Designing, implementing and sustaining IPE within an authentic clinical environment: the impact on student learning

Naumann, Fiona; Mullins, Robert; Cawte, Andrea; Beavis, Simon; Musial, Jane; Hannan-Jones, Mary

doi:10.1080/13561820.2020.1837748

Cited by 17 publications

(7 citation statements)

References 14 publications

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“…Este estudo de métodos mistos de triangulação de convergência explorou percepções das equipes interprofissionais sobre o trabalho colaborativo e o cuidado centrado no paciente ao trabalhar com idosos hospitalizados. Embora todas as pontuações sugerissem a valorização do trabalho colaborativo, o mesmo não se reproduziu nos processos de trabalho da equipe, e três temas foram identificados a partir dos dados: conhecer o paciente/família, as necessidades funcionais e os processos de comunicação 16,17,18 .…”

Section: Discussionunclassified

A educação interprofissional e a formação médica na graduação de uma nova geração de médicos

2022

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Introdução: a educação interprofissional (EIP) é uma abordagem fundamental para preparar os estudantes para ingressarem na força de trabalho em saúde, baseada no trabalho em equipe e na colaboração entre pares e busca substituir a formação uniprofissional por meio de estratégias mais integradas. Objetivo: o presente estudo buscou conhecer a percepção de estudantes de graduação em medicina sobre EIP e sua contribuição para formação acadêmica. Método: Trata-se de estudo transversal, observacional, descritivo e de abordagem quantitativa, aprovado pelo Comitê de ética em Pesquisa sob o número CAAE nº 22689219.9.0000.5290, parecer nº 3.632.489 de 2019. O instrumento adotado para coleta de dados foi o questionário denominado “Readiness Interprofessional Learning Scale (RIPLS)”, com respostas pela Escala de Likert, aplicado aos participantes. A análise dos dados adotou a estatística descritiva para apresentá-los e a análise de correlação de Pearson entre para interpretá-los. Resultado: os resultados mostraram que 60% dos estudantes percebem a EIP como importante para a formação acadêmica e dez variáveis apresentaram correlação moderada e positiva, quando comparadas dentro das três dimensões: Trabalho em equipe e colaboração, Identidade profissional e Atenção à saúde centrada no paciente. Conclusão: a EIP é importante na geração do trabalho colaborativo e em equipe, na melhoria das relações entre os profissionais, no estabelecimento do respeito mútuo entre as profissões, na tomada de decisões coletiva, no compartilhamento dos diagnósticos e terapêuticas clínicas e no incentivo à adoção da abordagem centrada no paciente. Palavras-chave: Medicina; Educação Interprofissional; Educação em Saúde; Profissão de Saúde.

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Section: Discussionunclassified

A educação interprofissional e a formação médica na graduação de uma nova geração de médicos

2022

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“…This interest in learning more from and about other professions is the foundation of IPE, aiming to develop collaborative competencies (Interprofessional Education Collaborative, 2016 ; World Health Organization, 2010 ). IPE has been supported to be integrated with interprofessional experiences in authentic clinical practice settings (Kangas et al, 2018 ; Naumann et al, 2020 ; Tervaskanto‐Mäentausta et al, 2017 ). Our findings may stem from the course's practical approach, utilizing the clinical experiences during the course.…”

Section: Discussionmentioning

confidence: 99%

The impact of interprofessional education on students' current and desired competence in diabetes care

et al. 2022

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Aim To explore the impact of interprofessional education (IPE) on undergraduate nursing and medical students' knowledge, competence and targeted competence in diabetes care. Design Mixed methods design. Methods A voluntary IPE course of diabetes management was organized for nursing (n = 15) and medical (n = 15) students, who performed a diabetes knowledge test and self‐evaluation of diabetes competence before and after the course and were compared with non‐participating students. The participating students' focus‐group interviews were analysed using inductive content analysis. Results The IPE course improved nursing students' diabetes knowledge and self‐evaluated competence among nursing and medical students. The baseline differences in self‐evaluated competence between the groups disappeared. The non‐participating students evaluated their competence higher than the participants, though they scored lower or equally in the knowledge test. In conclusion, IPE showed potential in increasing students' self‐evaluated competence, motivation to learn more and nursing students' diabetes knowledge, offering better prospects for future interprofessional diabetes management.

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“…Creating more welcoming workplace environments, empowering students to take ownership of patient care and emphasizing social cohesion between members of the interprofessional team may further enhance IPE opportunities for students. The most overt way this could be accomplished is through the formation of practice-based IPE experiences (Naumann et al, 2020;O'Leary, Salmon, & Clifford, 2021) Salmon, & Clifford, 2020). Another approach involves enhancing informal IPE.…”

Section: Discussionmentioning

confidence: 99%

Assessing the Frequency and Quality of Hidden Interprofessional Educational Interactions that Occur on Inpatient Rotations: An Exploratory Study

Austin¹,

Taylor²,

Carney³

2021

Health, Interprofessional Practice and Education

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BACKGROUND Clinical interprofessional education (IPE) experiences are necessary to produce a collaborative practice-ready workforce. However, creating clinical IPE courses is challenging. In this exploratory study, we sought to characterize informal IPE experiences that occurred during standard rotations among medical, nursing and pharmacy students.METHODS Thirteen senior medical, nursing and pharmacy students enrolled on inpatient rotations were invited to participate. They used a web-based tool to assess characteristics of interactions they had with individuals of other professions for five days during their rotations. At the conclusion of their rotations, participants were invited to participate in focus groups.RESULTS Study participants included 5 medical, 5 nursing, and 3 pharmacy students. 122 interactions were documented. "We discussed care of a patient with many contributing ideas and opinions" was the most common interaction (42.9%), followed by "Others taught me something about patient care" (33.7%). Four students participated in focus groups (2 medical, 1 nursing, 1 pharmacy), and reported meaningful IPE interactions that included feeling valued as a member of the healthcare team when given autonomy and ownership of patient care.CONCLUSION Students from three separate professions reported impactful informal IPE interactions on inpatient rotations. These findings provide opportunity for enhancing IPE experiences on existing rotations.

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Designing, implementing and sustaining IPE within an authentic clinical environment: the impact on student learning

Cited by 17 publications

References 14 publications

A educação interprofissional e a formação médica na graduação de uma nova geração de médicos

A educação interprofissional e a formação médica na graduação de uma nova geração de médicos

The impact of interprofessional education on students' current and desired competence in diabetes care

Assessing the Frequency and Quality of Hidden Interprofessional Educational Interactions that Occur on Inpatient Rotations: An Exploratory Study

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