Student engagement in interprofessional working in practice placement settings

Pollard, Katherine

doi:10.1111/j.1365-2702.2008.02608.x

Cited by 36 publications

(47 citation statements)

References 33 publications

(56 reference statements)

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“…Classroom-based learning provides standardized opportunities for students to exchange ideas with peers from other professions in a safe, facilitated environment (Begley, 2009), which might not be possible in the practice setting (Pollard, 2009). Some authors suggest that IPL during students' placements can be more effective, enabling students to observe real-life examples of interprofessional teamworking (Oandasan & Reeves, 2005).…”

Section: Introductionmentioning

confidence: 99%

Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit

Wright

Hawkes

Baker

et al. 2012

Journal of Interprofessional Care

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This paper reports work from a Centre for Interprofessional Practice in a higher education institution in the UK that offers four levels of interprofessional learning (IPL) to all healthcare students. The second level (IPL2) integrates professional practice into the learning process, requiring students to shadow a qualified healthcare professional (from a different profession) for half a day. Students complete a reflective statement upon their learning experience on their return. A study was undertaken to analyse students' reflective statements in depth to see their observations and reflections on the shadowing visit. Using frame analysis, 160 reflective statements were analyzed, identifying common words and phrases used by students, which were then grouped together under six themes. Three of these related directly to the assignment: communication styles and techniques; communication between healthcare professionals and comparison of students' own and other healthcare professionals' roles. Three themes emerged from student's own interpretation of observations and reflections made during the shadowing of a different professional: attitudes toward other professions; power structures between professionals and patients and between professionals and impact of communication on patient care. Interprofessional shadowing gives students an opportunity to observe communication between healthcare professionals and patients and to reflect on broader issues surrounding collaborative working.

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Section: Introductionmentioning

confidence: 99%

Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit

Wright

Hawkes

Baker

et al. 2012

Journal of Interprofessional Care

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“…Future directions for research should continue to be focused on the long-term effect of interprofessional education on interprofessional practice as well as attitudes toward interprofessional teamwork and knowledge of interprofessionalism. One avenue for future research is to continue to examine the effect of type of practice setting or medical specialization on level of involvement with interprofessional teamwork as some settings may not be supportive of this type of practice (Pollard, 2009). Additionally, it would be advantageous to compare baseline data for pre-professionals involved in interprofessional education programs and those who are not and track both sets of data over time.…”

Section: Resultsmentioning

confidence: 99%

“…A possible reason may be that the respondents were working in medical settings that are not conducive to or have very limited environmental supports for interprofessional teamwork and practice (Pollard, 2009) such as primary and community care (Audet, Davis, & Schoenbaum, 2006;Xyrichis & Lowton, 2008) or acute care settings (Hughes & Fitzpatrick, 2007). Another explanation consistent with the literature is that the respondents may have received little, if any, interprofessional skills training during their residency program or any interprofessional teamwork and teambased practice continuing education on their own or at their facility to reinforce what they learned as medical students.…”

Section: Discussionmentioning

confidence: 99%

“…As medical students involved in interprofessional educational experiences during training transition to medical practice, supportive environments for interprofessional practice may be lacking in those medical settings (Pollard, 2009). As an essential element of professional practice, interprofessional practicebased interventions and collaborative practice have the potential to lead to improved medical processes (Zwarenstein, Goldman, & Reeves, 2009) and patient safety (Manser, 2008) as role understanding and team communication may be linked to more positive patient outcomes (Suter et al, 2009 …”

Section: Brief Literature Reviewmentioning

confidence: 99%

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Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

Hackett¹,

Rhodes²,

Cox³

2015

Health &Amp; Interprofessional Practice

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INTRODUCTION Interprofessional education has attempted to positively impact and prepare students for future practice of collaboration among healthcare providers. However, few studies have assessed if short-term positive impacts on attitudes toward interprofessional collaboration can be sustained long-term. Comparing the current attitudes toward health care teams between osteopathic physicians who participated as medical students in an interprofessional clinical education program and those who participated in a similar medical student-only clinical education program, but without instruction in interprofessional education competencies, can help determine if sustained change is possible.

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“…Even in such a positive environment, difficulties arise nonetheless when interprofessional education experiences are taken back to pre-existing workplaces. 25 Others in the workplace may not subscribe to (or indeed may vigorously oppose) new approaches, and may reinforce current behaviours in line with their own professional identity. 26 A key but often neglected aspect of interprofessional education involves the role of health professionals in embedding collaborative practices into their workplaces.…”

Section: Implications For Maternity Servicesmentioning

confidence: 99%

An empirical investigation into beliefs about collaborative practice among maternity care providers

Watson

Heatley²,

Kruske³

et al. 2012

Aust. Health Review

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Objective. To investigate agreement with the National Health and Medical Research Council (NHMRC) definition of collaboration in maternity care by care providers, and to examine their preferences for models of care in order to shed light on the lack of success in implementing collaborative practice.Methods. Maternity care providers completed a survey in Queensland. The final sample consisted of 337 participants, including 281 midwives (83.38%), 35 obstetricians (10.39%), and 21 general practitioners (6.23%).Results. Ninety-one percent of the participants agreed with the NHMRC definition of collaboration: Midwives (M = 5.97, s.d. = 1.2) and doctors (obstetricians and general practitioners: M = 5.7, s.d. = 1.35) did not differ significantly in their level of agreement with definition (t (332) = -1.8, P = .068). However, 72% of doctors endorsed a doctor-led model of care, whereas only 6.8% of midwives indicated agreement with it. Fewer (56%) doctors agreed with the midwife-led model of care, whereas 99.3% of midwives endorsed it.Conclusion. The concept of collaboration does not recognise the different interpretations by midwives and doctors of its impact on their roles and behaviours. Successful collaborative practice requires the development of guidelines that recognise these differences and specify the communication behaviour that would assist midwives and doctors to practice collaboratively.What is known about the topic? Across all healthcare contexts effective communication is a critical part of good patient care. Effective communication refers to communication between care providers and patients but also between different interprofessional care providers. In the area of maternity care one aspect of effective communication between maternity care providers is collaborative care. This paper highlights why collaborative care and effective communication between maternity care providers is lacking. We demonstrate that the NHMRC guidelines are interpreted differently according to the different professional role of the maternity care provider. What does this paper add? This paper empirically investigates the perceptions of maternity care providers. It shows that each maternity care profession has a different understanding about what collaboration means in practice. This paper acknowledges these different perceptions, which are usually not noted, and builds on this fact to improve effective communication and bring about collaborative care. What are the implications for practitioners? In this paper, we highlight that while maternity care practitioners all aspire to collaborative care, their perceptions of what collaborative care actually means differs according to professional role. For practitioners to move forward they must develop guidelines that take account of the respective philosophies and levels of different expertise each maternity care profession brings to a woman's care. The guidelines will assist obstetricians and midwives to recognise their unique and specific areas of expertise, each of which may b...

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Student engagement in interprofessional working in practice placement settings

Abstract: Senior nurses are ideally placed to promote environments where students can develop interprofessional competencies through systematic interprofessional engagement.

Cited by 36 publications

References 33 publications

Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit

Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit

Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

An empirical investigation into beliefs about collaborative practice among maternity care providers

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