Interprofessional Education Module Research Articles

A study of the impact of an interprofessional education module in Vietnam on students' readiness and competencies.

The literature puts forward a range of challenges of interprofessional education (IPE) related to its planning, initiation, implementation, and especially to IPE assessment. The present study aims to map changes in students' readiness and interprofessional collaboration competence (IPCC) in implementing an innovative IPE module. Potential differences in impact related to the health education programs and IPCC scores resulting from self-, peer-, and tutor assessments will also be analysed. A pre-post design was adopted. The student's readiness for interprofessional learning was assessed using the Readiness for Interprofessional Learning Scale, and the student's IPCC score was calculated based on self-, peer-, and tutor assessments with the interprofessional collaborator assessment rubric. Students' mean post-test readiness scores and mean post-test IPCC scores were significantly higher than the total and subscales/domain pre-test scores (p<0.01). No significant within-subject differences were observed in students' readiness total or subscale scores when comparing health educational programs. However, significant differences were observed in students' mean total IPCC scores between programs (p<0.01). Significant differences in students' average IPCC scores were found when comparing self-, peer- and tutor assessment scores in six domains (p<0.01). Also, significant correlations between peer and tutor assessment scores were observed (p<0.01). The IPE module, designed and implemented to focus on patient-centred practice within a primary care context, positively impacted students' readiness and IPCC development. These results offer insights to expand the implementation of the IPE module to all health educational programs.

Framing asynchronous interprofessional education: a qualitative study on medical, physiotherapy and nursing students.

To explore how virtual, asynchronous modules can be used in interprofessional health education curricula and to identify any advantages and shortcomings of asynchronous interprofessional education. A sample of 27 health professional students who attended in-person interprofessional education workshops at the McMaster Centre for Simulation-Based Learning from 2019-2020 were recruited through email discourse. Participants were asked to complete an asynchronous interprofessional education module and take part in a semi-structured interview that was recorded and transcribed verbatim. Techniques of direct content analysis were used to analyze the qualitative data from recorded transcripts. The following emergent themes from participants' responses were identified: 1) the modules, as well as the features interspersed throughout, taught strategies for conflict resolution and interprofessional communication, 2) the modules have utility in preparing students for future interprofessional learning, 3) the convenience of virtual asynchronous modules introduces a sense of learner safety, and 4) a sense of isolation and fatigue was identified as a consequence of the lack of face-to-face interaction in these modules. Asynchronous interprofessional education modules may be best suited to prepare students for future interprofessional learning in a synchronous setting. Asynchronous modules effectively provide an introduction to interprofessional objectives such as conflict resolution and role clarification, yet the competency of team functioning is more difficult to achieve in an asynchronous environment. Future studies may focus on establishing a sequence of completing asynchronous modules for ideal development of interprofessional competencies in health professions learners.

Design and validation of an interprofessional education module to enhance interprofessional competencies among students from healthcare professions

ObjectiveThis article describes the process of developing an interprofessional education (IPE) module in autism spectrum disorder, which incorporates the interprofessional competencies and their applications among selected healthcare professional students. MethodThe paper adapted the “Research and Development method for education research” by Borg and Gall as a basis for the study. The methods used were semi-structured interviews, focus group discussion, and a needs assessment questionnaire. ResultsAn interview guide, group discussion guide, and needs assessment questionnaire were validated with validity indices of 0.92, 0.98, and 1.00, respectively. A needs assessment questionnaire was tested for reliability (r = 0.96). The IPE module and evaluation tools to evaluate its effectiveness were prepared on the basis of the findings. Validity indices for module, simulation videos, case scenarios and the evaluation tools, Interprofessional Competency Assessment Test (IPCAT) and IPCAT-Observation Checklist (IPCAT-OC), were 0.98, 0.97, 1.00, 0.98, and 1.00, respectively. Reliability scores for IPCAT and IPCAT-OC were 0.87 and 0.90, respectively. ConclusionThis module will assist in providing data and necessary information for those researchers who undertake similar educational interventions that focus on the competencies of IPE and collaborative practice, specifically from this region.

