Collaborative Competencies Research Articles

Perspectives on intersectoral collaboration and citizen participation in community-based prevention

Abstract Background Challenges in healthcare, such as rising healthcare costs, shortages of healthcare staff, and health disparities, have made many countries focus on intersectoral collaboration (IC) and citizen participation (CP) in community-based prevention (CBP) and health promotion (HP). Previous research on IC and CP has addressed the importance of exchanging perspectives to arrive at a shared vision and ambition. Our study is part of a long-term action research project conducted in two neighborhoods in the Netherlands. It aims to provide insight into stakeholders’ perspectives on IC and CP in CBP and HP to facilitate building partnerships. Methods Data collection takes place from March to June 2024. As part of a Q-study, we perform post-sort interviews. The Q-methodology is based on sorting statements concerning various aspects of IC and CP in CBP and HP (e.g., roles and tasks, involvement of citizens, communication, perceived barriers, etc.). We aim to include 40-50 participants from the aforementioned neighborhoods with diverse backgrounds. Participants sort 40 statements (Q-set) into a fixed-scaled framework ranging from -4 (disagree) to + 4 (agree). The interview is about individual sorting and perspectives on their own role within the collaboration. Results So far, the results of 10 participants with backgrounds in health care, social work, sports, local authority, volunteer work, and public health have been analyzed.Preliminary data synthesis shows six themes concerning shared purpose, collaboration partners, social collaboration competencies, personal motivation, conditions, and collaboration organization. Conclusions The preliminary themes overlap with findings from previous research. We will adapt existing models to reflect on our findings and enrich the literature with new themes or insights in the specific context. The interviews will help interpret the Q-sorts and develop follow-up actions in the action research projects in the participating neighborhoods. Key messages • Insights in stakeholders’ perspectives are valuable for building local collaborative partnerships. • Shared purpose, collaboration partners, social collaboration competencies, personal motivation, conditions, and collaboration organization are themes of interest to intersectoral collaboration.

Health Professions Students' Reflections About Principles of Interprofessional Collaboration after Shadowing Interprofessional Palliative Care Rounds.

Future healthcare professionals are educated on collaborative practice methods through interventions that may include shadowing. While shadowing allows students to learn from and about other health professions, it often fails to offer an opportunity for the student to work and collaborate with other health professionals. This study sought to investigate themes regarding interprofessional students' experiences during a palliative care shadowing activity and their understanding of collaborative patient-centered care, social determinants of health, and health disparities. Twenty-eight students representing 13 health professions from the Interprofessional Palliative Care program at Jefferson Center for Interprofessional Practice and Education at Thomas Jefferson University submitted reflection essays at the conclusion of their shadowing experience. Four hundred ninety-eight sentences from 28 essays were analyzed via qualitative directed content analysis. Coding categories were determined a priori using definitions of collaborative practice from the 2023 Interprofessional Education Collaborative (IPEC) competencies and definitions of social determinants of health from Healthy People 2030. Thirty-two percent of sentences described IPEC competencies, 18% described social determinants of health/ health disparities, 4% included student emotional reactions, and 2% included student descriptions of the development of their professional role. These results suggest that shadowing offers an opportunity to identify and learn interprofessional competencies in interprofessional palliative care curricula, as made evident through student reflection assignments.

Physician development through interprofessional workplace interactions: A critical review.

