Twenty questions: Increased frequency of social determinants of health addressed with interprofessional student teams in a simulated interview with standardized patients

Vartanian, Heather; Chou, Erica; Pape, Zachary; DeMuth, Monica; Treat, Robert; Korek, Susan

doi:10.1016/j.xjep.2022.100559

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…It also appears from our ndings that there was a clear recognition of the potential for GPN placements to foster interprofessional learning, and that students were exposed to this on a regular basis. Communication, leadership and training are essential for successful IPL [15], which has long been identi ed as a feature of community practice settings in the international literature, is discussed as an essential component in multi-disciplinary working [44], and has been linked to bene cial outcomes for patients including wound healing [45], medicines optimisation [46], holistic care and identi cation of social determinants of health [47], and in managing multimorbidity [48]. In our study, student nurses valued opportunities to learn from a myriad of healthcare professionals and reported that they were welcome to contribute to formal and informal IPL experiences.…”

Section: Discussionmentioning

confidence: 99%

Student nurses as a future General Practice Nursing workforce. Implementing Collaborative Learning in Practice: implications for placement learning and patient access. A mixed methods study.

Williamson

Kane

Evans

et al. 2023

Preprint

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Background There is a global shortage of nurses, with particularly acute shortfall in General Practice Nursing in the United Kingdom estimated at as high as 50% vacancy rate by 2031 by some sources. There has previously been some reluctance for GP practices to host student nurses on placement, but it has become imperative to increase placement capacity in GP placements for student nurses if practices are to be able to recruit a future workforce. Collaborative Learning in Practice is a means of organising placement learning for student nurses using a coaching model, that allows for leadership development, peer support and earlier engagement in patient care, and increases placement capacity. Methods This was a mixed methods study using qualitative data from focus groups to evaluate the implementation of CLIP, and routinely collected audit data on numbers of clinic appointments to investigate the potential impact an increased capacity of student nurses might have on patient access to services. The aims of this study were: to implement and evaluate CLIP in GPN settings; to explore issues of interprofessional learning; to explore patient access to services related to increased student nurse capacity. Results Our qualitative data indicated the following themes as important to students and staff: Peer Support; Interprofessional Learning; and the Importance of ‘own clinics’ for students to see patients. The routinely collected audit data indicated that having students leading their own clinics increased the clinic numbers available by approximately 20% compared to when students were not in placement. Conclusions This study shows that student nurses increased clinic capacity and improved access for patients. Students valued their General Practice Nursing placement, felt that they were more ‘part of the team’ than in other placements and consequently had a greater sense of belonging. This was multifaceted, coming in part from the welcoming practice staff, in part from the opportunities for peer support engendered by the collaborative leaning in practice model, and in part from the interprofessional learning opportunities available. General Practice Nursing placements for students are important for future workforce recruitment and can help meet Quality and Outcomes Framework targets for General Practices.

show abstract

Section: Discussionmentioning

confidence: 99%

Student nurses as a future General Practice Nursing workforce. Implementing Collaborative Learning in Practice: implications for placement learning and patient access. A mixed methods study.

Williamson

Kane

Evans

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…It also appears from our findings that there was a clear recognition of the potential for GPN placements to foster interprofessional learning, and that students were exposed to this on a regular basis. Communication, leadership and training are essential for successful IPL [ 15 ], which has long been identified as a feature of community practice settings in the international literature, is discussed as an essential component in multi-disciplinary working [ 44 ], and has been linked to beneficial outcomes for patients including wound healing [ 45 ], medicines optimisation [ 46 ], holistic care and identification of social determinants of health [ 47 ], and in managing multimorbidity [ 48 ]. In our study, student nurses valued opportunities to learn from a myriad of healthcare professionals and reported that they were welcome to contribute to formal and informal IPL experiences.…”

Section: Discussionmentioning

confidence: 99%

Student nurses as a future general practice nursing workforce. Implementing collaborative learning in practice: implications for placement learning and patient access. A mixed methods study

Williamson,

Kane,

Evans

et al. 2023

BMC Nurs

View full text Add to dashboard Cite

Background There is a global shortage of nurses, with particularly acute shortfall in General Practice Nursing in the United Kingdom estimated at as high as 50% vacancy rate by 2031 by some sources. There has previously been reluctance for General Practices to host student nurses on placement, but it has become imperative to increase placement capacity if practices are to be able to recruit a future workforce. Collaborative Learning in Practice is a means of organising placement learning for student nurses using a coaching model, that allows for leadership development, peer support and earlier engagement in patient care, and increases placement capacity. Methods This was a mixed methods study using qualitative data from focus groups to evaluate the implementation of Collaborative Learning in Practice, and routinely collected audit data on numbers of clinic appointments to investigate the potential impact an increased capacity of student nurses might have on patient access to services. The aims of this study were: to implement and evaluate Collaborative Learning in Practice in General Practice Nursing settings; to explore issues of interprofessional learning; to explore patient access to services related to increased student nurse capacity. Results Our qualitative data indicated the following themes as important to students and staff: Peer Support; Interprofessional Learning; and the Importance of ‘own clinics’ for students to see patients. The audit data indicated that having students leading their own clinics increased the clinic numbers available by approximately 20% compared to when students were not in placement. Conclusions This study shows that student nurses increased clinic capacity and improved access for patients. Students valued their placement, felt that they were more ‘part of the team’ than in other placements and consequently had a greater sense of belonging. This was multifaceted, coming in part from the welcoming practice staff, in part from the opportunities for peer support engendered by the collaborative learning in practice model, and in part from the interprofessional learning opportunities available. General Practice Nursing placements for students are important for future workforce recruitment and can help meet Quality and Outcomes Framework targets for General Practices.

show abstract

Twenty questions: Increased frequency of social determinants of health addressed with interprofessional student teams in a simulated interview with standardized patients

Cited by 2 publications

References 9 publications

Student nurses as a future General Practice Nursing workforce. Implementing Collaborative Learning in Practice: implications for placement learning and patient access. A mixed methods study.

Student nurses as a future General Practice Nursing workforce. Implementing Collaborative Learning in Practice: implications for placement learning and patient access. A mixed methods study.

Student nurses as a future general practice nursing workforce. Implementing collaborative learning in practice: implications for placement learning and patient access. A mixed methods study

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