Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice

Abstract

Background Interprofessional education (IPE) provides healthcare students with the knowledge and skills necessary to provide safe and effective collaborative care in a variety of clinical settings. Inclusion of IPE in nursing curricula is required for program accreditation in Canada; a variety of learning strategies at varied levels are used to meet this requirement. As this formal requirement only occurred over the last decade, development, facilitation, and evaluation of IPE interventions are ongoing. Purpose The purpose of this study was to examine if exposure to an introductory IPE activity influenced third-year undergraduate nursing students’ perceived ability to practice competent interprofessional collaboration (IPC). Methods The introductory IPE activity included ten-hours of interactive lectures and related case studies, grounded in the National Interprofessional Competency Framework, delivered by various healthcare professionals in a third-year nursing theory and clinical course. Following completion of the courses, quantitative data were collected via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) which was used to evaluate nursing students’ change in competencies for IPC. Frequencies, percentages, and means were used to analyze the demographic data, the Cronbach’s alpha coefficient was used to evaluate the internal reliability of the ICCAS, and paired t-tests were conducted to measure the difference from pre- to post-participation for all 20 items and 6 subscales of the ICCAS. Results Study participants (n = 111) completed the ICCAS at the end of the courses to measure change in six competencies. The survey results indicated improvements in all competencies following the IPE activity. Conclusions The significant findings demonstrate that exposure to introductory IPE activities, involving nursing students and other healthcare professionals, hold promise for enhancing IPC in pediatric clinical settings. These findings can be used to inform the development of formal IPE interventions.

Health Care Clinical Preceptors’ Attitudes Towards Interprofessional Education in Saudi Arabia: A Cross-Sectional Study

“…26 In the few research endeavors conducted in the Middle Eastern very slight variations in IPE-related healthcare professional services were found and more importantly they yielded similar results in that IPE was regarded with great importance. [27][28][29][30] An important finding from this research is that the clinical preceptors who had been exposed to IPE during their academic programs experienced different ways of delivering IPE. Thus, there is no apparent consistency present in how IPE is being delivered currently.…”

Exploring variations in IPC competencies: a cross-sectional study among healthcare professionals in Northwest China

“…The European Centre for Disease Prevention and Control (ECDC)-commissioned Training in Infection Control in Europe project emphasizes the need for education in infection control and sets the stage for harmonization of IPC activities by issuing a list of core competencies for IPC professionals, further supporting the significance of educational qualifications in IPC [ 21 ]. Moreover, a study on interprofessional collaboration demonstrates that exposure to interprofessional education activities holds promise for enhancing IPC in clinical settings, emphasizing the role of education in promoting collaborative competence among healthcare professionals [ 22 ]. This emphasizes the imperative for healthcare institutions to facilitate and encourage access to educational opportunities, ensuring practitioners stay abreast of evolving best practices and advancements in IPC.…”

Development of Leadership Skills in Medical Education: Protocol for a Scoping Review (Preprint)

“…How to evaluate leaders' performance during medical school is also a major gap. In medical school, leaders' performance appears to be a set of skills different from academic performance although both types of knowledge can be taught and developed [9]. Therefore, a scoping review on this topic will allow for a more deep and informed understanding of teaching leadership in medical education.…”

“…Some barriers to implementing full leadership development are alleged at any career level [8]. Then, this scoping review aims to fill the following gaps: difficulty in introducing specific programs of leadership training into the medical school curriculum; the existence of curricula filled with other priority topics; and how leaders' performance should be evaluated during the medical course [9].…”