Gaining interprofessional knowledge and interprofessional competence on a training ward

Mette, Mira; Baur, Christina; Hinrichs, Jutta; Narciß, Elisabeth

doi:10.1080/0142159x.2021.1885638

Cited by 15 publications

(8 citation statements)

References 28 publications

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“…This can be provided on student-led clinics or interprofessional training wards, which are in-patient wards in clinical settings where undergraduates of various health care professions are responsible for collaborative patient care during their vocational training [ 3 ]. Interprofessional training wards (IPTWs) have shown to exhibit high quality of patient care [ 4 , 5 ], improve patient satisfaction [ 6 ] and are considered to be an effective educational method to develop interprofessional competencies among health professionals [ 3 , 7 ]. Pre- post-evaluations of the first IPTWs in Germany, with implementation as of 2017 [ 8 , 9 ], show that learners’ competencies in teamwork and collaboration, as well as attitudes towards interprofessional learning and interprofessional interaction improved significantly at the end of a placement on an IPTW [ 10 – 12 ].…”

Section: Introductionmentioning

confidence: 99%

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

Mink

Zurek

Götsch³

et al. 2023

BMC Med Educ

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Background Interprofessional training wards (IPTWs) seem to deliver good results in terms of development of interprofessional competencies. However, evidence of long-term effects of these training wards on learners’ competency development is lacking and little is known about retrospective evaluation of IPTWs. Therefore, this study aimed to explore the retrospective evaluation of competency development and interprofessional collaboration of former undergraduates 12 or more months after a placement on an IPTW. Methods Eight follow-up interviews were conducted with four nursing and four medical professionals 12–18 months after they had finished a placement on an ITPW throughout their vocational training. Interviews were translated verbatim and analysed deductively and inductively based on qualitative content analysis. Results The qualitative content analyses deductively identified two main categories regarding the research question, namely the uniqueness of the programme and interprofessional competencies developed by the Interprofessional Education Collaborative. Sub categories were identified inductively, representing the perceived competency development and the learning opportunities on the IPTW as compared to other clinical placements throughout vocational training and in transition to practice. Interviewees seemed to have developed competencies that are important for interprofessional collaboration such as communication, roles and responsibilities, as well as competencies in patient care and management. Considered beneficial for learning were the opportunity to work self-responsibly and the interprofessional collaboration on the IPTW, both of which were neither possible in almost any other placement nor in transition to practice. Conclusion Findings show that IPTWs can be sufficient in competency development and role clarification and are perceived positively by learners, but structures in clinical practice can impede sustaining competency development and efficient interprofessional collaboration.

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Section: Introductionmentioning

confidence: 99%

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

Mink

Zurek

Götsch³

et al. 2023

BMC Med Educ

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“… 6–9 Most recently, an experimental study on IPE with a control group reported that the participants in the experimental group had higher scores in interprofessional knowledge and competence compared to the control group after the IPE intervention. 10 …”

Section: Introductionmentioning

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

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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.

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“…However, interprofessional communication has already become part of a European consensus statement on core communication skills in the health professions [ 25 ]. Such training has been implemented, for instance, on an interprofessional training ward for undergraduate medical students [ 26 , 27 ] and can also be accomplished in interprofessional simulations [ 28 ]. The low performance self-assessment of ‘Scientifically and empirically grounded method of working’ could be due to a lack of clinical reasoning training in the undergraduate medical curricula [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

Final-year medical students’ self-assessment of facets of competence for beginning residents

et al. 2022

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Background Final-year undergraduate medical students often do not feel well prepared for their start of residency training. Self-assessment of competences is important so that medical trainees can take responsibility for their learning. In this study, we investigated how final-year medical students self-assessed their competences as they neared their transition to postgraduate training. The aim was to identify areas for improvement in undergraduate training. Methods In the academic year 2019/2020, a national online survey was sent to final-year undergraduate medical students via their respective medical schools. The survey included ten facets of competence (FOC) most relevant for beginning residents. The participants were asked to self-assess their competence for each FOC on a 5-point Likert scale (1: strongly disagree to 5: strongly agree). We established an order of self-assessed FOC performance by means and calculated paired t-tests. Gender differences were assessed with independent t-tests. Results A total of 1083 students from 35 medical schools completed the questionnaire. Mean age was 27.2 ± 3.1 years and 65.8% were female. Students rated their performance highest in the FOCs ‘Teamwork and collegiality’ and ‘Empathy and openness’ (97.1 and 95.0% ‘strongly agree’ or ‘agree’, respectively) and lowest in ‘Verbal communication with colleagues and supervisors’ and ‘Scientifically and empirically grounded method of working’ (22.8 and 40.2% ‘strongly disagree’, ‘disagree’, or ‘neither agree nor disagree’, respectively). Women rated their performance of ‘Teamwork and collegiality’, ‘Empathy and openness’, and ‘Knowing and maintaining own personal bounds and possibilities’ significantly higher than men did (Cohen’s d > .2), while men showed higher self-assessed performance in ‘Scientifically and empirically grounded method of working’ than women (Cohen’s d = .38). The FOCs ‘Responsibility’, ‘Knowing and maintaining own personal bounds and possibilities’, ‘Structure, work planning, and priorities’, ‘Coping with mistakes’, and ‘Scientifically and empirically grounded method of working’ revealed lower self-assessed performance than the order of FOC relevance established by physicians for beginning residents. Conclusions The differences between the level of students’ self-assessed FOC performance and physicians’ ranking of FOC relevance revealed areas for improvement in undergraduate medical education related to health system sciences. Final-year students might benefit from additional or better training in management skills, professionalism, and evidence-based medicine. Surveys of self-assessed competences may be useful to monitor competence development during undergraduate training.

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Gaining interprofessional knowledge and interprofessional competence on a training ward

Cited by 15 publications

References 28 publications

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis

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

Final-year medical students’ self-assessment of facets of competence for beginning residents

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