Undergraduate inter-professional learning involving pharmacy, nursing and medical students: The Maori health week initiative

Kairuz, Therése; Shaw, John

doi:10.1080/15602210500376376

Cited by 5 publications

(9 citation statements)

References 2 publications

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“…Implementation of faculty development training for IPE will require significant administrative investments and collaborations within and between health professional schools. Several studies reported innovative approaches to building an IPE faculty pool to include cultural advisors (Kairuz & Shaw, 2005), education specialists, or theologians (Medves, et al, 2008). Similarly, a few studies included patients, families and students in the content development team, which we highlight as an innovative strategy (see Web Appendix for References to Specific Findings).…”

Section: Discussionmentioning

confidence: 99%

Current trends in interprofessional education of health sciences students: A literature review

Abu-Rish¹,

Kim²,

Choe³

et al. 2012

Journal of Interprofessional Care

372

256

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There is a pressing need to redesign health professions education and integrate an interprofessional and systems approach into training. At the core of interprofessional education (IPE) are creating training synergies across healthcare professions and equipping learners with the collaborative skills required for today's complex healthcare environment. Educators are increasingly experimenting with new IPE models, but best practices for translating IPE into interprofessional practice and team-based care are not well defined. Our study explores current IPE models to identify emerging trends in strategies reported in published studies. We report key characteristics of 83 studies that report IPE activities between 2005 and 2010, including those utilizing qualitative, quantitative and mixed method research approaches. We found a wide array of IPE models and educational components. Although most studies reported outcomes in student learning about professional roles, team communication and general satisfaction with IPE activities, our review identified inconsistencies and shortcomings in how IPE activities are conceptualized, implemented, assessed and reported. Clearer specifications of minimal reporting requirements are useful for developing and testing IPE models that can inform and facilitate successful translation of IPE best practices into academic and clinical practice arenas.

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Section: Discussionmentioning

confidence: 99%

Current trends in interprofessional education of health sciences students: A literature review

Abu-Rish¹,

Kim²,

Choe³

et al. 2012

Journal of Interprofessional Care

372

256

View full text Add to dashboard Cite

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“…Researchers utilized interviews and focus groups with students to gain more in-depth perspectives and understanding of learning experiences (Forsyth et al, 2019b; Haight et al, 2019; Horsburgh & Lamdin, 2004; Kairuz & Shaw, 2005; Svarc et al, 2018; Thackrah et al, 2017; Zuchowski et al, 2013) including a Talking Circle (Lowe & Wimbish-Cirilo, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…In five articles, brief feedback surveys were collected immediately after the delivery of a learning activity (Harmon-Vukic´& Schanz, 2012; Bernhardt et al (2011, 2019a, Gair et al (2003), Gair ( , 2016, Harris et al (2012), R. G. , Keogh et al (2010), Lewis and Prunuske (2017), McConnochie and Ranzijn (2012), Morgan et al (2009), Mortley (2011), Nelson-Hurwitz et al (2019), Schmidt (2019), Shah and Reeves (2015), Smith et al (2015), Wilson et al (2015) Co-leadership 20 Bullen and Roberts (2019a), Castell et al (2018, 2019a, Francis-Cracknell et al (2017), Gair (2016), Goerke and Kickett (2013), Hays (2002), Hendrick et al (2014) 2015; Smith et al, 2015;Soucy et al, 2013;Tobin et al, 2015). Survey tools used with students included the Preparedness to Practise Questionnaire adapted for an Aboriginal health context (Paul et al, 2006(Paul et al, , 2013(Paul et al, , 2019, the Cultural Capability Measurement Tool (West et al, 2019), the Racism, Acceptance, and Cultural-Ethnocentrism Scale (Grigg and Manderson (2015) in, Power et al, 2018), and the Readiness for Interprofessional Learning Survey (in Horsburgh & Lamdin, 2004;Kairuz & Shaw, 2005).…”

