Interprofessional Education: Current State in Psychology Training

Lamparyk, Katherine; Williams, Amy M.; Robiner, William N.; Bruschwein, Heather; Ward, Wendy L.

doi:10.1007/s10880-021-09765-5

Cited by 8 publications

(6 citation statements)

References 47 publications

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“…In this study, the focus is on interprofessional simulation‐based learning (ISBL), as it can enhance interprofessional communication, collaboration and appreciation for other professions and promote the contributions of one profession to an entire team (Kaldheim, Fossum, Munday, Johnsen, & Slettebø, 2021). Upon entering professional clinical practice, the capability to successfully collaborate with other disciplines is vital to assure superior patient outcomes (Lamparyk, Williams, Robiner, Bruschwein, & Ward, 2022).…”

Section: Introductionmentioning

confidence: 99%

Professional competence development through interprofessional simulation‐based learning assists perioperative nurses in postgraduation acute clinical practice situations: A qualitative study

Kaldheim

Fossum

Munday

et al. 2022

Journal of Clinical Nursing

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Aims and objectives To explore recently graduated perioperative nurses' experiences of interprofessional simulation‐based learning during postgraduate education and investigate whether and how this learning approach contributed to the development of their professional competence in meeting acute clinical situations. Background Perioperative nursing requires specialised education that offers professional development to ensure high‐quality nursing care and patient safety in acute situations. Interprofessional simulation‐based learning exposes students to acute situations in a safe environment without the risk of harming the patient, and it prepares postgraduate nursing students for clinical practice. Despite extensive research regarding simulation‐based learning, there is a lack of knowledge on what impact such training has on perioperative nursing students after graduation. Design An explorative qualitative design was used, and this study is reported in accordance with the COREQ guidelines. Method Between March 2019–November 2020, 16 perioperative nurses participated in semi‐structured individual interviews three to five months after their graduation from five different educational institutions. During their postgraduate education, they had participated in interprofessional simulation‐based learning that included acute clinical situations. A phenomenological hermeneutical analysis was applied to the data involving three steps: naïve reading, structural analysis and comprehensive understanding. Results During the naïve reading, three themes emerged: competence in handling acute situations, competence in interprofessional teamwork and professional identity development. Conclusion Interprofessional simulation‐based learning in perioperative nursing education developed relevant and important competence, including professional identity development, among perioperative nursing students. As recent graduates, their professional competence was transferred to clinical practice and developed further. Relevance to clinical practice Findings indicate that interprofessional simulation‐based learning is an important educational approach in perioperative nursing education. It is essential to use effective learning approaches to develop competencies that are transferable to clinical practice and improve perioperative nurses' performance as recent graduates. Therefore, interprofessional simulation‐based learning should be implemented into perioperative nursing education.

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Section: Introductionmentioning

confidence: 99%

Professional competence development through interprofessional simulation‐based learning assists perioperative nurses in postgraduation acute clinical practice situations: A qualitative study

Kaldheim

Fossum

Munday

et al. 2022

Journal of Clinical Nursing

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“…Literature on IPE has also increased over the past several decades, with the majority of investigations noting bene ts (e.g., improved understanding of and attitudes towards other professions, improved communication, improved collaborative skills, improved patient care, etc.) [8][9][10][11][12]. Furthermore, reports have demonstrated medical learners' positive attitudes towards structured IPE curricula [13][14].…”

Section: Introductionmentioning

confidence: 99%

“…Despite that practicing psychologists often contribute to education for medical learners [20], psychology learners are often excluded from IPE programming [9]. Rather, psychology learners are historically educated within siloed academic departments, private clinics, and specialty care settings, with only a minority gaining experience within multidisciplinary clinics or medical settings.…”

Section: Introductionmentioning

confidence: 99%

Integrated Case Presentation Seminar: Bridging Parallel Fields to Improve Psychiatry and Psychology Learner Experience

Leffler

Romanowicz

Brennan

et al. 2022

Preprint

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Daily clinical practice of mental health professionals often requires interaction between providers from diverse training and professional backgrounds. Efforts to engage mental health trainees across disciplines are necessary and have had varied outcomes. The current study reviews the development and implementation of a monthly one-hour integrated case presentation seminar (ICPS) as part of independent psychology and psychiatry two-year fellowships at a Midwestern teaching hospital. The training integrated a semi-structured seminar to facilitate case presentation within a group setting. The focus of the seminar was to allow for exposure to conceptualization, diagnostic, and treatment strategies and skills, as well as science-based practice techniques for trainees. Learner survey results and the sustained offering of the seminar suggest the format and goals of the seminar are feasible and acceptable. Based on the current preliminary findings, similar training programs may find benefit in strategies to enhance integrated training opportunities for psychiatry and psychology trainees.

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“…Despite the fact that practicing psychologists often contribute to education for medical learners [ 20 ], psychology learners are often excluded from IPE programming [ 9 ]. Rather, psychology learners are historically educated within siloed academic departments, private clinics, and specialty care settings, with only a minority gaining experience within multidisciplinary clinics or medical settings.…”

mentioning

confidence: 99%

“…Literature on IPE has also increased over the past several decades, with the majority of investigations noting benefits (e.g., improved understanding of and attitudes towards other professions, improved communication, improved collaborative skills, improved patient care, etc.) [8][9][10][11][12]. Furthermore, reports have demonstrated medical learners' positive attitudes towards structured IPE curricula [13][14].…”

mentioning

confidence: 99%

Integrated Case Presentation Seminar: Bridging Parallel Fields to Improve Psychiatry and Psychology Learner Experience

Leffler

Romanowicz

Brennan

et al. 2023

Child Psychiatry Hum Dev

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Interprofessional Education: Current State in Psychology Training

Cited by 8 publications

References 47 publications

Professional competence development through interprofessional simulation‐based learning assists perioperative nurses in postgraduation acute clinical practice situations: A qualitative study

Professional competence development through interprofessional simulation‐based learning assists perioperative nurses in postgraduation acute clinical practice situations: A qualitative study

Integrated Case Presentation Seminar: Bridging Parallel Fields to Improve Psychiatry and Psychology Learner Experience

Integrated Case Presentation Seminar: Bridging Parallel Fields to Improve Psychiatry and Psychology Learner Experience

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