Twelve tips on how to motivate healthcare professions students and their supervisors for Interprofessional Education

Abstract

Special efforts in rotations are necessary to have students from different professions learn with, from and about each other to improve their collaboration and the quality of care. The twelve tips derived from the lived experiences and research from the authors, are intended to stimulate motivation for interprofessional education in students and their supervisors. Internalization of the value students place on interprofessional learning will improve their readiness for future interprofessional collaboration. While creating an autonomy-supportive learning environment, supervisors are capable of both scaffolding the learning of students from all professions, and learning themselves from these authentic situations. The authors promote a central place for the clinical reasoning of each profession in both the profession specific skills as well as in the communication, collaboration and team skills, thus enhancing the 'T shaped-professional' (Visser, 2018).

The Effect of Interprofessional Collaboration and Transformational Leadership on Patient Safety With Work Motivation as Intervening Variables

“…It means that if work motivation is increased by one unit, it will impact patient safety. These results align with previous research (Dongen et al, 2016;Nygren et al, 2021;Visser et al, 2020;Yune et al, 2020); work motivation can improve patient safety.…”

“…It means that if one unit increases interprofessional collaboration, it will impact work motivation by 0.786. These results align with previous research (Dongen et al, 2016;Nygren et al, 2021;Visser et al, 2020;Yune et al, 2020) that interprofessional collaboration can significantly increase work motivation.…”

“…If interprofessional collaboration is done well, patient safety management can be implemented (Abdurrouf & Pandin, 2021;Busari et al, 2017;Hennus et al, 2021). Moreover, if interprofessional collaboration can be implemented effectively, it will be an impetus for nurses to provide effective nursing care (Dongen et al, 2016;Nygren et al, 2021;Visser et al, 2020;Yune et al, 2020). Because of the ability to work together, individuals can avoid fatal work risks in a safe and quality health delivery system (Campo et al, 2018).…”

“…With this cooperative system, nurses will be more eager to provide effective nursing care. Several relevant studies have proven that interprofessional collaboration can increase work motivation (Dongen et al, 2016;Nygren et al, 2021;Visser et al, 2020;Yune et al, 2020), so it can be assumed that the research hypothesis: The degree to which a leader is called transformational. It is mainly measured in terms of the effect of leadership on followers.…”

Modifying healthcare student curricula to facilitate interprofessional collaborative practice: A medical student perspective

“…Research has indeed found that in pursuit of establishing professional identity and championing their chosen profession, the importance of collaborative practice may be overlooked by healthcare students (World Health Organization, 2013). According to the self-determination theory, an individual's motivation to engage in a task is rooted in the perceived value as well as the principles of autonomy, competence and relatedness (Visser et al, 2020). We therefore propose that universities must underscore the value of IPCP to healthcare students, Additionally, seeking feedback from their peers regarding clinical decisions adequately fulfils the principle of competence (Visser et al, 2020).…”