Knowledge of the professional role of others: A key interprofessional competency

MacDonald, Marjorie; Bally, Jill; Ferguson, Linda; Murray, B. Lee; Fowler‐Kerry, Susan; Anonson, June

doi:10.1016/j.nepr.2009.11.012

Cited by 162 publications

(107 citation statements)

References 18 publications

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“…Interprofessional practice and patient-centered care share many elements and intent (MacDonald et al 2010;Englander et al 2013;Fox & Reeves 2015). This includes a continuing need to demonstrate strong and consistent evidence that the changes to health practitioner and health system behaviors that are associated with these health care models are also associated with improved health outcomes (Olson & Bialocerkowski 2014).…”

Section: Practice Pointsmentioning

confidence: 99%

Defining a set of common interprofessional learning competencies for health profession students

2017

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Introduction: Increasingly recognized as a core component of contemporary health profession education, interprofessional learning outcomes remain difficult to define and assess across disciplines. The aim of this study was to identify a single set of interprofessional learning competency statements with relevance to all health professions. Methods and results: Six national and international interprofessional competency frameworks were reviewed and combined to give a total of 165 competency statements. Following a process of mapping and grouping these statements into common content areas, duplicate content was removed. In addition, content deemed as a core competency for one or more individual health professions was removed. A round table of experts reviewed the remaining statements and agreed a final set of eight. Each statement was expressed as a specific learning outcome that could be assessed and which described behaviors and practices that students could routinely expect to engage with, and participate in, during the course of their study. Conclusion: Identifying specific interprofessional competencies that students of all health professions require will enable more effective implementation of interprofessional learning activities and assessment within the core curriculum.

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Section: Practice Pointsmentioning

confidence: 99%

Defining a set of common interprofessional learning competencies for health profession students

2017

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“…In fact, the roles and responsibilities of the healthcare team is one of the collaborative competency domains identified by the Interprofessional Education Consortium as an important component of interprofessional education and practice [14] [15].…”

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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“…Understanding of one's own and others' professional roles is an acknowledged competency that provides richness, depth, and essence in interprofessional practice. 30 In the interprofessional clinical environment, the students from different professions were able to become aware of the fact that they had valuable and important knowledge to contribute to the team, i.e., none of the team members knew "everything." The students became clearer about how the others expected them to contribute to the team; they identified their own knowledge gaps and became more familiar with the other professionals' knowledge, skills, and tasks.…”

Section: Discussionmentioning

confidence: 99%

Students' experiences of collaboration during and after an interprofessional training ward course: a mixed methods study

et al. 2013

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Objectives: The objective of this study was to obtain a deeper understanding of how students experience and perceive interprofessional collaboration connected to their learning activities during and after an interprofessional clinical course. Methods: A sample of 15 healthcare students participating on a two-week interprofessional clinical course was used. A mixed method approach was used for data collection. The students' perceptions were gathered several times a day via mobile phones by using the Contextual Activity Sampling System (CASS) and they were also interviewed after the course. Results: The data revealed an interesting discrepancy between the students' learning experiences reported during the course compared to their perceptions after the course. The students were generally more critical during the course, i.e., they tended to report things that did not work well. In the post-course interviews, the students reported that difficulties had been solved during the course. The students emphasized also the importance of structure, interaction, and insights into one's own and other professions' tasks as a base for fruitful interprofessional collaboration. Furthermore, they underlined the benefits of interprofessional team learning with opportunities to contribute to and to acquire new knowledge. Conclusions:The CASS methodology provides possibilities to identify students' and student teams' needs of support to reach the intended learning outcomes of a specific course. Our results might be useful when developing clinical education with a special focus on supporting students in their collaborative practices.

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Knowledge of the professional role of others: A key interprofessional competency

Cited by 162 publications

References 18 publications

Defining a set of common interprofessional learning competencies for health profession students

Defining a set of common interprofessional learning competencies for health profession students

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

Students' experiences of collaboration during and after an interprofessional training ward course: a mixed methods study

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