Evaluating Undergraduate Nursing Students' Attitudes Toward Health Care Teams in the Context of an Interprofessionally-Focused Nursing Course

Aleshire, Mollie E.; Dampier, Alexandra; Woltenberg, Leslie N

doi:10.1016/j.profnurs.2018.05.004

Cited by 8 publications

(12 citation statements)

References 31 publications

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“…The didactic‐interactive IPE studies reported in Mazur's clinical case study course, 19 Christian's workshop, 9 and Baker and Durham's course, 17 all demonstrated a significant change from pre‐ to post‐test in all ICCAS competency categories. However, nursing students that completed a didactic healthcare systems course with an IP focus, but not an interactive one, did not show significant differences between pre‐test to post‐test attitudes toward IP healthcare teams 18 …”

Section: Introductionmentioning

confidence: 83%

“…Reports of IPE experiences were either didactic, 17–19 clinical, 12,13,15,16 a combination of didactic and clinical, 14 simulation, 20,21 or workshops 9 . Studies used measurement strategies that ranged from pre‐post surveys using the Readiness for Interprofessional Learning Scales (RIPLS), 12,17 the Interprofessional Collaborative Competency Attainment Survey (ICCAS), 9,16,19–21 to semi‐structured interviews 8,22,23 …”

Section: Introductionmentioning

confidence: 99%

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Attaining interprofessional competencies by connecting oral health to overall health

Haber

Hartnett

Cipollina

et al. 2020

Journal of Dental Education

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Purpose The purpose of this study was to evaluate the effectiveness of an annual oral‐systemic health interprofessional education (IPE) clinical simulation and case study experience with nurse practitioner/midwifery (NP/MW), dental (DDS), medical (MD), and pharmacy (PharmD) students. Methods The Interprofessional Collaborative Competency Attainment Scale (ICCAS) was used to measure students’ self‐reported attainment of interprofessional competencies before and after the IPE experience. Pre‐ and post‐test surveys were completed by NP/MW, DDS, MD, and PharmD student cohorts from 2017 to 2019. Students also had the opportunity to provide qualitative feedback about their experience at post‐test. Data were collected from IPE faculty facilitators to assess their perception of the value of the Teaching Oral‐Systemic Health (TOSH) program. Results Student ICCAS results demonstrated statistically significant improvement in self‐reported interprofessional competencies among all types of students across all 3 years (P < 0.001); qualitative student comments reflected positive experiences with the TOSH program. Survey data from IPE faculty facilitators supported the value of the IPE experience for all students. Conclusions The findings demonstrate the effectiveness of the TOSH program in using oral‐systemic health as a clinical exemplar to develop interprofessional competencies. The 2017–2019 data reinforce the credibility of scaling the TOSH model for developing interprofessional competencies with students from different health professions.

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Section: Introductionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Attaining interprofessional competencies by connecting oral health to overall health

Haber

Hartnett

Cipollina

et al. 2020

Journal of Dental Education

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“…Attitude is a result of one's judgment of an event, as well as someone else [23] [24] . The results of the assessment make students show a response to the learning process.…”

Section: Student"s Attitudementioning

confidence: 99%

Student psychological responses to english for biology course in biology department of universitas negeri padang

Lufri

Yogica

2020

Proceedings of the International Conference on Education, Science and Technology - ICESTech 2020

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Education at the university expects graduates who are able to integrate with social life, including with international life. Students who graduate become a benchmark for the quality of the place they study. So, the quality of a university depends on the quality of the individual graduates. The quality of graduates is marked by their achievement index at the end of each semester. Students who have high intelligence have the possibility of getting high scores, and vice versa. The "English for Biology" course is an effort to harmonize the world's needs of qualified graduates with the role of the university's function as a place to prepare it. In each lecture will appear a variety of student responses psychologically to the lectures that are happening. These responses include perceptions, interests and attitudes. The response has an effect on student competence after lecturing. We have observed these psychological responses using questionnaire, and we had analyze them on Biology Department students at Universitas Negeri Padang. The result shown about student"s perception, interest and attitude.

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“…A variety of learning strategies have been used to integrate IPE into pre-licensure nursing curricula across North America [5] including simulation [6][7][8][9][10], case studies [11,12], IPE-focused courses [12,13], virtual patient cases [14], clinical experiences in communitybased settings [15,16], and combinations of two or more of the above [17,18]. However, a formal requirement for IPE in nursing curricula in Canada was only introduced in the last decade, when it became a part of program accreditation [19].…”

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confidence: 99%

Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice

et al. 2022

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Background Interprofessional education (IPE) provides healthcare students with the knowledge and skills necessary to provide safe and effective collaborative care in a variety of clinical settings. Inclusion of IPE in nursing curricula is required for program accreditation in Canada; a variety of learning strategies at varied levels are used to meet this requirement. As this formal requirement only occurred over the last decade, development, facilitation, and evaluation of IPE interventions are ongoing. Purpose The purpose of this study was to examine if exposure to an introductory IPE activity influenced third-year undergraduate nursing students’ perceived ability to practice competent interprofessional collaboration (IPC). Methods The introductory IPE activity included ten-hours of interactive lectures and related case studies, grounded in the National Interprofessional Competency Framework, delivered by various healthcare professionals in a third-year nursing theory and clinical course. Following completion of the courses, quantitative data were collected via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) which was used to evaluate nursing students’ change in competencies for IPC. Frequencies, percentages, and means were used to analyze the demographic data, the Cronbach’s alpha coefficient was used to evaluate the internal reliability of the ICCAS, and paired t-tests were conducted to measure the difference from pre- to post-participation for all 20 items and 6 subscales of the ICCAS. Results Study participants (n = 111) completed the ICCAS at the end of the courses to measure change in six competencies. The survey results indicated improvements in all competencies following the IPE activity. Conclusions The significant findings demonstrate that exposure to introductory IPE activities, involving nursing students and other healthcare professionals, hold promise for enhancing IPC in pediatric clinical settings. These findings can be used to inform the development of formal IPE interventions.

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Evaluating Undergraduate Nursing Students' Attitudes Toward Health Care Teams in the Context of an Interprofessionally-Focused Nursing Course

Cited by 8 publications

References 31 publications

Attaining interprofessional competencies by connecting oral health to overall health

Attaining interprofessional competencies by connecting oral health to overall health

Student psychological responses to english for biology course in biology department of universitas negeri padang

Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice

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