Interprofessional Education ( IPE ) Activity amongst Health Sciences Students at Sultan Qaboos University : The Time is Now !

Inuwa, Ibrahim

doi:10.12816/0003168

Cited by 13 publications

(10 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, IPE enables students to learn and exercise interprofessional communication. By improving knowledge about their own roles and responsibilities as well as the roles of the other profession an improvement for interprofessional team working can be expected [ 36 , 37 ]. Finch stated that students can also be better prepared for performing roles traditionally taken over by the other profession [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

et al. 2018

View full text Add to dashboard Cite

BackgroundTo ensure high quality patient care an effective interprofessional collaboration between healthcare professionals is required. Interprofessional education (IPE) has a positive impact on team work in daily health care practice. Nevertheless, there are various challenges for sustainable implementation of IPE. To identify enablers and barriers of IPE for medical and nursing students as well as to specify impacts of IPE for both professions, the ‘Cooperative academical regional evidence-based Nursing Study in Mecklenburg-Western Pomerania’ (Care-N Study M-V) was conducted. The aim is to explore, how IPE has to be designed and implemented in medical and nursing training programs to optimize students’ impact for IPC.MethodsA qualitative study was conducted using the Delphi method and included 25 experts. Experts were selected by following inclusion criteria: (a) ability to answer every research question, one question particularly competent, (b) interdisciplinarity, (c) sustainability and (d) status. They were purposely sampled. Recruitment was based on existing collaborations and a web based search.ResultsThe experts find more enablers than barriers for IPE between medical and nursing students. Four primary arguments for IPE were mentioned: (1) development and promotion of interprofessional thinking and acting, (2) acquirement of shared knowledge, (3) promotion of beneficial information and knowledge exchange, and (4) promotion of mutual understanding. Major barriers of IPE are the coordination and harmonization of the curricula of the two professions. With respect to the effects of IPE for IPC, experts mentioned possible improvements on (a) patient level and (b) professional level. Experts expect an improved patient-centered care based on better mutual understanding and coordinated cooperation in interprofessional health care teams. To sustainably implement IPE for medical and nursing students, IPE needs endorsement by both, medical and nursing faculties.ConclusionIn conclusion, IPE promotes interprofessional cooperation between the medical and the nursing profession. Skills in interprofessional communication and roles understanding will be primary preconditions to improve collaborative patient-centered care. The impact of IPE for patients and caregivers as well as for both professions now needs to be more specifically analysed in prospective intervention studies.

show abstract

Section: Discussionmentioning

confidence: 99%

Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

et al. 2018

View full text Add to dashboard Cite

show abstract

“…6 Multiple studies have shown that self-efficacy appears to be a substantial contributor to student learning outcomes particularly in undergraduate healthcare IPL education. [7][8][9][10][11] All students in health professions are expected to demonstrate high levels of personal efficacy and competency in the skills required for the establishment of an effective learning environment and a constructive learning experience. 12 Moreover, becoming more confident in certain skills can also empower students to more effectively handle complex and stressful situations, an important quality when treating ailments and managing patients.…”

mentioning

confidence: 99%

Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia

Nurumal

Diyono²,

Hasan

2020

Sultan Qaboos Univ Med J

View full text Add to dashboard Cite

Objectives: Self-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study. Methods: This descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences. Results: Significant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale. Conclusion: These findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings. Keywords: Self Efficacy; Intersectoral Collaboration; Interdisciplinary Research; Professional Competence; Learning; Undergraduate Medical Education; Malaysia.

show abstract

“…Although IPE is a part of medical school curricula in many countries, including Canada, the USA, the UK and Australia, there is little documentation of IPE initiatives in many developing countries, including those in the Middle East. 1,17,18 The main objective of this review was to discuss the various innovative approaches adopted and models developed and/ or pilot-tested to deliver IPE in different parts of the world, exclusively targeting IPE issues involving undergraduate health profession trainees.…”

mentioning

confidence: 99%

Currently Available Tools and Teaching Strategies for the Interprofessional Education of Students in Health Professions: Literature review

Khan¹,

Shahnaz²,

Gomathi³

2016

SQUMJ

View full text Add to dashboard Cite

Interprofessional education (IPE) is designed to provide students from different health sectors with opportunities to work together to enhance future collaboration. The implementation of IPE activities is a current trend in various countries. This review exclusively targets IPE issues involving undergraduate health profession students and highlights various approaches in different regions. A total of 28 articles published in peer-reviewed journals between January 2012 and July 2015 were assessed to determine recent trends in IPE implementation. Nine main strategies were identified: simulation-based education programmes; rotations in rural and community settings; interprofessional training wards; patient-centred case studies; theme-centred workshops; student seminars; student-delivered lectures; health promotion activities; and interactive lectures in a common setting. Many of these institutions had not restricted themselves to a single strategy and supplemented these activities with additional teaching or learning methods. Recommendations gathered from these diverse approaches may assist the development of sustainable strategies for implementing IPE in undergraduate medical curricula.

show abstract

Interprofessional Education ( IPE ) Activity amongst Health Sciences Students at Sultan Qaboos University : The Time is Now !

Cited by 13 publications

References 23 publications

Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia

Currently Available Tools and Teaching Strategies for the Interprofessional Education of Students in Health Professions: Literature review

Contact Info

Product

Resources

About