Readiness for Interprofessional Education Among Health Profession Students in a University in the United Arab Emirates.

Inter-Professional Education (IPE) is an educational engagement between students from two or more professions possibly leading to better collaboration among them in the future workplace. Several organizations have advocated, developed, and updated guidelines for IPE. This study was aimed at assessing the medical, dental, and pharmacy students' readiness toward interprofessional education (IPE), and to identify the association between readiness and the demographic profile of students in a university in the United Arab Emirates (UAE). A cross-sectional questionnaire-based exploratory study involving 215 medical, dental, and pharmacy students at Ajman University, UAE, using convenience sampling. The survey questionnaire (Readiness for Interprofessional Learning Scale, RIPLS) had a total of 19 statements. The first 9 items were related to "teamwork and collaboration", items 10-16 were related to "professional identity", and the remaining three (items 17-19) were related to "roles and responsibilities". The individual statements' median (IQR) scores were calculated and the total scores were compared with the demographic characteristics of the respondents with suitable non-parametric tests at alpha=0.05. Altogether, 215 undergraduate students (medical (n= 35)), pharmacy (n=105), and dental (n=75) responded to the survey. The median (IQR) score for the 19 individual statements was '5 (4-5)' for 12 of the statements. The total scores and domain-specific scores (teamworkand collaboration, professional identity, and roles and responsibilities) according to respondents' demography showed significant differences only in the case of the educational stream with professionalidentity score (p=<0.001), and the total RIPLS score (p=0.024). Further, post hoc pairwise comparison showed a significant difference between medicine-pharmacy (p<0.001), and dentistry-medicine (p=0.009), for professional identity, and medicine-pharmacy (p=0.020) for the total RIPLS score. A high readiness score among students offers the possibility of conducting IPE modules. A favorable attitude can be considered by curriculum planners while initiating IPE sessions.

Development and implementation of violence across the lifespan (VAL) interprofessional education modules for health sciences students addressing human trafficking, child maltreatment, and intimate partner violence

Many healthcare professionals lack the education, training, and clinical skills needed to intervene and care for individuals experiencing interpersonal violence. Current health care practices and systems rely on hierarchical decision making and identification of diagnoses and management plans within individualistic and isolated clinical specialty silos. This is a direct result of the present healthcare educational systems lacking the necessary knowledge and support to teach basic concepts related to the acute and chronic healthcare needs of patients experiencing interpersonal violence. The needs of these patients require that all members of the healthcare team perform within a coordinated, interprofessional, and collaborative team environment. Three interprofessional educational modules were developed by an interprofessional faculty group at a midwestern university. Participants included health sciences students enrolled in dentistry, emergency medical services, medicine, nursing, occupational therapy, pharmacy, physical therapy, and public health. Each module focused on a different type of interpersonal violence, including human trafficking, child maltreatment, and intimate partner violence. The modules included basic information regarding the identification and trauma informed care of patients experiencing interpersonal violence. During completion of each module, students participated in on-line discussion groups and addressed their future professional role in relation to other professions. These interprofessional modules have been offered for the past four years (2018–2021) and have educated a total of 672 health professions students.

Comparison of simulation-based interprofessional education and video-enhanced interprofessional education in improving the learning outcomes of medical and nursing students: A quasi-experimental study

