Shifts in nursing and medical students’ attitudes, beliefs and behaviours about interprofessional work: An interprofessional placement in ambulatory care

Seaman, Karla; Saunders, Rosemary; Dugmore, Helen; Tobin, Claire; Singer, Rachel; Lake, Fiona

doi:10.1111/jocn.14506

Cited by 14 publications

(30 citation statements)

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“…The literature search retrieved 3995 articles. After applying the inclusion and exclusion criteria and removing duplicates, 23 articles were included in the review [10,[29][30][31][32][33][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52] (see PRISMA Flow diagram, Fig. 1).…”

Section: Trial Flowmentioning

confidence: 99%

“…The median number of MS in the IPE interventions was 100 . Nine studies (39%) reported data for first-year medical students [10,[29][30][31][36][37][38][39][40], five (22%) for second-year students [41][42][43][44][45], six (26%) for third-year students [32,[46][47][48][49][50], two (9%) for fourth-year [33,51] and one for sixth-year medical students [52]. No study reported interventions occurring in the fifth year.…”

Section: Participantsmentioning

confidence: 99%

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Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature

et al. 2020

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Background: There is agreement among educators and professional bodies that interprofessional education needs to be implemented at the pre-registration level. We performed a systematic review assessing interprofessional learning interventions, measuring attitudes towards interprofessional education and involving pre-registration medical students across all years of medical education. Methods: A systematic literature review was performed using PubMed, PsycINFO, EThOS, EMBASE, PEDro and SCOPUS. Search terms were composed of interprofession*, interprofessional education, inter professional, inter professionally, IPE, and medical student. Inclusion criteria were 1) the use of a validated scale for assessment of attitudes towards IPE, and results for more than 35 medical students; 2) peer-reviewed articles in English and German, including medical students; and 3) results for IPE interventions published after the 2011 Interprofessional Education Collaborative (IPEC) report. We identified and screened 3995 articles. After elimination of duplicates or non-relevant topics, 278 articles remained as potentially relevant for full text assessment. We used a data extraction form including study designs, training methods, participant data, assessment measures, results, and medical year of participants for each study. A planned comprehensive meta-analysis was not possible. Results: This systematic review included 23 articles with a pre-test-post-test design. Interventions varied in their type and topic. Duration of interventions varied from 25 min to 6 months, and interprofessional groups ranged from 2 to 25 students. Nine studies (39%) reported data from first-year medical students, five (22%) from secondyear students, six (26%) from third-year students, two (9%) from fourth-year students and one (4%) from sixth-year students. There were no studies including fifth-year students. The most frequently used assessment method was the Readiness for Interprofessional Learning Scale (RIPLS) (n = 6, 26%). About half of study outcomes showed a significant increase in positive attitudes towards interprofessional education after interventions across all medical years.

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Section: Trial Flowmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature

et al. 2020

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“…After a community activity, the ISVS score increased 30 . A two-week-long clinical placement in ambulatory care improved the ISVS score 31 . This score also improved after an education program lasting 18 profession and interprofessional team.…”

Section: Discussionmentioning

confidence: 88%

Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

Pascual¹,

Márquez²,

Rodríguez-Rey³

et al. 2020

Preprint

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Background Interprofessional education helps health sciences students become better able to take part in future interprofessional collaborative practice. In general, interprofessional education activities seek to change knowledge levels, attitudes, and skills. However, a more ambitious objective would be to foster interprofessional socialization. Interprofessional socialization calls for the development of a dual identity: on the one hand, a professional identity, and on the other, an interprofessional identity as a member of a collaborative team. The objective of this research was to evaluate the effectiveness of an interprofessional activity in increasing self-assessment scores regarding interprofessional socialization. Methods This was a quasi-experimental study. Sixty psychology and nursing students at a university were divided into an experimental group and a control group. The experimental group participated in an activity designed in accordance with Khalili's interprofessional socialization framework. The control group performed their usual activities. Self-assessment of interprofessional socialization was measured in both groups using the Interprofessional Socialization and Values Scale (ISVS-21) before and after the activities. After the normality test, the inter-group difference (experimental vs. control groups) in the baseline ISVS score was analyzed using the Mann-Whitney U test. The intra-group variation (within each, the experimental group and control group) in the ISVS-21 score (pre-post change) was analyzed using the Wilcoxon test. Results The baseline ISVS-21 score was 93 for the experimental group and 98 for the control group, p=0.321. The experimental group’s ISVS-21 score increased from 93 to 104 after the educational intervention, p<0.01. There were no statistically significant changes in the control group (p=0.174). Conclusions The educational activity, designed in accordance with the Khalili model and carried out with the nursing and psychology students, favors interprofessional socialization in a statistically significant way, as do other activities described in the scientific literature. This matter should be researched in greater depth, using comparative studies to analyze which activities are more effective and efficient.

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“…48 The medical students' existing stereotypes about nursing students were challenged because they found that the nursing students had wider competencies than expected; this experience altered their attitude toward nursing students in general, as described in the literature. 24,25,39 Furthermore, by observing the nursing students' focus on the patients' activities in daily life, the medical students broadened their picture of the patient, from examining only X-rays and range of motion to having a more holistic view about what is important for patients in their daily life, e.g., how much weight the patient was allowed to carry when going shopping.…”

Section: Interprofessionalmentioning

confidence: 99%

“…21,22 Similar positive results have been reported from interprofessional clinical learning in outpatient clinics. [23][24][25] To our knowledge, a comparison of uniprofessional dyadic training versus interprofessional dyadic training of medical students in an authentic setup in a busy outpatient clinic has not been described. Based on the current literature, dyadic training seems to have the potential for peer learning in both situations.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

et al. 2020

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Objectives: The aim of the present study was to explore and compare medical students' perceived learning outcomes when treating patients under supervision in two different learning settings: a uniprofessional or an interprofessional dyad. Methods: The design of the study is a qualitative interview study. Data were collected from October 2016 to June 2017 via semi-structured group interviews performed at the end of the clinical placement in an orthopaedic outpatient clinic for medical students in the last semester of the curriculum. In the placement, the students worked by turns in either a uniprofessional dyad with two medical students or an interprofessional dyad with a nursing student. The data from the interviews were analysed using Systematic Text Analysis. Results: Overall, 21 students were interviewed. The students appreciated the authenticity of dealing with real patient problems. Both dyads provided the possibility of working as a professional, but the interprofessional dyad had a more authentic setting. In both dyads, the students' interdependence and mutual support promoted the acquisition of knowledge and skills. Working in the interprofessional dyad facilitated relationships between the professions, and the medical students became aware of some of their own profession's strengths and weaknesses. The interprofessional collaboration contributed to different perspectives on the patients' course of treatment and led to a more holistic understanding of the treatment. Conclusions: Interprofessional dyads have the potential to improve learning outcomes in the clinical training of medical students. Further studies are needed to explore the benefits across medical specialities and settings.

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Shifts in nursing and medical students’ attitudes, beliefs and behaviours about interprofessional work: An interprofessional placement in ambulatory care

Cited by 14 publications

References 32 publications

Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature

Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature

Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

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