Steering the development of interprofessional education

Barr, Hugh; Gray, Richard; Helme, Marion; Low, Helena; Reeves, Scott

doi:10.1080/13561820.2016.1217686

Cited by 77 publications

(85 citation statements)

References 25 publications

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“…Aiming for an improved openness with an increase in shared sophisticated concepts of working relationships in the healthcare environment between these teams is crucial to interprofessional learning. Cultivating trust and respect with mutual awareness that counters ignorance, prejudice and rivalry, contributes to the process of culturally constructed learning, as a result of considering other different professional perspectives (Barr H, 2016, Barr andGray 2013). …”

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confidence: 99%

Conscious Competence in Interprofessional Learning in Healthcare Education

Houldsworth¹

2018

MedEdPublish

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The delivery of effective, high-quality patient care is a highly complex activity, demanding health and social care professionals to collaborate in an effective manner. Interprofessional learning (IPL) is professionally relevant, intellectually stimulating and evidence based. New learning paradigms for healthcare professionals explore new ways to combine expertise, delivering IPL programmes where patient safety and quality of care can be improved (WHO 2010). Intervening early in the health professional's career with collaborative activities with IPL is now considered important in healthcare training. Development of multidisciplinary student centred ideas hopefully results in the enhancement of patient-centred care. Conscious competence in understanding the benefits of IPL is needed to recognise those that are naïve to IPL and competent professionals who are able to design new curricular and deliver training to address unconscious incompetence to IPL. There are many diverse theories applied to IPL where theory is observation of practice, confirmed by practice. Much development and consolidation of IPL theory is needed.No one healthcare profession can give complete healthcare single-handed. Keywords:Interprofessional learning, collaboration, healthcare professionals, human factors, healthcare cultural barriers Defining interprofessional learning, collaboration and practiceWorking with other disciplines clearly instils a mutual respect of other professionals with shared values, who perform effectively in different team roles and provide patient-centred care that is safe, timely, efficient, effective and equitable. (Barr H, Low H, 2012) Firstly, to establish a definition of Interprofessional Iearning (IPL), which is when individuals improve knowledge and competence during interprofessional education. Interprofessional education (IPE) occurs when two or more professions learn, with or about each other, aiming to improve interprofessional collaboration (IPC) and the quality Houldsworth A MedEdPublish https://doi.org/10. 15694/mep.2018.0000039.1 Page | 2 of care (CAIPE, 2008). IPE in health professions pursues the goal of enabling IPC (CAIPE, 2011). Some core competencies have been identified for interprofessional practice.Intervening early in healthcare training is considered important in healthcare education within the health professionals' career pathway, using collaborative activities and IPL. Experienced professionals who engage in advanced professional practice by continued professional development (CPD) are considered to be advanced practitioners.Effective teaching is an essential requirement for effective IT. When addressing an interprofessional curriculum to deal with differences as well as the interprofessional commonalities, common broad headings and knowledge bases need to be identified. The different cognitive maps of the different disciplines need to be understood in order to differentiate the teaching for each of the professional groups, which may have alternative starting points and abilitie...

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confidence: 99%

Conscious Competence in Interprofessional Learning in Healthcare Education

Houldsworth¹

2018

MedEdPublish

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“…[20] Pre-qualifying IPE facilitates building of mutual, interdependent working relationships for the future. [18] This idea is also supported by a Cochrane review, which states that pre-qualifying IPE is 'investment in the future'. [21] The Institute of Medicine Report (2015) similarly concluded that IPE should be introduced at the beginning of training and continued post-qualification by health delivery systems.…”

Section: Introductionmentioning

confidence: 93%

“…A study by Pollard and colleagues showed that pre‐qualifying IPE increased participants’ awareness of other HCPs and positively influence their ability to work with others . Pre‐qualifying IPE facilitates building of mutual, interdependent working relationships for the future . This idea is also supported by a Cochrane review, which states that pre‐qualifying IPE is ‘investment in the future’ .…”

Section: Introductionmentioning

confidence: 94%

“…It is evident in the educational standards and competencies detailed above, that interprofessional communication is now an integral part of uni‐professional pre‐qualifying education, but it should also play a role in multi‐professional education post‐qualification . IPE provides students with the opportunity to work closely with those from other healthcare disciplines and practising HCPs within their own field of study . When introduced at pre‐qualifying stages it produces graduates that are valuable, relevant and ready for immersion into the complex and changing healthcare system …”

Section: Introductionmentioning

confidence: 99%

“…[17] IPE provides students with the opportunity to work closely with those from other healthcare disciplines and practising HCPs within their own field of study. [18] When introduced at pre-qualifying stages it produces graduates that are valuable, relevant and ready for immersion into the complex and changing healthcare system. [2] There are some concerns regarding introduction of IPE at early stages of practice when interdisciplinary dependencies are relatively weak and training is largely uni-professional.…”

Section: Introductionmentioning

confidence: 99%

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Pharmacy student and pharmacist perceptions of professional socialism and communication in a real-life clinical setting

McCloskey

Brown²,

Haughey

et al. 2018

International Journal of Pharmacy Practice

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Objectives To determine the impact of authentic clinical tasks on student confidence in interprofessional communication and assess the perceptions of pharmacists and pharmacy undergraduate students on how their degree prepares them to communicate and integrate with other healthcare professionals. Methods Pharmacists completed a questionnaire regarding how their degree prepared them to communicate with other healthcare professionals. Third‐ and fourth‐year pharmacy undergraduate students completed a modified questionnaire with questions relating to interprofessional learning and their experiences of reflective interprofessional communication tasks whilst on hospital placement. The questionnaires produced a combination of qualitative and quantitative data. Key findings Pharmacists (n = 36) and pharmacy students (n = 186) were in agreement that interprofessional training is important for undergraduate pharmacy students. Over 80% of student respondents viewed the interprofessional communication skills task as a useful method to develop communication skills with an increase in confidence following completion of the task. A variety of methods ranging from classroom‐ to practical‐based sessions may be used to develop communication skills and professional socialism. Conclusions Interprofessional learning has an important role for all working within the multidisciplinary healthcare team and contributes to the development of collaborative working relationships. It should be introduced and reinforced throughout undergraduate studies and continued in the workplace.

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