Nursing staff’s and physicians’ acquisition of competences and attitudes to interprofessional education and interprofessional collaboration in pediatrics

Abstract

Background: Interprofessional education (IPE) is deemed essential for interprofessional collaboration (IPC) in healthcare systems. IPC has positive effects for both patients and healthcare professionals. Especially in pediatrics, IPC is paramount for adequate care of patients and their families though there is a lack of data on the attitudes towards IPE and IPC and acquisition of respective competences in pediatric nursing and medical staff. Methods: Frequencies of interactions and attitudes towards IPE and IPC, with a focus on acquisition of competences for IPE and IPC, of nurses (N = 79) and physicians (N = 70) in a large pediatric university hospital were evaluated with an online questionnaire. Results: All participants worked as part of interprofessional teams, mostly consisting of nurses and physicians. The majority (94.9% (n = 75) of nurses and 100% (n = 70) of physicians) highly valued IPC. Medical doctors acquired most competences important for IPC during day-today work and reported a substantial lack of IPE. Nursing staff on the other hand did report significant interprofessional education during their training as well as ongoing interprofessional learning during day-today work. Nurses also appreciated IPE more. Conclusions: Even though IPC is commonly reported in nurses and physicians working at a large pediatric university hospital there is a lack of structured IPE. A focus should be on IPE for nurses and physicians to enable them to effectively collaborate together. Political and local initiatives for IPE are gaining momentum but still need to be established nationally and internationally.

Attitudes of health care professionals toward interprofessional teamwork in Ashanti Region, Ghana

“…However, this may differ across professions. In one study in Germany, physicians acquired more interprofessional skills including teamwork through work experience rather than pre-service training, while the converse was true for nurses [14]. Interprofessional training has been shown to improve interprofessional competencies including team skills of practicing health professionals [15,16].…”

Overcoming language barriers, enhancing collaboration with interpreters – an interprofessional learning intervention (Interpret2Improve)

“…This is in line with previous studies in the interprofessional field, which have already shown that the relevance of interprofessionalism can be learned in a course [ 57 ]. This is important because the implementation of interprofessional teaching courses for students has so far been inadequate [ 58 , 59 ].…”

Conhecimento Dos Estudantes De Medicina Sobre a Atuação Da Fisioterapia No Ambiente Hospitalar

“…Os dados observados em nossos achados corroboram outros estudos 15,16,21,22 , demonstrando que esse problema não ocorre somente com a área de fisioterapia. Por isso, sugerimos algumas soluções para o problema que podem ser vislumbradas: 1) inclusão no curriculum do Curso de Medicina e dos outros cursos da área da saúde de uma disciplina que discuta o papel e as responsabilidades de cada profissional dentro de uma UTI; por meio de discussão do caso com a equipe multidisciplinar, que poderia estreitar a comunicação entre todos os profissionais da equipe; 2) desenvolvimento de palestras aos alunos do Curso de Medicina sobre a atuação das diferentes áreas dentro de um regime multidisciplinar de atuação; 3) desenvolvimento e distribuição de material pedagógico sobre o assunto durante a residência dos médicos; 4) reuniões periódicas entre as equipes de profissionais para melhorar a comunicação, definir limites de atuação, remover dúvidas, estudar casos, trocar conhecimentos; e 5) maior atenção da administração hospitalar, visando à melhora do clima organizacional dentro das equipes multidisciplinaresestas duas últimas já no âmbito da atividade profissional dentro do hospital, nas áreas ambulatorial, enfermaria e UTI.…”