Multiprofessional education to stimulate collaboration: a circular argument and its consequences

Roodbol, Petrie F.

doi:10.1007/s12507-010-0011-7

Cited by 14 publications

(14 citation statements)

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“…These barriers include the social identity of professional groups, hierarchical relations between professionals, lack of time, workload, and lack of financial incentives for the education program and for interprofessional collaboration in practice. In addition, factors related to the implementation and change process of professionals and practices such as the support of senior management, dynamic leadership, inclusion of all staff members, a proactive approach to prevent resistance, and sustaining change during and after the initial implementation process are important [ 10 , 30 , 33 - 37 ].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Ideally, primary care professionals, such as GPs and practice nurses (registered nurses or practice assistants with vocational education employed by GPs), should play a central role in the care for the elderly [ 2 , 5 , 6 , 10 ]. GPs already play a key role in the Dutch health care system and function as gatekeepers for other community and institutional services.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional education in primary care for the elderly: a pilot study

et al. 2013

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BackgroundThe Dutch health care system faces huge challenges with regard to the demand on elderly care and the competencies of nurses and physicians required to meet this demand.At present, the main focus of health care in the Netherlands lies on illness and treatment. However, (frail) elderly need care and support that takes their daily functioning and well-being into consideration as well. Therefore, health care professionals, especially those professionals working in primary care such as GPs and practice nurses, will be challenged to a paradigm shift in emphasis from treating illness to promoting health (healthy ageing). Interprofessional education is necessary to realise this shift in professional behaviour. Evidence indicates that interprofessional education (IPE) can play a pivotal role in enhancing the competencies of professionals in order to provide elderly care that is both effectively, integrated and well-coordinated. At present, however, IPE in primary care is rarely utilised in the Netherlands. Therefore, the aim of this pilot study was to develop an IPE program for GPs and practice nurses and to evaluate the feasibility of an IPE program for professionals with different educational backgrounds and its effect on the division of professionals’ tasks and responsibilities.MethodsTen GPs and 10 practice nurses from eight primary care practices in two provinces in the north of the Netherlands, Groningen and Drenthe (total population about 1.1 million people), participated in the pilot IPE program. A mixed methods design including quantitative and qualitative methods was used to evaluate the IPE program.ResultsDuring the program, tasks and responsibilities, in particular those related to the care plan, shifted from GP to practice nurse. The participants’ attitude toward elderly (care) changed and the triage instrument, the practical tool for prioritising preferences of the elderly and discussing their medication use, was considered to have an added value to the development of the care plan.ConclusionsThe results of this pilot study show that an interprofessional education program for professionals with different educational backgrounds (GPs and practice nurses) is feasible and has an added value to the redefining of tasks and responsibilities among GPs and practice nurses.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interprofessional education in primary care for the elderly: a pilot study

et al. 2013

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“…Historically, many universities have focused on multiprofessional education (MPE) as opposed to IPE, which misses the mark on social identity, acceptance, and collaboration among healthcare students (Roodbol, 2010). MPE focuses on healthcare students learning core subjects together; however, it does not translate into the healthcare students' gains in communication and collaboration (Barr & Coyle, 2013).…”

Section: Call For Ipementioning

confidence: 99%

Examining Self-Efficacy and Self-Esteem in Healthcare Students Participating in an Interprofessional Critical Care Simulation

Allen¹,

Emlund²,

Kozdronkiewicz³

et al. 2018

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BACKGROUND: Interprofessional education (IPE) is becoming increasingly encouraged in healthcare. However, a lack of consensus exists in how IPE should be provided. The research at hand examines changes in self-efficacy and self-esteem in 132 nursing, dietetic, physician assistant, and social work students when participating in a critical care simulation. The simulation focused on a septic patient requiring cardiopulmonary resuscitation.METHOD: This quantitative, repeated measures and correlational study utilized the Generalized Self-Efficacy Scale and Rosenberg Self-Esteem Scale to examine a possible relationship between self-efficacy and self-esteem. In addition, exploration of changes in self-efficacy and self-esteem after participating in the cardiopulmonary simulation was conducted.RESULTS: There was a statistically significant medium, positive correlational relationship between self-efficacy and self-esteem in healthcare students participating in a cardiopulmonary resuscitation simulation (p<0.001). Healthcare students did not experience statistically significant gains in self-efficacy and self-esteem (p>0.05). During debriefing, students expressed experiencing role confusion when working with each other.CONCLUSION: More IPE experiences, including in mock code simulations, is necessary to enhance communication, collaboration, and prevent role confusion.HIGHLIGHTS:More interprofessional education is necessary to prevent role confusionSelf-efficacy and self-esteem have a positive correlation in IPE critical care simulationHealthcare students did not have significant gains in self-efficacy and self-esteem

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“…The increasing trend towards inter-professional education (IPE) is highlighted in several papers; IPE refers to a process in which students from different healthcare groups learn together, with benefits including prevention of professional "silos", better teamwork, teambased practice and inter-professional communication (Barr et al 2005;Roodbol 2010, IPEC 2016. Maintaining a "professional" identity among student midwives, however, is important for the future of the profession.…”

Section: Transforming Context Of Midwifery Educationmentioning

confidence: 99%

“…Increasing complexity in women"s lives and health, and increased clinical specialisation needed to ensure women receive safe high quality care, reflect the importance of effective collaboration. IPE could change working practices and mind sets among those in the early stages of their clinical education (Roodbol 2010) and better link education and care delivery systems (Thibault 2013). Until recently, local professional culture or institutional characteristics of settings in which midwifery programmes were embedded either facilitated or blocked implementation of collaborative training programmes (Luyben et al 2013).…”

Section: Accepted Manuscriptmentioning

confidence: 99%

What is next? Midwifery education building partnerships for tomorrow's maternal and neonatal health care

et al. 2018

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Multiprofessional education to stimulate collaboration: a circular argument and its consequences

Abstract: The current developments in healthcare are unprecedented. The organization of health care is complex. Collaboration is essential to meet all Petrie F. Roodbol 1 the healthcare needs of patients and to achieve coordinated and unam-

Cited by 14 publications

References 9 publications

Interprofessional education in primary care for the elderly: a pilot study

Interprofessional education in primary care for the elderly: a pilot study

Examining Self-Efficacy and Self-Esteem in Healthcare Students Participating in an Interprofessional Critical Care Simulation

What is next? Midwifery education building partnerships for tomorrow's maternal and neonatal health care

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