Health, Interprofessional Practice and Education最新文献

{"title":"Not One and the Same: How Personal Support Workers, Licensed Practical\u0000 Nurses, and Registered Nurses Enact Collaboration in Long-Term Care","authors":"D. Thompson, Brett Caccamo, Alison P. Thompson","doi":"10.7710/2641-1148.2168","DOIUrl":"https://doi.org/10.7710/2641-1148.2168","url":null,"abstract":"BACKGROUND & PURPOSE Personal support workers, licensed practical nurses, and registered nurses are the primary care providers in long-term care. Research reporting on how these professions collaborate in long-term is limited. Understanding how collaboration occurs in long-term care may support and improve the care of residents.  The purpose of this paper is to describe how personal support workers, licensed practical nurses, and registered nurses enact interprofessional collaboration in long-term care. RESEARCH DESIGN & METHODS A qualitative descriptive study using individual interviews with personal support workers, licensed practical nurses, and registered nurses working in long-term care (n = 13) was conducted. Data was categorized according to competencies from the Canadian Interprofessional Health Collaborative, National Interprofessional Competency Framework and then themes were identified to describe how collaboration is enacted. FINDINGS Analysis revealed that collaboration occurs according to five competencies (interprofessional communication, collaborative leadership, role clarification, team functioning, and patient-centred care). Four themes are presented: chain of command communication, leadership based on resident condition, (mis)understanding of roles, and respect within team functioning. These themes are presented because they are organizational aspects of collaboration as opposed to individual attributes and are, therefore, more helpful for those charged with supporting or improving collaboration within an organization. CONCLUSION Personal support workers, licensed practical nurses, and registered nurses naturally enact interprofessional collaboration is a manner that closely aligns with the Canadian Interprofessional Health Collaborative, National Interprofessional Competency Framework.  Strategies to support and improve collaboration in long-term care should align with these competencies and take into account the nuances between personal support workers, licensed practical nurses, and registered nurses.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124016704","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":"Comparing the Efficacy of Interprofessional versus Single Profession\u0000 Teams in Promoting Quality Conversations About Advance Care Planning","authors":"Sabina Kupershmidt, Helene Hegge, Haifa AbouSamra, Cheryl Fischbach, Carla Dieter, Whitney Lucas-Molitor","doi":"10.7710/2641-1148.2177","DOIUrl":"https://doi.org/10.7710/2641-1148.2177","url":null,"abstract":"PURPOSE The study compared the impact of educating learners in interprofessional versus single profession teams using the Respecting Choices First Steps® Advance Care Planning training method. METHODS Learners in an academic program were grouped into either interprofessional or single profession teams and participated separately in Respecting Choices® Facilitator training. A PICOT question was formulated: In ACP facilitators and their clients what is the effect of an ACP educational initiative on attitudes, knowledge and behaviors when the initiative is delivered by an interprofessional compared to a single profession team of learners during a year-long pilot study? RESULTS 1. Confidence in the subject matter increased in ACP facilitators pre- to post test. 2. Interprofessional knowledge and attitudes were not different in the two teams. 3. Clients attending ACP workshops improved their scores pre- to post workshop but no difference was observed between clients of the interprofessional and the single profession team. CONCLUSION Preliminary steps beyond grouping learners into teams consisting of multiple professions will be required to impact their effectiveness over a single profession team.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133099468","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":"Clinical preceptors' self-assessed beliefs, behaviors, and attitudes for\u0000 interprofessional education after an online professional development\u0000 module","authors":"Jaclyn Schwieterman, Jordan M. Utley, A. Breitbach, H. Crocker","doi":"10.7710/2641-1148.2163","DOIUrl":"https://doi.org/10.7710/2641-1148.2163","url":null,"abstract":"INTRODUCTION Interprofessional education and collaborative practice is emerging at the forefront of health professions education. The Commission on Accreditation of Athletic Training Education recently added interprofessional education and interprofessional collaborative practice to the accreditation standards.  In order to facilitate interprofessional education experiences and produce collaborative, team-based care athletic trainers, the development of preceptors in interprofessional education and collaboration is vital.  The purpose of this study was to examine the effectiveness of an asynchronous online professional development module designed for preceptors who are part of athletic training programs, to educate them in an attempt to promote interprofessional education and collaboration in the clinical setting for athletic training students. METHODS A pre-experimental retrospective pretest-posttest survey design was used to measure the effectiveness of an online asynchronous professional development module focused on interprofessional education and collaboration. The population for this study was healthcare practitioners who serve as preceptors in accredited athletic training programs. RESULTS Statistical significance was found between the pretest and posttest scores for athletic training preceptors on the ISVS-21. CONCLUSION These findings provide evidence that a 10-minute asynchronous online professional development module is effective in influencing preceptors’ beliefs, behaviors, and attitudes toward interprofessional collaboration.