Abstract
OBJECTIVE To evaluate the efficacy of an elective course for health professions students designed to expose, immerse, and provide opportunities for mastery of the core competencies needed for interprofessional collaborative practice (i.e. teamwork, interprofessional communication, values/ethics, and the roles and responsibilities of other health professions). METHODS Undergraduate and graduate students from 5 health professions (pharmacy, nursing, medicine, communication sciences and disorders, and social work) at the University of Cincinnati Academic Health Center who were enrolled in an elective course in the fall of 2014 were asked to complete the following 3 surveys at key time points in the semester: Clinical Cultural Competency Questionnaire (CCCQ) – modified pre-training version, Team Climate Inventory (TCI) – short version, and the Interprofessional Socialization and Valuing Scale (ISVS). RESULTS Of 41 students, 40 consented to participate in the study and 95% of participants (n = 38) completed all surveys, in addition to a final course evaluation. Statistically significant differences in pre- and post-assessments of each survey and positive end-of-the-semester course evaluations indicate students’ perceived progression toward mastery of the 4 core competencies. CONCLUSIONS Positive results of the surveys and course evaluation demonstrate an effective and feasible model of providing didactic IP experiences that will enhance health professions students’ essential skills for interprofessional collaborative practice.
Highlights
Interprofessional collaborative practice (IPCP) is widely recognized as essential for well-coordinated care that results in improved patient satisfaction and health outcomes (Institute of Medicine [IOM], 2015; Poling, Labarbera, & Kiersma, 2015; WHO, 2010)
Each survey was chosen based on its use in previously published research, ability to measure IPEC core competency achievement, and applicability to the course content
Thirty-eight students completed the Interprofessional Socialization and Valuing Scale (ISVS) at pre- and post-course time points
Summary
Interprofessional collaborative practice (IPCP) is widely recognized as essential for well-coordinated care that results in improved patient satisfaction and health outcomes (Institute of Medicine [IOM], 2015; Poling, Labarbera, & Kiersma, 2015; WHO, 2010). Given the tradition of profession-specific training and accreditation, national organizations for the training of health professionals have developed four core competency domains with 38 specific competencies to prepare practitioners for IPCP. These domains, namely teamwork, interprofessional (IP) communication, values/ethics, and the roles and responsibilities of other health professions, provide a clear target for educators developing IP curricula (Interprofessional Education Collaborative [IPEC] Expert Panel, 2011). Opportunities for IP collaboration should be introduced early in health professions curricula (IOM, 2011; RWJF, 2015) to discourage the development of a ‘uniprofessional identity’ that can create competitive attitudes (Hamilton, 2011; Khalili, Orchard, Spence Laschinger, & Farah, 2013) and potentially lead to medical errors (IOM, 2011)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
