Promoting interprofessional education

Barnsteiner, Jane; Disch, Joanne; Hall, L.W.; Mayer, David; Moore, Shirley

doi:10.1016/j.outlook.2007.03.003

Cited by 179 publications

(141 citation statements)

References 26 publications

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“…However, they faced limitations in their knowledge of how to teach IPC and reported significant obstacles to delivering IPE in the clinical setting. Many of these obstacles are similar to those identified in the recent IPE literature, [26][27][28] but there remains an inconsistent approach to IPE in the acute-care settings represented in this study.…”

Section: Discussionsupporting

confidence: 68%

“…When IPE is seen to be truly valued, CIs will successfully offer this experience to their students. As stated by Reeves, Goldman, and Oandasan, ''elective 26 This, in turn, will foster a sustainable culture of collaborative teamwork.…”

Section: Discussionmentioning

confidence: 97%

“…Researchers agree that when introduced early in the curriculum, IPE can reduce negative stereotyping and generate positive attitudes and respect. 20,26 The CIs interviewed suggested that early introduction of the various disciplines' roles through lectures or problem-based learning would indeed allow for a basic understanding of the potential for teamwork.…”

Section: Discussionmentioning

confidence: 99%

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Inter-professional Education in the Acute-Care Setting: The Clinical Instructor's Point of View

Chau

Denomme²,

Murray³

et al. 2011

Physiotherapy Canada

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Purpose: The purpose of this study was to gain an understanding of the opportunities and challenges involved in providing clinical inter-professional education (IPE) to physical therapy (PT) students in the acute-care setting from the perspective of PT clinical instructors (CIs). Methods: Focus groups were conducted in four acute-care hospitals in Toronto. Participants were recruited using a purposive and convenience sampling approach in order to enhance our understanding of the perceptions of acute-care PT CIs. Eighteen full-time PT CIs with an average of 11 years in practice participated. A constant comparative process was employed to identify recurrent issues and themes within and between groups. Results: Three main themes emerged from the focus groups: (1) Clinical IPE happens when inter-professional collaboration (IPC) occurs; however, IPC differs according to setting, access to other professions, time, support, and structure. (2) IPE is a lifelong learning process that applies to both CIs and students. (3) Student preparedness is a prerequisite for clinical IPE. Conclusions: IPC is an integral part of clinical IPE that requires ongoing commitment and reflection by CIs to ensure that they are ready to instruct students who have some preparation in formal IPE. More knowledge about providing clinical IPE in a structured manner, through academic and health institutions, will allow CIs to become role models for future generations of PT students. Mé thodes : Des groupes de discussion ont é té mis sur pied dans quatre hô pitaux de soins de courte duré e de Toronto. Les participants ont é té recruté s selon une approche d'é chantillonnage au jugé et de commodité , afin que les chercheurs puissent mieux comprendre la perception des soins de courte duré e chez les ICP. Au total, 18 ICP comptant en moyenne 11 anné es de pratique ont participé à l'é tude. Un processus comparatif constant a é té utilisé pour identifier les questions et les thè mes qui revenaient parmi les divers groupes. Ré sultats : Trois grands thè mes se sont dé gagé s de ces groupes de discussion : (1) La FCI a lieu lorsqu'il y a collaboration interdisciplinaire. Toutefois, cette collaboration varie selon le cadre de pratique, l'accè s aux autres professions, le temps, le soutien apporté et la structure du cadre de pratique. (2) La FCI est un processus d'apprentissage permanent, qui s'applique aussi bien aux instructeurs qu'aux é tudiants. (3) Pour bé né ficier de la FCI, les é tudiants doivent ê tre pré paré s. Conclusions : La FCI constitue une partie inté grante de l'é ducation clinique interdisciplinaire. Elle exige des instructeurs un engagement continu et un travail de ré flexion afin qu'ils s'assurent d'ê tre bien prê ts à former les é tudiants qui possè dent dé jà une certaine forme de pré paration à la FCI. Une plus grande connaissance de la formation clinique interdisciplinaire, plus structuré e, dans le cadre des université s ou des institutions du secteur de la santé , permettra aux instructeurs de devenir des modè les pour les ...

