Journal of research in interprofessional practice and education最新文献_第4页

Health Professions Students' Teamwork Before and After an Interprofessional Education Co-Curricular Experience 健康专业学生跨专业教育合作课程体验前后的团队合作

Journal of research in interprofessional practice and education Pub Date : 2018-05-18 DOI: 10.22230/JRIPE.2018V8N1A264

S. Mishoe, K. Tufts, L. Diggs, J. Blando, D. Claiborne, J. Hoch, M. Walker

{"title":"Health Professions Students' Teamwork Before and After an Interprofessional Education Co-Curricular Experience","authors":"S. Mishoe, K. Tufts, L. Diggs, J. Blando, D. Claiborne, J. Hoch, M. Walker","doi":"10.22230/JRIPE.2018V8N1A264","DOIUrl":"https://doi.org/10.22230/JRIPE.2018V8N1A264","url":null,"abstract":"Background: Effective interprofessional collaboration may positively impact clinical outcomes, patient satisfaction, and cost effectiveness. However, educational silos and discipline-specific socialization have reinforced each health profession’s independent values, attitudes, and problem-solving approaches. Methods and Findings: Students’ (N = 376) attitudes about teamwork were measured with the Interprofessional Attitudes Scale, Teamwork, Roles, and Responsibilities subscale using a pretest-posttest design. Experiential learning strategies and a case study approach were used to introduce students to the roles and responsibilities of the students’ disciplines. There was a positive mean difference in pretest-posttest measures ( p < .001) with a moderate effect size (r = .27). Conclusions: Providing opportunities for pre-licensure health sciences students to understand the roles and responsibilities of other disciplines through IPE co-curricular learning can enhance positive attitudes toward teamwork.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2018V8N1A264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48305722","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: 11

A Systematic Review of Interprofessional Collaboration for Obesity Management in Primary Care, A Focus on Dietetic Referrals 初级保健肥胖管理跨专业合作的系统综述，重点关注饮食转诊

Journal of research in interprofessional practice and education Pub Date : 2018-05-17 DOI: 10.22230/JRIPE.2018V8N1A266

Stephanie Aboueid, Catherine Pouliot, I. Bourgeault, I. Giroux

引用次数: 9

Emotional Intelligence and Teamwork Skills Among Undergraduate Engineering and Nursing Students: A Pilot Study 工科与护理专业大学生情绪智力与团队合作能力的初步研究

Journal of research in interprofessional practice and education Pub Date : 2018-03-02 DOI: 10.22230/JRIPE.2018V8N1A260

Charlotte T. Lee, Michele Bristow, J. Wong

{"title":"Emotional Intelligence and Teamwork Skills Among Undergraduate Engineering and Nursing Students: A Pilot Study","authors":"Charlotte T. Lee, Michele Bristow, J. Wong","doi":"10.22230/JRIPE.2018V8N1A260","DOIUrl":"https://doi.org/10.22230/JRIPE.2018V8N1A260","url":null,"abstract":"Background: Healthcare operations require collaboration between healthcare and non-healthcare professionals. Objectives: To examine: a) the effectiveness of a case-based interprofessional education (IPE) workshop, and b) the association between emotional intelligence (EI) and teamwork skills in nursing and industrial engineering trainees. Methods: Undergraduate nursing and industrial engineering students (N = 42) participated in a workshop that requires the integration of knowledge from both disciplines. Previously validated instruments were used to assess EI, empathic listening and teamwork skills pre- and post-workshop. Findings: While results of the multivariate analysis of variance suggested no difference in study variables before and after the workshop, findings from Pearson’s correlation revealed more pairs of significant correlations post-workshop. Positive association between EI and teamwork skills was found post-workshop. Conclusion: IPE workshops beyond conventional healthcare professions are feasible and welcomed by trainees. EI should be considered an antecedent of teamwork.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2018V8N1A260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47367719","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: 13

An Autoethnographic Study of Interprofessional Education Partnerships 跨专业教育伙伴关系的民族志研究

Journal of research in interprofessional practice and education Pub Date : 2018-01-09 DOI: 10.22230/JRIPE.2017V7N1A262