BackgroundUse of interprofessional education has greatly expanded and is widely used to foster interprofessional collaborative practice competency in health professionals, especially during medical emergencies. Identifying the interprofessional education delivery mode that can maximize learning outcomes within available resources is crucial for achieving the sustainability of an interprofessional education program. ObjectivesTo examine the learning outcomes of simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules and to analyze the variable costs between these two interprofessional education modules. DesignA prospective quasi-experimental study. SettingA medical university in Northern Taiwan. Participants24 medical students and 48 nursing students enrolled in a 4-week simulation-based interprofessional education or video-enhanced interactive discussion interprofessional education program. MethodsStudents' medical task performance, critical medical task performance, team behavior performance, and interprofessional collaboration attitude were examined at the pretest and posttest by using an objective structured checklist and team performance rating scale with a hands-on simulation model and structured questionnaires. The variable costs for simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education were estimated upon the completion of the course. ResultsAll learning outcomes significantly improved for both the groups from the pretest to posttest. After the intervention, the simulation-based interprofessional education group exhibited significantly higher scores in medical task performance, critical medical task performance and team behavior performance than the video-enhanced interactive discussion interprofessional education group at the posttest. No significant difference was noted in interprofessional collaboration attitude between the groups. Cost analysis revealed that the simulation-based interprofessional education program was approximately two times more expensive in terms of staffing costs and required 1.3 times greater space charges than the video-enhanced interactive discussion interprofessional education program. ConclusionBoth simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules effectively improved medical and nursing students' medical task performance, critical medical task performance and team behavior performance. The simulation-based interprofessional education group had more favorable learning outcomes, but the associated costs were higher. Educators should consider both learning outcomes and cost when choosing a design strategy simulation-based interprofessional education vs. video-enhanced interactive discussion interprofessional education for interprofessional education module development.

Interprofessional Education Module on Post-Intensive Care Syndrome for Internal Medicine Residents.

BackgroundPrevention of post–intensive care syndrome (PICS) in critically ill patients requires interprofessional collaboration among physicians, physical therapists, occupational therapists, speech–language pathologists, and nutritionists. Interprofessional education promotes interprofessional collaborative practice, yet formalized interprofessional education during residency is uncommon.ObjectiveWe sought to improve internal medicine residents’ knowledge of interprofessional roles in the intensive care unit (ICU) and confidence in managing PICS by designing a virtual multimodal training module.MethodsWe created a 3-hour virtual module with physical therapy, occupational therapy, speech–language pathology, and nutrition experts. First, learners reviewed PICS and multidisciplinary interventions to optimize patient recovery. Second, attendees watched videos created by physical therapy and occupational therapy colleagues demonstrating mobility strategies to manage ICU-acquired weakness and delirium. Third, participants learned how speech–language pathology experts evaluate and manage swallowing disorders. Finally, attendees identified common nutritional therapy challenges with a trivia session. Participants completed pre- and postcourse assessments.ResultsThirty-four residents completed both pre- and postcourse assessments (52% response rate). The mean objective assessment score improved from 51% to 79% (P < 0.001). All respondents reported that their knowledge of PICS increased, and almost all (97%) believed that their knowledge of interprofessional roles increased. Respondents’ confidence in facilitating discussions about critical illness recovery significantly improved, from 77% rating as either not very confident or not at all confident before the course to 94% rating as somewhat confident or very confident after the course (P < 0.001).ConclusionThis single-site pilot study suggests that integrating interprofessional training in PICS education using virtual platforms may improve residents’ knowledge of interprofessional roles in the ICU and confidence in managing PICS.

Effectiveness of Interprofessional Education Modules on Cultural Competency of Physical Therapy and Occupational Therapy Students

