Impact of interprofessional education for medical and nursing students on the nutritional management of in-patients

Braun, Benedikt J.; Grünewald, Matthias; Adam-Paffrath, Renate; Wesselborg, Bärbel; Wilm, Stefan; Schendel, Lena; Hoenen, Matthias; Müssig, Karsten; Rotthoff, Thomas

doi:10.3205/zma001219

Cited by 7 publications

(3 citation statements)

References 43 publications

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“…Research specifically investigating patient outcomes within interprofessional training units remains limited ( 13 , 16 , 35 , 55–65 ), primarily emanating from Europe ( 13 , 35 , 38 , 39 , 55–59 , 61 , 62 , 66 ) and Australia ( 16 , 60 ). Predominantly located in surgical ( 13 , 58 ) and orthopedic departments ( 35 , 55–57 , 61 , 66 ), interprofessional training wards in other specialties like general medicine ( 16 ), emergency medicine ( 60 ), pediatrics ( 62 ), and rheumatology ( 35 , 61 ) are underexplored.…”

Section: Introductionmentioning

confidence: 99%

“…Ensuring excellent education for future medical professionals without compromising patient care is paramount. Numerous studies have explored interprofessional interventions and their impacts on patient outcomes (36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53), revealing that interprofessional collaboration leads to significant improvements in patient outcomes. Despite criticisms regarding methodological rigor, as noted in Lutfiyya et al 's literature review (49), the named studies suggest that interprofessional education can have a positive impact on patient outcomes, including patient safety, quality of life, and functional status as described in the latest literature review of Purnasiwi et al (51).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis

Schlosser-Hupf,

Aichner,

Meier

et al. 2024

Front. Med.

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IntroductionInterprofessional teamwork is pivotal in modern healthcare, prompting the establishment of interprofessional training wards since 1996. While these wards serve as hubs for optimizing healthcare professional collaboration and communication, research into patient outcomes remains notably sparse and geographically limited, predominantly examining patient satisfaction and sparingly exploring other metrics like mortality or self-discharge rates. This study seeks to bridge this gap, comparing patient outcomes in interprofessional training wards and conventional wards under the hypothesis that the former offers no disadvantage to patient outcomes.Materials and methodsWe explored patient outcomes within an interprofessional student ward called A-STAR at a University Hospital from October 2019 to December 2022. Engaging with patients discharged between May 2021 and April 2022, we utilized digital and paper-based anonymous questionnaires, catering to patient preference, to gather pertinent data.ResultsAnalysis of outcomes for 1,482 A-STAR (interprofessional student ward) and 5,752 conventional ward patients revealed noteworthy findings. A-STAR patients tended to be younger (59 vs. 61 years, p < 0.01) and more frequently male (73.5% vs. 70.4%, p = 0.025). Vital clinical outcomes, such as discharges against medical advice, complication-driven readmissions, and ICU transfers, were statistically similar between groups, as were mortality rates (1.2% vs. 1.3%, p = 0.468). A-STAR demonstrated high patient satisfaction, underscored by positive reflections on team competence, ward atmosphere, and responsiveness to concerns, emphasizing the value placed on interprofessional collaboration. Patient narratives commended team kindness, lucid explanations, and proactive involvement.DiscussionThis data collectively underscores the safety and reliability of patient care within training wards, affirming that patients can trust the care provided in these settings. Patients on the interprofessional ward demonstrated high satisfaction levels: 96.7% appreciated the atmosphere and conduct of ward rounds. In comparison, 98.3% were satisfied with the discussion and information about their treatment during their hospital stay.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis

Schlosser-Hupf,

Aichner,

Meier

et al. 2024

Front. Med.

View full text Add to dashboard Cite

show abstract

“…Interprofessional collaboration can lead to sensitization of decision-makers and enables new measures to improve nutritional management. 3 However, hardly any research has been conducted on interprofessional practice and nutritional management. Only one paper 4 reported on the effectiveness of interprofessional collaboration and practice implementation for older adults with malnutrition compared to usual care.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional Treatment of Malnutrition and Sarcopenia by Dietitians and Physiotherapists: Exploring Attitudes, Interprofessional Identity, Facilitators, Barriers, and Occurrence

Reinders

Hobbelen

Tieland

et al. 2022

JMDH

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Exploring the “led” in health professional student-led experiences: a scoping review

Lising,

Copley,

Hill

et al. 2024

Adv in Health Sci Educ

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To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.

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Impact of interprofessional education for medical and nursing students on the nutritional management of in-patients

Cited by 7 publications

References 43 publications

Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis

Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis

Interprofessional Treatment of Malnutrition and Sarcopenia by Dietitians and Physiotherapists: Exploring Attitudes, Interprofessional Identity, Facilitators, Barriers, and Occurrence

Exploring the “led” in health professional student-led experiences: a scoping review

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