Interprofessional and collaborative care planning activities for students and staff within an academic nursing home

Lauckner, Heidi; Rak, Christy Nickerson; Hickey, Ellen M.; Isenor, Jennifer E.; Godden-Webster, Anne

doi:10.1016/j.xjep.2018.07.005

Cited by 10 publications

(19 citation statements)

References 12 publications

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“…Et laeringsfellesskap kan muligens ende opp med nettverksbygging mellom universitet og praksis, med tanke på utdanning og forskning. Da kan utdanning av studenter bli aktuelt i akademiske sykehjem, som drives av interprofesjonelle nettverk mellom akademia og praksis i eldreomsorg (Lauckner, Nickerson Rak, Hickey, Isenor & Godden-Webster, 2018). Derfor kan det anbefales å gjøre studier av hvordan personale innom eldreomsorg erfarer samskaping av utdanning og deltakelse i laeringsfellesskap.…”

Section: Implikasjoner For Forskning Og Akademia-praksislaeringsfelleunclassified

Dannelse og samskaping av utdanning mellom akademia og sykehjem

Kulla

Slettebø

2020

NorTidHelse

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Cultivation and co-creation of education between academy and nursing home: A critical ethnography study Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. How to learn holistic person-centered dementia care, evolved through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and Clarke. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation of students in learning communities. We further suggest, learning communities co-creation in elderly care, might potentiate innovative research- and development methods for the future.

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Section: Implikasjoner For Forskning Og Akademia-praksislaeringsfelleunclassified

Dannelse og samskaping av utdanning mellom akademia og sykehjem

Kulla

Slettebø

2020

NorTidHelse

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“…Evaluation of the impact of clinical placements on students’ attitudes and/or perspectives towards IPE, IPC, IPL, IPP, and/or their placement experience was a purpose in 30 articles [ 49 – 52 , 63 , 65 , 68 , 72 , 73 , 76 – 78 , 82 , 83 , 85 , 98 , 117 , 118 , 121 , 122 , 130 , 135 – 143 ]. In 28 articles a purpose was to describe some specific aspect of the students’ perceptions on their experience, learning, or success from the IPP education initiative, such as competency development, cultural beliefs, interprofessional socialization, understanding of complex health issues, or other aspect of professional development [ 49 – 51 , 54 , 55 , 58 , 60 , 66 , 72 , 74 , 75 , 79 , 80 , 97 – 99 , 116 , 118 , 122 , 123 , 127 , 130 , 133 , 142 , 144 – 147 ]. Two articles evaluated student perspectives on their placement experience in relationship to their intentions to pursue a particular focus, such as working in primary care or rural settings [ 94 , 139 ].…”

Section: Resultsmentioning

confidence: 99%

“…Gaining knowledge and being able to care for clients from diverse cultural, ethnic, racial, and/or other specific population groups (e.g., children, older adult, vulnerable, etc.) was identified as an intention for 10 of the IPP initiatives [ 49 , 50 , 75 , 91 , 99 , 110 , 117 , 127 , 145 , 147 ]. In four articles an intention was to produce reflexive learners and critical thinking in their discipline roles [ 61 , 73 , 100 , 111 ], while three aimed to develop interprofessional capacity in primary health care education [ 52 , 108 , 116 ] and five promoted faculty engagement in IPP or collaboration between education and health systems (e.g., academic partnerships) [ 99 , 108 , 123 , 125 , 148 ].…”

Section: Resultsmentioning

confidence: 99%

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Nagel,

Penner,

Halas

et al. 2024

BMC Med Educ

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Background Interprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings. Methods We conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services Abstracts. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats. Results The 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature – primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction. Conclusion Few educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.

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“…Our findings reinforce arguments that C&P students can offer a valuable role in the delivery of person‐centred care in care homes (British Geriatrics Society, 2018; Pybis et al, 2021). The care home environment being a place of residence required “whole person” care (Lauckner et al, 2018) which resonates with the philosophy of C&P and thus spoke to its suitability as a placement site for C&P students. The students’ and placement coordinator's immediate enthusiasm to experience a placement in a new environment was a driving force behind their successful involvement in our study, which establishes the different levels of investment required.…”

Section: Discussionmentioning

confidence: 99%

Lessons learnt from facilitating care home placements for counselling and psychotherapy students during the COVID‐19 pandemic

Hubbard

Kelly

Rose‐Ford

et al. 2023

Couns and Psychother Res

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PurposeIn 2021, an opportunity arose to place four counselling and psychotherapy (C&P) students in three care homes across Greater Manchester as part of a 6‐week interprofessional education (IPE) care home scheme. Whilst, due to ethical concerns around confidentiality, the C&P students could not participate in interprofessional activities as intended, they still undertook their clinical placement in the home to provide accessible therapy support for care home staff. This paper aims at reporting on the varied factors that influenced the implementation of C&P student placements in care homes.MethodsAt the start and end of their placement, four C&P students were interviewed about their experiences. We draw on data from these eight interviews and two reflective vignettes: one from a C&P student and the other from the C&P programme coordinator (C&PPC).ResultsThe data were thematically analysed, and two key themes and six subthemes were constructed. They broadly unpack the factors that facilitate and challenge the implementation of C&P student placements in care homes.ConclusionThis paper highlights the value of utilising care homes as placement sites for C&P students. We propose four key recommendations for future practice: (1) it is important to establish clear lines of communication, support and collaboration; (2) a dual‐space supervisory approach supports student learning in this “new” placement environment; (3) preplacement supportive frameworks are important to clarify initial role uncertainties within the care home; and (4) opportunities to provide therapy services should be well defined and referral processes put in place before the student arrives.

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Interprofessional and collaborative care planning activities for students and staff within an academic nursing home

Cited by 10 publications

References 12 publications

Dannelse og samskaping av utdanning mellom akademia og sykehjem

Dannelse og samskaping av utdanning mellom akademia og sykehjem

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Lessons learnt from facilitating care home placements for counselling and psychotherapy students during the COVID‐19 pandemic

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