The effect of interprofessional team-based learning among nursing students: A quasi-experimental study

Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A.; Ho, Jacqueline S C

doi:10.1016/j.nedt.2017.03.004

Cited by 46 publications

(60 citation statements)

References 33 publications

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“…However, despite its wide recognition, Italian nursing students experienced a lack of interprofessional learning occasions, with 40.7% of them reporting ‘never’ to ‘only a little’ IPE opportunities during their last clinical rotation. Poor examples of IPC in the clinical settings,30 as well as a poor understanding of each HCP’s role and responsibility have been reported as affecting the opportunity to undertake IPE experiences16 31 that can affect also the future skill of cooperating with other members of a team.…”

Section: Discussionmentioning

confidence: 99%

“…Different policies12 13 and evidence14 have recommended that nursing students should be exposed early to IPE both at a didactic and clinical level. Thus, students who have been exposed to IPE can start their professional career and work effectively in a team15 16; moreover, implementing their views by comparing their data and clinical thinking with other disciplines has been documented as promoting problem-solving and critical thinking abilities 17. On the other hand, when IPE experiences are poor or take place at the end of the nursing programme, the student’s effectiveness as a member of a team after graduation can be significantly limited 18…”

Section: Introductionmentioning

confidence: 99%

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Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

et al. 2019

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ObjectiveTo explore nursing students’ interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences.DesignNational cross-sectional study on data collected in 2016.Setting95 Bachelor of Nursing Sciences programmes; 27 Italian Universities.ParticipantsStudents who (a) were attending or just completed their clinical rotations lasting at least 2 weeks in the same unit, and (b) willing to participate in the study.Primary and secondary outcomesFirst to measure the occurrence of IPE experiences in the most recent clinical rotation; the secondary outcome was to discover factors associated with IPE occurrence.MeasuresThe primary outcome was measured using questions based on a 4-point Likert scale (from 0=‘never’ to 3=‘always’). Explanatory variables were collected at both individual and regional levels with items included in the same questionnaire.Results9607 out of 10 480 students took part in the study. Overall, 666 (6.9%) perceived not having had any IPE experience, while 3248 (33.8%), 3653 (38%) and 2040 (21.3%) reported having experienced IPE opportunities ‘only a little’, to ‘some extent’ or ‘always’, respectively. From the multilevel analysis performed using the generalised linear mixed model, factors promoting the occurrence of IPE experiences were mainly set at (a) the clinical learning environment level (high: learning environment quality, self-directed learning encouragement, learning opportunities, quality of safety and nursing care and quality of tutorial strategies); and (b) the regional level, where significant differences emerged across regions. In contrast, male gender was negatively associated with the perception of having had IPE experiences.ConclusionsA large number of nursing students experienced either ‘never’ or ‘only a little’ IPE opportunities, thus suggesting that nursing education tends to remain within the nursing profession. Limiting students’ interprofessional exposure during education can prevent future collaborative approaches that have been shown to be essential in providing best patient care. In order to increase IPE exposure, it is necessary to develop strategies designed both at the singular unit and regional levels.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

et al. 2019

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“…In agreement with Fernandes et al (2015), several other studies have found similar results following intervention with IPE courses (Hammick et al, 2007;Kenaszchuk et al, 2012;Mohaupt et al, 2012;Wamsley et al,2012;Mellor et al, 2013;Olson and Bialocerkowski, 2014;Knecht-Sabres et al, 2016). However, there remains little evidence on the lasting effect, if any, of IPE courses and the long-term influences of these IPE experiences are poorly documented (Norman, 2005;Olson and Bialocerkowski, 2014;Schutt, 2016;Wong et al, 2017). In addition, there is a limited amount of research on the effects of IPE over time on the attitudes and perceptions of healthcare professional students towards IPE (Curran et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Zheng

Palombella

Salfi

et al. 2018

Anatomical Sciences Ed

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Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.

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“…In this regard, to prepare undergraduate health and social sciences students in collaborative IP practice, an interprofessional team-based learning (IPTBL) activity involving seven disciplines was launched [25] [26] in Hong Kong. Results of preliminary evaluation demonstrated a significant improvement in the students' engagement in the IP learning activity and the students' perception of a high attainment of the IPE learning outcomes [27].…”

Section: Literature Reviewmentioning

confidence: 99%

Interprofessional Team-Based Learning: A Revealing Process for Cultivating Professional Identity among Nursing Students

Chan¹,

Wong²,

Chan³

et al. 2019

OJN

Self Cite

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Background: Nurses are significant healthcare team members. It is vital to examine their gains in an interprofessional education (IPE). Purpose: We aimed to examine the perceived benefits of interprofessional team-based learning (IPTBL) on the entry level nursing students. Methods: Content analysis was adopted to identify categories in the reflections of the entry-level undergraduate nursing student IPTBL experiences. Results: There were 205 (male = 34) undergraduate nursing students (response rate 82.2%) participating in the present study. In line with the Interprofessional Education Collaborative Report (IPEC) core competencies, four categories were identified: 1) Values/Ethics for Interprofessional Practice, 2) Roles/Responsibilities, 3) Interprofessional Communication, and 4) Teams and Teamwork. A new category emerged-individual learning outcomes. Conclusion: Through IP interactions and the expectation of the IP team, the nursing students had built confidence and defined the nurses' roles.

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The effect of interprofessional team-based learning among nursing students: A quasi-experimental study

Cited by 46 publications

References 33 publications

Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

Nursing students’ interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Interprofessional Team-Based Learning: A Revealing Process for Cultivating Professional Identity among Nursing Students

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