Off to the Right Start: A Model for Developing Collaboration with Nurses Early in Medical School

Rosen, Lee; Mahon, Jennifer N.; Murdock, Suzanne K; Moran, Colleen; Buckley, Krista

doi:10.1007/bf03341674

Cited by 9 publications

(10 citation statements)

References 22 publications

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“…In our project, we found that the shadowing experience improved IPESAT scores and the morale and confidence of residents during chronic wound management, as reflected by their comments following the experience. While all 4 IPESAT domain scores improved statistically significantly, the greatest gain was in the domain of teamwork (10.8% increase), which mirrored other IPE studies 16,19,35. Moreover, resident comments reflected increased respect for other healthcare professionals, the CWOCN, a consistent finding with prior IPE programs 36…”

Section: Discussionsupporting

confidence: 57%

Physician Residents Shadowing a Certified WOC Nurse to Develop Interprofessional Competencies

Monahan¹,

Zhao²,

Monahan³

et al. 2022

Journal of Wound, Ostomy &Amp; Continence Nursing

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The aim of this quality improvement (QI) project was to assess a shadowing experience with a certified WOC nurse (CWOCN) on 4 interprofessional collaborative practice domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. PARTICIPANTS AND SETTING: Forty-nine physician residents in Family and Internal Medicine participated in this project set at a health system in Chicago, Illinois. APPROACH: Residents spent 16 hours shadowing a CWOCN and completed the Interprofessional Education Collaborative Competency Self-Assessment Tool (IPESAT) pre-and postshadowing that measured 4 interprofessional education (IPE) domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. Paired t tests were performed to determine differences in IPESAT scores before and after the shadowing experience. OUTCOMES: Residents demonstrated significant improvement in their overall knowledge of IPE (P = .000) as well as knowledge within each of the 4 domains (P = .000). After the shadowing experience, the overall ranking improved by 7.5%; the greatest gain (10.8%) occurred in the teamwork domain. IMPLICATIONS FOR PRACTICE:We found that even a comparatively brief shadowing experience with a CWOCN improved knowledge in IPE competencies. The shadowing experience is now permanently part of the Internal Medicine Residency program, and based on these IPE outcomes, other residency programs in our setting, such as the Rehabilitation and Family Medicine program, have increased their requests to shadow with the CWOCN.

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Section: Discussionsupporting

confidence: 57%

Physician Residents Shadowing a Certified WOC Nurse to Develop Interprofessional Competencies

Monahan¹,

Zhao²,

Monahan³

et al. 2022

Journal of Wound, Ostomy &Amp; Continence Nursing

View full text Add to dashboard Cite

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“…The present study goes beyond prior research on interprofessional shadowing demonstrating improvements in knowledge and attitudes (Fougner & Horntvedt 2011, Jain et al 2012, Wright et al 2012, Rosen et al 2013, Shafran et al 2015). It shows that shadowing can yield insights for preclinical students that many physicians do not gain until residency or beyond.…”

Section: Discussionmentioning

confidence: 79%

“…Shadowing can introduce students to the roles of other professionals (Fougner 2011, Wright 2012, Rosen 2013, Shafran 2015, Vasset 2015). Students also learn about communication and teamwork through shadowing activities (Fougner & Horntvedt 2011, Wright et al 2012, Rosen et al 2013). Additionally, shadowing can bring about attitudinal change.…”

Section: Introductionmentioning

confidence: 99%

“…The other two studies analyzed students’ written reflection papers. One was a study of first year medical students shadowing nurses and included a small group discussion with nursing students (Rosen et al 2013). This study found several themes among the reflections: recognition of nurses’ knowledge and responsibility, the importance of communication and teamwork and application of basic science information.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional learning through shadowing: Insights and lessons learned

Kusnoor

Stelljes

2016

Medical Teacher

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Background Interprofessional education (IPE) aims to improve patient outcomes. Interprofessional shadowing improves students’ knowledge of different roles and attitudes toward other professionals. Aim This study evaluates (1) how pre-clinical medical students describe the roles of the healthcare professionals they shadowed, and (2) whether shadowing can be used to introduce medical students to the benefits of interprofessional collaboration, and if so, in what ways. Methods Second-year medical students shadow another discipline and write a reflection on the shadowed discipline’s role and collaboration in patient care. A non-proportional stratified random sample of these reflections was coded during an iterative process. Any number of the 13 possible codes could be assigned to each reflection. Codes relevant to the research questions underwent narrative analysis. Results The most frequent codes were ‘specific function of shadowed discipline (SD)’ (88%), ‘SD’s general purpose’ (86%), and ‘value of SD’s role’ (68%). One-third of reflections referenced ‘communication,’ and one-third mentioned ‘teamwork.’ Insights gained included an appreciation for interprofessional care and a global perspective on patient care, extending beyond the inpatient encounter. Conclusion Through shadowing, students achieve several IPE core competencies and a broader perspective on patient care. Shadowing is an effective pedagogical method for IPE in the pre-clerkship curriculum.

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“…Most IPE programs reported in the literature include passive lecture style teaching methods during pre-clerkship, and focus on student-to-student interactions from a range of health professions. 10 That being said, two published American studies from the University of Vermont 24 and the University of Michigan 25 were found, which outline innovative approaches to IPE similar to HEIGHTEN, whereby first-year medical students shadowed nurses. Both of these studies demonstrated positive interprofessional outcomes including enhanced knowledge of the nursing profession, an understanding of the importance of interprofessional communication, and improved medical student attitudes toward nurses.…”

Section: Discussionmentioning

confidence: 99%

Experiential interprofessional education for medical students at a regional medical campus

2018

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Background: Regional medical campuses are often challenged with providing effective interprofessional education (IPE) opportunities for medical students that are comparable to those at main campuses. At distributed teaching sites, there is often less IPE infrastructure and fewer learners of other health professions. On the other hand, distributed medical education (DME) settings often have community-based clinical environments and fewer medical students, which can provide unique opportunities for IPE curriculum innovation. Methods:At the Niagara Regional Campus (NRC) of McMaster University, the Horizontal Elective for Interprofessional Growth & Healthcare Team ENhancement (HEIGHTEN) was developed to provide first-year medical students the opportunity to learn from and work alongside nurses in a community hospital. This study assesses HEIGHTEN's impact on students' knowledge, confidence, and attitudes towards interprofessional care, as well as student satisfaction with the learning experience using a mixed methods evaluation.Results: Findings suggest that HEIGHTEN provided an enjoyable learning experience, fostered positive interprofessional attitudes and an appreciation for the nursing role. Voluntary participation by medical students was high and increased both within the regional campus and with students from other campuses travelling to participate. Conclusion:This model for IPE can be feasibly replicated by distributed teaching sites to provide medical students with hands-on, experiential learning early in training, leading to positive attitudes and behaviours supporting interprofessional collaboration (IPC).

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Off to the Right Start: A Model for Developing Collaboration with Nurses Early in Medical School

Cited by 9 publications

References 22 publications

Physician Residents Shadowing a Certified WOC Nurse to Develop Interprofessional Competencies

Physician Residents Shadowing a Certified WOC Nurse to Develop Interprofessional Competencies

Interprofessional learning through shadowing: Insights and lessons learned

Experiential interprofessional education for medical students at a regional medical campus

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