Increasingly, medical training aims to develop physicians who are competent collaborators. Although interprofessional interactions are inevitable elements of medical trainees' workplace learning experiences, the existing literature lacks a cohesive model to conceptualise the learning potential residing in these interactions. We conducted a critical review of the health professions and related educational literatures to generate an empirically and theoretically informed description of medical trainees' workplace interactions with other health professionals, including learning mechanisms and outcomes. Informed by Teunissen's conceptualisation of workplace learning, we highlight the individual, social and situated dimensions of learning from interprofessional workplace interactions. Workplace interactions between medical trainees and other health professionals tend to be brief, spontaneous, informal and often implicit without the predefined educational goals and roles that structure trainees' relationships with physician supervisors. Yet they hold potential for developing trainees' knowledge and skills germane to the work of a physician as well as building their capacity for collaboration. Our review identified a spectrum of learning theories helpful for examining what and how trainees learn from these interactions. Self-regulated learning theories focus attention on how learning depends on trainees interpreting and judging the cues offered by other health professionals. Sociocultural frameworks including the zone of proximal development and legitimate peripheral participation emphasise the ways other health professionals support trainees in performing tasks at the border of their abilities and facilitate trainees' participation in clinical work. Both the landscapes of practice theory and cultural historical activity theory highlight the influence of surrounding social, cultural and material environments. These theories are unified into cohesive model and demonstrated through an illustrative example. Interprofessional workplace interactions harbour a range of learning opportunities for medical trainees. Capitalising on their potential can contribute to training collaborative practice-ready physicians alongside traditional intra-professional interactions between physicians and merits future research.

The impact of a microaggressions-themed interprofessional education curriculum on attitudes, confidence, and collaboration competencies: A curricular resource for health professions learners

While attention has been paid to microaggressions (MAs) and interprofessional (IP) education independently, little attention has been paid to how training IP learners in MA can impact confidence and willingness to respond to MAs. We developed an online IPE activity, for six health professions, with asynchronous and synchronous components utilizing standardized patients (SPs) aiming to educate on MAs, their impacts, and how to appropriately respond as recipient, bystander, and source. Students from senior undergraduate nursing (BSN), second-year medical (MD), third-year pharmacy (PharmD), physician assistant/associate (PA) students, athletic training (BS), and graduate nursing (DNP) health professions programs participated.Objectives included: define MA; respond to a MA as the source, bystander, and recipient using Ackerman-Barger's Microaggressions Triangle model; respond to a MA when the source is lateral, in a position of authority, and a patient; and identify the ability of the activity to allow interprofessional collaboration across the six Interprofessional Collaborative Competencies Attainment Scale (ICCAS) domains. The synchronous virtual session began with a large group didactic mini lecture and transitioned to IP small group activities. Within groups, students completed SP simulations where students role played responding to MAs as the recipient, bystander, and source. The session concluded with a faculty-led large group debrief. Students were pleased with the learning experience and demonstrated improvements in attitudes/confidence responding to MAs and ICCAS domains. The curriculum can be customized to meet the needs of a variety of health profession learners and is available for use from the authors.

Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

ObjectiveTo describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. MethodsStandards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool. ResultsEnd point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. ConclusionA developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

Nursing Students’ Perceived Ability to Practice Interprofessional Collaboration after the Inclusion of Virtual and Immersion Interprofessional Education Activities: A Quantitative Exploration

BackgroundLittle is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic. AimTo examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework. DesignA cross-sectional design was used. MethodsThird year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals and odds ratio measured the difference from pre- to post-participation for all items of the ICCAS and IPEC. ResultsParticipants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (OR 0.38, 95% CI, 0.12-0.65) than those from rural campuses (OR 0.45 95% CI 0.18 - 0.72). Students who identified as men had significantly higher team functioning scores before participating in the IPE activities than women (OR 0.50; 95% CI: 0.05 - 0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46. ConclusionsThe findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.

Preliminary Effect of Challenge-Based Learning on Fostering Nursing Students’ Multidisciplinary Collaboration in Community Health Care Settings

BackgroundCompetence in multidisciplinary collaboration is an essential attribute of nurses working in community health settings. Nursing students should be equipped with this attribute during undergraduate training. AimTo examine the effect of Challenge-Based Learning (CBL) on multidisciplinary collaboration among nursing students. MethodsA one-group pretest-posttest study. Nursing students worked in multidisciplinary groups to conduct community projects framed with CBL. The students designed, planned, and implemented health promotion activities for the selected health topics over a 14-week semester. Multidisciplinary collaboration was measured by Collaboration Scale at baseline and after the projects were completed. Wilcoxon signed-rank test was used to compare the total and subdomain collaboration scores within-group. p-value <0.05 was statistical significance. ResultsThe total and subdomain collaboration scores were significantly greater than those of the pretest ones (p<0.001), with the effect sizes (r) ranging from 0.48 to 0.71. ConclusionsThe present findings shed light on the potential positive effect of CBL on strengthening nursing students’ competence in multidisciplinary collaboration. Future studies with a more rigorous approach are needed to verify the findings.

