Journal of Interprofessional Education and Practice最新文献

{"title":"Rewarding interprofessional education: Designing and implementing an IPEP Distinguished Scholars Program","authors":"Meg Zomorodi ,&nbsp;Lorraine Alexander ,&nbsp;Ellie Fleming ,&nbsp;Sarah Lindsay Liebkemann ,&nbsp;Phil Rodgers ,&nbsp;Lisa de Saxe Zerden","doi":"10.1016/j.xjep.2024.100727","DOIUrl":"10.1016/j.xjep.2024.100727","url":null,"abstract":"<div><div>The Interprofessional Education and Practice Distinguished Scholar (IPEP DS) program was developed to reward students who go ‘above and beyond’ required interprofessional education and practice events. IPEP Distinguished Scholars (IPEP DS) must participate in at least two semesters of activities outside of their required IPEP coursework, serve on an interprofessional committee, and complete an interprofessional immersion experience. Following completion of these activities, students compose a reflection essay about their learning and experiences and ultimately receive transcript distinction, cords to wear at graduation, and a Credly™ badge (digital credentialing). This article provides an overview of the design of this program and outcomes for replication at other institutions.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100727"},"PeriodicalIF":0.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663640","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 impact of a microaggressions-themed interprofessional education curriculum on attitudes, confidence, and collaboration competencies: A curricular resource for health professions learners","authors":"Skye A. McKennon ,&nbsp;TJ Klay Sandum ,&nbsp;Megan N. Willson","doi":"10.1016/j.xjep.2024.100726","DOIUrl":"10.1016/j.xjep.2024.100726","url":null,"abstract":"<div><div>While attention has been paid to microaggressions (MAs) and interprofessional (IP) education independently, little attention has been paid to how training IP learners in MA can impact confidence and willingness to respond to MAs. We developed an online IPE activity, for six health professions, with asynchronous and synchronous components utilizing standardized patients (SPs) aiming to educate on MAs, their impacts, and how to appropriately respond as recipient, bystander, and source. Students from senior undergraduate nursing (BSN), second-year medical (MD), third-year pharmacy (PharmD), physician assistant/associate (PA) students<em>,</em> athletic training (BS), and graduate nursing (DNP) health professions programs participated.</div><div>Objectives included: define MA; respond to a MA as the source, bystander, and recipient using Ackerman-Barger's Microaggressions Triangle model; respond to a MA when the source is lateral, in a position of authority, and a patient; and identify the ability of the activity to allow interprofessional collaboration across the six Interprofessional Collaborative Competencies Attainment Scale (ICCAS) domains. The synchronous virtual session began with a large group didactic mini lecture and transitioned to IP small group activities. Within groups, students completed SP simulations where students role played responding to MAs as the recipient, bystander, and source. The session concluded with a faculty-led large group debrief. Students were pleased with the learning experience and demonstrated improvements in attitudes/confidence responding to MAs and ICCAS domains. The curriculum can be customized to meet the needs of a variety of health profession learners and is available for use from the authors.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100726"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533505","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":"Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course","authors":"Michael J. Peeters,&nbsp;Michelle M. Masterson","doi":"10.1016/j.xjep.2024.100725","DOIUrl":"10.1016/j.xjep.2024.100725","url":null,"abstract":"<div><h3>Objective</h3><div>Response-shift has described a shift in respondents' self-assessment following an impactful experience—where a respondent may initially score themselves higher than their true ability on Pre-assessment, though shifted/lowered their initial ability-score (on Post-assessment) after they learned further. While the psychological literature had described this ‘response-shift’ effect decades ago, our objective at this time was to evaluate the magnitude that response-shift was occurring in our interprofessional education (IPE) context and using our own self-assessment instrument.</div></div><div><h3>Methods</h3><div>Using a standard response-shift study design, first-year health-professions students within a foundational IPE course completed <em>beginning-of-course</em> (Pre) and <em>end-of-course</em> (Post) self-assessments based on that IPE course's student-learning-objectives; additionally at course-end, students completed a <em>retrospective</em>-<em>beginning-of-course</em> (RetroPre) self-assessment (to reflect and score themselves retrospectively for course's beginning). Paired t-tests compared each student's Post minus Pre (Conventional) versus Post minus RetroPre (Adjusted-effect); effect-sizes used Cohen's-d.</div></div><div><h3>Results</h3><div>Among 267 students, conventional change had a 0.5 effect-size (medium), while adjusted-effect change was 1.5 (very-large). Notably, some students’ conventional change was negative, though <em>none</em> of those same students reported negative-change in their adjusted-effect.</div></div><div><h3>Conclusion</h3><div>We found a substantial response-shift in our educational context, and evidence for improved accuracy. Moreover, RetroPre/Post appeared <em>more</em> efficient for students (as they could complete both in one sitting at course-end, instead of twice with conventional Pre/Post), and staff (no one needed to match each student's Pre and Post assessments).