How interprofessional teams of students mobilized collaborative practice competencies and the patient partnership approach in a hybrid IPE course

Raynault, Audrey; Lebel, Paule; Brault, Isabelle; Vanier, Marie-Claude; Flora, Luigi

doi:10.1080/13561820.2020.1783217

Cited by 15 publications

(21 citation statements)

References 40 publications

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“…In this study, despite participants reporting feeling a high level of support, they still predominantly showed preference for face-to-face or blended study modes for A&P over online. In addition, Raynault et al 21 showed that students preferred a blended study mode to be able to learn with, from, and about each other; this was reflected in the findings reported in the current study where participants commented that they were able to understand the course content when actively in class asking questions and engaging with their peers directly. Venkatesh et al 22 support this same role of effective communication between students in active learning sessions.…”

Section: Discussionmentioning

confidence: 50%

The Impact of the COVID-19 Global Pandemic on Undergraduate Nursing Students' Study of Anatomy and Physiology

Abdelkader

Barbagallo

2021

CIN: Computers, Informatics, Nursing

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The COVID-19 global pandemic caused major disruptions to the delivery of human Anatomy and Physiology courses to nursing students worldwide. The aim of the current study is to evaluate nursing students' experiences and perceptions of transitioning from a blended to a purely online study mode for first year Anatomy and Physiology courses during the global pandemic. Qualitative and quantitative methodologies were used with a sample of undergraduate nursing students enrolled at a regional Australian university across its three campuses. Descriptive statistical analysis was used to describe the study population. Content analysis was used to evaluate the participants' use of resources, experiences, and preferences in studying anatomy and physiology. There were 101 participants recruited in the study. Results indicated that face-to-face study mode (41.86%) was the preferred method of delivery during the global pandemic and participants were having a renewed appreciation for the blended study mode (38.37%). Online study mode was the least preferred (19.77%), with the participants' opinions of this mode of study not altered by the global pandemic. Although the COVID-19 global pandemic shifted the traditional teaching of anatomy and physiology in nursing programs to an online environment, the long-term impacts of this disruption have yet to be ascertained.

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Section: Discussionmentioning

confidence: 50%

The Impact of the COVID-19 Global Pandemic on Undergraduate Nursing Students' Study of Anatomy and Physiology

Abdelkader

Barbagallo

2021

CIN: Computers, Informatics, Nursing

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“…Additionally, non-supportive administrative processes, including siloed resources and tenure and promotion criteria that do not reward IPE pose challenges to sustainability. At the micro-level, lack of faculty development in IPE and inclusion of patients as facilitators of IPE [35], limited student engagement, and learning contexts not grounded in adult learning theories stifle innovation and threaten program quality [36].…”

Section: Something Must Be Exchanged Among and Between Learners From ...mentioning

confidence: 99%

Accreditation as a driver of interprofessional education: the Canadian experience

et al. 2022

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Background The purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges experienced by HASC academic programs in meeting their IPE-relevant accreditation standards; and (3) articulate the impacts of IPE-relevant accreditation standards on enabling interprofessional learning to the global HASC academic community. Methods Profession-specific (bilingual, if requested) surveys were developed and emailed to the Deans/Academic Program Directors of eligible academic programs with a request to forward to the individual who oversees IPE accreditation. Responses were collated collectively and by profession. Open-ended responses associated with our first objective were deductively categorized to align with the five Accreditation of Interprofessional Health Education (AIPHE) standards domains. Responses to our additional questions associated with our second and third objectives were inductively categorized into themes. Results/discussion Of the 270 HASC academic programs surveyed, 30% (n = 24) partially or completely responded to our questions. Of the 106 IPE-relevant standards where evidence was provided, 62% (n = 66) focused on the Educational Program, 88% of which (n = 58) were either met or partially met, and 47% (n = 31) of which focused on practice-based IPE. Respondents cited various exemplars and challenges in meeting IPE-relevant standards. Conclusions The overall sentiment was that IPE accreditation was a significant driver of the IPE curriculum and its continuous improvement. The array of exemplars described in this paper may be of relevance in advancing IPE implementation and accreditation across Canada and perhaps, more importantly, in countries where these processes are yet emerging.

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“…Additionally, non-supportive administrative processes, including siloed resources and tenure and promotion criteria that do not reward IPE pose challenges to sustainability. At the micro-level, lack of faculty development in IPE and inclusion of patients as facilitators of IPE [40], limited student engagement, and learning contexts not grounded in adult learning theories sti e innovation and threaten program quality [41].…”

Section: Discussionmentioning

confidence: 99%

Accreditation as a driver of interprofessional education: The Canadian experience

Azzam

Girard

Andrews

et al. 2022

Preprint

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Background: The purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges experienced by HASC academic programs in meeting their IPE-relevant accreditation standards; and (3) articulate the impacts of IPE-relevant accreditation standards on enabling interprofessional learning to the global HASC academic community. Methods: Profession-specific (bilingual, if requested) surveys were developed and emailed to the Deans/Academic Program Directors of eligible academic programs with a request to forward to the individual who oversees IPE accreditation. Responses were collated collectively and by profession. Open-ended responses associated with our first objective were deductively categorized to align with the five Accreditation of Interprofessional Health Education (AIPHE) standards domains. Responses to our additional questions associated with our second and third objectives were inductively categorized into themes. Results/Discussion: Of the 270 HASC academic programs surveyed, 30% (n = 24) partially or completely responded to our questions. Of the 106 IPE-relevant standards where evidence was provided, 62% (n = 66) focused on the Educational Program, 88% of which (n = 58) were either met or partially met, and 47% (n = 31) of which focused on practice-based IPE. Respondents cited various exemplars and challenges in meeting IPE-relevant standards. Conclusions: The overall sentiment was that IPE accreditation was a significant driver of the IPE curriculum and its continuous improvement. The array of exemplars described in this paper may be of relevance in advancing IPE implementation and accreditation across Canada and perhaps, more importantly, in countries where these processes are yet emerging.

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How interprofessional teams of students mobilized collaborative practice competencies and the patient partnership approach in a hybrid IPE course

Cited by 15 publications

References 40 publications

The Impact of the COVID-19 Global Pandemic on Undergraduate Nursing Students' Study of Anatomy and Physiology

The Impact of the COVID-19 Global Pandemic on Undergraduate Nursing Students' Study of Anatomy and Physiology

Accreditation as a driver of interprofessional education: the Canadian experience

Accreditation as a driver of interprofessional education: The Canadian experience

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