Promoting collaborative dementia care via online interprofessional education

Cartwright, Jade; Franklin, Diane; Forman, Dawn; Freegard, Heather

doi:10.1111/ajag.12106

Cited by 51 publications

(60 citation statements)

References 13 publications

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“…[31][32][33][34][35][36] Intervention characteristics The included studies involved a range of different types of IPE activities, undertaken in different settings, with different participants and involved varying content, delivery mode and duration. Three of the included studies were conducted in the USA; 32 34 36 one was undertaken in Australia, 31 one in Canada 33 and one in the UK 35 (table 2). Participants in three studies included providers of health and social care caring for people with dementia, 32 33 35 whereas three studies focused on graduate/undergraduate students receiving dementia care training.…”

Section: Resultsmentioning

confidence: 99%

“…Participants in three studies included providers of health and social care caring for people with dementia, 32 33 35 whereas three studies focused on graduate/undergraduate students receiving dementia care training. 31 34 36 Three studies involved practice-based IPE interventions: one was delivered in primary care; 33 one in a community setting 34 and one in an acute trust. 35 Two studies focused on a classroom-based IPE interventions delivered in a university, 31 36 whereas another was implemented across three sites (a teaching hospital and two managed care systems) and was classroom and practicebased.…”

Section: Resultsmentioning

confidence: 99%

“…31 32 34 36 Four of the studies reported outcomes related to acquisition of collaborative knowledge and skills linked to interprofessional collaboration in caring for people with dementia -level 2a. [32][33][34][35] Only one study 33 investigated changes in reaction, behavioural change and organisational practice -levels 1, 3 and 4a.…”

Section: Reported Outcomesmentioning

confidence: 99%

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Interprofessional education in the care of people diagnosed with dementia and their carers: a systematic review

et al. 2016

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ObjectivesThis systematic review is linked to the multifaceted social, economic and personal challenges of dementia and the international recognition of the value of interprofessional education (IPE) and its influence on health and social care outcomes. This review therefore aimed to identify, describe and evaluate the impact of IPE interventions on health and social care practitioners (prequalification and postqualification) understanding of dementia, the quality of care for people with dementia and support for their carers.MethodsFollowing PRISMA guidelines, 9 databases were searched (MEDLINE, EMBASE, The Cochrane Library, PsycINFO, CINAHL Plus, Applied Social Sciences Index and Abstracts, Healthcare Management Information Consortium, ERIC and British Education Index). Narrative analysis of the findings was undertaken.DesignSystematic review.Results6 studies meeting the inclusion criteria were identified. The majority of studies were conducted in North America. Participants in 4 studies were health and social care practitioners caring for people with dementia, whereas the remaining studies focused on training graduate or undergraduate students. Diverse IPE activities with varying content, delivery mode and duration were reported. Although some studies reported more positive attitudes to interprofessional working as a result of the interventions, none reported benefits to patients or carers. The quality of the included studies varied. Overall, the evidence for the reported outcomes was considered weak.ConclusionsThis review identified 6 studies describing IPE interventions intended to improve collaborative knowledge, skills, interprofessional practice and organisational awareness of dementia and dementia care. The small number of studies, their varied nature, scope and settings combined with poor quality of evidence limits our understanding of the effectiveness of IPE on the care and support of people with dementia and their carers. Further research is required to develop the evidence base and provide robust studies to inform IPE development.Trial registration numberCRD42014015075.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Interprofessional education in the care of people diagnosed with dementia and their carers: a systematic review

et al. 2016

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“…Reliability and validity evidence have been reported 15,22 with other health care professions, including pharmacy. [23][24][25] Quantitative data were analyzed using SPSS Statistics for Windows, v22.0 (IBM, Armonk, NY). 26 First, descriptive statistics and internal consistency reliability of the scores were examined.…”

Section: Methodsmentioning

confidence: 99%

Racial Differences in Communication Apprehension and Interprofessional Socialization in Fourth-Year Doctor of Pharmacy Students

LaRochelle

Karpinski

2016

American Journal of Pharmaceutical Education

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Objective. To examine racial differences in communication apprehension and interprofessional socialization in fourth-year PharmD students and to investigate the relationship between the two constructs. Methods. Two measures with reliability and validity psychometric evidence were administered to fourth-year pharmacy students at a single historically black university with a large racial minority population. The Personal Report of Communication Apprehension (PRCA-24) measures level of fear or anxiety associated with communication. The Interprofessional Socialization and Valuing Scale (ISVS) measures beliefs, attitudes, and behaviors towards interprofessional collaborative practice. Results. One hundred fourteen students completed the survey. This produced a 77.4% response rate and 45.6% of the participants were African American. There were significant differences between races (ie, White, African-American, and Asian) on both measures. The PCRA-24 and ISVS were significantly correlated in each racial group. Conclusion. As pharmacy education moves to more interprofessional collaborations, the racial differences need to be considered and further explored. Pharmacy curricula can be structured to promote students' comfort when communicating interprofessionally across racial groups. Understanding of culture and early education in cultural competence may need to be emphasized to navigate racial or cultural differences.

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“…Other examples of how this has been achieved can be found in Cartwright et al [5] and Hoti et al [6] This research article, however, looks at the aging population in Brazil and the challenges posed in this culture. IPE has brought together previously distinct educational programs in medicine and multiprofessional health education.…”

Section: Integrating Medical and Health Multiprofessional Residency Pmentioning

confidence: 99%

Issues, applications and outcomes in interprofessional education

Forman

2014

Educ Health

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Promoting collaborative dementia care via online interprofessional education

Abstract: This online IPE case study was successful in developing the collaborative mindsets and interprofessional capabilities required by a future workforce to meet the complex, client-centred needs of people living with dementia.

Cited by 51 publications

References 13 publications

Interprofessional education in the care of people diagnosed with dementia and their carers: a systematic review

Interprofessional education in the care of people diagnosed with dementia and their carers: a systematic review

Racial Differences in Communication Apprehension and Interprofessional Socialization in Fourth-Year Doctor of Pharmacy Students

Issues, applications and outcomes in interprofessional education

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