Purpose: The United States is a melting pot of diverse ethnicities and cultures. Graduate-level teaching methods must prepare students to work with diverse populations and in various contexts. The outcome of instruction should be technically competent and culturally humble health care providers. The purpose of this study was to investigate the effectiveness of collaborative interprofessional instruction on cultural competency levels of Doctor of Physical Therapy Program (DPT) and Master of Science Occupational Therapy Program (MSOT) students. Methods: This was a pre-posttest quasi experimental study. A total 58 students from the DPT (28) and MSOT (30) programs participated and provided demographic information for this study. Cultural competency levels of the students were determined at the beginning of their first year and prior to graduation. The paper version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals - Revised (IAPCC-R) was used to assess cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire. Instructional methods included: webinars, implicit bias assessments, self-reflection, class interactions, and an interprofessional student panel discussion. Paired t and Multiple mixed-design ANOVA tests were used to compare the pre-instruction and post-instruction cultural competency scores and to compare key demographic characteristics. Results: Post-instruction cultural awareness, knowledge, skill, and total scores of the IAPCC-R were statistically significantly higher than pre-instruction scores (p0.05). Between group comparisons revealed that female and male students showed similar improvements on total and all subscales of the survey (p&gt;0.05). Caucasian students showed greater improvements on cultural skills and encounters subscales than minority students (p0.05). Conclusion: Collaborative interprofessional cultural competency focused instruction is effective in improving cultural competency levels of healthcare DPT and MSOT students. Healthcare professional programs should consider the benefits of interprofessional education in areas such as cultural competency/humility. The efficacy of the instruction on a topic such as cultural awareness/humility/competence should have quantifiable and qualitative outcome measures to determine the benefits of the instruction, monitor students' progress, and provide a rationale for content inclusion in curricula.

A telehealth-based interprofessional education module focused on social determinants of health

BackgroundThis report describes a telehealth-based interprofessional education (IPE) module that connected medical and pharmacy students across different geographical locations. The IPE module focused on developing strategies aimed at reducing health inequities related to social determinants of health. Interprofessional education activityTeams of one doctor of osteopathic medicine and one or two doctor of pharmacy students were created by the course faculty member. Teams were instructed to meet at least four times via videoconferencing technology to discuss their assigned health inequity. Teams were instructed to design possible interventions to reduce the health inequity in their communities. Students completed the Interprofessional Collaborative Competency Attainment Scale (ICCAS) and a peer evaluation to provide feedback to their team member(s). DiscussionFour hundred and seventy teams comprising 1099 students have participated in this IPE module. On the ICCAS, significant improvement was noted on all items with highest gains on items related to communication and collaboration. On the 2018–2019 peer evaluations, 84.5% of students rated their teammates as exceptional on the item “rate your team member's respect for you and others on the team.” On the 2019–2020 peer evaluations, highest agreement was noted on the statement “this student is able to act with honesty and integrity in relationships with other team members.” A total of 81% of students felt that the IPE module was useful to their learning. ImplicationsImprovement in the ICCAS and positive peer evaluations support a telehealth-based model for provision of IPE.

Effectiveness of an Interprofessional Education Module on Care of Autistic Children in Enhancing the Interprofessional Competencies among Students of Healthcare Professions: A Study Protocol

Background: Autism Spectrum Disorders are neurodevelopmental disorders that are being identified inchildren in current days due to the emerging technological and healthcare advances. Most often, childrenrequire specialized care from various healthcare practitioners by referral systems which requires parents/caregivers to take children from one place to another. Interprofessional Practice is a collaborative approachin professional care where healthcare providers work with people from within their own profession, withpeople outside their profession and with patients and their families. The process becomes laborious whenpractitioners do not appreciate the concept of Interprofessional Education. Being the future workforce,students from health professions should learn together to have better understanding of each other’s rolesand responsibilities and learn to have effective team communication. A collaborative approach is crucial inautism, to enable quality care for well-being and assist to provide early and comprehensive evaluation andappropriate interventions.The objective of the study is to develop an Interprofessional Education Module on care of autistic childrenfor Students of Healthcare professions and evaluate its effectiveness in enhancing the InterprofessionalCompetencies among them.Method: Quantitative pre-test-post-test approach. Phase 1 - development of the Module and AssessmentTool; Phase 2 - testing the Tool among 40 students from selected disciplines. Module and Tool will beprepared based on review of literature, semi-structured interviews, focus group discussion and needsassessment. Reflective summaries will document the Interprofessional Education experience of the students.Discussion: There are no comparable method of Interprofessional Education for care of children withautism, therefore, appraisal by experts will be considered as a critical step in validating the module and tool.Descriptive and Inferential Statistics will be used for analysis.

Fostering Undergraduate Medicine, Nursing, and Pharmacy Students' Readiness for Interprofessional Learning Using High Fidelity Simulation.

