An overview of continuing interprofessional education

Reeves, Scott

doi:10.1002/chp.20026

Cited by 82 publications

(44 citation statements)

References 22 publications

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“…These IPE experiences can occur precertification or postcertification as part of the CEUs many health care professions require to maintain certification. 6 Prior to development of IPE opportunities, in either the professional or postprofessional learner, the attitudes of potential students should be accessed to determine their level of interest in this style of learning and also to measure change in their attitudes post-IPE event. While previous literature discusses the inclusion of a needs assessment prior to the implementation of IPE, the assessment of the learner's readiness is often not included.…”

Section: Discussionmentioning

confidence: 99%

“…Most of the health care professionals with whom athletic trainers might collaborate need continuing education units (CEUs) to maintain their qualification(s). 6 The development of interprofessional CEU opportunities, or continuing interprofessional education (CIPE) units, where ''2 or more postlicensure health care professionals learn with, from, and about each other, '' 6(p143) may be an avenue to further grow practicing athletic trainers' IPP abilities. Different types of CIPE activities can be offered including practice-based, distance-based, and electronic-based learning activities.…”

Section: Introductionmentioning

confidence: 99%

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The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

Welsch

Rutledge

Hoch

2017

Athletic Training Education Journal

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Context: Athletic trainers are encouraged to work collaboratively with other health care professionals to improve patient outcomes. Interprofessional education (IPE) experiences for practicing clinicians should be developed to improve interprofessional collaborative practice postcertification. An outcome measure, such as the modified Readiness for Interprofessional Learning Scale (mRIPLS), could be used to determine the clinician's attitudes toward IPE and to determine the effectiveness of the experience.Objective: To determine select psychometric properties of the mRIPLS in practicing athletic trainers.Design: Cross-sectional.Setting: Online survey. Patients or Other Participants:A survey was sent to 2000 randomly selected practicing athletic trainers. A total of 173 (8.7%) participated, and complete data were available for 145 (7.3%). Intervention(s):The survey consisted of a demographic section and the mRIPLS. The mRIPLS consists of 23 statements scored on a 5-point Likert scale divided into 3 subscales: teamwork and collaboration (TWC), patient-centeredness (PC), and sense of professional identity (PI).Main Outcome Measure(s): Cronbach a was used to examine the internal consistency. The presence of a ceiling effect (.50% respondents selected the highest score) was determined for each question by examining means and percentages.Results: The overall internal consistency of the mRIPLS was acceptable (a ¼ 0.872) along with the TWC (a ¼ 0.917) and PC (a ¼ 0.862) subscales. The PI subscale (a ¼ 0.632) was not acceptable. A ceiling effect was identified for 10 questions, and !70% of respondents selected highly agree or agree for 22 questions.Conclusions: While the mRIPLS demonstrated overall acceptable internal consistency, all 3 subscales did not. In addition, the presence of a ceiling effect makes the use of this instrument as an outcome measure trivial. Therefore, the current version of the mRIPLS may not be the best outcome to assess openness for IPE or to measure the effectiveness of IPE experiences in practicing athletic trainers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

Welsch

Rutledge

Hoch

2017

Athletic Training Education Journal

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“…It has also been suggested that IPE should form a part of an individual's ongoing professional development, starting in their pre-qualification programs and continuing throughout their careers 16 . Given that the objectives and nature of an IPE initiative will differ depending on the stage of learning, this approach seems appropriate.…”

Section: Emergence Of Ipementioning

confidence: 99%

Why we need interprofessional education to improve the delivery of safe and effective care

Reeves

2016

Interface (Botucatu)

Self Cite

183

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A educação interprofissional (EIP) é uma atividade que envolve dois ou mais profissionais que aprendem juntos de modo interativo para melhorar a colaboração e qualidade da atenção à saúde. Pesquisas vêm revelando continuamente que profissionais de saúde e serviço social enfrentam uma série de problemas na coordenação e colaboração interprofissional que impactam na qualidade e segurança da atenção. Estes estudos empíricos levaram formuladores de políticas de atenção e educação na saúde a investir em EIP para ajudar a enfrentar tais dificuldades colaborativas. Espera-se que a EIP possibilite a profissionais de saúde e serviço social as habilidades necessárias para trabalhar efetivamente juntos para garantir uma atenção de alta qualidade e com segurança para os pacientes. Ao discutir uma série de problemas profissionais, educacionais e organizacionais relacionados à EIP, o presente trabalho defende que esta forma de educação é uma estratégia importante para garantir uma atenção à saúde segura e eficaz. Interprofessional education (IPE) is an activity that involves two or more professions who learn interactively together to improve collaboration and the quality of care. Research has continually revealed that health and social care professionals encounter a range of problems with interprofessional coordination and collaboration which impact on the quality and safety of care. This empirical work resulted in policymakers across health care education and practice to invest in IPE to help resolve this collaborative failures. It is anticipated that IPE will provide health and social care professionals with the abilities required to work together effectively in providing safe high quality care to patients. Through a discussion of a range of key professional, educational and organization issues related to IPE, this paper argues that this form of education is an important strategy to improve the delivery of safe and effective care

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“…Continuing interprofessional education occurs when members of two or more health and/or social care professions learn with, from, and about each other in practice settings after graduation/post-licensure to improve collaboration and the quality of care (Reeves, 2009). The literature identifi es two strategies for facilitating interprofessional learning: modelling of interprofessional behaviour and care by faculty, and faculty development with respect to IPE (Basran et al, 2012, Bilodeau et al, 2010, Graybeal et al, 2010, Ho et al, 2008, Ruiz et al, 2013, Sommerfeldt et al, 2011, Vanderzalm et al, 2013.…”

Section: Ipe and Continuing Educationmentioning

confidence: 99%

“…Continuing interprofessional education for those involved in the education of nursing undergraduate students is crucial to the successful integration of interprofessional learning pre-licensure, and to the support of interprofessional learning in practice post-licensure. Reeves (2009) conducted an overview of continuing interprofessional education and identifi ed faculty development as one of seven trends emerging in the past several years, thus confi rming the importance of IPE faculty development in the last several years.…”

Section: Ipe and Continuing Educationmentioning

confidence: 99%

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

Donato

Lightfoot

Carter

et al. 2016

JPCOE

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In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved varies substantially. This paper explores how IPE has been integrated within Canadian nursing programs. Implications for the continuing education of nurses and other health professionals in order to achieve excellence in interprofessional practice are also considered.

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An overview of continuing interprofessional education

Cited by 82 publications

References 22 publications

The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

Why we need interprofessional education to improve the delivery of safe and effective care

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

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