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124816304","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":"Interprofessional Approach to Educating Medical Students on Pediatric\u0000 Medication Taste and Palatability","authors":"Bailey Howard, J. Biggs, M. Crist, Omayma A. Kishk, R. Carter, R. Macatangay","doi":"10.7710/2641-1148.2148","DOIUrl":"https://doi.org/10.7710/2641-1148.2148","url":null,"abstract":"INTRODUCTION Medication palatability is one of many factors influencing medication adherence in the pediatric population, but there is limited research into medical students’ knowledge of this relationship. The purpose of this study was to assess the knowledge and beliefs of medical students regarding pediatric medication characteristics, administration, taste, and effect of palatability on adherence before and after an interprofessional education session. METHODS Pharmacy colleagues taught a lecture addressing pediatric pharmacology, patient cases, medication administration strategies, and methods to enhance adherence. Participants had the opportunity to taste amoxicillin, cefdinir, clindamycin, prednisolone, and ranitidine. Students completed a survey before and after the education session, and a poll during the taste test. RESULTS Prior to the session, students had very few lecture hours devoted to these topics and the majority were unfamiliar with medication flavoring and administration to children. After the session, 94% of students stated their opinion on the importance of medication palatability had changed. There was a significant improvement in students’ beliefs about their pharmacology knowledge (p","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126859401","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":"Nursing, Physical Therapy, and Cytotechnology Graduate and Undergraduate\u0000 Students’ Attitudes Toward Teamwork Before and After Participation in an\u0000 Interprofessional Education Experience","authors":"S. Mishoe, Muge Akpinar Elci, R. Poston, K. Tufts, B. Thompson","doi":"10.7710/2641-1148.2167","DOIUrl":"https://doi.org/10.7710/2641-1148.2167","url":null,"abstract":"BACKGROUND Educating health professional (HP) students in environments wherein they can learn about, from, and with each other can prepare them for interprofessional collaborative practice (IPCP), which may positively impact patient safety and satisfaction (Brashers et al., 2015; Health Professions Accreditors Collaborative [HPAC], 2019).  IPCP is characterized by effective communication, shared values, respect for diverse disciplines and teamwork among health professionals (IOM, 2015). However, professional silos in practice can foster competition rather than collaboration. Knowledge of HP roles and responsibilities is a primary tenet of IPCP (Interprofessional Educational Collaborative [IPEC], 2011). PURPOSE An interprofessional education (IPE) approach that combined book reading, a presentation by the author of the book, and small group discussion of a case study focused on patient safety was used to introduce students to HP roles and responsibilities and to highlight the benefits of IPCP. Patient safety is an effective platform for engaging students in IPE learning and exposing them to the benefits of teamwork and interprofessional collaboration as demonstrated in this study. METHOD Block randomization was used to assign graduate and undergraduate students (N=167) to interprofessional groups for the IPE learning, including case discussions. There were 20 groups of 8 students and one group with the remaining 7 students. The group compositions were reviewed and it was verified prior to data collection that each group had interprofessional representation of students based on their programs of study. Most students in our sample had two or more prior IPE experiences. Pre- and post-participation attitudes about teamwork were assessed using the Teamwork, Roles, and Responsibilities (TRR) subscale of the Interprofessional Attitudes Scale (IPAS). RESULTS There were significant changes in student attitudes toward teamwork (p < .05) and significant differences in scores based on discipline, prior IPE learning and level (graduate or undergraduate) with moderate to large effect sizes. CONCLUSION This study demonstrates how IPE can be implemented through co-curricular learning to build upon prior IPE learning to improve both graduate and undergraduate students’ attitudes toward teamwork.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116607001","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":"The Design of Interprofessional Performance Assessments in Undergraduate\u0000 Healthcare & Social Work Education: A Scoping Review","authors":"H. Smeets, Albine Moser, D. Sluijsmans, Xandra M. C. Janssen-Brandt, J. Merriënboer","doi":"10.7710/2641-1148.2144","DOIUrl":"https://doi.org/10.7710/2641-1148.2144","url":null,"abstract":"The increase in the number of people with multiple chronic conditions requires that future healthcare professionals learn to collaborate with professionals of various backgrounds. It is important that after graduation, students are ready to think from an interprofessional perspective. To make valid inferences about students’ interprofessional competencies, an interprofessional performance-oriented assessment approach is needed that yields evidence for the acquisition of interprofessional competencies. To date, little is known about the design of interprofessional assessments. The objective of this article is to examine the design quality of current interprofessional performance assessments in undergraduate healthcare and social work education. For this purpose, we did a scoping review and selected 28 studies. Based on a theoretical assessment design framework, we specifically analyzed the description of the purpose of the assessment, the assessment performances, the assessment exercises, and the assessment rating plan. Results show that in current interprofessional assessment practice, a rich variety of assessment exercises and assessment instruments is used. Much less is known about the role of the assessors and the performance criteria that are applied for the assessment of interprofessional competencies. We conclude that the design of interprofessional assessment performances and exercises that are aligned with the goals of interprofessional education needs further attention. We provide recommendations for future research regarding a more systematic design of well-aligned performance assessments in interprofessional education.