Position statement GMA Comittee – “Interprofessional Education for the Health Care Professions”

Walkenhorst, Ursula; Mahler, Cornelia; Aistleithner, Regina; Hahn, Eckhart G.; Kaap-Fröhlich, Sylvia; Karstens, Sven; Reiber, Karin; Stock-Schröer, Beate; Sottas, Beat

doi:10.3205/zma000964

Cited by 56 publications

(8 citation statements)

References 11 publications

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“…FINCA acknowledges action-modifying context factors as potentially significant moderators of interprofessional collaborative activities. The literature suggests a variety of such factors that may influence the effectiveness and efficiency of interprofessional collaborative practice [e.g., ( 5 , 72 , 73 )]. However, the evidence base regarding their impact is not sufficient ( 74 ).…”

Section: Structural Components Of Fincamentioning

confidence: 99%

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Witti,

Zottmann,

Wershofen

et al. 2023

Front. Med.

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The health care system in Germany and in many other countries is facing fundamental challenges due to demographic change, which require new integrated care concepts and a revision of the collaboration between health care professions in everyday clinical practice. Internationally, several competency framework models have been proposed, but a framework that explicitly conceptualizes collaborative activities to improve interprofessional problem-solving competency in health care is still missing. Such a framework should define contextual, person-related, process-related, and outcome-related variables relevant to interprofessional problem solving in health care. Against this background, we present a conceptual framework to improve interprofessional collaboration in health education and care (FINCA) developed with scientific consideration of empirical data and various theoretical references. FINCA reflects an interprofessional learning and interaction process involving two persons from different health care professions and with different individual learning prerequisites. These two initially identify a problem that is likely to require interprofessional collaboration at some point. FINCA acknowledges the context of interprofessional learning, teaching, and working as well as its action-modifying context factors. We follow the reasoning that individual learning prerequisites interact with the teaching context during learning activities. At the heart of FINCA are observable collaborative activities (information sharing and grounding; negotiating; regulating; executing interprofessional activities; maintaining communication) that can be used to assess individuals’ cognitive and social skills. Eventually, the framework envisages an assessment of the outcomes of interprofessional education and collaboration. The proposed conceptual framework provides the basis for analysis and empirical testing of the components and variables it describes and their interactions across studies, educational interventions, and action-modifying contexts. FINCA further provides the basis for fostering the teaching and learning of interprofessional problem-solving skills in various health care settings. It can support faculty and curriculum developers to systematize the implementation and improvement of interprofessional teaching and learning opportunities. From a practical perspective, FINCA can help to better align curricula for different health professions in the future. In principle, we also see potential for transferability of the framework to other areas where different professions collaborate.

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Section: Structural Components Of Fincamentioning

confidence: 99%

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Witti,

Zottmann,

Wershofen

et al. 2023

Front. Med.

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“…Implementation of IPE has been shown to boost job satisfaction and minimize conflict and tension in the workplace ( 10 , 21 ). The utilization of IPE has aided students in developing high-level knowledge, abilities, and professional attitudes to deal with the complexities of clinical circumstances in a collaborative and Interprofessional manner ( 22 ) Countries such as the United States, the United Kingdom, Canada, and European countries have effectively implemented IPE for nearly two decades, whereas Interprofessional education is only now being created in many other countries, including Saudi Arabia ( 23 – 25 ).…”

Section: Introductionmentioning

confidence: 99%

Assessment of nursing undergraduate's perceptions of Interprofessional learning: A cross-sectional study

