Learning to work collaboratively: Nurses’ views of their pre-registration interprofessional education and its impact on practice

Derbyshire, Julie; Machin, Alison

doi:10.1016/j.nepr.2010.11.010

Cited by 31 publications

(25 citation statements)

References 17 publications

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“…Thus, it is important to prepare clinical teachers to focus, not only on their own profession, but also on the importance of engaging other professions in practice settings (Freeman, Wright, and Lindqvist 2010, Rees and Johnson 2007, Anderson, Cox, and Thorpe 2009. Several authors have commented that stereotypes and rivalries can exist between health professionals, and can create roadblocks to effective collaboration (Derbyshire andMachin 2011, Harvey et al 2002). One study has demonstrated that these negative stereotypes can be modified through post-licensure IP education (Carpenter 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Others have suggested key skills required (Freeman, Wright, and Lindqvist 2010, Banfield and Lackie 2009, Harvey et al 2002. Some authors suggest strategies for teaching (Derbyshire and Machin 2011, Armitage, Connolly, and Pitt 2008, Craddock et al 2006, but none were located that suggest a method for preparation of uni-professional clinical teachers to support IP student learning in practice.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Orchard

Pederson²,

Allen

et al. 2017

IJPBLHSC

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The challenge of providing interprofessional (IP) student placements within health agencies can be affected by two factors: patterns of health care agency placements focusing on students in one health professional program setting at a time; and budgets for funding clinical teaching in post-secondary institutions. These challenges can result in uni-professional, practice-based learning rather than learning to work within IP teams. Given the increasing focus on IP teamwork (World Health Organization 2010), the question arises as to whether there is a way clinical teachers can be prepared to work with students for IP teamwork. One strategy involves training clinical teachers with requisite strategies for working in team-based settings. Interprofessional clinical teaching workshops held at Western University, Canada, were started in 2010, and offered annually each fall. The overall workshop goal was to assist teachers in guiding and assessing students for effective collaborative teamwork. This article reports on a post-workshop evaluation of participants' self-reported clinical teaching and practice from three workshops. Of the 129 workshop participants approached to provide information, only 30 completed the post-workshop assessment (at variable times following the workshop from six months to two years). Of these, 27 reported changes in interprofessional communication and role clarification, as well as in their clinical teaching and practice. While there are limitations to the study because of the low followup rate, this approach supports the conclusion that providing clinical teachers with interprofessional education (IPE) related to their clinical teaching can result in reported modifications in their clinical teaching and practice.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Orchard

Pederson²,

Allen

et al. 2017

IJPBLHSC

View full text Add to dashboard Cite

show abstract

“…18,22,23 These patient care models require that health care professionals work together effectively. However, evidence suggests that they do not always collaborate well together.…”

Section: Change In Proportion Of Positive Response To Behavioral Quesmentioning

confidence: 99%

Pharmacy Students Teaching Prescribers Strategies to Lower Prescription Drug Costs for Underserved Patients

Stebbins¹,

Frear²,

Cutler³

et al. 2013

JMCP

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BACKGROUND: The rising costs of health care and, in particular, prescription drugs remains a challenge. Health professionals' ability to promote cost-effective prescription drug use is critical, yet this subject is not included consistently in the curriculum of most health professional schools. As experts in prescription drug selection, use, and cost, pharmacists are in a unique position to help manage prescription drug regimens for the best therapeutic outcome, while also helping to keep patients' out-of-pocket (OOP) prescription drug costs low. In addition to promoting interprofessional collaboration, pharmacy student-led lectures may provide an effective means to teach prescription drug cost-savings strategies to other health professional students and current prescribers.

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“…Vereinzelt wurden auch studienspezifische quantitative Instrumente zur Stereotypenerfassung eingesetzt (Bruhn et al, 1964;Martin et al, 1967;Harris, 1981;Ryan & McKenna, 1994;Ben Natan, 2009). Die wenigen qualitativ-empirischen Erhebungen nutzten für die Datenerhebung entweder halboffene leitfadengestützte Interviews (Nisbet et al, 2008;Ajjawi et al, 2009;Derbyshire & Machin, 2011) oder offene schriftliche Befragungen (Boggatz et al, 2010 …”

Section: Introductionunclassified

Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten

Wild

Ewers

2017

International Journal of Health Professions

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Background:As the scientific discourse about interprofessional learning, teaching, and practice has been gaining momentum in recent years, German-speaking countries still have a considerable amount of catching up to do compared with other countries. The discourse about stereotypes and their effects may serve as an example in this respect. Objective: We set out to establish which theoretical and methodological approaches have been used in research on stereotypes endorsed by health professions students and which empirical findings are currently available on the effects of such stereotypes on interprofessional learning, teaching and practice. The main goal was to summarize the current research, to point out research desiderata and identify starting points for further research about this topic. Methods: A broad narrative review of English and German literature was performed. Results were prepared, reflected and descriptive and analytical summarized. Results: International research on stereotypes of health professions students in the interprofessional discourse is characterized by social-psychological theoretical and quantitative-empirical methodological approaches. Heterogeneous study designs limit the comparability and generalizability of current study findings. Answers to questions of whether and how stereotypes can be influenced through interprofessional learning, teaching, and practice were inconsistent in the literature. Conclusion: Research findings on stereotypes endorsed by health professions students provided interesting theoretical and empirical perspectives for the debate surrounding interprofessional learning, teaching, and practice. These perspectives should be used to guide and stimulate further research on this topic in German-speaking countries.Stereotypes -students -health professional -interprofessional education -empirical research -review Keywords Abstract

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Learning to work collaboratively: Nurses’ views of their pre-registration interprofessional education and its impact on practice

Cited by 31 publications

References 17 publications

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Pharmacy Students Teaching Prescribers Strategies to Lower Prescription Drug Costs for Underserved Patients

Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten

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