Physician Assistant Studentsʼ Perceived Breastfeeding Knowledge and Counseling Skills Before and After Web-Based Curriculum and Lactation Shadowing Experience

Meusch, Stella M.; Elliott, Elizabeth; Fasser, Carl E.

doi:10.1097/01367895-201324030-00006

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…This can have a longstanding influence on HCPs self-confidence in their ability to adequately support breastfeeding families. In studies about structured breastfeeding curriculums, researchers demonstrated increased knowledge and/or attitude of the students in all cases where it was measured (Bozzette & Posner, 2013;Davis & Sherrod, 2015;Dodgson & Tarrant, 2007;Du Plessis et al, 2009;Folker-Maglaya et al, 2018;Froehlich Meusch et al, 2013). With increased knowledge and experience, health professional students reported feeling more capable to provide breastfeeding support to women (Bunik et al, 2011;Deloian et al, 2015;Edwards, 2013;Healer, 2014;Psiaki & Olson, 1982).…”

Section: Discussionmentioning

confidence: 99%

“…We found a heavy focus on improving students’ breastfeeding knowledge, attitudes, and developing breastfeeding support skills. The authors of studies that provided examples of curriculum aimed at developing students’ breastfeeding support skills, also found areas of insufficiency and little increase in students’ confidence (Edwards, 2013; Froehlich et al, 2013; Gary et al, 2017; Healer, 2014; Meusch et al, 2013; Miller et al, 2007; Rhodes & Burgess, 2018; Villegas et al, 2016). Many health care professional (HCP) programs lack evidence-based breastfeeding curriculums, which provided consistent information and up-to-date best practices.…”

Section: Discussionmentioning

confidence: 99%

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Educational Resources and Curriculum on Lactation for Health Undergraduate Students: A Scoping Review

et al. 2020

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Background Breastfeeding is a fundamental component of health care, and health professionals need to be adequately prepared. As part of the system, health care professionals have the ability to influence the establishment and maintenance of breastfeeding. The global literature regarding the curricular approach or established best practices for health professional education in lactation is inconclusive and lacking in rigor. Research aim To explore the literature for the educational resources, methods, and curriculum used in the education of undergraduate health students related to lactation. Methods A scoping review examining the curricular programs of health professional students in lactation was undertaken exploring and summarizing evidence from peer reviewed and grey literature. A scoping review with a five-stage review process was followed. The database search between 1982–2018 generated 625 results, 79 full-text articles were reviewed, and 29 articles published in English met the inclusion criteria. Results In general, educational resources, methods, curricular approaches, and foundational topics were based on best practice standards. Some authors incorporated a variety of learning methods and provided experiential learning, with evidence of translation of knowledge into clinical practice. In the studies examined, researchers reported that students had improved their: knowledge and attitudes (59%); breastfeeding support skills (45%); and confidence (10%). However, even in programs that focused on developing students’ breastfeeding support skills, authors reported a lack of change in students’ confidence. Conclusions Although only English articles met the inclusion criteria, this review was unique in its search of multidisciplinary, multilingual, and international studies. Consistency in teaching across disciplines is key and not evident in the studies reviewed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Educational Resources and Curriculum on Lactation for Health Undergraduate Students: A Scoping Review

et al. 2020

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“…14,15 Findings from multiple studies underscore the benefits of job shadowing such as improvements in communication, increased role awareness, improved interprofessional collaboration, and enhanced teamwork. [15][16][17][18][19][20][21][22] In addition, job shadowing develops opportunities to learn more about and reflect on one's own professional practice, understand other professionals' roles in delivering patient care, and promote the benefits of interprofessional teamwork's focus on collaboration in patient care delivery. 18,19 Professionals who shadow another profession have been found to better appreciate comprehension of each other's roles and responsibilities, leading to enhanced role understanding, a core competency for IPE.…”

Section: Introductionmentioning

confidence: 99%

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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“…2,3 Although different teaching methods are used in medical education with varying success, 1,4 little is known about how educational interventions can improve code status discussions by physician assistant (PA) and nurse practitioner (NP) students, where case-based learning is successful in increasing medical knowledge. 5 Computer-based learning has been shown to improve knowledge and comfort level in breastfeeding counseling skills (self-paced web-based modules), 6 knowledge in mechanical ventilation (narrated PowerPoint), 7 knowledge in managing acutely ill patients (web-based training), 8 and knowledge in end-of-life issues (Wiki Internet tool) 9 for NP and/or PA students.…”

Section: Introductionmentioning

confidence: 99%

Case-Based PowerPoint to Improve Knowledge and Comfort of Having Code Status Discussions by Physician Assistant and Nurse Practitioner Students

et al. 2018

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Background: Little is known about how certain educational interventions may improve informed code status discussions by physician assistant (PA) and nurse practitioner students. Methods: This is a prospective, prospective, single academic center pilot study utilizing a short case-based PowerPoint that reviewed the differences between code status choices and the likelihood of survival to hospital discharge of attempted resuscitation after a cardiac arrest. Training occurred between September 1, 2017, and May 31, 2018. The study population included PA and adult gerontology acute care nurse practitioner (AGACNP) students during their inpatient internal medicine rotation (n = 9) and preclinical PA students (n = 5). Results: After training, there was a significant increase in knowledge in the likelihood of survival to hospital discharge ( P = .01) and comfort level in having an informed code status discussion (3.36 ± 0.81 vs 4.10 ± 0.80, P = .02). For questions related to identification of the correct code status, there were no significant differences before and after the intervention. Conclusion: A short case-based PowerPoint viewed by PA and AGACNP students increased the knowledge about the likelihood of survival to hospital discharge of attempted resuscitation after a cardiac arrest and increased the comfort level of having code status discussions with patients by PA and AGACNP students.

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Physician Assistant Studentsʼ Perceived Breastfeeding Knowledge and Counseling Skills Before and After Web-Based Curriculum and Lactation Shadowing Experience

Cited by 7 publications

References 1 publication

Educational Resources and Curriculum on Lactation for Health Undergraduate Students: A Scoping Review

Educational Resources and Curriculum on Lactation for Health Undergraduate Students: A Scoping Review

Physician Residents Shadowing a Certified WOC Nurse to Develop Interprofessional Competencies

Case-Based PowerPoint to Improve Knowledge and Comfort of Having Code Status Discussions by Physician Assistant and Nurse Practitioner Students

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