Impact of moral resilience and interprofessional collaboration on nurses' ethical competence.

Home care nurses are central in providing holistic and compassionate care to patients in home-based palliative care. Ethical caring competency is essential for home care to sustain nurses' integrity in the face of moral adversity. Interprofessional collaboration is vital for ensuring ethical decision-making and providing patient-centered care in home-based palliative care settings. This study explored the predictive roles of interprofessional collaboration and moral resilience on ethical caring competency among home care nurses in home-based palliative care. A cross-sectional survey of 400 nurses was conducted from October to December 2023, utilizing standardized scales to measure interprofessional collaboration, moral resilience, and ethical caring competency. A convenience sample of 400 home care nurses was also included in this study. Correlation and linear regression analysis were used to clarify the associative and predictive findings. Ethical approval from the ethics committee, institutional permission, and informed consent from the participants were obtained for data collection. Correlation analysis showed significant positive correlations between the ethical caring competency, interprofessional collaboration, and moral resilience constructs, with coefficients ranging from 0.482 to 0.967. Linear regression revealed that management of collaborative systems and total moral resilience significantly predict ethical caring competency, explaining 14.6% and 36.6% of its variance, respectively. Other variables, such as the effects of collaboration and communication, did not significantly influence ethical caring competency. The study highlights the significant impact of interprofessional collaboration, particularly the management of collaborative systems and moral resilience, on enhancing ethical caring competency among nurses. Enhancing interprofessional collaboration and moral resilience through targeted strategies in nursing practice and education can significantly improve ethical caring competencies. These efforts are essential for delivering high-quality, patient-centered care and for fostering a healthcare environment that respects the ethical principles guiding nursing practice.

시뮬레이션 기반 평가에서 프로세스 데이터를 활용한 협력적 문제해결력 유형 분석

This study aims to identify the types and characteristics of collaborative problem-solving skills among test takers in South Korea. For this, process data from the PISA 2015 collaborative problem-solving assessment was analyzed using the K-medoids clustering method. The analysis revealed three distinct types of collaborative problem-solving skills: a fast type that allocates less time to responses, a deliberative type, and a type that engages in a higher number of interactions over a longer period, even when achievement levels are similar. We also analyzed the distribution of correct answer rates and collaborative problem-solving competency scores by cluster and level, confirming that various achievement levels were represented across all clusters. Based on these differences, educational and evaluative intervention strategies were explored, and the implications for assessment were discussed.

Competencies for Human-Robot Collaboration in the Construction Industry – Academia’s Perspective

ABSTRACT This paper investigates the perceptions of Construction Engineering and Management instructors regarding the competencies for Human-Robot Collaboration (HRC) in construction to determine knowledge areas, skills, and abilities prioritized for facilitating effective collaboration between humans and robots in the industry. A two-round Delphi study was employed to evaluate the perceptions of construction instructors regarding HRC competencies. This study’s findings revealed that human-robot collaboration knowledge areas prioritized by the instructors include HRC ethics and regulation, robot anatomy and technical specifications, construction robot applications, sensors, and task planning. The instructors prioritized skills such as task planning, application of machine learning algorithms, safety management, human-robot interface proficiency, and effective communication. HRC abilities prioritized include decision-making, continuous learning, critical thinking, attention to detail, analytical aptitude, and adaptability. This research established the competencies prioritized by the instructors for implementing HRC in the construction industry and recommended future research directions.