Section: Reports the Number Of Included Articles Inmentioning

confidence: 99%

“…In Bennett, Redfern, and Zubrzycki (2018), an Aboriginal team member was also the cultural mentor to non-Indigenous project team members, which was reported to provide critical guidance on cultural protocols. Formal training was provided to non-Indigenous educators to ensure teaching quality (Jackson Pulver, 2012;Kairuz & Shaw, 2005). Goerke and Kickett (2013) argued that a ''culturally safe space for educators to meet and talk'' is crucial so they can ''learn from each other and challenge racism'' (p. 73).…”

Section: (For a Full List See The Table Of Included Articles In Suppl...mentioning

confidence: 99%

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Methods and Processes for First Nations Health Curriculum Development for Nursing, Medicine, Dentistry and Allied Health Entry-Level Programs: A Scoping Review

et al. 2023

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The inclusion of First Nations health curricula in programs is critical for the development of culturally safe graduates, however, less is known about how to embed content into curriculum in ways that reflect best practice and pedagogy. The aim of this scoping review was to describe methods and processes of First Nations health curriculum development in nursing, medical, dentistry, and allied health entry-level programs in international peer-reviewed journals. Systematic searches of databases were completed including CINAHL, Proquest, Medline, and Informit; with additional searches in Google Scholar and First Nations-led journals. A total of 104 articles met inclusion criteria; the majority relating to medicine ( n = 38) and nursing/midwifery ( n = 17) student cohorts. Methods and processes for embedding First Nations health content are described, including First Nations-led development and co-leadership, resulting in a suggested model for curriculum development. Evidence-informed curriculum development is critical to ensure effective methods and processes are adopted and cultural safety learning outcomes are achieved.

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“…Furthermore, both the 2003 Institute of Medicine report, 7 and the Canadian Patient Safety Institute's Safety Competencies 8 articulate the need to incorporate teamwork to achieve safe practices. Curricula designed to provide these competencies may include classroom-based lectures, 9 interprofessional small-group simulated/case discussions, [9][10][11][12][13][14][15] practice site-based experiences, 16,17 and Web-based interactions. 18,19 This form of education can provide a number of positive outcomes for students including enhancing students' awareness of other professional groups, improving their knowledge and understanding of how to work in an interprofessional team, reducing negative stereotypes of other professional groups, and strengthening their communication and collaboration skills.…”

Section: Introductionmentioning

confidence: 99%

An Interprofessional Education Session for First-Year Health Science Students

Cameron

Ignjatovic²,

Langlois³

et al. 2009

Am J Pharm Educ

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Objective. To implement and evaluate the effectiveness and short-term impact of an interprofessional education (IPE) session in the first year for health sciences students representing 9 health professions.Design. An interprofessional faculty committee created a 2½ hour introductory interprofessional education session focusing on a single patient case and 2 possible discharge scenarios. A mixed method pretest/posttest research design was used to examine changes in students' perceptions of and attitudes toward IPE. Six follow-up focus groups also were held with students from the participating professions. Assessment. Of 1197 health professions students enrolled, 914 students (76%) attended the IPE session. Two hundred thirty-two of 240 pharmacy students (97%) attended. Forty-three (18.5%) pharmacy students responded to the open-ended questions on the survey instrument. The most frequently reported gains from attending the session were recognition of teamwork importance to benefit the patient (30%) and understanding of other professionals' roles (29%). Shortfalls reported by students related to the content/style of presentation (26%) and technical/organizational (23%) aspects of the session. Pharmacy students who participated in one of the focus groups stated the session demonstrated the benefits as well as facilitators and barriers to collaborative care. Conclusion. The session served as an effective introduction to IPE; debriefing and integration with uniprofessional curricula should occur. Students need additional small group interaction with other health professional students, and can contribute as members of the planning committee.

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Undergraduate inter-professional learning involving pharmacy, nursing and medical students: The Maori health week initiative

Cited by 5 publications

References 2 publications

Current trends in interprofessional education of health sciences students: A literature review

Current trends in interprofessional education of health sciences students: A literature review

Methods and Processes for First Nations Health Curriculum Development for Nursing, Medicine, Dentistry and Allied Health Entry-Level Programs: A Scoping Review

An Interprofessional Education Session for First-Year Health Science Students

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