BackgroundInterprofessional education is directly linked to high-quality patient care, however, it remains unclear whether senior undergraduate medicine, nursing, and pharmacy students are ready for interprofessional education using high fidelity human patient simulators.PurposeThe purpose of this study was to explore student’s readiness for interprofessional learning and determine whether participation in high fidelity interprofessional education resulted in higher levels of readiness for interprofessional learning.MethodsAn interventional program starting with a pre-test before the program and a post-test after the program ends were designed with 24 students. The students were assigned to seven interprofessional teams. Each team participated in a high fidelity interprofessional education module designed to teach the clinical management of an adult patient experiencing acute anaphylaxis. The Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre and post-test instrument.ResultsPrior to participation, students reported a high level of readiness for interprofessional learning, but that readiness significantly improved after participation, including more positive attitudes towards teamwork, enhanced communication skills, and improved respect and trust for team members.ConclusionsThe findings from this study show a higher level of readiness for high fidelity interprofessional learning using human patient simulators among senior undergraduate medicine, nursing, and pharmacy students. These findings support the integration of high fidelity interprofessional education into undergraduate medicine, nursing, and pharmacy undergraduate education programs.

Use of Interprofessional Education Module (IPE) for Postgraduate Training-an Innovative T-L Method for Collaborative Learning

The postgraduates (PGs) training of maxillofacial surgery today needs an innovative teaching method. This is especially for increasing scope of the speciality, the need of speciality to team up with other medical specialities and gaining the surgical competency immediately after training. Interprofessional education (IPE) is one additional teaching method. It is an important pedagogical approach for preparing health professions students to provide patient care in a collaborative team environment. To assess improvement of resident’s knowledge of and attitude towards the multidisciplinary approach to facial trauma management using Interprofessional Education module (IPE) 1. To assess gain in knowledge of residents and 2. To assess the change in attitude of residents. A prospective interventional study with 30 postgraduates participants from three disciplines underwent the IPE module planned. The assessment was done by MCQ pre- & post-questionnaire and structured viva voce for knowledge gain. For change in attitude, the attitude towards healthcare teams (ATHCT) questionnaire (prepost) was used. The descriptive statistics was used. IPE module is an effective clinical and service-based quality improvement education mode for postgraduates. There is definite gain in knowledge and improvement in attitude of residents.

Creation of an Online Interprofessional Education Module for Executive Public Health Students

Responding to the 2016 Council on Education for Public Health foundational competency requirement that students demonstrate the ability to “perform effectively in interprofessional teams,” the distance-based executive master’s program at Emory University developed an innovative interprofessional education (IPE) experience for geographically dispersed mid-career professionals. Because executive students are mid-career professionals from a variety of disciplines, they participated in this experience representing their professional roles and titles. IPE student groups represented at least three distinct disciplines. The executive program created a four-part online experience consisting of (1) a self-paced didactic module, (2) a synchronous case study group discussion, (3) small (three to five students) group development of a video solution to the case study, and (4) peer review of other groups’ case study solutions. The first-year pilot program was evaluated via standard online course evaluations and a separate evaluation survey sent immediately after completion of the complete experience. Of those responding to the standard course evaluation, 61.1% reported that they learned a great deal in the course and, of those responding to the immediate evaluation survey, 87.5% reported being very satisfied or satisfied with the experience. During the second iteration of the program, an additional survey, the Nebraska Inter-Professional Education Attitudes Survey identified improvement on 9 out of 19 attitudes toward interprofessional education. Overall, this IPE experience offered a unique way to employ the strengths of executive students and provide a meaningful IPE encounter for students in geographically diverse locations.

Interprofessional Education Between Midwifery Students and Obstetrics and Gynecology Residents: An American College of Nurse-Midwives and American College of Obstetricians and Gynecologists Collaboration.