S. Hurst, Karen A. Macauley, L. Awdishu, Kathleen Sweeney, Sophie S Hutchins, Jennifer M Namba, Michelle L. Johnson, P. Wallace, K. Garman, Amy Zheng

{"title":"An Autoethnographic Study of Interprofessional Education Partnerships","authors":"S. Hurst, Karen A. Macauley, L. Awdishu, Kathleen Sweeney, Sophie S Hutchins, Jennifer M Namba, Michelle L. Johnson, P. Wallace, K. Garman, Amy Zheng","doi":"10.22230/JRIPE.2017V7N1A262","DOIUrl":"https://doi.org/10.22230/JRIPE.2017V7N1A262","url":null,"abstract":"Background: Thiis qualitative longitudinal study describes an Interprofessional Education (IPE) collaboration between a public university with medical and pharmacy schools and a private, non-affiliated university with a nursing school. The study explores the dynamics of the IPE partnership and lessons learned over a three-year period in which members of the collaborative directed three IPE simulations. Methods and Findings: An autoethnographic inquiry technique was used to interview eight collaborators who designed and implemented a large-scale IPE simulation for approximately 300 students and 100 faculty members annually for three years. Two, 90-minute group narrative interviews were conducted and audio recorded for transcription and analysis. Five themes emerged: Natural Collaboration, Shared Vision and Commitment, Integrations and Synergy, All Hands on Deck, and Lasting Foundations. Collaborators agreed the joint effort was a positive experience with multidimensional returns on investment. They applied teamwork competencies to build the partnership, develop the IPE simulation, and overcome implementation challenges. Conclusions: Thiis article provides readers with the opportunity to learn from those who have been intimately involved in the design and implementation of a large-scale IPE collaboration to enhance the shared learning process for health students and faculty. Findings highlight the complexity of building an IPE collaborative and the necessity to build partnerships with facilitators committed to communication.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2017V7N1A262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44878787","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: 1

Editorial: Toward an Experiential Approach to Interprofessional Communication 社论:对跨专业沟通的经验方法

Journal of research in interprofessional practice and education Pub Date : 2017-09-22 DOI: 10.22230/JRIPE.2017V7N1A267

H. Soubhi

引用次数: 1

Roles and Responsibilities: Asking Nurses and Physicians What They Know, Do Not Know and Want to Know about the Other's Profession 角色和责任：询问护士和医生对他人职业的了解、不了解和想了解

Journal of research in interprofessional practice and education Pub Date : 2017-09-20 DOI: 10.22230/JRIPE.2017V7N1A253

Dordie Moriel, Karla J Felix, Patricia Quinlan

{"title":"Roles and Responsibilities: Asking Nurses and Physicians What They Know, Do Not Know and Want to Know about the Other's Profession","authors":"Dordie Moriel, Karla J Felix, Patricia Quinlan","doi":"10.22230/JRIPE.2017V7N1A253","DOIUrl":"https://doi.org/10.22230/JRIPE.2017V7N1A253","url":null,"abstract":"Background: In 2015, an Institute of Medicine (IOM) report acknowledged that interprofessional education (IPE) had focused on academic learning yet had not been well assimilated into clinical practice. The aim of this study was to gather data from practicing clinicians to inform a curriculum that could be integrated into practice environment educational regimens. Methods and Findings: A qualitative description approach was utilized to analyze data gathered via focus groups conducted with practicing nurses and physicians. Participants were asked to describe what they knew, did not know, and wanted to know about each others profession, and what they felt would be the best method of delivery for this information. Findings indicate a lack of understanding of the roles and responsibilities of the other profession and genuine interest in learning more. Conclusions: Integrating IPE into practice environment education is of interest and would be beneficial to healthcare professionals for improving patient care, safety, and professional rapport.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2017V7N1A253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43030832","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: 3

Interprofessional Education: Graduate Students’ Perspectives 跨专业教育:研究生的视角

Journal of research in interprofessional practice and education Pub Date : 2017-09-08 DOI: 10.22230/JRIPE.2017V7N1A219

