Impact of the first interprofessional education undergraduate program in Spain

Abstract

In 2015, the Universidad Europea de Madrid started the first interprofessional education program in Spain. Nursing students undergo different interprofessional education activities in all four academic years, covering various aspects of the following competencies: interprofessional communication, role clarification (definition, interaction and defense), and authority models and decision making. In second year, they integrate these activities with students from psychology, pharmacy and medicine. We assessed the self-perception of second year nursing students with an adapted and validated IPEC (Interprofessional Education Collaborative) questionnaire, in four different transversal moments of the academic year 2015-16. Differences in mean values were analyzed with the Kruskal-Wallis test and post-hoc Mann-Whitney tests with Bonferroni corrections in case of statistical significance. Results showed that this IPE program improves the self-perception second year students have about their competence in interprofessional communication, especially in the dimensions of oral expression, active listening, communication tools and interprofessional conflict resolution.

Interprofessional education in nursing: The impact of collaboration between physical and mental health care professionals

“…The CAI supported the comparison between what is perceived and what is influenced by the academic load itself, where the nursing participants acted as controls, and demonstrated the tendency to overestimate their abilities at the beginning and end of the semester. This result is different from what was observed by other authors who revealed that self-perception was high at first and then subsequently diminished [ 32 ]. We must also point out that the pilot was revealing as a case analysis, given that the third party observation by the graduate nurse and the psychologists in training delimited expectations better than self-perception- a result that was very well received by all the participants.…”

Health profession readiness for interprofessional education in the Central Appalachia: a cross-sectional study

“…The incorporation of IPE into the core curricula can be implemented at the singular level of each student and within the clinical setting as a whole, relying on faculty activities and coursework and collective activities at the school level exert influence in the health education and practice system. 3,12 The valuable collaborative learning opportunities will enhance respect for other professionals and insight into the value of IPE in healthcare delivery.…”

“…In academics or universities, IPE is realized when students from two or multiple professional fields come together and learn from, about, and with each other collaboratively. 3 IPE has the potential to improve health outcomes, could be a powerful tool to help students in professional courses to understand their importance on the team, and to provide them with their professional identity. At the same time, it could help them understand the importance of the roles others play within the healthcare provider's team.…”

Introduction of an interprofessional gynaecology surgical skills workshop for undergraduate medical and nursing students

“…Hands‐on teaching about labour and vaginal examinations improved both medical and nursing students’ confidence, knowledge, and procedural skills, hence improving their engagement in birth suites and clinics . Students’ interprofessional attitudes and behaviours improved following structured IPE programs; however, evidence for promoting integrated, surgically based IPE programs for undergraduate students is still scant . Furthermore, to our knowledge, no study so far has evaluated the value of integrated IPE and gynaecological surgical skills teaching.…”