‘We just did it as a team’: Learning and working on a paediatric interprofessional training ward improves interprofessional competencies in the short- and in the long-term

Bode, Sebastian; Friedrich, Sebastian; Straub, Christine

doi:10.1080/0142159x.2022.2128998

Cited by 10 publications

(11 citation statements)

References 25 publications

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“…Still, there is a shortage of studies analysing the long-term effects and outcomes of clinical interprofessional training [ 17 , 18 ]. The first long-term evaluations of IPTWs in Germany show positive effects on medical and nursing trainees’ interprofessional competencies 3 to 34 months after a placement on an IPTW, even though the effects decrease compared to directly after the placement [ 11 , 12 ]. The aim of this study was therefore to gain insight in the retrospective evaluation of perceived competency development and interprofessional collaboration 12 or more months after a four-weeks-placement on an IPTW compared to other clinical placements during training and clinical practice after graduation by the participating former nursing and medical undergraduates.…”

Section: Introductionmentioning

confidence: 99%

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

Mink

Zurek

Götsch³

et al. 2023

BMC Med Educ

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Background Interprofessional training wards (IPTWs) seem to deliver good results in terms of development of interprofessional competencies. However, evidence of long-term effects of these training wards on learners’ competency development is lacking and little is known about retrospective evaluation of IPTWs. Therefore, this study aimed to explore the retrospective evaluation of competency development and interprofessional collaboration of former undergraduates 12 or more months after a placement on an IPTW. Methods Eight follow-up interviews were conducted with four nursing and four medical professionals 12–18 months after they had finished a placement on an ITPW throughout their vocational training. Interviews were translated verbatim and analysed deductively and inductively based on qualitative content analysis. Results The qualitative content analyses deductively identified two main categories regarding the research question, namely the uniqueness of the programme and interprofessional competencies developed by the Interprofessional Education Collaborative. Sub categories were identified inductively, representing the perceived competency development and the learning opportunities on the IPTW as compared to other clinical placements throughout vocational training and in transition to practice. Interviewees seemed to have developed competencies that are important for interprofessional collaboration such as communication, roles and responsibilities, as well as competencies in patient care and management. Considered beneficial for learning were the opportunity to work self-responsibly and the interprofessional collaboration on the IPTW, both of which were neither possible in almost any other placement nor in transition to practice. Conclusion Findings show that IPTWs can be sufficient in competency development and role clarification and are perceived positively by learners, but structures in clinical practice can impede sustaining competency development and efficient interprofessional collaboration.

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Section: Introductionmentioning

confidence: 99%

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

Mink

Zurek

Götsch³

et al. 2023

BMC Med Educ

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“…Interprofessional health care practice has been established as essential to meet complex health needs with efforts to strengthen IPE for medical and health students [ 47 , 48 ]. This study found a clear consensus that culinary nutrition and culinary medicine should be underpinned by IPP.…”

Section: Discussionmentioning

confidence: 99%

Culinary Medicine or Culinary Nutrition? Defining Terms for Use in Education and Practice

Croxford,

Stirling,

MacLaren

et al. 2024

Nutrients

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Examination of how terms such as culinary nutrition, culinary nutrition science, culinary medicine, culinary nutrition professional, culinary nutrition intervention, culinary nutrition activity, and culinary nutrition competency are used in practice, and the creation of consensus definitions will promote the consistent use of these terms across work areas and disciplines. Thirty leading practitioners, academics, and researchers in the fields of food and nutrition across Australia, the United States, Canada, United Kingdom, Europe, and Asia were approached by investigators via email to submit definitions of key terms using a Qualtrics survey link. Further participants were reached through snowball recruitment. Initial emails were sent in October and November 2021 with subsequent reminders between November 2021 and March 2022. Two researchers undertook content analysis of the text answers for each of the terms and generated definitions for discussion and consensus. Thirty-seven participants commenced the survey and twenty-three submitted one or more definitions. Agreed definitions fell into two categories: practice concepts and practitioners. Further discussion amongst investigators led to the creation of a visual map to demonstrate the interrelationship of terms. Culinary nutrition science underpins, and interprofessional collaboration characterizes practice in this area, however, further work is needed to define competencies and model best practice.

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“…There are already several studies that demonstrate the high value of interprofessional training wards for interprofessional education and gain of interprofessional competence ( 12 , 17 , 21–35 ): Brätz et al found that final-year medical students who received training on an interprofessional training ward (ITW) showed significantly higher entrustment scores for 10 of 12 entrustable professional activities compared to a control group ( 25 ). The most significant variances and impacts were observed in relation to “Engagement with a consultant” and “Conducting a presentation about an oncology patient in a tumor board meeting.” These two aspects have demonstrated a strong correlation with the competency aspect of “Oral communication with colleagues and supervisors”.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis

Schlosser-Hupf,

Aichner,

Meier

et al. 2024

Front. Med.

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IntroductionInterprofessional teamwork is pivotal in modern healthcare, prompting the establishment of interprofessional training wards since 1996. While these wards serve as hubs for optimizing healthcare professional collaboration and communication, research into patient outcomes remains notably sparse and geographically limited, predominantly examining patient satisfaction and sparingly exploring other metrics like mortality or self-discharge rates. This study seeks to bridge this gap, comparing patient outcomes in interprofessional training wards and conventional wards under the hypothesis that the former offers no disadvantage to patient outcomes.Materials and methodsWe explored patient outcomes within an interprofessional student ward called A-STAR at a University Hospital from October 2019 to December 2022. Engaging with patients discharged between May 2021 and April 2022, we utilized digital and paper-based anonymous questionnaires, catering to patient preference, to gather pertinent data.ResultsAnalysis of outcomes for 1,482 A-STAR (interprofessional student ward) and 5,752 conventional ward patients revealed noteworthy findings. A-STAR patients tended to be younger (59 vs. 61 years, p < 0.01) and more frequently male (73.5% vs. 70.4%, p = 0.025). Vital clinical outcomes, such as discharges against medical advice, complication-driven readmissions, and ICU transfers, were statistically similar between groups, as were mortality rates (1.2% vs. 1.3%, p = 0.468). A-STAR demonstrated high patient satisfaction, underscored by positive reflections on team competence, ward atmosphere, and responsiveness to concerns, emphasizing the value placed on interprofessional collaboration. Patient narratives commended team kindness, lucid explanations, and proactive involvement.DiscussionThis data collectively underscores the safety and reliability of patient care within training wards, affirming that patients can trust the care provided in these settings. Patients on the interprofessional ward demonstrated high satisfaction levels: 96.7% appreciated the atmosphere and conduct of ward rounds. In comparison, 98.3% were satisfied with the discussion and information about their treatment during their hospital stay.

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‘We just did it as a team’: Learning and working on a paediatric interprofessional training ward improves interprofessional competencies in the short- and in the long-term

Cited by 10 publications

References 25 publications

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

Culinary Medicine or Culinary Nutrition? Defining Terms for Use in Education and Practice

Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis

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