Journal of Research in Interprofessional Practice and Education (JRIPE)
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Does Prior Interprofessional Experience Influence the Attitudes of Graduate Healthcare Students about Interprofessional Education?
No full textBackground: Educational background and students’ preparedness influence interprofessional education (IPE). We studied if healthcare students’ prior exposure tointerprofessional collaborations and education influenced their attitudes andreadiness for IPE.Methods: Graduate students were surveyed in this cross-sectional study using the Readiness for Interprofessional Learning Survey (RIPLS). Independent variables included age, gender, type of healthcare program, diversity of clinical observation settings, and previous IPE coursework.Findings: Sixty-eight completed surveys included 60 percent in the 20 to 25-yearold group and 78 percent females. Controlling for age and gender, MANCOVA showed no group mean differences in the RIPLS.Conclusions: Students’ attitudes toward IPE are not associated with their professional program, previous IPE coursework, or exposure to interprofessional interactions in diverse clinical observations.
Emotional Intelligence and Teamwork Skills Among Undergraduate Engineering and Nursing Students: A Pilot Study
Get PDFBackground: Healthcare operations require collaboration between healthcare and non-healthcare professionals.Objectives: To examine: a) the effectiveness of a case-based interprofessional education (IPE) workshop, and b) the association between emotional intelligence (EI) and teamwork skills in nursing and industrial engineering trainees.Methods: Undergraduate nursing and industrial engineering students (N = 42) participated in a workshop that requires the integration of knowledge from both disciplines. Previously validated instruments were used to assess EI, empathic listening and teamwork skills pre- and post-workshop.Findings: While results of the multivariate analysis of variance suggested no difference in study variables before and after the workshop, findings from Pearson’s correlation revealed more pairs of significant correlations post-workshop. Positive association between EI and teamwork skills was found post-workshop.Conclusion: IPE workshops beyond conventional healthcare professions are feasible and welcomed by trainees. EI should be considered an antecedent of teamwork
Nursing and Biomedical Laboratory Science (BMLS) Students´ Interprofessional Training in the Simulation Laboratory
Get PDFBackground: The purpose of this study is to present nursing and Biomedical Laboratory Science (BLMS) students’ perceptions of interprofessional education and collaborative practice in a simulation laboratory.Method: A mixed-method research was employed, and the approach was an explanatory sequential design. A quantitative study was followed by a qualitative study. Sixty-nine students participated in the survey, with 16 items representing different aspects of interprofessionalism.Findings: The factor “value of IPE” scored the highest mean, followed by the factor “need for collaborative practice.” Female students were more positive on the “value of IPE” than male students. The focus-group interviews revealed that the students considered debriefing afer the simulation to be a useful learning opportunity. They commented that it was useful to understand each other’s roles and it made them respect each other more. BMLS students felt that they were peripheral to the case, like a visitor in the simulation scenario.Conclusion: Information for this study was gathered from a large group in a short amount of time. However, the students gained an insight into the need for an interprofessional approach to complex challenges in healthcare.
Key Strategies for First-Time Interprofessional Teachers and those Developing New Interprofessional Education Programs
Get PDFBackground: Evidence that interprofessional education (IPE) leads to better teamwork and improved interprofessional collaboration has created a drive to establish pre-registration IPE health science and social care programs. Yet there is limited guidance available for teachers new to IPE.Objectives: To provide first-time teachers practical strategies to undertake IPE.Methods: Strategies developed from experience.Findings: First-time IPE teachers should: try to join an existing IPE team; observe and collaborate with experienced IPE teachers; contribute to the development of new IPE programs; seek institutional support; undertake IPE evaluation and research; and gain high-level institutional endorsement.Conclusions: Six strategies are designed to overcome commonly recognized problemsand enable first-time teachers to more confidently develop or engage in IPE,thus supporting students to attain skills in interprofessional collaboration
A Systematic Review of Interprofessional Collaboration for Obesity Management in Primary Care, A Focus on Dietetic Referrals
No full textBackground: An interpr ofessional approach is recommended in the managementof obesity.Objectives: To elucidate: 1) dietetic referral practices of primary care providers to prevent and manage obesity, and 2) the factors that enable or disable the use of dietetic referrals.Methods: Inclusion criteria: 1) written in English 2) primary care settings, 3) weight-management approaches, 4) referrals to Dietitians, 5) adult patients, 6) published from 2000 and 2017, and 7) meets standard quality criteria.Findings: Factors hindering the use of dietetic referrals included lack of accessibility to dietetic services and associated cost to patients. Working in proximity and relationship building were considered enabling factors for providing dietetic referrals.Conclusions: Multidisciplinary primary care settings facilitate dietetic referrals through relationship building, accessibility to dietitians, and cost-free dietetic services
