Implementing interprofessional learning in the community setting

Pitt, Margaret; Kelley, Alison; Carr, Jacqui

doi:10.12968/bjcn.2014.19.6.291

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…Similarly, the results of Pit's study illustrated that interprofessional learning has led to the improvement of the relationship and teamwork among team members as well as recognition of the role and responsibility of other professions. [ 20 ] In Ryan et al . study, the learners of different faculties of medicine, nursing, and pharmacy participated in interprofessional community-based education.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration

Keshmiri

Barghi

2021

J Edu Health Promot

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BACKGROUND: An interprofessional community-based education provides proper situations that learners can be prepared to play their professional responsibilities and team duties in the community. This study aims to assess the effect of interprofessional community-based education on attitudes and performances of learners toward interprofessional collaboration and their readiness for interprofessional learning. MATERIALS AND METHODS: The study is a quasi-experimental design. The learners in six different disciplines, including medicine, pharmacy, nursing, midwifery, public health, and nutrition (n=122) at Shahid Sadoughi University of Medical Sciences were participated in the present study. in the present study, interprofessional education intervention was conducted in two steps. First, the interprofessional learning situation brought learners the familiarity with the concepts of interprofessional collaboration, teamwork, and educational medical content, such as backache, fatty liver, diabetes, and HIV. Second, learners from different disciplines participated in interprofessional teams in community settings. These learners taught people about health-related topics, such as backache, fatty liver, and HIV. Participants filled out the questionnaires before and after interventions. Data were analyzed by Student's t -test and one-way ANOVA in SPSS 16.0 software (SPSS, Inc., Chicago, IL, USA). RESULTS: The present results showed that the scores of learners in readiness for interprofessional learning 3.82 (0.35) versus 4.60 (0.29) ( P = 0.001) ( P = 0.0001), attitudes to interprofessional teamwork 3.83 (0.40) versus 4.18 (0.30) ( P = 0.0001) ( P = 0.0001), interprofessional collaboration 7.46 (0.70) versus 8.35 (0.43) ( P = 0.001) improved significantly before and after the educational interventions. CONCLUSION: The present results showed that interprofessional community-based education has improved the readiness of the learners for interprofessional learning. Besides, attitude toward teamwork and interprofessional collaboration performance have also been improved from participants' viewpoints.

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Section: Discussionmentioning

confidence: 99%

Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration

Keshmiri

Barghi

2021

J Edu Health Promot

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“…According to McKimm and Brake (20 1 0), opportunities for formal and informal implementation of IPL exist in the workplace and should be relevant to all learners. Pitt, Kelley, and Carr (2014) implemented IPL in a community setting and concluded IPL should be integrated in clinical practice to improve working relationships and teamwork. This study is the next step of that continuous improvement process undertaken to examine the readiness to learn interprofessionally among professionals in a community hospital.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Assessing Readiness for Interprofessional Learning about Sepsis among Registered Nurses, Physicians, and Respiratory Therapists in a Community Hospital

Choy¹

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Interprofessional teamwork and education have been advanced as methods to address the complexities of patient care (National Academy of Medicine [NAM], 2011[NAM], -2013. One area needing further exploration is health care professionals' readiness to learn together in the acute care setting. The application of interprofessionalleaming (IPL) focused on sepsis education and improvement in sepsis outcomes in a community hospital has not been fully assessed. This descriptive, quantitative study explored interprofessional readiness to learn, perceptions of professional identity, and understanding of roles and responsibilities, by examining three subgroups. Registered nurses (n = 52), physicians (n = 29), and respiratory therapists (n = 30) were assessed using the Readiness for Interprofessional Learning Scale (RIPLS). No statistically significant difference was observed in readiness level for IPL among the three subgroups. There was no relationship between age, gender, years of experience, and readiness level. This study provided a foundation that the subgroups studied were ready for IPL, therefore making IPL a viable option for curriculum development such as sepsis education.

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Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce

Martyn

Scott²,

Westhuyzen³

et al. 2019

Aust. Health Review

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Continuing education (CE) is essential for a healthcare workforce, but in regional areas of Australia there are challenges to providing and accessing relevant, reliable and low-cost opportunities. The aim of the present study was to collaborate with the local regional healthcare workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. A participatory action research (PAR) model combined with an appreciative inquiry (AI) framework was used to design, deliver and evaluate an ICE program. A focus group of 11 health professionals developed an initial program. Evaluation data from 410 program participants were analysed using AI. The ICE program addressed the CE barriers for the regional healthcare workforce because the locally derived content was delivered at a reasonable cost and in a convenient location. Program participants identified that they most valued shared experiences and opportunities enabling them to acquire and confirm relevant knowledge. ICE programs enhance interdisciplinary collaboration. However, attendance constraints for regional healthcare workforce include location, cost, workplace and personal factors. Through community engagement, resource sharing and cooperation, a local university and the interdisciplinary focus group members successfully designed and delivered the local education and research nexus program to address a CE problem for a regional healthcare workforce. Participation in CE is mandatory for most health professionals. However, various barriers exist for regional health workers to attending CE. Innovative programs, such as webinars and travelling workshops, address some of the issues but create others. Bringing various health workers together for the simultaneous education of multiple disciplines is beneficial. Collectively, this is called ICE. Using PAR combined with AI to design an ICE program will focus attention on the enablers of the program and meet the diverse educational needs of the healthcare workforce in regional areas. Engaging regional health professionals with a local university to design and deliver CE is one way to increase access to quality, cost-effective education. Regional healthcare workers' CE needs are more likely to be met when education programs are designed by them and developed for them. ICE raises awareness of the roles of multiple healthcare disciplines. Learning together strengthens healthcare networks by bolstering relationships through a greater understanding of each other's roles. Enriching communication between local health workers has the potential to enhance patient care.

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Implementing interprofessional learning in the community setting

Cited by 4 publications

References 8 publications

Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration

Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration

Assessing Readiness for Interprofessional Learning about Sepsis among Registered Nurses, Physicians, and Respiratory Therapists in a Community Hospital

Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce

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