Fostering gerontology students’ competence in Interprofessional collaborative practice

Abstract

Background Interprofessional collaborative practice (IPCP) is increasingly recognised as being crucial for the provision of holistic care and optimising health outcomes among older adults, many with multiple complex health problems. However, little is known about the challenges of facilitating this in practice. Therefore, this study explores these issues from the perspective of different healthcare professionals and how this might inform interprofessional education curricula. Methods Sixteen different healthcare professionals working in a variety of aged care (acute, rehabilitative and community) settings were invited to participate in individual semi-structured in-depth interviews designed to: (i) explore the meaning of IPCP; (ii) explore the facilitators of and barriers to IPCP; and (iii) examine the opportunities and challenges in interprofessional gerontological education. All interviews were tape-recorded and transcribed verbatim with thematic analysis conducted by two independent researchers. Results Three major themes emerged from the interviews: the need for IPCP; role preparedness, scope and liability; and strategies for interprofessional education. Respondents shared a common belief that IPCP improves the quality of life of older adults in both hospital and community settings by improving person-centred coordinated care and decision making in care planning. However, respondents perceived major barriers to IPCP to be lack of knowledge about healthcare professionals’ scope of practice, lack of training in interprofessional collaboration, professional culture and stereotypes, and liability issues. Suggested approaches to overcome these barriers included innovative teaching and learning approaches, engaging students early on in the curriculum of health professional degree programmes, and enhancing collaborative effective communication in health and social care settings. Conclusions It is anticipated that these findings will be used to inform the development of a new interprofessional gerontological education curriculum that aims to enhance students’ competence in IPCP.

Educação interprofissional: percepção de graduandos do Programa Educação pelo Trabalho para a Saúde/Interprofissionalidade

“…Nota-se que o aspecto hierárquico é um desafio a ser enfrentado na prática, pois é necessário que cada membro da equipe seja capaz de reconhecer, respeitar os papéis, responsabilidades e limitações dos outros profissionais em relação aos seus, a fim de atingir um objetivo comum 16 .…”

“…Destacando-se ainda a importância de realizar EIP desde o início da graduação adotando estratégias que possibilitem a discussão e tomada de decisão, visto que esse cenário propiciará uma melhora nos resultados de saúde do sujeito foco do cuidado 16 .…”

How Vietnamese healthcare students think of nurses: Students stereotypes about Nursing at University of Medicine and Pharmacy at Ho Chi Minh City

“…Changing stereotypes about the healthcare profession is necessary to ensure high quality patient care [1,[9][10][11][12][13][14][15]. It is especially poignant about nursing profession as many healthcare students do not fully appreciate the role of nurses in the modern healthcare team [16]. A study found that some students believed that the role of nurses was mainly to support doctors [15].…”

An Interprofessional Yearlong Geriatrics Fellowship Program for Advanced Practice Nursing and Social Work Students

“…5,6 Educational curricula in gerontology should focus substantively on developing students' ability to work in IP teams. 7 While IP team-based care is best practice for older adults with complex needs, universities are challenged to prepare students for working in teams. Barriers to IP practice include lack of IP team training opportunities, lack of knowledge about other professionals' scope of practice, professional cultures and stereotypes, and liability issues.…”

“…Managing multiple chronic conditions involves considerable clinical complexity, and an IP team is well suited for this holistic care approach 5,6. Educational curricula in gerontology should focus substantively on developing students' ability to work in IP teams 7…”