Challenges and opportunities in interprofessional education and practice

Samarasekera, Dujeepa D.; Nyoni, Champion N.; Amaral, Eliana; Grant, Janet

doi:10.1016/s0140-6736(22)02086-4

Cited by 16 publications

(6 citation statements)

References 10 publications

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“…Interpersonal relationships are considered a work tool and their absence can certainly and directly affect care ( 36 ) . In this sense, a collaborative practice and interprofessional education have proved to improve the patients’ results by reducing the hospitalization times and the clinical error rates, in addition to being able to achieve the five-fold objective: better patient care, better population health, better value, better work experience and better equality in health ( 37 ) .…”

Section: Discussionmentioning

confidence: 99%

Nurses’ professional competencies in urgency and emergency units: A mixed-methods study

Ferreira

Balsanelli

Santos

2023

Rev. Latino-Am. Enfermagem

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Objective: to describe the professional competencies of nurses working in urgency and emergency services and to understand their perception of the essential competencies for professional performance and updating. Method: a sequential, mixed-methods and explanatory study, conducted with emergency nurses. To obtain the quantitative data, a questionnaire with 78 items was used, answered by 39 nurses and analyzed using descriptive statistics and non-parametric tests. In turn, the qualitative data were obtained through semi-structured interviews with 17 nurses, whose interpretation was based on inductive content thematic analysis. The data were combined by connection. Results: a high level of competence was obtained in the self-assessment of urgency and emergency nurses in Factor 2 - Relations at work and a lower level in Factor 6 - Professional excellence (p=0.036). The qualitative data corroborated positively with the “Relations at work” factor, identifying the association of knowledge and practical experience, with competencies beyond a scenario devoid of permanent education. Conclusion: despite the high levels of competence identified in emergency nurses, the strengthening of educational strategies favors professional development and recognition.

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Section: Discussionmentioning

confidence: 99%

Nurses’ professional competencies in urgency and emergency units: A mixed-methods study

Ferreira

Balsanelli

Santos

2023

Rev. Latino-Am. Enfermagem

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“…Studies have also shown that the use of virtual simulation systems can significantly improve nursing students' clinical thinking skills, self-directed learning, self-efficacy, and reflective skills [ 18 , 19 ]. Besides, virtual reality technology was successfully applied to interprofessional education (IPE), especially in the context of the COVID-19 pandemic [ 20 ]. Students who received virtual IPE exhibited better interprofessional competencies [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Perceptions and needs for a community nursing virtual simulation system for Chinese nursing students during the COVID-19 pandemic: A qualitative study

Liu,

Zhang,

Liu

2024

Heliyon

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“…Effective interprofessional engagement and collaborative practice are crucial to quality public health and primary healthcare delivery, especially given the growing prevalence of non-communicable illness ( 1 ). Therefore, fundamental skills of professional teamwork are essential to the preparation of 21 st -century health and social workforces ( 2 – 5 ). Despite the necessity of pre-licensure healthcare students developing these interprofessional competencies, the educational experience and assessment process is often constrained by profession-specific boundaries and logistical barriers which require specific strategies to address ( 5 – 7 ).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, fundamental skills of professional teamwork are essential to the preparation of 21 st -century health and social workforces ( 2 – 5 ). Despite the necessity of pre-licensure healthcare students developing these interprofessional competencies, the educational experience and assessment process is often constrained by profession-specific boundaries and logistical barriers which require specific strategies to address ( 5 – 7 ). There is significant agreement that more work is needed in transforming curricula and effectively assessing the development of interprofessional competencies throughout the educational experience ( 8 ).…”

Section: Introductionmentioning

confidence: 99%

“…Detailed planning is vital if the clinics are interprofessional. While the benefits of interprofessional practice are well-understood, the IPE dimension adds more complexity to the endeavor of establishing an SLC ( 5 , 6 ). Evidence-based pedagogical approaches are needed to inform the development of clinical placement rotations and experience.…”

Section: Introductionmentioning

confidence: 99%

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Tools for faculty assessment of interdisciplinary competencies of healthcare students: an integrative review

et al. 2023

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Increasingly, interprofessional teamwork is required for the effective delivery of public health services in primary healthcare settings. Interprofessional competencies should therefore be incorporated within all health and social service education programs. Educational innovation in the development of student-led clinics (SLC) provides a unique opportunity to assess and develop such competencies. However, a suitable assessment tool is needed to appropriately assess student progression and the successful acquisition of competencies. This study adopts an integrative review methodology to locate and review existing tools utilized by teaching faculty in the assessment of interprofessional competencies in pre-licensure healthcare students. A limited number of suitable assessment tools have been reported in the literature, as highlighted by the small number of studies included. Findings identify use of existing scales such as the Interprofessional Socialization and Valuing Scale (ISVS) and the McMaster Ottawa Scale with Team Observed Structured Clinical Encounter (TOSCE) tools plus a range of other approaches, including qualitative interviews and escape rooms. Further research and consensus are needed for the development of teaching and assessment tools appropriate for healthcare students. This is particularly important in the context of interprofessional, community-partnered public health and primary healthcare SLC learning but will be of relevance to health students in a broad range of clinical learning contexts.

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Challenges and opportunities in interprofessional education and practice

Cited by 16 publications

References 10 publications

Nurses’ professional competencies in urgency and emergency units: A mixed-methods study

Nurses’ professional competencies in urgency and emergency units: A mixed-methods study

Perceptions and needs for a community nursing virtual simulation system for Chinese nursing students during the COVID-19 pandemic: A qualitative study

Tools for faculty assessment of interdisciplinary competencies of healthcare students: an integrative review

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