Health, Interprofessional Practice and Education最新文献

{"title":"Proposing an Interprofessional Competency Framework for Person-Centered Care Connecting Interprofessional Education and Collaborative Practice","authors":"Claudia De Weerdt, Ingrid Aerts, Sandra Lakke, Jaana Paltamaa, J. Reinders","doi":"10.61406/hipe.315","DOIUrl":"https://doi.org/10.61406/hipe.315","url":null,"abstract":"Introduction: The number of complex healthcare problems is increasing, the workforce is diminishing, and healthcare costs are rising. Interprofessional Education and Collaborative Practice is a promising solution, necessitating the cultivation of skills and competencies among health and social care professionals. The central question guiding this study revolves around the possibility of merging interprofessional collaboration, lifelong learning, the International Classification of Functioning, Disability and Health (ICF), and the Rehabilitation Competency Framework (RCF) into a unified competency framework that can be used in both education and in the work field.\u0000Method: In total, five modified Delphi rounds were executed during three phases specifically comprising the design, relevance, and report stages. The first contains a literature search, the second includes 11 pilots with surveys, and the last finalized the INPRO Competency Framework (INPRO CF).\u0000Results: The primary result is the INPRO CF that is readable, accurate, applicable, and accepted. It contains five domains, 17 competencies, and 200 learning outcomes or behaviors. It exists in four languages (Dutch, Finnish, English, German).\u0000Discussion: The INPRO CF is a relevant interprofessional competency framework designed to alleviate deficiencies between education and practice so it is suitable for a lifelong learning process. It demonstrates adaptability across various contexts.\u0000Implications for Practice\u0000\u0000The INPRO Competency Framework provides a structured overview of the learning journey in becoming an experienced interprofessional collaborator and is applicable in both practice and educational settings.\u0000The INPRO Competency Framework provides a comprehensive understanding of goals that an individual in a team can work on and structures those that it would like to achieve.\u0000The INPRO Competency Framework has the potential to positively impact person centered care by promoting collaboration among health and social care professionals. It simultaneously can contributes to transforming education by shaping curricula and preparing students for interprofessional teamwork in their future careers.\u0000","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"116 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141017548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaboration from a Distance: Remote Simulation in Hybrid Healthcare Education","authors":"C. Andrea, Jason E. Cook, A. Boddy","doi":"10.61406/hipe.290","DOIUrl":"https://doi.org/10.61406/hipe.290","url":null,"abstract":"Introduction: Simulation is an established method to teach interprofessional collaborative practice, but little is known about best practices when using simulation for remote learning activities in allied healthcare education. This mixed-methods study seeks to provide hybrid healthcare program educators with evidence regarding the effect of a remote simulation to address the topic of interprofessional collaboration. Methods: Authors investigated student self-assessed competency, satisfaction, and self-confidence in response to a remote learning activity in which Doctor of Physical Therapy (DPT) students and licensed occupational therapists and speech language pathologists collaborated in a simulated pediatric case discussion via video-conferencing technology. The Interprofessional Collaborative Competency Attainment Survey-Revised and the Student Satisfaction and Self-Confidence in Learning scale were administered to 97 entry-level Doctor of Physical Therapy (DPT) students. One-on-one semi-structured interviews were completed to acquire student perception about the learning experience. Results: Results confirmed a significant increase in self-assessed collaborative competency attainment and students reported general levels of satisfaction and self-confidence in learning related to the interdisciplinary, remote simulated experience. Qualitative responses revealed three main themes: (1) unique interaction in a structured simulation experience, (2) ‘it was definitely a point of confirmation’, a learning experience, and (3) collaboration. Discussion: The use of remote healthcare simulation has the potential to improve interprofessional collaborative learning and practice among allied healthcare students. Faculty might consider the use of remote simulated experiences for the purpose of interprofessional learning in hybrid or online programs. Use of this teaching method within other groups of allied healthcare students should be examined. Implications for Practice Remote simulation can be an effective and satisfactory method of teaching interprofessional collaboration among allied healthcare students in hybrid programs. Quantitative and qualitative findings offer evidence that entry-level DPT students in hybrid programs value remote simulation as a learning opportunity and were engaged in the educational process. Faculty of hybrid allied health professional education programs may want to consider implementation of remote simulation for the purposes of interprofessional collaboration with the intent of readying students for practice.