Journal of Interprofessional Education and Practice最新文献

{"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":"2024-12-01","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":"2024-12-01","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":"Watch a therapist get sued: A medicolegal interprofessional simulation on rehabilitation therapy documentation","authors":"Maureen Ellen Johnson ,&nbsp;Nicole Rodriquez ,&nbsp;Norman Cadiz Belleza ,&nbsp;Nicole Stark","doi":"10.1016/j.xjep.2024.100735","DOIUrl":"10.1016/j.xjep.2024.100735","url":null,"abstract":"<div><div>Health science educators are charged with the responsibility to teach paper and electronic medical documentation to include accuracy of documentation aligned with standards of practice and ethical principles. Characteristically, ethical principles are taught in discipline-specific curriculum. This article describes an interprofessional education (IPE) medicolegal simulation-based learning activity designed for and implemented with occupational therapy (OT) and physical therapy (PT) graduate students. Activities included watching a simulated student OT and PT co-treatment vignette, reviewing student documentation in a simulated medical chart that was co-signed by the simulated clinical supervisors, observing a live deposition with the simulated clinical supervisors by legal representation, and debriefing the simulation focusing on the Interprofessional Education Collaborative Core Competency Domain: Values and Ethics.¹ The learning objectives for this simulation were for students to better understand the values and ethics of professional written and verbal communication and to be able to explain the significance of accurate medical documentation for safe and effective delivery of patient care. A reflective assignment for students to expand on their IPE experience was used to assess students. Most students provided insightful perspectives and authentic comments demonstrating a better understanding of standards of ethical conduct through written documentation. This article will provide the means to integrate an immersive medicolegal IPE simulation, focusing on the importance of medical documentation that can be modeled in respective educational and clinical programs.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100735"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699479","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":"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":"2024-12-01","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":"NAP's national survey of workplace mental health and well-being","authors":"Neil J MacKinnon PhD, FASHP, FCSHP, FNAP,&nbsp;Preshit Ambade DrPH","doi":"10.1016/j.xjep.2024.100732","DOIUrl":"10.1016/j.xjep.2024.100732","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100732"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176243","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":"2024-12-01","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":"National Academies of Practice reports on successful year in 2023","authors":"Melanie Bowzer CAE","doi":"10.1016/j.xjep.2024.100715","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100715","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"36 ","pages":"Article 100715"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141482774","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":"Natural language processing as a program evaluation tool in interprofessional education","authors":"Erik W. Black ,&nbsp;Michael Zurek-Ost ,&nbsp;Yulia Strekalova ,&nbsp;Amy Blue","doi":"10.1016/j.xjep.2024.100712","DOIUrl":"10.1016/j.xjep.2024.100712","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"36 ","pages":"Article 100712"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141131902","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":"Converting an interprofessional opioid use disorder simulation from high-fidelity to an online branching pathway scenario","authors":"Eric F. Egelund ,&nbsp;Carol A. Motycka ,&nbsp;Kevin O. Rivera ,&nbsp;Kristen N. Salem ,&nbsp;Lisa Domenico ,&nbsp;Patrick M. Nobles ,&nbsp;Karina A. Kolb ,&nbsp;Jane M. Gannon","doi":"10.1016/j.xjep.2024.100711","DOIUrl":"10.1016/j.xjep.2024.100711","url":null,"abstract":"<div><p>The Covid-19 pandemic caused a disruption in teaching for institutions across the country, particularly for those using simulation-based education. Our team converted a live high-fidelity simulation (HFS) into an online virtual simulation using a storyline and branching pathway approach. The team collaborated with multimedia specialists in video production to create a branching path simulation (BPS), taking interprofessional teams of online students through several decision-making points of a patient's experience in the emergency department (ED). Video vignettes of simulation decision points are incorporated throughout the simulation, with a final outcome eventually emerging. The TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ) was administered before and after the online simulation and descriptive data analysis (paired sample <em>t</em>-test) was conducted using SPSS statistical software. A post simulation satisfaction survey was similarly analyzed.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"36 ","pages":"Article 100711"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141140745","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":"Who's missing from the table?: A commentary on incorporating external and worldview diversity in interprofessional education","authors":"Mary Ellis Glymph,&nbsp;Dan Ferguson,&nbsp;Angela Cecil,&nbsp;Gina Baugh,&nbsp;Erin Breitenbach,&nbsp;Amber King,&nbsp;Kelly Karpa","doi":"10.1016/j.xjep.2024.100718","DOIUrl":"https://doi.org/10.1016/j.xjep.2024.100718","url":null,"abstract":"<div><p>As the Membership Committee for the American Interprofessional Health Collaborative, we wish to assure that all voices related to the health and wellness of individuals and populations are represented among organization membership. As a committee, we have been seeking to identify: (1) missing perspectives in interprofessional education and collaborative practice (IPE/CP) initiatives; (2) challenges that exist to diversify IPE/CP organizations and initiatives; and (3) most importantly, potential solutions for increasing diversity, equity, inclusion, and belonging (DEIB) within IPE/CP organizations and institutional endeavors. One such opportunity presented itself when our committee was invited to lead two national workshops related to this important topic. At these events, 90 attendees used a think-pair-share format, with individual and group ideas submitted via Google documents to identify (a) professions that are not currently engaged in local and/or national IPE/CP endeavors and (b) strategies for engaging these professionals. Common themes emerged across working groups that emphasized external and worldview diversity efforts, including: (a) extending targeted outreach efforts to incorporate community colleges and/or trade/technical schools, (b) intentionality with inclusivity efforts to collaborate with members of professions often underrepresented by current IPE/CP initiatives, and (c) exploring alternative financial models. By seeking and explicitly inviting members of infrequently-included professions, the field of IPE can become more diverse and better equipped to serve and treat all patients and populations. In this commentary, we build upon the themes captured by our workshops and discuss potential strategies to operationalize the ideas that were generated.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"36 ","pages":"Article 100718"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596653","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}