collaborative knowledge production that is team capital, rather than capital deposited in the individual. 42 We also support embracing the complexities of patients' involvements in collaborative situations, as proposed in the following: 'We would argue that it is a useful reconceptualization of power on the team to conceive of patients as participating in, and negotiating with, emergent patterns of convergence and divergence [between team members], rather than being assumed to be the object or victim of other team members' agreements or disagreements'. 61 Our ongoing dialogue about educating for collaborative practice will continue to explore the value, or otherwise, of deliberately embracing, holding and exploring tensions central to developing individual and collective knowledge production and the richness of patients' contributions to this space.…”

“…The limitations of the uniprofessional model in preparing for collaborative practice 14 are acknowledged; for example: 'What is lacking in most nursing education programs are cohesive, intentional curricular approaches throughout programs so that students can begin socialization into their own professional roles and then gradually stream IPE into students' experiences'. 42 Accordingly, other authors recognise the need for curriculum frameworks to 'connect and integrate professional knowledge and practice with interprofessional knowledge and practice', 19 and 'enable growth beyond one's first professional orientation'. 46 However, despite structural changes being valued, the personal responsibility of all educators to ensure students are socialised to be members of their own profession and positively attuned to collaboration, remains on the periphery.…”

Infusing Interprofessional Education Into the Nursing Curriculum

“…A recent study by Hudson et al 19 suggested that baccalaureate nursing students' professional development may be enhanced through IPE, which also provides clarity on the unique contributions of nursing to health care. A recent study by Hudson et al 19 suggested that baccalaureate nursing students' professional development may be enhanced through IPE, which also provides clarity on the unique contributions of nursing to health care.…”

An Exploration of Interprofessional Education in Four Canadian Undergraduate Nursing Programs

“…Patient care simulation activities were often identified as valuable IPE learning strategies (Hudson et al, 2013). Saxell et al (2009) used a cross-sectional study design to evaluate two simulation experiences involving medical, midwifery, and nursing students (n = 54, n = 340).…”