Bashatah

2023

Front. Public Health

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BackgroundInter-Professional Learning (IPE) is based on mutual respect, and it improves collaboration and teamwork, and satisfaction among students and professionals.ObjectiveThis study aimed to assess the perceptions of IPE among Nursing students in Saudi Arabia.MethodsThis is a cross-sectional survey-based study conducted among students from three different universities in Saudi Arabia, among nursing students over 6 months from May 2021 to October 2021. Descriptive analysis was used to assess the perceptions of IPE and inferential testing was used to assess the association of perception scores among variables using a statistical package for social science version 26 (SPSS).ResultsA total of 517 participants responded to the questionnaires. A higher proportion (n = 281, 54.4%) of the participants were females and were between 21 and 24 (n = 350; 67.7%) years old. The mean age of the participants was 21.35 (SD = 1.46). The majority of them were from King Saud University (n = 273, 52.8%), followed by King Khalid University (n = 127, 24.6%). Of the participants (80.4 %) agreed learning with other students will help them to become more effective members of a healthcare team. The mean overall score for RIPLS was 70.85 (SD = 6.611). The mean score for teamwork and collaboration was 37.19 (SD = 4.79), professional identity, 23.23 (SD = 2.89), roles and responsibilities 10.42 (SD = 2.20). The mean score is significantly associated with the university type (p = 0.0001), and previous knowledge of IPE (p = 0.0001).ConclusionThe majority of the students had positive perceptions of understanding IPE and a good level of preparation for IPE. This means that if IPE is conducted among Saudi students, students will benefit from it, and it has the potential to improve their capacity to deliver holistic nursing care to their patients.

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“…15 Hence, interprofessional learning might increase the effectiveness of CST. [17][18][19][20] Currently available CST programmes differ in design in terms of duration, target groups, learning objectives or didactic methods. 6 21 The moderating effects of training duration and length remain unclear.…”

Section: Introductionmentioning

confidence: 99%

“…Communication between providers from different healthcare professions within a hospital or ward is as important as communication between providers and patients 15. Hence, interprofessional learning might increase the effectiveness of CST 17–20…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of interprofessional communication skills training for oncology teams: study protocol for a three-arm cluster randomised trial (KommRhein Interpro)

et al. 2022

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IntroductionPatient–provider communication is an important factor influencing the quality of care in oncology. The study examines the comparative effectiveness of a 10-hour interprofessional communication skills training (CST) programme for physicians and nurses in cancer centres.Methods and analysisKommRhein Interpro is a cluster-randomised trial sponsored by the German Cancer Aid (Deutsche Krebshilfe, DKH) and conducted at the cancer centres of the university hospitals of Aachen, Bonn, Cologne and Düsseldorf. Thirty oncology teams of four cancer centres are randomly assigned to three study arms, providing healthcare professionals with either (a) only written information on patient-centred communication or (b) written information plus CST for physicians or (c) written information plus interprofessional CST for physicians and nurses. For summative evaluation, standardised surveys from three measurement points for patients (T0pat: study enrollment; T1pat: after discharge; T2pat: 3 months’ follow-up) and two measurement points for physicians and nurses (T0hcp: before the intervention; T1hcp: after the intervention) are used. N=1320 valid patient cases are needed for data evaluation. The primary endpoint is fear of progression in patients with cancer after discharge. Data will be analysed according to the intention-to-treat principle using a mixed model for repeated measurement. Secondary outcome is the providers’ self-efficacy in patient centeredness. Individual confounders and possible moderating effects of organisational factors will be considered. Secondary analysis will be performed by means of multilevel analysis and structural equation modelling.Ethics and disseminationA vote of approval has been obtained from the ethics committees of the medical faculties of RWTH Aachen University (EK325/20), University of Bonn (391/20), University of Cologne (20–1332) and Heinrich Heine University Düsseldorf (2019–796). Data protection regulations are adhered to for all processed data. The conduct of the study will be monitored. Dissemination strategies include a transfer workshop with cancer teams and distribution of the final study report to participants.Trial registration numberDRKS00022563; DRKS (German Clinical Trials Register).

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Position statement GMA Comittee – “Interprofessional Education for the Health Care Professions”

Cited by 56 publications

References 11 publications

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Assessment of nursing undergraduate's perceptions of Interprofessional learning: A cross-sectional study

Effectiveness of interprofessional communication skills training for oncology teams: study protocol for a three-arm cluster randomised trial (KommRhein Interpro)

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