Evaluation of interprofessional student teams in the emergency department: opportunities and challenges

Abstract

Background Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. Methods An interprofessional clinical placement program was implemented with the aim to enhance students’ capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students’ perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. Results The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. Conclusions Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students’ clinical supervision are proposed for the placement model.

Interprofessionelles Team-Training für Pflegeauszubildende und Medizinstudierende in der Pädiatrie: analoge und digitale Formate im Vergleich

“…Internationale Untersuchungen bestätigen die positiven Effekte interdisziplinärer Trainingformate: Eine australische Studie, welche einen zweiwöchigen Ausbildungseinsatz von Medizinstudierenden und Pflegestudierenden in interprofessionellen Paaren auf der Notaufnahme untersuchte, konnte als zentralen Effekt eine Erhöhung der Selbstwirksamkeit der Studieren zeigen [12]. An der University of Washington wurde ein vierstündiges simulationsbasiertes interprofessionelles "TeamSTEPPS-Training" mit Medizinstudierenden, Krankenpflegeschüler:innen, Pharmaziestudierenden und Physician Die Themenblöcke "Herausforderungen im Team meistern" und "Verordnung erstellen" wurden mithilfe des Fisherʼs exact Test (Signifikanzniveau: p = 0,05) und des Mann-Whitney-U-Tests auf Unabhängigkeit bzw.…”