Is interprofessional education a valued contributor to interprofessional practice and collaboration within allied health in Australia and New Zealand: A scoping review

Janes, Tina Leann; Rees, Jenni-Lee; Zupan, Barbra

doi:10.1080/13561820.2021.1975666

Cited by 5 publications

(4 citation statements)

References 41 publications

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“…Providing optimal healthcare services is closely linked to employing trained and knowledgeable personnel within hospitals [ 34 ]. This is also reflected in patient satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Enhancing skill conceptualization, critical thinking, and nursing knowledge through reflective case discussions: a systematic review

Amir,

Permatananda,

Cahyani

et al. 2023

JMedLife

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Reflective case discussion (RCD) is a reflective activity conducted by nurses, midwives, and other healthcare workers to enhance their skills, critical thinking, and knowledge. This systematic review follows the PRISMA Guideline checklist and includes articles from various databases, such as Scopus, PubMed, ProQuest, and ScienceDirect. The quality assessment of each article was performed using the Critical Appraisal Skills Program (CASP). During the initial database search, we retrieved 997 articles from Scopus, 700 articles from ProQuest, 357,554 articles from PubMed, and 1,526 articles from ScienceDirect. The search was conducted using relevant keywords, including "reflective case discussion," "nursing," "critical thinking," "skills," and "knowledge." Following the inclusion and exclusion criteria, eight relevant articles were identified, excluding duplicate studies, limited to full papers, open access, conducted in a hospital setting, and written in English. The findings demonstrate that RCD effectively enhances nurses' skills, critical thinking, and knowledge, contributing to their professionalism in patient care. RCD also proved beneficial in preventing repetitive mistakes and promoting teamwork among nurses. Thus, RCD should be embraced as a valuable form of Continuing Professional Development (CPD) and integrated into nurses' ongoing learning processes.

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“…Providing optimal healthcare services is closely linked to employing trained and knowledgeable personnel within hospitals [ 34 ]. This is also reflected in patient satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Enhancing skill conceptualization, critical thinking, and nursing knowledge through reflective case discussions: a systematic review

Amir,

Permatananda,

Cahyani

et al. 2023

JMedLife

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“…Interprofessional practice outcomes have recently been embedded in health professional competencies (Ministry of Health, 2019). Accreditation is evident as an interprofessional educational driver in the country's two medical schools and other health profession accreditation standards, leading to several published interprofessional experiences (Janes et al, 2022;McKimm et al, 2010). As in Australia, single universities, such as the University of Otago, have created their own interprofessional competency model (Pullon & Symes, 2019).…”

Section: Current Status Of Interprofessional Education In Nzmentioning

confidence: 99%

Interprofessional education for the next 50 years

Brewer,

Evans,

Gum

et al. 2024

FoHPE

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Over the past two decades, there have been important changes to interprofessional education in Australia and New Zealand. Interprofessional education has slowly shifted from peripheral, small-scale education activities attended by volunteer students to become an expectation of many health professional courses to meet accreditation requirements and community expectations of a collaborative healthcare system. In Australia, interprofessional education curricula have been facilitated by increased accreditation expectations and a series of national large-scale funded projects. However, despite declarations of intent and direction, strategic implementation of nationwide recommendations has not been achieved. In New Zealand, large-scale funding has not been available to facilitate the implementation of interprofessional education in the professional courses. Instead, interprofessional education initiatives have been driven by a small group of champions. Furthermore, efforts to achieve the World Health Organization’s (2010) vision of interprofessional education across the education spectrum—to ensure the future and current health workforce have the competencies for interprofessional collaboration—have been hampered in our region by the focus on interprofessional education within tertiary education. This paper outlines the transnational status of interprofessional education and the role of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and the Australasian Interprofessional Practice and Education Network (AIPPEN) in progress to date. We conclude with several suggestions for future interprofessional education across our two countries.

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“…At the heart of this approach is interprofessional practice (IPP) that occurs when health providers from multiple different disciplines work together to provide high quality care to clients [3,4]. Key to preparing a healthcare workforce for effective IPP is introduction of students in two or more health disciplines to both the theory and opportunities for collaboration and practice together to develop the competencies for IPP in their respective educational programs [5][6][7]. Of these elements, the practice component can be an effective educational strategy to provide students with meaningful experiential learning (EL) that consolidates competencies for interprofessional collaboration (IPC) through a combination of "hands-on" training, relational practice, opportunities to repeat experiences for learning, and reflection on one's experiences [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

“…Key to preparing a healthcare workforce for effective IPP is introduction of students in two or more health disciplines to both the theory and opportunities for collaboration and practice together to develop the competencies for IPP in their respective educational programs [5][6][7]. Of these elements, the practice component can be an effective educational strategy to provide students with meaningful experiential learning (EL) that consolidates competencies for interprofessional collaboration (IPC) through a combination of "hands-on" training, relational practice, opportunities to repeat experiences for learning, and reflection on one's experiences [6][7][8]. The purpose of this article is to present findings of a scoping review that explored EL as an educational strategy for the preparation of students in healthcare disciplines for IPP in healthcare settings.…”

Section: Introductionmentioning

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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Is interprofessional education a valued contributor to interprofessional practice and collaboration within allied health in Australia and New Zealand: A scoping review

Cited by 5 publications

References 41 publications

Enhancing skill conceptualization, critical thinking, and nursing knowledge through reflective case discussions: a systematic review

Enhancing skill conceptualization, critical thinking, and nursing knowledge through reflective case discussions: a systematic review

Interprofessional education for the next 50 years

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

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