Student perspectives on patient educators as facilitators of interprofessional education

Solomon, Patricia

doi:10.3109/0142159x.2010.530703

Cited by 29 publications

(36 citation statements)

References 4 publications

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“…Medical students scored lower on readiness for IPE than nursing students, but higher on the perceived need for collaboration and the actual collaboration [31]. The use of simulation or standardized patients in IPE had a positive effect on readiness for IPE [32]. …”

Section: Resultsmentioning

confidence: 99%

“…Eight studies applied a combination of two or more questionnaires. [30, 32, 40, 47, 49, 58, 61, 65] A post-intervention interview, focus group or writing assignment offers the student an opportunity to reflect on the interprofessional experience, as was done in 16 studies. [25, 27, 32, 34, 37, 43–45, 51, 53–55, 65, 69, 71, 72] More than 15 different instruments or their adaptations were applied in the 65 studies in this review (see Additional file 1).…”

Section: Resultsmentioning

confidence: 99%

“…Twenty-one studies had student-led wards or standardized patients. [17, 27, 32–34, 36–38, 42, 43, 54, 60, 68, 69, 71–77] Only 7 out of 65 studies had assessment incorporated in the design. [22, 25, 38, 57, 58, 74, 78] Especially medical students take learning goals more seriously, when they are assessed [23].…”

Section: Resultsmentioning

confidence: 99%

“…Evidence of facilitating factors for IPE at process level is quite strong and could be labelled task-centered orientation: immersion in collaboration is found in 4 papers in different forms [35, 49, 52, 80] and teachers encouraging reflective practice in 4 papers, [17, 18, 25, 42] stimulating teamwork training in 7 papers [21, 22, 35, 39, 40, 43, 56]. Barriers were conflict between profession-specific and interprofessional interests in 6 papers, [17, 22–24, 30, 32]; lack of assessment of IPL [23] and teachers merely transmitting knowledge [44]. …”

Section: Resultsmentioning

confidence: 99%

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Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature

et al. 2017

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BackgroundTo identify facilitators and barriers that residents, medical and nursing students perceive in their Interprofessional Education (IPE) in a clinical setting with other healthcare students.MethodsA systematic review was carried out to identify the perceptions of medical students, residents and nursing students regarding IPE in a clinical setting. PubMed, CINAHL, ERIC and PsycInfo were searched, using keywords and MeSH terms from each database’s inception published prior to June 2014. Interprofessional education involving nursing and medical students and/or residents in IPE were selected by the first author. Two authors independently assessed studies for inclusion or exclusion and extracted the data.ResultsSixty-five eligible papers (27 quantitative, 16 qualitative and 22 mixed methods) were identified and synthesized using narrative synthesis. Perceptions and attitudes of residents and students could be categorized into ‘Readiness for IPE’, ‘Barriers to IPE’ and ‘Facilitators of IPE’. Within each category they work at three levels: individual, process/curricular and cultural/organizational. Readiness for IPE at individual level is higher in females, irrespective of prior healthcare experience. At process level readiness for IPE fluctuates during medical school, at cultural level collaboration is jeopardized when groups interact poorly. Examples of IPE-barriers are at individual level feeling intimidated by doctors, at process level lack of formal assessment and at cultural level exclusion of medical students from interaction by nurses. Examples of IPE-facilitators are at individual level affective crises and patient care crises situations that create feelings of urgency, at process level small group learning activities in an authentic context and at cultural level getting acquainted informally.These results are related to a model for learning and teaching, to illustrate the implications for the design of IPE.ConclusionsMost of the uncovered barriers are at the cultural level and most of the facilitators are at the process level. Factors at the individual level need more research.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0909-0) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature

et al. 2017

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“…A few studies have revealed the value of allowing patient‐instructors to share their stories of how disease and illness have affected their lives. For example, a qualitative study conducted by Solomon found that the most engaging or helpful learning moment, identified from student responses to a questionnaire about being taught by a patient‐educator, was that spent hearing the patient's personal story and experience . Vail et al .…”

Section: Introductionmentioning

confidence: 99%

Patient-centred education: what do students think?

et al. 2014

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The Reflective Debrief: Using Students’ Placement Experiences to Enrich Understandings of Distinct Kinds of Nutrition and Dietetic Practice

Williams

Ross

Mitchell

et al. 2019

Professional and Practice-Based Learning

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The practicum is one of the most important components in health professional education. It is also one of the most challenging. Spending time in the acute care hospital setting can be confronting, stressful and upsetting for health professional students (Andrews et al., 2006). James and Chapman (2010) investigating student nurses' clinical placement experiences identified a key theme as 'being overwhelmed and confronted'. A systematic review of qualitative research of student nurses found that 'stress and coping' underpinned the practicum experience in this profession (Thomas, Jack, & Jinks, 2012). Students may experience emotionally confronting situations on clinical placements (e.g. patient death) and do not necessarily receive adequate debriefing for those events (Macdonald & Tighe, 2014). Students may carry negative emotions from these experiences, with the potential to affect their future working lives; thus it is important for the university to utilise specialised learning and teaching strategies to enable students to process their experiences. Debriefing is a learning and teaching strategy that can be used post-practicum to ameliorate the stress associated with the placement environment and to provide students with the opportunity to develop reflective skills and knowledge in self-care and to embed practicum evaluation within the curriculum (Mackenzie, 2002).

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Student perspectives on patient educators as facilitators of interprofessional education

Abstract: Results suggest that trained patient educators can effectively facilitate interprofessional interactions.

Cited by 29 publications

References 4 publications

Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature

Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature

Patient-centred education: what do students think?

The Reflective Debrief: Using Students’ Placement Experiences to Enrich Understandings of Distinct Kinds of Nutrition and Dietetic Practice

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