Interprofessional Education: Graduate Students’ Perspectives
Get PDFBackground: This program evaluation used qualitative methodology to describestudents’ expectations, concerns, needed supports, and experiences in a yearlongInterprofessional Education program.Methods and Findings: Focus groups were used to obtain the views of nurse practitionerand Master of social work students. Students participated in focus groups atthe program beginning and completion. Interprofessional education competencies,expectations, and concerns were examined. Results showed that at the beginning,students indicated a desire to understand the other’s professional role. They alsoexpressed concerns. During the post-program interviews, students indicated adesire to have had more classes and work together in clinical practice. Limitationsincluded a lack of participation of all students in the final focus groups.Conclusions: Student input in a program is essential. Further research is needed.Keywords: Interprofessional education (IPE); Qualitative research; Student evaluation;Graduate educatio
The Impact of Hidden Curriculum in Wilderness-Based Educational Events on Interprofessional Competencies: A Mixed-Method Study
Get PDFBackground: The purpose of this study was to determine if interprofessional skills, attitudes, and behaviours could be learned during an austere medicine educational activity where interprofessionalism remained within the informal and hidden curriculum.Methods and Findings: We used a mixed-methods approach to examine the potential acquisition of interprofessional competencies during wilderness medicine educational events. Thirty-four participants, over two events, completed interprofessional learner contracts, audio diary entries between patient scenarios, and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) using a retrospective pre-test/post-test design. Audio diary entries showed the reflection that took place between scenarios during the orienteering portion of the event and the adjustments toward interprofessionalism that took place. Both the survey and audio diaries confirmed that participants perceived an improvement of their interprofessional competencies after the WildER Med event.Conclusions: The outcomes confirm that interprofessional competencies can be developed during a learning event such as WildER Med, where the interprofessional curriculum is hidden. Austere medicine, which is at the base of this learning event, represents an opportunity for the further understanding and exploration of interprofessional education
A Cross Comparative Study to Examine Beliefs and Attitudes regarding Food and Eating between Food and Nutrition and Social Work Students
Get PDFBackground: Little is known regarding attitudes and beliefs toward eating disorders by students interested in working with this population. This study aims to understand similarities and differences between food and nutrition and social work students regarding their attitudes and beliefs toward food and eating, and how these findings may inform curriculum development prior to graduation as well as practice in the field.Methods and Findings: Using a mixed-method approach, 14 social work (SW) and26 food and nutrition (FN) students completed the Eating Disorders Attitudes Questionnaire (EAT-26) and participated in focus groups. After viewing 33 photographs of 11 different foods displayed as small, normal, and large portions according to Canada’s Food Guide, students categorized portions followed by their rationale. Different symptoms of disordered eating emerged; choices by FN students were informed by clinical knowledge and internal tension, whereas choices by SW students were based on external influences including industry, family, and cultural expectations. Language was noticeably different; FN students used clinical language creating distance between themselves and the photos, versus SW students who spoke from a personal and affective standpoint.Conclusions: Understanding attitudes and beliefs concerning food and eating by students planning to work with eating disorder clients raises questions of possible professional competencies and curriculum development prior to entering this practice area
Roles and Responsibilities: Asking Nurses and Physicians What They Know, Do Not Know and Want to Know about the Other's Profession
Get PDFBackground: In 2015, an Institute of Medicine (IOM) report acknowledged that interprofessional education (IPE) had focused on academic learning yet had not been well assimilated into clinical practice. The aim of this study was to gather data from practicing clinicians to inform a curriculum that could be integrated into practice environment educational regimens.Methods and Findings: A qualitative description approach was utilized to analyze data gathered via focus groups conducted with practicing nurses and physicians. Participants were asked to describe what they knew, did not know, and wanted to know about each others profession, and what they felt would be the best method of delivery for this information. Findings indicate a lack of understanding of the roles and responsibilities of the other profession and genuine interest in learning more.Conclusions: Integrating IPE into practice environment education is of interest and would be beneficial to healthcare professionals for improving patient care, safety, and professional rapport
