Following Interprofessional Education: Health Education Students’ Experience in a Primary Interprofessional Care Setting

Al-Jayyousi, Ghadir Fakhri; Rahim, Hanan Abdul; Hassan, Diana Alsayed; Awada, Sawsan

doi:10.2147/jmdh.s318110

Cited by 12 publications

(5 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Within the limited number of studies available for review , education sessions during student placements appear to be important for developing professional knowledge and skills of healthcare staff. This review strengthens the previous study findings in medicine and nursing placements in acute care settings, stating that Grand Rounds and interprofessional education opportunities increased healthcare staff and students’ awareness of different aspects of client care and expertise of their own and other professions [ 56 – 59 ]. These ongoing sessions cover various aspects of client care and are likely to equip staff with theories behind the treatments.…”

Section: Discussionsupporting

confidence: 83%

An integrative review of the impact of allied health student placements on current staff’s knowledge and procedural skills in acute and primary care settings

Hamiduzzaman,

Miles,

Crook

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Background Staff shortages limit access to health services. The bidirectional benefits of allied health clinical placements are understood in the domains of student learning, health service delivery, and future workforce development. Still, the benefits to current workforce outcomes remain unknown. This review provides insights into the effects of allied health student placements in acute and primary care settings, particularly on healthcare staff's knowledge and procedural skills. Methods This search was based on the integrative review process established by Whittemore and Knafl in 2005. In October 2023, the first author (MH) searched five major electronic databases: Medline-EBSCO, PubMed, CINAHL, Embase, and Scopus. The CLUSTER model was used to track additional references. The first three authors (MH, SM, and SC) were involved in screening, quality appraisal, and synthesis of the studies. Data were thematically synthesised and analysed. Results MeSH headings and keywords were used in key search areas: health education, health professional training, clinical placements, and allied health professions. The systematic search yielded 12 papers on allied health student placements across various healthcare settings in rural and metropolitan areas, with no high-quality methodologies measuring student placements' impact on staff knowledge and skills. Four main themes were identified from the analysis: meaningful student integration in service delivery, targeted educational support to healthcare staff, development of staff procedural skills and confidence, and the mechanisms of why student placements work in this aspect. Conclusions This review suggests that offering allied health student placement could be a promising approach to supporting rural healthcare staff in performing patient assessments and treatments proficiently and collaboratively. However, this requires further investigation to confirm.

show abstract

Section: Discussionsupporting

confidence: 83%

An integrative review of the impact of allied health student placements on current staff’s knowledge and procedural skills in acute and primary care settings

Hamiduzzaman,

Miles,

Crook

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…This finding is in line with the suggestion that basic and clinical science be integrated into the IPE curriculum to contextualize theoretical learning in clinical practice, 37 and that implementing practice-based IPE in students’ placement curricula would boost collaboration among healthcare providers. 45 Therefore, an IPE program for nursing and medical students should be constructed in the clinical setting, during clinical placement, which can integrate theoretical learning into clinical practice.…”

Section: Discussionmentioning

confidence: 99%

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea

Song¹,

Nam²

2022

JMDH

View full text Add to dashboard Cite

Purpose Interprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea. Participants and Methods This was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, χ 2 test, and independent sample t -test. Results Students in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score. Conclusion This study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students’ needs.

show abstract

“…In the context of interprofessional education, our results are consistent with those of a study on preceptors' successful practices, which reported that interprofessional consultation, support for residents, and integrative actions among health professionals are crucial for training a health professional in the philosophy of interprofessional working [13] representing factors that can contribute to developing quali ed residents. Moreover, training in an interprofessional practice model [12] enhances collaborative teamwork, promotes communication among health professionals, and improves management of user ow within and between primary, secondary, and tertiary care levels [21]. This is one of the limitations of the study, which may be associated with the fact that potential participants might have little interest in the topic addressed.…”

Section: Discussionmentioning

confidence: 97%

Residents’ perceptions of the pedagogical preparation of preceptors in the Brazilian Unified Health System (BUHS) and associated factors

Silva,

Rutkoski,

Oliveira

et al. 2023

Preprint

View full text Add to dashboard Cite

Preceptors are workers in the Brazilian Unified Health System (SUS) and perform the function of mediators of teaching in service to graduate students. This research study examines the residents’ perceptions of the pedagogical preparation of preceptors in the SUS and associated factors. We conducted a cross-sectional study with data collected via an online self-report questionnaire. Poisson regression with robust variance was used in multivariate analysis. Of 151 residents, 59 (39.1%) considered the preceptor to be pedagogically prepared (PPP). Recognizing the preceptor as an important actor for establishing the connection between theoretical knowledge and practice (vs unimportant) and the preceptor holding meetings for planning, monitoring, and evaluation of the proposed actions during the teaching-learning process (vs not holding) increased by 41% (PR 1.41; 95% CI, 1.33–1.50) and 33% (PR 1.33; 95% CI, 1.20–1.47), respectively, the likelihood of residents considering the PPP. Performing activities to manage the work process in the primary health care unit and implementing an intervention project in the unit under the supervision of preceptors increased by 18% (PR 1.18; 95% CI, 1.05–1.32) and 13% (PR 1.13; 95% CI, 1.01–1.27), respectively, the likelihood of residents considering the PPP compared with not performing the proposed activities. These findings are essential to align interprofessional education with education guidelines and public health policies in Brazil. Also, our results can provide useful information for the development of pedagogical guidelines for Multiprofessional Residency Programs in Brazil and in other low- and middle-income countries.

show abstract

Following Interprofessional Education: Health Education Students’ Experience in a Primary Interprofessional Care Setting

Cited by 12 publications

References 39 publications

An integrative review of the impact of allied health student placements on current staff’s knowledge and procedural skills in acute and primary care settings

An integrative review of the impact of allied health student placements on current staff’s knowledge and procedural skills in acute and primary care settings

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea

Residents’ perceptions of the pedagogical preparation of preceptors in the Brazilian Unified Health System (BUHS) and associated factors

Contact Info

Product

Resources

About