Teaching and learning activities to educate nursing students for interprofessional collaboration: A scoping review

Murdoch, Natalie L; Epp, Sheila; Vinek, Jeanette

doi:10.1080/13561820.2017.1356807

Cited by 35 publications

(25 citation statements)

References 36 publications

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“…Since then this concept has been adopted to different national frameworks for different health care professions [17][18][19][20][21][22][23]. Healthcare education still takes place monoprofessionally though in many countries, including Germany [24], but IPE is being integrated in more and more undergraduate and postgraduate curricula worldwide [25][26][27]. Therefore future health care professionals might be better prepared for their later work in interprofessional teams.…”

Section: Introductionmentioning

confidence: 99%

Nursing staff’s and physicians’ acquisition of competences and attitudes to interprofessional education and interprofessional collaboration in pediatrics

et al. 2020

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Background: Interprofessional education (IPE) is deemed essential for interprofessional collaboration (IPC) in healthcare systems. IPC has positive effects for both patients and healthcare professionals. Especially in pediatrics, IPC is paramount for adequate care of patients and their families though there is a lack of data on the attitudes towards IPE and IPC and acquisition of respective competences in pediatric nursing and medical staff. Methods: Frequencies of interactions and attitudes towards IPE and IPC, with a focus on acquisition of competences for IPE and IPC, of nurses (N = 79) and physicians (N = 70) in a large pediatric university hospital were evaluated with an online questionnaire. Results: All participants worked as part of interprofessional teams, mostly consisting of nurses and physicians. The majority (94.9% (n = 75) of nurses and 100% (n = 70) of physicians) highly valued IPC. Medical doctors acquired most competences important for IPC during day-today work and reported a substantial lack of IPE. Nursing staff on the other hand did report significant interprofessional education during their training as well as ongoing interprofessional learning during day-today work. Nurses also appreciated IPE more. Conclusions: Even though IPC is commonly reported in nurses and physicians working at a large pediatric university hospital there is a lack of structured IPE. A focus should be on IPE for nurses and physicians to enable them to effectively collaborate together. Political and local initiatives for IPE are gaining momentum but still need to be established nationally and internationally.

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Section: Introductionmentioning

confidence: 99%

Nursing staff’s and physicians’ acquisition of competences and attitudes to interprofessional education and interprofessional collaboration in pediatrics

et al. 2020

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“…Likewise, healthcare education programmes must meet the professional requirements set out by regulatory bodies to prepare healthcare students to achieve interprofessional collaboration competencies. Intentionally integrating learning opportunities into health professions education is therefore important to adequately prepare a “collaborative-ready” healthcare workforce [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

Blake

Somerset

Whittingham

et al. 2020

IJERPH

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Interprofessional learning (IPL) is essential to prepare healthcare trainees as the future public health workforce. WHIRL (Workplace Health InteRprofessional Learning) was an innovative IPL intervention that engaged volunteer healthcare trainees (n = 20) in multi-professional teams to deliver health checks (n = 464), including tailored advice and signposting, to employees in the UK construction industry (across 21 events, 16 sites, 10 organisations) as part of an ongoing research programme called Test@Work. Volunteers undertook a four-part training and support package of trainer-led education, observations of practice, self-directed learning and clinical supervision, together with peer mentoring. In a one-group post-test only design, IPL outcomes were measured using the Inventory of Reflective Vignette-Interprofessional Learning (IRV-IPL), and the psychometric properties of the IRV-IPL tool were tested. WHIRL demonstrably improved healthcare trainees’ interprofessional skills in all five areas of collaboration, coordination, cooperation, communication, and commendation. The IRV-IPL tool was found to be a valid and reliable measure of interprofessional competencies across three scenarios; before and after health promotion activities, and as a predictor of future health promotion competence. This industry-based workplace IPL programme resulted in the attainment of health check competencies and bridged the gap between research, education and clinical practice.

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“…Likewise, healthcare education programmes must meet the professional requirements set out by regulatory bodies to prepare healthcare students to achieve IPC competencies. Intentionally integrating learning opportunities into health professions education is therefore important to adequately prepare a 'collaborativeready' healthcare workforce [5].…”

Section: Introductionmentioning

confidence: 99%

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

Blake¹,

Somerset²,

Whittingham³

et al. 2020

Preprint

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Interprofessional learning (IPL) is essential to prepare healthcare trainees as the future public health workforce. WHIRL was an innovative IPL intervention that engaged multi-professional teams of volunteer healthcare trainees (n=20) to deliver health checks (n=464), including tailored advice and signposting, to employees in the UK construction industry (across 21 events, 16 sites, 10 organisations) as part of an ongoing research programme called Test@Work. Volunteers undertook a four-part training and support package of trainer-led education, observations of practice, self-directed learning and clinical supervision, together with peer mentoring. In a one-group post-test only design, IPL outcomes were measured using the Inventory of Reflective Vignette - Interprofessional Learning (IRV-IPL), and the psychometric properties of the IRV-IPL tool were tested. WHIRL demonstrably improved healthcare trainees’ interprofessional skills in all five areas of collaboration, coordination, cooperation, communication, and commendation. The IRV-IPL tool was found to be a valid and reliable measure of interprofessional competencies across three scenarios; before and after health promotion activities, and as a predictor of future health promotion competence. This industry-based workplace IPL programme resulted in attainment of health check competencies, and bridged the gap between research, education and clinical practice.

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Teaching and learning activities to educate nursing students for interprofessional collaboration: A scoping review

Cited by 35 publications

References 36 publications

Nursing staff’s and physicians’ acquisition of competences and attitudes to interprofessional education and interprofessional collaboration in pediatrics

Nursing staff’s and physicians’ acquisition of competences and attitudes to interprofessional education and interprofessional collaboration in pediatrics

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

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