</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100725"},"PeriodicalIF":0.0,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional heart failure education for self-care knowledge and medication adherence in cardiac rehabiliation patients: A short report","authors":"Joyce M. Kyung ,&nbsp;MaryDee Fisher ,&nbsp;David DeCarlucci","doi":"10.1016/j.xjep.2024.100724","DOIUrl":"10.1016/j.xjep.2024.100724","url":null,"abstract":"<div><p>Heart failure (HF), a costly and often deadly syndrome, is associated with hindered cardiac functioning. Suboptimal HF disease knowledge and related poor self-care practices result in worsening heart failure, increased rehospitalizations, decreased quality of life, and potential death. Provision of interprofessional education is essential to encourage disease understanding and reliable adoption of appropriate self-care behaviors. This short report describes the timely implementation of an evidence-based practice educational project (EBP) designed to augment heart failure knowledge and vital self-care management strategies, among phase II cardiac rehabilitation (CR) patients. Individual sessions led by interprofessionals included nursing, advanced nursing, nutrition, information technology, and exercise physiology clinicians. Post-intervention results suggest collaborative interprofessional patient education effectively enhanced knowledge (19.1 % increase) about overall heart failure and specifically improved medication adherence rates (5.4 % increase). Efficient and effective interprofessional self-care-focused education should become routine practice in phase II CR patients to address complex care challenges, decrease costs and improve overall outcomes.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100724"},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172710","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":"How team-based are rural or underserved clinics where AHEC scholars train?","authors":"Cynthia Taylor ,&nbsp;Patricia A. Carney ,&nbsp;Curt Stilp ,&nbsp;Eric M. Wiser","doi":"10.1016/j.xjep.2024.100723","DOIUrl":"10.1016/j.xjep.2024.100723","url":null,"abstract":"<div><h3>Background</h3><p>Interprofessional collaborative practice is an important feature of delivering high quality patient-centered care. Understanding what students learn during their clinical rotations about how healthcare teams function, particularly in rural and underserved settings is important for addressing health disparities in these populations.</p></div><div><h3>Purpose</h3><p>To determine the extent to which healthcare teams located in rural or underserved clinics that host AHEC Scholars engage in teamwork and team-based care.</p></div><div><h3>Methods</h3><p>The 15-item Assessment for Collaborative Environments (ACE-15) instrument, measuring interprofessional teamwork and team cohesion was administered to team members at 17 rural or underserved clinics and demographic information was collected.</p></div><div><h3>Results</h3><p>Several significant differences in mean ACE-15 scores were found among team types, clinic types and settings: community-based clinics scored higher compared to their university-based counterparts and clinics in rural settings scored higher compared to those in urban settings. Primary care-based teams scored higher compared to non-primary care-based teams.</p></div><div><h3>Conclusions</h3><p>Training students within healthcare teams across multiple settings and locations is paramount to their preparation for interprofessional work.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100723"},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076985","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":"Evaluation of alternate form reliability for the 9-item versions of the interprofessional socialization and valuing scale (ISVS-9A/9B)","authors":"Tina P. Gunaldo ,&nbsp;Kelly Lockeman ,&nbsp;Abigale T. Matulewicz ,&nbsp;Harun Mazumder","doi":"10.1016/j.xjep.2024.100722","DOIUrl":"10.1016/j.xjep.2024.100722","url":null,"abstract":"<div><h3>Background</h3><p>The Interprofessional Socialization and Valuing Scale (ISVS) was developed to measure interprofessional socialization as one adopts and integrates learning into practice. While items for the ISVS-9A and 9B were drawn from three subscales of the original 24-item tool, these parallel forms were validated as a unidimensional measure using Canadian health professional and student populations.</p></div><div><h3>Objectives</h3><p>The aim was to investigate if the ISVS-9A and ISVS-9B forms are interchangeable and examine their internal structure.</p></div><div><h3>Design</h3><p>Students completed an 18-question survey that included the nine items from the ISVS-9A followed by the nine items for ISVS-9B.</p></div><div><h3>Settings</h3><p>Two U.S. academic health science centers provided longitudinal interprofessional education (IPE) in a classroom setting.</p></div><div><h3>Participants</h3><p>625 students representing 13 programs from one institution and 512 students representing 7 health professions programs from the second institution were included in the study.</p></div><div><h3>Methods</h3><p>Participants completed the ISVS-9A and 9B as a single form. Intraclass correlation coefficients (ICC) and corresponding 95 % confidence intervals were calculated to measure the absolute agreement between the scores from the ISVS-9A and 9B forms. A factor analysis considering the original tool's three subscales was conducted.</p></div><div><h3>Results</h3><p>592 responses from one institution and 500 responses from the second institution were analyzed. ICC for the ISVS total scores demonstrated good reliability (0.75–0.90). However, the internal structure of the three factors demonstrated moderate reliability (0.5–0.75) and may need further investigation.</p></div><div><h3>Conclusions</h3><p>This study confirms the use of the ISVS-9A and 9B total score to measure interprofessional socialization in health professional students attending U.S. institutions. Additional research is needed to determine potential reasons for mixed outcomes from studies using ISVS-9A and 9B parallel forms.