J. Leflore, M. Bond, Mindi Anderson, Susan Baxley, Desiree A. Díaz

引用次数: 2

Éducation et Collaboration Interprofessionnelles 跨专业教育与合作

Journal of research in interprofessional practice and education Pub Date : 2017-06-01 DOI: 10.22230/JRIPE.2017V6N2A256

Hassan Soubhi

引用次数: 0

The Impact of Hidden Curriculum in Wilderness-Based Educational Events on Interprofessional Competencies: A Mixed-Method Study 野外教育活动中隐性课程对跨专业能力的影响:一项混合方法研究

Journal of research in interprofessional practice and education Pub Date : 2017-05-10 DOI: 10.22230/JRIPE.2017V6N2A235

Maurianne Reade, M. Maar, Nicole Cardinal, Lisa Boesch, Sara Lacarte, Tara Rollins, Nicholas Jeeves

{"title":"The Impact of Hidden Curriculum in Wilderness-Based Educational Events on Interprofessional Competencies: A Mixed-Method Study","authors":"Maurianne Reade, M. Maar, Nicole Cardinal, Lisa Boesch, Sara Lacarte, Tara Rollins, Nicholas Jeeves","doi":"10.22230/JRIPE.2017V6N2A235","DOIUrl":"https://doi.org/10.22230/JRIPE.2017V6N2A235","url":null,"abstract":"Background : The purpose of this study was to determine if interprofessional skills, attitudes, and behaviours could be learned during an austere medicine educational activity where interprofessionalism remained within the informal and hidden curriculum. Methods and Findings: We used a mixed-methods approach to examine the potential acquisition of interprofessional competencies during wilderness medicine educational events. Thirty-four participants, over two events, completed interprofessional learner contracts, audio diary entries between patient scenarios, and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) using a retrospective pre-test/post-test design. Audio diary entries showed the reflection that took place between scenarios during the orienteering portion of the event and the adjustments toward interprofessionalism that took place. Both the survey and audio diaries confirmed that participants perceived an improvement of their interprofessional competencies after the WildER Med event. Conclusions: The outcomes confirm that interprofessional competencies can be developed during a learning event such as WildER Med, where the interprofessional curriculum is hidden. Austere medicine, which is at the base of this learning event, represents an opportunity for the further understanding and exploration of interprofessional education.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2017V6N2A235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250753","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: 3

A Cross Comparative Study to Examine Beliefs and Attitudes regarding Food and Eating between Food and Nutrition and Social Work Students 食物与营养系与社会工作系学生对食物与饮食的信念与态度之交叉比较研究

Journal of research in interprofessional practice and education Pub Date : 2017-04-27 DOI: 10.22230/JRIPE.2017V6N2A238

Colleen Mcmillan, J. Madill

{"title":"A Cross Comparative Study to Examine Beliefs and Attitudes regarding Food and Eating between Food and Nutrition and Social Work Students","authors":"Colleen Mcmillan, J. Madill","doi":"10.22230/JRIPE.2017V6N2A238","DOIUrl":"https://doi.org/10.22230/JRIPE.2017V6N2A238","url":null,"abstract":"Background: Little is known regarding attitudes and beliefs toward eating disorders by students interested in working with this population. This study aims to understand similarities and differences between food and nutrition and social work students regarding their attitudes and beliefs toward food and eating, and how these findings may inform curriculum development prior to graduation as well as practice in the field. Methods and Findings: Using a mixed-method approach, 14 social work (SW) and26 food and nutrition (FN) students completed the Eating Disorders Attitudes Questionnaire (EAT-26) and participated in focus groups. After viewing 33 photographs of 11 different foods displayed as small, normal, and large portions according to Canada’s Food Guide, students categorized portions followed by their rationale. Different symptoms of disordered eating emerged; choices by FN students were informed by clinical knowledge and internal tension, whereas choices by SW students were based on external influences including industry, family, and cultural expectations. Language was noticeably different; FN students used clinical language creating distance between themselves and the photos, versus SW students who spoke from a personal and affective standpoint. Conclusions: Understanding attitudes and beliefs concerning food and eating by students planning to work with eating disorder clients raises questions of possible professional competencies and curriculum development prior to entering this practice area.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2017V6N2A238","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43807676","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: 1