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An International Interprofessional Health Quality Graduate Internship: The Shared Gains of Educational-Research Partnerships","authors":"K. Perfetto, Abigail Albutt, J. O'Hara, K. Sears, L. Duhn","doi":"10.7710/2641-1148.2267","DOIUrl":"https://doi.org/10.7710/2641-1148.2267","url":null,"abstract":"The challenges inherent in improving health quality and safety, as well as the intentions to address them, are seen globally. Like the healthcare teams themselves, multiple perspectives from varying professional backgrounds and contexts can best leverage ideas and solutions. As we provide advanced education about safety, quality and risk in health to current and future leaders, we have come to appreciate the importance of global connectedness and the exceptional opportunities that can be provided to students. This paper is about an innovative PhD in Health Quality program, which includes a practical internship. Specifically, we describe an international internship that occurred for one Canadian doctoral student with a UK research partner. This experience has confirmed the value of internships as applied to health quality and safety, and particularly as an opportunity to work with and learn from researchers with differing professional backgrounds. Further, this practical experience led to an expanded depth and breadth of knowledge (both theoretical and applied) for this doctoral student.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126757789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing a Pediatric Resident Physician/Bedside Nurse Shadow Program to Improve Interprofessional Collaboration and Understanding, and to Transform Practice","authors":"Chelsea E. Allen, LaDon Dieu, Anna Kushnir, S. Watt, Vasudha L. Bhavaraju","doi":"10.7710/2641-1148.2268","DOIUrl":"https://doi.org/10.7710/2641-1148.2268","url":null,"abstract":"INTRODUCTION Resident physician/nurse collaboration is essential for patient safety and optimal clinical outcomes. Interprofessional shadowing experiences can facilitate understanding of team roles; however, enhanced understanding may not transform individual practices leading to workplace improvement. This educational innovation utilized a resident/nurse shadow program to raise awareness of interprofessional roles and as a needs assessment to identify and educate about specific system-wide standards that can lead residents to transform their practices to improve nurse workflow. METHODS From 2018-2020, 44 first-year pediatric residents at a free-standing children’s hospital shadowed nine nurse preceptors. Each nurse received an orientation and checklist of topics to cover. Residents observed nursing responsibilities including admissions, line placement and medication administration. All participants completed pre-post surveys. RESULTS Post-surveys demonstrated a statistically significant improvement (p<.00001) in Likert scores of residents’ self-rated understanding of nursing cares and workflow. The experience uncovered three system-wide scheduling standards where resident modification of ordering practices could optimize nursing workflow: timing of morning lab draws, new medication administration, and delivery of dietary formula. The shadow program was modified to include education in these three areas and participants had statistically significant (p<.01) increased knowledge of timing of morning labs and new medication administration (35% and 39% improvement, respectively). Nurse understanding of resident workflow was not measured due to limited data.DISCUSSION A resident/nurse shadow program successfully improved resident awareness of nursing roles and was an innovative way to identify specific areas of workflow improvement. Program modifications are required to create a true, bidirectional, resident/nurse interprofessional shadow experience. ","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129505009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Development of an Interprofessional Situational Judgment Test","authors":"J. Jessen, K. Somers, Julie A. Manz, S. Foster, Kimberly Beran-Shepler","doi":"10.7710/2641-1148.2270","DOIUrl":"https://doi.org/10.7710/2641-1148.2270","url":null,"abstract":"INTRODUCTION Although the prevalence of interprofessional education (IPE) is increasing, research measuring competency in IPE is underdeveloped (MacDonald et al., 2010; Shrader et al., 2017). Interprofessional assessment tools are plentiful, but most rely on self-report rather than performance data. Thus, the purpose of this study was to develop a computer-based situational judgment test to evaluate health professional student preparedness for interprofessional practice.\u0000METHODS The investigators developed the Creighton Interprofessional Situational Judgment Test (C-IPSJT) which includes nine interprofessional clinical case scenarios, each with multiple questions reflecting IPEC competencies. Subsequently, focus groups representing both IPE and health education experts were convened to assess the C-IPSJT.\u0000RESULTS Qualitative analysis revealed several themes. Participants found that the C-IPSJT was a novel assessment of interprofessional skills and case scenarios presented were reflective of current clinical practice. Challenges were found in understanding the role of the test taker, discerning correct responses, and the need for further validity testing. Additional themes included the impact team dynamics have on learner responses and how student responses could be affected by their place on the learning continuum.\u0000DISCUSSION Findings from the initial testing of the C-IPSJT demonstrate positive content validity through two independent content expert reviews. Content experts identified that the C-IPSJT could be a viable mechanism to differentiate between novice and competent health professional students. Future research includes item revision, testing over a larger sample in which psychometric properties and item analysis can be studied, and establishing content validity.