Models of interprofessional education for healthcare students: a scoping review

Grace, Sandra

doi:10.1080/13561820.2020.1767045

Cited by 41 publications

(41 citation statements)

References 50 publications

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“…In their opinion, students will be able to work better in an actual work environment, provided they are taught to communicate with other HCPs. [ 12 ] It is partly because different people working together give rise to different perspectives, which can help the students to look at the whole scenario in one picture.…”

Section: Resultsmentioning

confidence: 99%

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Perceptions and barriers of health-care professionals to develop and implement interprofessional education in UAE

Gillani

Azhar

Shadab

et al. 2022

Journal of Education and Health Promotion

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BACKGROUND: This study aimed to determine the perception, perspectives, and behaviors of health-care providers, as well as cues to action toward interprofessional education (IPE). MATERIALS AND METHODS: The interview sessions were conducted from August 2020 to November 2020 at the College of Pharmacy, Gulf Medical University (GMU), Ajman. The invited participants belonged to all the colleges which are a part of GMU, providing academic and practice support to the university. All were residents of UAE, and both genders were considered for qualitative assessment. The sample size based on data saturation plus two as standard guidelines in qualitative res earch. All the interviews were audiotaped for verbatim transcriptions. All the recorded interviews were transcribed to avoid bias. The prepared transcripts were then verified for accuracy by the relevant participant and after approval, data were analyzed. In case of an emergent theme, all the investigators were focused on refining the analysis. RESULTS: A total of 17 health-care professionals (HCPs) were interviewed. The participants were chosen from five different colleges at GMU. All the participants had similar perceptions about IPE, as it is a collaboration between different HCPs to achieve better patient outcomes. A diversity in perspectives toward IPE was found among the participants. Several barriers were identified during the interview session and also highlighted the importance of choosing the right topic for IPE, as it affects planning of the activities greatly. The participants also stressed that the lack of communication also contributes to decreased involvement of HCPs. CONCLUSION: This study identified inefficient implementation of IPE. The barriers were lack of team effort, lack of communication within the institute, and administrative support, despite the availability of resources and infrastructure in the university.

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Section: Resultsmentioning

confidence: 99%

“…With the growing evidence indicating that IPE can have a progressive impact on students’ attitudes, knowledge, skills, and collaborative competencies,[ 1 9 10 12 ] the aim of this study was to explore the perceptions and prospective of HCPs toward development and implementation of IPE in Gulf Medical University (GMU), Ajman, UAE.…”

Section: Introductionmentioning

confidence: 99%

Perceptions and barriers of health-care professionals to develop and implement interprofessional education in UAE

Gillani

Azhar

Shadab

et al. 2022

Journal of Education and Health Promotion

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“…Activity that is framed as supporting this objective is likely to be perceived as having greater value. To this end practice-based IPE may bene t from a greater focus on its role in improving patient safety [78] in addition to the educational bene ts as this is an objective with high value for healthcare staff.…”

Section: Insert Fig 3 About Here Discussionmentioning

confidence: 99%

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

O’Leary

Salmon

Clifford

2020

Preprint

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Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE have been integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge will generate important insights into how practice-based IPE is perceived and experienced. This learning can be applied, both locally and beyond, by stakeholders seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results The overarching theme was establishing the value of practice-based IPE, illustrated in three sub-themes: articulating expectations, conceptualising practice-based IPE and integrating interprofessionalism. First, overt articulation of practice-based IPE learning outcomes within regulatory standards and assessment processes would enhance its value within practice education. Second, clearer conceptualisation of what constitutes practice-based IPE is required. Participants indicated varying conceptualisations regarding why and how to implement practice-based IPE. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve meaningful practice-based IPE. Third, integrating interprofessionalism at placement sites is required. Varying levels of professional engagement were noted, perpetuating stereotypes. Creating educator networks and embedding practice-based IPE in organisational strategy enhances its status and broadens engagement. Conclusions Adoption of these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. National and international longitudinal stakeholder data is needed to refine what type of practice-based IPE is most impactful on future collaborative practice.

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“…Cultural reform that enables students to develop at least some of the skills of other professions, as well as their own, is recommended for collaboration to be realised [23]. While most health professionals receive fundamental education and training about nutritional aspects, this is rarely sufficient for them to be confident and competent in providing effective nutritional care, especially in settings where nutritionists and dietitians are scarce or not available [1].…”

Section: Nutrition Education and Interdisciplinary Team Collaborationmentioning

confidence: 99%

Delivering Interprofessional Education to Embed Interdisciplinary Collaboration in Effective Nutritional Care

Santy‐Tomlinson

Laur

Ray

2021

Perspectives in Nursing Management and Care for Older Adults

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Previous and forthcoming chapters describe how to improve nutrition care with an emphasis on interdisciplinary approaches. Developing and improving the skills and knowledge of the interdisciplinary team through interprofessional education are essential for embedding evidence-based, collaborative, nutritional care. This capacity building in turn supports delivery of effective nutritional care for older adults.

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Models of interprofessional education for healthcare students: a scoping review

Cited by 41 publications

References 50 publications

Perceptions and barriers of health-care professionals to develop and implement interprofessional education in UAE

Perceptions and barriers of health-care professionals to develop and implement interprofessional education in UAE

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

Delivering Interprofessional Education to Embed Interdisciplinary Collaboration in Effective Nutritional Care

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