Student perspectives on designing and implementing an interprofessional education module in chronic disease management at primary care level in Vietnam

PurposeThis study explored students' perspectives on designing and implementing the new clinical interprofessional education (IPE) module for chronic disease management at the primary care level in the Vietnamese context.Design/methodology/approachStudents from seven different university-level healthcare programmes participated in a cross-sectional survey Course Experience Questionnaire-based study. Additionally, two open-ended questions were presented to gather qualitative data, mapping student perspectives. Statistical analyses and thematic analyses were performed.FindingsThe results show that students agree with quality statements about IPE design features, such as good teaching, clear goals and standards, appropriate workload, appropriate assessment and a blended learning approach. Answers to the open-ended comments pointed out the strengths of the IPE module in providing opportunities for interprofessional learning, improving interprofessional collaboration competencies, real-life interprofessional collaboration practice and continuous feedback from tutors. Students also reported weaknesses in the IPE module, including a lack of feedback on the care plan and logistics of the IPE module.Originality/valueStudents positively recognise key design features of the IPE module, combining classroom activities with standardised patient simulations, clinical practice and home visits. Chronic disease management at the primary care level is a suitable context for training students to work interprofessionally. The strengths and weaknesses identified by students could help in the redesign and future implementation of the IPE module in the Vietnamese context. They could inspire practices in Southeast Asian medical education and beyond.

Reliability-based ordinal consensus adjustment model for large scale group decision making

In large scale group decision-making (LSGDM), there are the substantial number of decision makers (DMs) with diverse knowledge, backgrounds, and interests related to the decision-making problem, and it is not possible to assure that all DMs are completely reliable. Thus, in order to enhance the quality of decision-making, it is necessary to analyze the reliabilities of DMs in LSGDM. This paper proposes the method to evaluate the reliabilities of DMs, sorts these DMs according to their degree of reliability, and investigates the consensus reaching process based on categories and an ordinal consensus measure. Considering the DMs' trust network, the uncertainty of a DM's evaluation information represented by a fuzzy preference relation (FPR), the deviation between a DM's FPR and those of the other DMs, and additive consistency of FPRs, the reliability of a DM is assessed using four criteria: PageRank centrality, professional competence, collaborative competence, and additive consistency. Following these reliability assessment criteria, ELECTRE-TRI is employed to sort DMs into three ordered categories according to DMs' different levels of reliability under the four assessment criteria. Furthermore, an improved ordinal consensus measure is designed to consider both the importance weights of positions and the deviation of Borda counts of the same alternative in two rankings. As for the consensus reaching process, due to the varied reliabilities of DMs in different categories, we propose a multiple strategies feedback mechanism for DMs in different categories. Finally, a numerical example is provided to illustrate the rationality and validity of the proposed model.

Measuring the Impact of Technological Evolutions on Fine Arts Competence Development

Technological evaluations have significantly enhanced college students’ fine arts competence development by providing advanced tools and platforms that foster creativity, improve technical skills, and enable innovative artistic expression. In this study 500 college students were mentioned as participators. The variables Technological Tools, Technical Proficiency, Advanced Technologies, Creativity and Innovation, Online Platforms, Skill Development, and Collaborative Competencies are built to evaluate various aspects of technological and creative capabilities in educational and professional settings. Fine arts competitions like the (Artificial Intelligence) AI art contest, digital choreography competition, and speech AI innovation challenge are held for the students to improve their skill development. The questionnaires are taken to measure the student's technological skills development based on before and after competitions. The SPSS software version 28 is used to statistically analyze the data with multiple regression analysis and pearson correlation analysis. The results showed that the integration of technological tools and platforms significantly improved college student's technical proficiency, creativity, and collaborative skills in fine arts. Students exhibited notable enhancements in skill development and engagement with advanced technologies post-competition. Technology significantly enhances fine arts education by improving students' artistic skills and collaboration. Embracing digital tools offers valuable opportunities to enrich curricula and foster innovation.