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"53 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134035267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging Student Learners in Interprofessional Simulations using Halloween-Themed Scenarios","authors":"Jackie Vaughn, Tiffany Erichsen, Julia Peck, Tamantha Arms, Brittany Merryman, Chase DuBois, Matthew Peterson, Stephanie Sims","doi":"10.7710/2641-1148.2276","DOIUrl":"https://doi.org/10.7710/2641-1148.2276","url":null,"abstract":"INTRODUCTION This article describes the development, implementation, and evaluation of an innovative Halloween-themed interprofessional simulation activity for healthcare students. The objective for the activity was to engage diverse groups of students in relevant healthcare scenarios to build skills in emergency management and enhance knowledge about one another’s professions. In addition, our objectives included providing the opportunity for students to collaborate with one another and communicate effectively as a team as they rotated through the simulations.\u0000METHODS A one-group posttest survey design was used for this event.\u0000RESULTS The quantitative findings, while not statistically significant, indicated that the largest perceived change was observed in communication. The qualitative findings gave further insight into the students’ perspectives on what they learned about one another’s disciplines and roles as well as the importance of teamwork and communication.\u0000DISCUSSION Interprofessional simulations provide students with an opportunity to learn about from, with, and about one another's professions.  ","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126558960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community Engagement in Co-designing an Innovative Health Equity Program: A Case Report","authors":"Julie Berrett-Abebe, Melissa J. Mattison, Sarah Perez McAdoo","doi":"10.7710/2641-1148.2261","DOIUrl":"https://doi.org/10.7710/2641-1148.2261","url":null,"abstract":"INTRODUCTION Community-based interprofessional education is a promising strategy for socializing students into team-based care and centering the voices of community members in health equity-focused work. Particularly in resource limited areas, it is vital to collaborate across institutions, professions, and constituents to plan and implement interprofessional education offerings. However, little is known about the factors that support the process of co-designing an interprofessional health equity program centering the community.\u0000METHODS Using a convergent, case study framework, this mixed methods project used quantitative data (Wilder Collaboration Factors Inventory) and qualitative data from working group feedback forms, to evaluate our collaborative process.\u0000RESULTS Quantitative analysis reveals collaborative strengths that include skilled leadership, unique group purpose, and mutual respect. Collaborative challenges include appropriate cross-section of members and sufficient funds. Qualitative themes (analyzed to further illuminate quantitative results) include sense of purpose, importance of thoughtful leadership, and community engagement.\u0000DISCUSSION Building sustainable academic-hospital-community relationships and centering the community in health equity work are keys to success in co-designing an interprofessional health equity curriculum. Committed funding also supports sustainability and sends an important message about the value of community members and community-based work. While these recommendations may be common sense, they are not yet common practice.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134024161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Locally Developed Pilot Writers’ Workshop Encourages Scholarly\u0000 Dissemination of Interprofessional Education Projects","authors":"Gretchel Gealogo Brown, Moshtagh R Farokhi, K. Krolick, Rebecca Moote, Temple A. Ratcliffe, Joseph A Zorek","doi":"10.7710/2641-1148.2246","DOIUrl":"https://doi.org/10.7710/2641-1148.2246","url":null,"abstract":"INTRODUCTION The interprofessional education (IPE) community has long recognized that scholarly output related to program/ study design, outcomes, and evaluation is needed to strengthen the IPE evidence base. We developed, implemented, and evaluated a university-wide interprofessional writers’ workshop to address this need. METHODS Awardees of the Linking Interprofessional Networks for Collaboration (LINC) Seed Grant Program, which provides financial support for innovative IPE projects at","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126006591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparable outcomes between face-to-face and online deliveries of an\u0000 introduction to IPE event for occupational therapy and physical therapy\u0000 students","authors":"Jillian Woodworth, Suzanne Trojanowski, A. Yorke","doi":"10.7710/2641-1148.2228","DOIUrl":"https://doi.org/10.7710/2641-1148.2228","url":null,"abstract":"","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127461796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Geriatric Workforce Competency: Impact of 3 Distinct Geriatric\u0000 Interprofessional Education Programs","authors":"F. Segal-gidan, C. Resnik, J. Reilly, Gregory D. Stevens","doi":"10.7710/2641-1148.2233","DOIUrl":"https://doi.org/10.7710/2641-1148.2233","url":null,"abstract":"","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121503588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}