Journal of Interprofessional Education and Practice最新文献_第8页

Interprofessional heart failure education for self-care knowledge and medication adherence in cardiac rehabiliation patients: A short report 针对心脏康复患者自我护理知识和服药依从性的跨专业心力衰竭教育：简短报告

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-08-30 DOI: 10.1016/j.xjep.2024.100724

Joyce M. Kyung , MaryDee Fisher , David DeCarlucci

{"title":"Interprofessional heart failure education for self-care knowledge and medication adherence in cardiac rehabiliation patients: A short report","authors":"Joyce M. Kyung , MaryDee Fisher , 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":"2024-12-01","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}

引用次数: 0

Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course 自我评估的响应转移效应：跨专业教育课程的幅度和准确性

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-10-05 DOI: 10.1016/j.xjep.2024.100725

Michael J. Peeters, Michelle M. Masterson

{"title":"Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course","authors":"Michael J. Peeters, 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":"2024-12-01","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}

引用次数: 0

Step by step: Utilizing Kotter's model to design and implement a strategic plan for institutionalizing interprofessional education and practice 循序渐进：利用科特模式设计和实施跨专业教育与实践制度化战略计划

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-07-23 DOI: 10.1016/j.xjep.2024.100720

Meg Zomorodi , Lisa de Saxe Zerden , Katharine Ciarrocca , Madeline Neal , Philip Rodgers

{"title":"Step by step: Utilizing Kotter's model to design and implement a strategic plan for institutionalizing interprofessional education and practice","authors":"Meg Zomorodi , Lisa de Saxe Zerden , Katharine Ciarrocca , Madeline Neal , 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":"2024-12-01","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}

引用次数: 0

How team-based are rural or underserved clinics where AHEC scholars train? AHEC 学者接受培训的农村或服务不足的诊所的团队基础如何？

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-08-06 DOI: 10.1016/j.xjep.2024.100723

Cynthia Taylor , Patricia A. Carney , Curt Stilp , Eric M. Wiser

{"title":"How team-based are rural or underserved clinics where AHEC scholars train?","authors":"Cynthia Taylor , Patricia A. Carney , Curt Stilp , 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":"2024-12-01","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}

引用次数: 0

Getting everyone on the same page: Assessing interprofessional competencies during student placements 让每个人都站在同一起跑线上：在学生实习期间评估跨专业能力

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-10-24 DOI: 10.1016/j.xjep.2024.100728

Sharla King , Melanie Garrison , Efrem Violato , Charlotte McCartan

引用次数: 0

Increasing interprofessional education experiences and collaboration: Outcomes of a virtually-based continuing education program 增加跨专业教育经验与合作：虚拟继续教育项目的成果

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-11-09 DOI: 10.1016/j.xjep.2024.100730

Nicholas M. Hudak , Mitchell Tod Heflin , Diana McNeill

{"title":"Increasing interprofessional education experiences and collaboration: Outcomes of a virtually-based continuing education program","authors":"Nicholas M. Hudak , Mitchell Tod Heflin , Diana McNeill","doi":"10.1016/j.xjep.2024.100730","DOIUrl":"10.1016/j.xjep.2024.100730","url":null,"abstract":"<div><h3>Purpose</h3><div>An academic medical center implemented a yearlong virtual continuing education program to prepare health professions educators to develop, deploy and evaluate new interprofessional educational experiences for providers and learners.</div></div><div><h3>Materials and methods</h3><div>Primary program outcome measures were the number of participants who (1) completed the program, (2) presented a medical education topic to program participants, and (3) designed an interprofessional educational experience in collaboration with fellow participants or colleagues. Participation outcomes were measured by session attendance and completion of presentations on the medical education topic and designed interprofessional educational experience. Surveys administered at 3 time points assessed participants’ perceptions of the program. Changes in knowledge, skills, and attitudes were analyzed using paired t-tests.</div></div><div><h3>Results</h3><div>Nineteen participants (100 %) from 7 professions achieved the primary program participation outcomes and met their own goals. There were statistically significant increases in knowledge and skills at the end of the program. High rates of implemented interprofessional educational experiences (57 %) were reported one year after program completion. Participants also identified program strengths and areas for improvement.</div></div><div><h3>Conclusions</h3><div>Longitudinal continuing education programs in virtual formats can support both individuals and teams of educators in their own professional development and in designing interprofessional education experiences.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100730"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663639","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}

引用次数: 0

Racial differences in interprofessional socialization and valuing in pharmacy students 药学专业学生跨专业社会化和重视程度的种族差异

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-07-14 DOI: 10.1016/j.xjep.2024.100719

Joseph M. LaRochelle , Jill A. Morgan , Aryn C. Karpinski

引用次数: 0

Preparing health care learners using an interprofessional virtual simulation: A team-based community intervention 利用跨专业虚拟模拟为医疗保健学习者做好准备：以团队为基础的社区干预

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-10-22 DOI: 10.1016/j.xjep.2024.100729

Veronica Young , Yiqiu Yan , Philippa J. Mason , Lauren El-Assad , Mary Mulvaney

{"title":"Preparing health care learners using an interprofessional virtual simulation: A team-based community intervention","authors":"Veronica Young , Yiqiu Yan , Philippa J. Mason , Lauren El-Assad , Mary Mulvaney","doi":"10.1016/j.xjep.2024.100729","DOIUrl":"10.1016/j.xjep.2024.100729","url":null,"abstract":"<div><div>The COVID-19 pandemic illuminated the complexities of a public health crisis and the health disparities associated with social determinants of health (SDOH). Health care practitioners are uniquely positioned to address SDOH. The goal of this virtual interprofessional simulation is to prepare health care learners to engage with stakeholders during team-based community interventions. The 3-h experience includes small group discussions on SDOH in interprofessional teams, simulation with role-play modeling a community task force meeting, and debrief. An internally developed survey was administered at the end of each simulation to assess impact on knowledge, skills, attitudes, and commitment to change. At least seven health professions participated. Findings showed the activity was well received, met learning objectives, and addressed IPEC core competencies. Learners gained the knowledge and skills essential to collaboratively develop an intervention plan. Thematic analysis revealed commitment to community involvement and advocacy and seeking collaboration to promote change.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100729"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533506","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}

引用次数: 0

NAP 2025 annual meeting & forum: Igniting interprofessional collaboration! NAP 2025年会暨论坛：点燃跨专业合作！

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-11-18 DOI: 10.1016/j.xjep.2024.100733

Marty Sexton, Joseph LaRochelle

引用次数: 0

Interprofessional values and ethics curriculum for first year health professions students 为卫生专业一年级学生开设的跨专业价值观和道德课程

Journal of Interprofessional Education and Practice Pub Date : 2024-12-01 Epub Date: 2024-11-13 DOI: 10.1016/j.xjep.2024.100734

Jesse Gilreath , S. Alicia Williams , Jodi Polaha

引用次数: 0