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

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Inter-professional Education in the Acute-Care Setting: The Clinical Instructor's Point of View

Chau

Denomme²,

Murray³

et al. 2011

Physiotherapy Canada

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“…Currently, health care professionals are trained to function as individuals in hierarchical arrangements (Clancy & Tornberg, 2007) with education curricula differing across health care disciplines (Barnsteiner, Disch, Hall, Mayer, & Moore, 2007).…”

Section: Teamwork and Collaborationmentioning

confidence: 99%

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

Cabaniss

2014

Teaching and Learning in Nursing

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This study described the extent to which Alabama associate degree nursing faculty, implementing a standardized curriculum, implement the Quality and Safety Education in Nursing (QSEN) selected competencies of safety and teamwork and collaboration. Full-time nursing faculty with a minimum of three years teaching in the Alabama Community College System associate degree schools of nursing participated in a web survey. The survey instrument was created to incorporate the two selected QSEN competencies' knowledge, skills, and attitude statements.The participants were predominantly female holding a master's degree in nursing with teaching responsibilities in both the classroom and clinical setting and had ten years of teaching experience on average. Faculty were asked to identify the hours of direct classroom and clinical instruction dedicated to each knowledge and skill statement and rate the attitude statements in relation to importance of inclusion in the curriculum.The data reflected inconsistencies between hours of instruction and the importance rating for each attitude statement. The findings of this study did not indicate QSEN knowledge, skills, or attitudes had current widespread inclusion in the Alabama associate degree nursing curriculum.This was the first study to explore evidence of the QSEN knowledge, skill, and attitude statements within the Alabama standardized curriculum. Implications from this study suggest the concepts of quality and safety, though familiar to faculty, are not identifiable nor taught at the complexity level which relates to 1) safety and 2) teamwork and collaboration. A review of the state-wide curriculum may be warranted. iii LIST OF ABBREVIATIONS AND SYMBOLS

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“…The ability to work with colleagues within interprofessional teams and to "cooperate, collaborate, communicate, and integrate care" has been defined as a core competency for healthcare professionals by the Institute of Medicine (Committee on the Health Professions Education Summit, Board on Healthcare Services, & Institute of Medicine of the National Academies, 2003). Despite this expectation, health professional educational programs do not consistently teach the skills necessary to operate interprofessionally (Garr, Evans, & Cashman, 2008;Barnsteiner, Disch, Hall, Mayer, & Moore, 2007). Further, it may still be common for students from different programs to rarely interact with each other until they begin practicing in clinical settings (Coster et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Design, Presentation, and Evaluation of an Interprofessional Case Conference on Fibromyalgia

Jobst¹,

Buhler²,

Fuentes³

et al. 2013

Health and Interprofessional Practice

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This paper describes a case study presented to students and faculty in the health professions at an interprofessional case conference. The case described a fictional patient diagnosed with fibromyalgia syndrome as she progressed through six appointments with different healthcare providers, each of which was described as a case vignette and progressively presented to the audience. During each case vignette, students engaged in peer-level instruction regarding disciplinespecific content. Faculty facilitators provided a brief discussion about key elements within each vignette. In a postattendance survey, 92-96% of respondents agreed that they had productive interactions with students and faculty from other health professions and learned how these disciplines approached a patient with fibromyalgia. While 92% of the student respondents agreed that contributions from different healthcare providers was an effective therapeutic strategy for the case patient, 100% agreed that an interdisciplinary approach has advantages to solving a healthcare problem over a mono-professional approach. Our progressive case study model may be used or modified by other schools with multiple health professional programs to provide early experience learning collaboration within an interprofessional framework. Our preliminary results suggest that this approach can increase student appreciation for, and understanding of, the skills and scopes of practice of professional colleagues from other fields through interprofessional exchange. Future investigations should determine whether professional collaboration among healthcare providers improves when they participate in such activities during their professional education.

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Promoting interprofessional education

Cited by 179 publications

References 26 publications

Inter-professional Education in the Acute-Care Setting: The Clinical Instructor's Point of View

Inter-professional Education in the Acute-Care Setting: The Clinical Instructor's Point of View

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

Design, Presentation, and Evaluation of an Interprofessional Case Conference on Fibromyalgia

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