Integrated care and interprofessional education

Thistlethwaite, Jill

doi:10.1111/tct.13552

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…Originating in Scandinavia in 1996 and subsequently globalized (11)(12)(13)(14)(15)(16)(17), interprofessional training wards within hospitals serve as multifaceted training hubs. Aspiring professionals from various healthcare disciplines, including medicine, nursing, pharmacy, and physiotherapy, autonomously deliver patient care under supervisory guidance, focusing on delivering medical excellence in patient care and fostering optimal medical collaboration (18)(19)(20).…”

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.

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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%

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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“…Interprofessional Collaboration (IPC) among healthcare professionals is recognized as a vital strategy to address contemporary healthcare complexities ( 1 ). Continuous interprofessional education (IPE) is a crucial prerequisite for equipping learners with the necessary skills, beginning with pre-qualification education and extending through continuing professional development ( 2 ). Long-term effects of IPE on later IPC were shown, longitudinal exposure to IPE having an especially positive effect ( 3 ).…”

Section: Introductionmentioning

confidence: 99%

Challenges and opportunities of evaluating work based interprofessional learning: insights from a pediatric interprofessional training ward

Straub,

Bode,

Willems

et al. 2023

Front. Med.

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IntroductionInterprofessional collaboration among healthcare professionals is fostered through interprofessional education (IPE). Work-based IPE has demonstrated effectiveness within interprofessional training wards. We developed the Interprofessional Training Ward in Pediatrics (IPAPED) and employ a combination of established assessment tools and a newly created IPAPED questionnaire, directed at to assess both students’ learning experiences and program structure. This paper presents the development and analysis of the psychometric properties of the IPAPED questionnaire.MethodsNursing trainees and medical students participated in IPAPED. The IPAPED questionnaire was developed to complement established instruments, based on IPE frameworks. Interprofessional collaboration and communication were represented in subscales in part 1 of the questionnaire. Part 2 focused on the IPAPED program itself. Statistical analyses included calculation of internal consistency for part 1 and exploratory factor analyses for part 2.ResultsAll IPAPED participants between November 2017 and November 2022 completed the questionnaire (n = 105). 94 of 105 questionnaires were analyzed. Internal consistency for part 1 was low (Cronbach’s α <0.58). Exploratory factor analyses revealed three distinct factors: teaching and learning material, interprofessional learning facilitation and professional guidance by nurses on the ward.DiscussionOur results illustrate the challenge of performing high quality, theory based evaluation in a work-based setting. However, exploratory factor analyses highlighted the opportunity of focusing on both learning facilitators and staff on the wards to ensure a maximum learning output for participants. Developing program-specific questionnaires to gain insight into local structures has the potential to improve work-based IPE formats.

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