Rethinking IPE duration: a five-year comparative analysis of competency development across two introductory IPE course models

ABSTRACT Best practices have not yet been established in the interprofessional education (IPE) literature to guide the ideal dose and duration of IPE experiences across the curriculum. As such, the content, structure, and delivery format of IPE offerings vary significantly across institutions. The University of Minnesota had the rare opportunity to evaluate learner-perceived collaborative competency outcomes due to the transition of its centrally offered introductory IPE course. Data were collected consistently, longitudinally, and for a high volume of learners and professions across two IPE course models applied within the same academic institution. Retrospective analysis of pre-post interprofessional collaborative competency scores collected for over 5,000 learners from 17 health profession degree programs demonstrated nearly identical self-reported competency attainment for both a 12- and 4-hour introductory IPE offering, assessed using the ICCAS tool over the course of 5-year format transition. If student-reported competency attainment is the same following an introductory IPE experience regardless of the dosage, then academic IPE programs may be better positioned by decreasing their introductory emphasis and instead focus their resources on exploring innovative workplace-based and competency-based IPE strategies in line with contemporary recommendations. Further studies are needed to explore the implications of and next steps in this line of research.

Interprofessional Collaboration and Self-Compassion Intervention for School-Based Practitioners: A Mixed-Methods Analysis

Aims To evaluate a five-month, hybrid, districtwide interprofessional collaboration and self-compassion training-and-coaching intervention. Methods Following a full-day interprofessional training in a large urban, K-through-12, Southern U.S. public-school, 34 participants (27 speech language pathologists, 5 occupational therapists, 2 physical therapists) self-selected to complete an ongoing interprofessional project. Intervention included the one full-day in-person training, monthly group coaching sessions, and post-study focus group. Interprofessional Collaborative Competencies Attainment Survey and Self-Compassion Scale, Short-Form were completed pre-training and post-coaching sessions. Recordings of coaching sessions and post-study focus group were analyzed via reflexive thematic analysis. Results Quantitative analysis via paired sample t test revealed an increase in the total score on both measures (p < .001). Qualitative analysis revealed thematic underpinnings of successful team “lift”: Generous Give, Shared Logistical Purpose, and Social-Emotional Benefits. These contrast in teams that struggled to “lift”, where barriers were Lack of Buy-In and Systemic Dysfunction. Conclusions The study demonstrated the positive impact of a districtwide intervention on interprofessionalism and self-compassion competencies of therapists, informing creation of a novel model, the “Lift of Collaborative Teams” model for future interprofessional initiatives.

Teaching Interprofessional Collaboration through Experiential Learning with Behavioural Psychology, Business, and Engineering Students

Research has indicated that interprofessional collaboration improves client outcomes, enhances work life, optimizes costs, and allows professionals to tackle complex situations with increased knowledge and creativity. However, the inherent barriers and challenges of developing effective interprofessional teams have been documented in the literature. This research explores whether teaching interprofessional collaboration improves students’ perceptions of their own interprofessional collaborative competencies. This research provides two experiential learning projects to teach interprofessional collaboration among behavioural psychology, engineering, and business students. In Study 1, interprofessional teams were presented with complex cases, and teams created a functional assessment and developed a function-based treatment using technology developed by the engineering students. During Study 2, community stakeholders provided interprofessional teams with community-based challenges. Students worked collaboratively to analyze why the challenge existed and created innovative solutions based on behavioural economics. Significant increases in the Interprofessional Collaborative Competency Attainment Scale scores were found in both studies. Sentiment analysis results suggested that most students felt that the interprofessional collaboration project benefitted them in terms of communication, collaboration, and synergy. Findings support the effectiveness of IEP in increasing student perceptions of their interprofessional collaborative competency.

THIẾT KẾ HOẠT ĐỘNG HỌC TẬP MÔN TIN HỌC CHO HỌC SINH TIỂU HỌC SỬ DỤNG MÔ HÌNH 21CLD ĐỂ PHÁT TRIỂN NĂNG LỰC GIAO TIẾP VÀ HỢP TÁC

Communication and collaboration competency is one of three core general competencies specified in the 2018 Vietnam General Education Curriculum. However, teachers encounter difficulties in designing appropriate learning activities and assessing the development of communication and collaboration skills to cultivate this competency. The 21st Century Learning Design (21CLD) model, proposed by Microsoft, is a teaching framework aimed at developing essential skills in students, including communication and collaboration. This study compared the 21CLD model with the common and core competency framework specified in Vietnam's 2018 General Education Curriculum and found similarities between the two assessment frameworks. Therefore, this article will present Microsoft's 21CLD model, detailing assessment levels according to specific criteria for each skill, and propose a process for applying this model to develop learning activities for Informatics at the elementary level to enhance students' communication and collaboration competency. Keywords: 21CLD; learning design; communication and collaboration; teaching Informatics; primary education.

