The US National Center for Interprofessional Practice and Education Measurement and Assessment Collection

Brandt, Barbara F.; Schmitz, Constance C.

doi:10.1080/13561820.2017.1286884

Cited by 10 publications

(4 citation statements)

References 17 publications

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“…The interdisciplinary research approach has contributed to some interesting observations with possible implications for future implementations of the learning activity and for the enhancement of identities through the analysis of two different professions, such as the role of teamwork, which has been considered a "priority" (Brandt & Schmitz, 2017). The focus on teamwork is coherent with research by Payne (2006) in the context of multi-professional teams, as performance as part of a team is often cited by HSC students whereas student teachers see this only as a learning methodology and not central to their future careers.…”

Section: Discussionmentioning

confidence: 99%

An interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education

Marín

Tur

Challinor

2017

Social Work Education

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The present article presents a study based on an interdisciplinary approach to research into reflection on identity construction. This multiple case study explores the narrative of professional identities in digital artefacts. It is aimed at exploring in what way digital storytelling can be used as a suitable pedagogical strategy for the construction of professional identity. The students involved in the innovative learning activity comprise two groups of Health and Social Care students in the UK, two groups of Primary Education student teachers and one group of Secondary Education student teachers in Spain. Thematic analysis is used to identify the topics addressed by students in exploring their professional identities, including values and the process of learning itself. Finally, the lessons learned from this interdisciplinary approach to reflection on identity and the implications these have not only for teaching and learning design but also for future collaborative research projects, are set out in the discussion and conclusions.

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Section: Discussionmentioning

confidence: 99%

An interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education

Marín

Tur

Challinor

2017

Social Work Education

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“…A quick scan of most health professions schools today reveals a collection of siloed health professions educational structures and processes working in parallel to each other to transform independently and to a number of affiliated practice organizations with little dialogue, integration, or collaboration between them (Earnest & Brandt, 2014). While most IPE scholarship measures student learning and teamwork at the Kirkpatrick lower levels of outcomes (e.g., reaction, attitudes, knowledge and skills) (Brandt & Schmitz, 2017;Walsh et al, 2014), less evidence indicates a positive impact on performance in practice as well as clinical outcomes (Institute of Medicine, 2015). Much work remains to design and evaluate IPE curricula based upon levels of learning and impact on health and systems.…”

Section: A Call To Action For Health Professions Educatorsmentioning

confidence: 99%

Rethinking Health Professions Education Through the Lens of Interprofessional Practice and Education

Brandt

2018

New Dir Adult Contin Educ

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“…Despite a groundswell of evidence to support teams in healthcare, there remain significant challenges with accurately capturing team composition and team member contributions as they manifest in daily practice (Brandt et al, 2014; Brandt & Schmitz, 2017; Reeves et al, 2015). Traditional methods of studying teams often lack connection to the real‐world clinical setting and as noted earlier, miss integral members of the team.…”

Section: Introductionmentioning

confidence: 99%

“…Traditional methods of studying teams often lack connection to the real‐world clinical setting and as noted earlier, miss integral members of the team. Few studies of clinical teams are grounded in theory and utilize common team definitions to measure core concepts of high‐performance teamwork (Brandt & Schmitz, 2017; Fiscella et al, 2017; Schmitt et al, 1982). Team composition, the members who comprise healthcare teams, is rarely specified or measured, a problem that is compounded by the current reliance on billing records that are limited to team members who deliver reimbursable services (Dai et al, 2020; Edmondson & Harvey, 2018; Gittell et al, 2008; Holden et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Theory‐Based Approach for Identifying Nurse and Team Member Contributions in the Electronic Health Record

Will

Lamb

2021

J of Nursing Scholarship

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Introduction:Team-based care delivered by an interprofessional team has been shown to be an effective strategy for caring for diverse, complex patient populations. Interprofessional teams can improve outcomes, reduce costs, and enhance the patient experience through patient-centered care. Nurses are essential members of healthcare teams within and across settings. Background: It is imperative for practicing nurses, educators, and researchers to be able to identify and report the contributions of nurses to team performance and care outcomes to prepare students for high-performance teamwork to improve practice and influence healthcare policy. Currently, the work of many nurses and other team members is not discoverable in electronic health records. Methods used to identify all members of the healthcare team may not be aligned with theories and definitions of teamwork embedded in emerging nursing and interprofessional accreditation guidelines. Purpose: This paper describes a promising new, theoretically grounded approach to identify team members, including nurses, in electronic health records. Methods: Using operational constructs from a common team definition, grounded in theory, primary care teams were data mined from EHR data to find the hidden members of the team. Discussion/Conclusion: Further testing and use of this approach have the potential to provide a robust strategy to identify and distinguish each team member's contributions to clinical outcomes while laying the foundation for a meaningful study of teams in large data sets like the electronic health record. Clinical Relevance: New strategies to study nursing and team member contributions utilizing EHR data may lead to improved clinical outcomes. A better understanding of how teams are structured may enhance the understanding of each team member's contribution to outcomes and lead to more equitable recognition and reimbursement for all team members.

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The US National Center for Interprofessional Practice and Education Measurement and Assessment Collection

Cited by 10 publications

References 17 publications

An interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education

An interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education

Rethinking Health Professions Education Through the Lens of Interprofessional Practice and Education

A Theory‐Based Approach for Identifying Nurse and Team Member Contributions in the Electronic Health Record

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