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100722"},"PeriodicalIF":0.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949584","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":"Advancing interprofessional workplace learning: Successful implementation of the ‘WILD Series©’ hybrid professional development model","authors":"Alexandra Zagoloff ,&nbsp;Cheri Friedrich ,&nbsp;Roni Lafky ,&nbsp;Bonnie Horgos ,&nbsp;Sara North","doi":"10.1016/j.xjep.2024.100721","DOIUrl":"10.1016/j.xjep.2024.100721","url":null,"abstract":"<div><h3>Background</h3><p>The 2021 NCICLE <em>Pathways to Excellence</em> framework highlights the need for professional development opportunities promoting interprofessional learning to optimize healthcare provider and learner teaming in the clinical learning environment. Despite this priority, research shows some clinicians are not developing their collaborative practice skills.</p></div><div><h3>Purpose</h3><p>This article describes the hybrid Workplace Interprofessional Learning and Development (WILD) Series, which was developed to promote interprofessional preceptor development through workplace learning.</p></div><div><h3>Method</h3><p>The WILD Series© includes four unique six-week offerings, each dedicated to one Interprofessional Education Collaborative (IPEC) competency area. Each six-week session includes five weeks of one topical, actionable independent email engagement and concludes with a structured, facilitated synchronous debriefing session.</p></div><div><h3>Discussion</h3><p>The WILD Series© is the first IPE program designed for independently practicing clinicians and preceptors that includes synchronous and asynchronous components. Initial feedback was positive regarding the series format, content, and outcomes.</p></div><div><h3>Conclusion</h3><p>The WILD Series© demonstrates that workplace learning can be an effective strategy for addressing gaps in interprofessional preceptor development.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100721"},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141846289","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":"Step by step: Utilizing Kotter's model to design and implement a strategic plan for institutionalizing interprofessional education and practice","authors":"Meg Zomorodi ,&nbsp;Lisa de Saxe Zerden ,&nbsp;Katharine Ciarrocca ,&nbsp;Madeline Neal ,&nbsp;Philip Rodgers","doi":"10.1016/j.xjep.2024.100720","DOIUrl":"10.1016/j.xjep.2024.100720","url":null,"abstract":"<div><p>Health professional schools are complex environments. Academic leaders of interprofessional education and practice (IPEP) have the unique challenge of navigating these intricacies on the individual and collective level to create a common vision that supports the sustainable implementation and assessment of quality interprofessional education (IPE). In order to move beyond a common approach to IPE that has been described as a “series of isolated events” that insufficiently address the Interprofessional Education Collaborative (IPEC) core competencies in their entirety, a strategic planning process can help institutions design and develop robust IPE experiences with intentionality.</p><p>This article describes the steps taken in a formal strategic planning process to create and sustain a pan-university IPEP office to strengthen IPE and collaboration among emerging health professionals/schools-departments at a public flagship university in the southeastern U.S. Additionally, Kotter's model for institutional change highlights strategies to gain buy-in, and lessons learned. This paper provides a guide to help grow, sustain, and invest in formal IPEP programs for other academic institutions.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100720"},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853125","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":"Racial differences in interprofessional socialization and valuing in pharmacy students","authors":"Joseph M. LaRochelle ,&nbsp;Jill A. Morgan ,&nbsp;Aryn C. Karpinski","doi":"10.1016/j.xjep.2024.100719","DOIUrl":"10.1016/j.xjep.2024.100719","url":null,"abstract":"<div><h3>Background</h3><p>The purpose of this study was to examine interprofessional valuing and socialization in all four levels of pharmacy students and to ascertain differences including racial differences throughout the program.</p></div><div><h3>Methods</h3><p>Data were collected from students across the 4-year pharmacy programs at 2 schools at two time points: beginning in the Fall semester and at the end of the Spring semester. The online survey consisted of demographic questions along with Interprofessional Socialization and Valuing Scale (ISVS).</p></div><div><h3>Results</h3><p>Asian students had lower ISVS scores compared to White and African-American/Black students. There was a difference in all scores for beginning of year P1 and end of year P4 for all races, but the scores were not significantly different for Asian students.</p></div><div><h3>Conclusion</h3><p>Our study reports on multiple areas in which racial differences may exist in interprofessional socialization and valuing across all 4 years of pharmacy school.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100719"},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141709030","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":"Reflecting on the 2024 NAP Annual Meeting and Forum","authors":"Andrea L. Pfeifle,&nbsp;Anthony Breitbach","doi":"10.1016/j.xjep.2024.100713","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100713","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"36 ","pages":"Article 100713"},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141607345","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}