Enhancing comprehensive primary care by integrating chiropractic led musculoskeletal care into interprofessional teams through supporting education, competency attainment, and optimizing integration.

Musculoskeletal (MSK) conditions are the leading cause of disability, resulting in up to 40% of visits to family physicians. Current primary care workforce shortages in Canada require other providers to maximize scopes of practice. Few MSK providers have been trained in team-based primary care settings. Study objectives included: (1) educating participating primary care teams through synchronous education, (2) educating Canadian primary care providers through asynchronous education, and (3) integrating chiropractors into primary care teams, whilst evaluating team MSK care knowledge/attitudes and integration experience. Results indicated improvements in collaborative competency, improved understanding and attitudes to chiropractic, and the importance of providing MSK care within funded primary care. Teams employed unique approaches to integrating chiropractors and indicated high demand for their services by patients and providers. Provision of MSK care without economic barrier is desirable and highly valued by teams. Chiropractors are well suited to participate in funded primary care teams in Canada.

Interprofessional education interventions for healthcare professionals to improve patient safety: a scoping review.

Patient safety incidents, such as adverse events and medical errors, are often caused by ineffective communication and collaboration. Interprofessional education is an effective method for promoting collaborative competencies and has attracted great attention in the context of patient safety. However, the effectiveness of interprofessional education interventions on patient safety remains unclear. This scoping review aimed to synthesize existing studies that focused on improving patient safety through interprofessional education interventions for healthcare professionals. Six databases, including Medline (via PubMed), Embase, Cochrane Library, CINAHL (via EBSCO), Scopus and Web of Science, were last searched on 20 December 2023. The search records were independently screened by two researchers. The Joanna Briggs Institute Critical Appraisal Tool for Quasi-Experimental Studies was used for quality appraisal. The data were extracted by two researchers and cross-checked. Finally, a narrative synthesis was performed. The protocol for this scoping review was not registered. Thirteen quasi-experimental studies with moderate methodological quality were included. The results revealed that the characteristics of current interprofessional education interventions were diverse, with a strong interest in simulation-based learning strategies and face-to-face delivery methods. Several studies did not assess the reduction in patient safety incidents involving adverse events or medical errors, relying instead on the improvements in healthcare professionals' knowledge, attitude or practice related to patient safety issues. Less than half of the studies examined team performance, based primarily on the self-evaluation of healthcare professionals and observer-based evaluation. There is a gap in applying newer tools such as peer evaluation and team-based objective structured clinical evaluation. Additional evidence on interprofessional education interventions for improving patient safety is needed by further research, especially randomized controlled trials. Facilitating simulation-based interprofessional education, collecting more objective outcomes of patient safety and selecting suitable tools to evaluate teamwork performance may be the focus of future studies.

Enhancing graduate nursing and social work students’ collaboration through screening, brief intervention, and referral to treatment and simulated education

BackgroundNurses and social workers are frontline providers to at-risk patients of substance and alcohol abuse but have limited education. MethodsA one-semester program incorporated multimodal education and simulated patients teaching graduate nursing and social work students SBIRT and interprofessional skills. Students completed the Interprofessional Collaborative Competency Assessment Scale pre- and post-program measuring interprofessional competencies. ResultsOne hundred graduate students (58 social work, 42 nursing) participated across two cohorts. There was significant increase in total competency post-program, t(99) = 7.19, p < .001, and among all subscales. ConclusionMultimodal education with simulation increases graduate students’ interprofessional competency, preparing them for careers with at-risk patients.