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"24 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123479594","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":"The Role of Social Determinants in Health Care: Student Reflections on Patient Needs, Community Resources, and Interprofessional Development","authors":"McKinley Thomas, P. Tillman, J. Buelow","doi":"10.7710/2641-1148.2113","DOIUrl":"https://doi.org/10.7710/2641-1148.2113","url":null,"abstract":"BACKGROUND Teaching emerging health care professionals the importance of addressing social determinants of health is an important step toward equitable care. To this end, students need both an understanding of the narrative of those living with limited healthcare access and the opportunity to reflect upon how experiential learning impacts their views on health care services and professional development. PURPOSE The purpose of the study was to assess experiential self-reflections among health professions students after participating in an interprofessional, community-based program designed to provide much-needed health care to vulnerable populations. METHODS After participation, students provided reflections regarding their views on 1) individuals receiving care, 2) community needs and resources, and 3) their own interprofessional growth. A qualitative, iterative process was used to identify emergent themes. RESULTS Themes specific to both participants and community resources centered on poor access to care, dental and vision needs, and limited awareness of available resources. Those specific to students’ interprofessional experience and professional growth include patient outcomes, understanding community characteristics, communication skills, and an appreciation of interprofessional, multi-level delivery of services. CONCLUSIONS Consideration of social determinants of care is an important conduit toward clarifying one’s views of vulnerable populations and as a means of enhancing professional growth and development.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"258263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116417036","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":"Systematic review of interprofessional oncology simulation","authors":"Hayley J. Dunnack","doi":"10.7710/2641-1148.2105","DOIUrl":"https://doi.org/10.7710/2641-1148.2105","url":null,"abstract":"BACKGROUND With the evolving complexity surrounding cancer care, interprofessional education through simulation must be examined as a novel pedagogy. OBJECTIVE To provide a systematic review by way of an evolutionary concept analysis of interprofessional oncology simulation to advance understanding of its antecedents, attributes, and consequences. DESIGN Rogerian evolutionary concept analysis method. DATA SOURCES A convenience sample of peer-reviewed publications were retrieved from MEDLINE, CINAHL and PsycINFO from 2002-2019. RESULTS Literature investigating interprofessional oncology simulation is growing. Findings (N=16 articles) revealed congruent antecedents, while attributes included: (1) realistic oncology care scenarios, (2) training in complex oncology care, and (3) oncology care communication. The conceptual consequences were identified as improved interprofessional team, trainee, and patient care outcomes. CONCLUSIONS Findings advance knowledge in the growing area of interprofessional oncology simulation by providing conceptual clarification for healthcare providers. As professional organizations continue to emphasize interprofessional educational methods, additional research is critical in furthering this area of knowledge development.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131867979","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":"Gaining an Understanding of Interprofessional Roles and Responsibilities Among Pre-Professional Health Students","authors":"T. Gunaldo, Allison C. Augustus-Wallace, D. Schilling, M. Hicks, Amanda Goumas, Elizabeth Levitzky","doi":"10.7710/1191","DOIUrl":"https://doi.org/10.7710/1191","url":null,"abstract":"INTRODUCTION Interprofessional education (IPE) literature at the  pre-professional health program level is limited. Exposing students to IPE prior to health professional program matriculation may increase students’ understanding of their chosen professions’ contributions to the health team as well as the role of other professions on the team. METHODS Summer Health Professions Education Program (SHPEP) participants from three institutions engaged in a six-week academic enrichment program, which required an IPE component. Prior to engagement in the IPE curricula, SHPEP participants were asked to complete a pre-survey. A component of the survey included the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). Low pre-mean scores for the SPICE-R2 Roles and Responsibilities factor led to an exploratory research design asking participants to complete the following statement “My role on an interprofessional team is…” upon completion of the SHPEP program. RESULTS Nine topic areas were identified from 163 participant statements: 1) contribute to the team, 2) collaborating with the team; 3) lead the team; 4) patient-focus; 5) population health/public health; 6) listen to others; 7) respect contributions of other team members; 8) learn from others; and 9) refer to others. DISCUSSION Pre-professional health student participant responses were reflective of the U.S. Interprofessional Education Collaborative (IPEC) Roles and Responsibilities, Interprofessional Communication and Values and Ethics competencies. CONCLUSION Earlier presentation of IPE concepts allows students to develop a more comprehensive view of interprofessional roles. Results of this study demonstrate accurate learning of the IPEC RR competency and support integrating IPE experiences within academic enrichment programs for pre professional health students.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116576417","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":"The Interprofessional Care Team: Where do Educators Fit in?","authors":"Amber V. Buhler, A. Boudreau","doi":"10.7710/1165","DOIUrl":"https://doi.org/10.7710/1165","url":null,"abstract":"","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116923181","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}