Students’ perceptions of interprofessional collaboration on the care of diabetes: A qualitative study

Kangas, Sanna; Jaatinen, Pia; Metso, Saara; Paavilainen, Eija; Rintala, Tuula-Maria

doi:10.1016/j.nepr.2021.103023

Cited by 8 publications

(10 citation statements)

References 30 publications

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“…Our findings may stem from the course's practical approach, utilizing the clinical experiences during the course. Various patient cases were encountered in real healthcare settings and were discussed immediately with the professionals present and afterwards in interprofessional seminars with experts from several professions (Kangas et al, 2021 ). This kind of experiential active learning, with clinic visits and case presentations, has been considered particularly valuable in IPE settings (Darlow et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

“…The participants were undergraduate second‐ or third‐year nursing students ( n = 15) and fifth‐ or sixth‐year medical students ( n = 15), who had previously finished their mandatory studies in diabetes care. The students were enrolled in a voluntary, clinical experience and active learning oriented interprofessional course of diabetes management and an associated study (Supporting Information 1 ), as described in detail previously (Kangas et al, 2021 ). An email with information on the upcoming voluntary IPE course and the associated study was sent to the nearly graduating nursing and medical students.…”

Section: The Studymentioning

confidence: 99%

“…In addition, a web‐based tool, provided by the National Finnish Diabetes Association (Finnish Diabetes Association), was used for the self‐assessment of the students' current and targeted competence in diabetes management before and after the course. The tool includes 13 competence‐areas of interprofessional diabetes management, rated from 0 = no competence to 5 = specialized competence, as described in detail previously (Kangas et al, 2021 ). The control groups performed the same knowledge test and self‐evaluation once, after finishing their mandatory diabetes education.…”

Section: The Studymentioning

confidence: 99%

“…The patients involved in the students' clinic visits, and the participating and non‐participating students were informed of the study protocol, of their rights and the anonymity and confidentiality in the study. Informed consent was obtained from all the participants prior to enrollment in the study (Kangas et al, 2021 ). The study was conducted according to the good scientific practice guidelines (The Finnish Advisory Board on Research Integrity, 2012 ), and The Code of Ethics of the World Medical Association ( 2017 ).…”

Section: The Studymentioning

confidence: 99%

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The impact of interprofessional education on students' current and desired competence in diabetes care

et al. 2022

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Aim To explore the impact of interprofessional education (IPE) on undergraduate nursing and medical students' knowledge, competence and targeted competence in diabetes care. Design Mixed methods design. Methods A voluntary IPE course of diabetes management was organized for nursing (n = 15) and medical (n = 15) students, who performed a diabetes knowledge test and self‐evaluation of diabetes competence before and after the course and were compared with non‐participating students. The participating students' focus‐group interviews were analysed using inductive content analysis. Results The IPE course improved nursing students' diabetes knowledge and self‐evaluated competence among nursing and medical students. The baseline differences in self‐evaluated competence between the groups disappeared. The non‐participating students evaluated their competence higher than the participants, though they scored lower or equally in the knowledge test. In conclusion, IPE showed potential in increasing students' self‐evaluated competence, motivation to learn more and nursing students' diabetes knowledge, offering better prospects for future interprofessional diabetes management.

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Section: Discussionmentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

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The impact of interprofessional education on students' current and desired competence in diabetes care

et al. 2022

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“…There are also findings showing that an IPE experience encourages students to collaborate and familiarize themselves with one another before entering the clinical workplace [14]. Next, Kangas et al [15] found that IPE helped to improve healthcare professional students' self-perceived abilities and confidence when they were assigned to work as a team for patient care.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Conducting Interprofessional Education Virtually among Pharmacy and Medical Students

Paneerselvam¹

2022

IJIET

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Interprofessional education (IPE) helps fostering collaboration between pharmacy (PH) and medical (MD) students. However, the effectiveness of conducting IPE virtually has not been tested. This study aimed to evaluate the effectiveness of virtual IPE activity among PH and MD students. A pre-post analytical cohort study was conducted among second-year PH and MD students. The students were divided into groups, which consisted of both MD and PH students. The students from the two disciplines had to work on a clinical case and present it creatively. All the sessions were conducted virtually. The students’ team-based competencies were measured before and after the IPE activity using a self-administered Interprofessional Collaboration Competency Attainment (ICCA). Students’ responses were analyzed using a paired t-test in SPSS, version 26. P-value less than 0.05 was considered to show significant changes in the students’ competencies before and after attending the IPE activity. The mean competencies score of the students before the IPE was 97.8±25.2 and improved to 107.9±21.4 after the activity. A paired t-test showed a significant increase in competencies score, p < 0.05. More than half of the students (54.3%) had adequate team-based competencies after the virtual IPE activity. Online learning is not a barrier to cultivating collaboration and knowledge sharing between two disciplines, and virtual IPE was effective in fostering interprofessional experiential learning among students. As there is a lack of sustainable data and qualified faculties to fully address the implementation of IPE programs, this research can act as a guide to support the needs and identify the challenges around such implementation of IPE program in future academic curriculums.

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Social and healthcare students’ competence in patient-oriented care enhanced during interprofessional practice: A scoping review

Makkonen,

Turunen,

Haaranen

2023

Nurse Education in Practice

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Students’ perceptions of interprofessional collaboration on the care of diabetes: A qualitative study

Cited by 8 publications

References 30 publications

The impact of interprofessional education on students' current and desired competence in diabetes care

The impact of interprofessional education on students' current and desired competence in diabetes care

Effectiveness of Conducting Interprofessional Education Virtually among Pharmacy and Medical Students

Social and healthcare students’ competence in patient-oriented care enhanced during interprofessional practice: A scoping review

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