Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course

Abstract

Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre-and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist's role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel's competencies for IPE.

Interprofessional pain education—with, from, and about competent, collaborative practice teams to transform pain care

“…A significant positive shift in the pain knowledge and attitudes toward collaboration has been demonstrated through IPE. 14 , 28 Simko et al 29 reported an increased knowledge and understanding of the importance of other profession's role in pain management in an IPE course for nursing and pharmacy students. Other studies have reported high student satisfaction and significant improvement in self-efficacy 1 as well as respect for each other's roles and responsibilities.…”

Changes in student perceptions and beliefs, self-efficacy, role identification, and behavioral intentions after participation in longitudinal interprofessional pain management simulation

“…There are a number of recent publications evaluating interprofessional pain management activities and courses using various methodologies, including clinically based small group tutorials, small group assignments, projects, large group workshops, and simulations (Hunter et al, 2015;Simko et al, 2017;Hadjistavropoulos et al, 2015;Ottis et al, 2016). The number of professions involved in these activities ranged from two to eight.…”

“Two heads are better than one”- pharmacy and nursing students' perspectives on interprofessional collaboration utilizing the RIPE model of learning

“…2,15 Previous research has demonstrated that interprofessional simulation programs embedded into curriculum can assist students' understanding of the scope of practice, roles, functions and responsibilities of other healthcare professionals; and instil respect and improve communication between healthcare professional students and patient safety. 5 Furthermore, extensive research investigating student and practitioners attitudes, 7,[16][17][18][19] readiness for interprofessional education [20][21][22][23] and perceptions of its perceived value exist in the literature. 19 Despite extensive literature on interprofessional education, particularly with respect to medical and nursing students, there have been relatively limited studies involving pharmacy and nursing students utilizing simulation laboratories and/or strategies; 5,[24][25][26] and a paucity of evidence related to simulation based interprofessional programs investigating perceptions and/or outcomes of collaborative decision-making between healthcare professional students.…”

“…5 Furthermore, extensive research investigating student and practitioners attitudes, 7,[16][17][18][19] readiness for interprofessional education [20][21][22][23] and perceptions of its perceived value exist in the literature. 19 Despite extensive literature on interprofessional education, particularly with respect to medical and nursing students, there have been relatively limited studies involving pharmacy and nursing students utilizing simulation laboratories and/or strategies; 5,[24][25][26] and a paucity of evidence related to simulation based interprofessional programs investigating perceptions and/or outcomes of collaborative decision-making between healthcare professional students. 26 To our knowledge there are few studies to date that investigate pharmacy students' perceptions working together with other healthcare students utilizing simulation laboratories to "replicate" a real-life clinical environment to develop collaborative clinical decision-making skills.…”