Despite areas of excellence, US perinatal care outcomes lag behind most developed countries. In addition, a shortage and maldistribution of health care providers exists. The American College of Nurse‐Midwives and the American College of Obstetricians and Gynecologists (ACOG) partnered to obtain funding to develop interprofessional education modules and other learning activities for midwifery students and obstetrics and gynecology residents in 4 demonstration sites. The multidisciplinary 2016 ACOG document Collaboration in Practice: Implementing Team‐Based Care was adopted as a framework. Core competencies of values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork developed by the Interprofessional Education Collaborative were used to guide the work. Seven modules have been developed including guiding principles, patient‐centered care, role clarification, collaborative practice, history and culture, care transition, and difficult conversations. Learners participate in laboratory and simulation activities and work together in clinical care settings. Stakeholder experiences as well as barriers to implementation are discussed. Learning materials and activity descriptions are open resourced and shared on a project website for use by programs interested in implementing an interprofessional curriculum. Ongoing formal evaluation including pilot testing of a program evaluation method is described.

RECOMMENDATIONS OF THE DEVELOPMENT OF INTERPROFESSIONAL EDUCATION IN A FACULTY OF MEDICINE

Background: In the Competence Standards of Indonesian Doctor (SKDI) which will ratify, interprofessional communicationand collaboration are competencies that Indonesian doctors mustown. Therefore, the implementation of interprofessional education (IPE) is a must for medical education institutions. Medical Faculty of the Universitas Pembangunan Nasional Veteran Jakarta (FK UPNVJ) has not specifically built the IPE module but has introduced aspects for interprofessional collaboration in the curriculum. Evaluation of the perceptions and readiness of students about IPE learning in students of academic year 2, 3 and 4 using the Indonesian version of The Interdisciplinary Education Perception Scale (IEPS) and Readiness for Interprofessional Learning Scale (RIPLS) showed that there were no differences in IEPS scores on student years 2nd and 3rd but decreased in 4th year students and the best RIPLS scores in the 3rd year and decreased in the 4th year. Against these results, intervention recommendations are needed to obtain results following the demands and expectations.Objectives: This study aims to obtain recommendations made based on disscussion and analysis of teaching staff of the FK UPNVJ about the results of evaluating perceptions and readiness of the FK UPNVJ at the academic stage.Methods: The research was a phenomenological qualitative research. Data collection through the opened-ended on Focus Group Discussion and in-depth interviews with teaching staff of the FK UPNVJ.Results: The teaching staff stated the importance of implementing interprofessional education by forming a curriculum. The curriculum must be more focused on interprofessional communication and collaboration since the academic stage. This implementation can be done well if get full support from the dean and the rector. The teacher staff, dean and rector’s commitment to the implementation of interprofessional education is the demand as well as the hope for the implementation of interprofessional educationConclusion: The obligation to implement interprofessional education is not natural, but it is not impossible. Several things can be done so that doctors graduating from FK UPNVJ can own communication and interprofessional collaboration competencies.

Developing a Framework for Population Health in Interprofessional Training: An Interprofessional Education Module.

Interprofessional education (IPE) is based on the concept that health professional students are best trained on the skills, knowledge, and attitudes that promote population health when they learn with and about others from diverse health science fields. Previously, IPE has focused almost exclusively on the clinical context. This study piloted and evaluated an IPE learning experience that emphasizes population health in a sample of public health undergraduate students. We hypothesized that students who completed the 2-hour online asynchronous module would better understand the value of public health's role in interprofessional teams, the benefit of interprofessional teamwork in improving health outcomes, and the value of collaborative learning with other interprofessional students. Students engaged in pre- and post-training assessments and individual reflections throughout the module. Sixty-seven undergraduate public health students completed the module and assessments. After completion, a greater proportion strongly agreed that students from different health science disciplines should be educated in the same setting to form collaborative relationships with one another (19 vs. 39% before and after completion, respectively). A greater proportion also strongly agreed that care delivered by an interprofessional team would benefit the health outcomes of a patient/client after the training (60 vs. 75% before and after, respectively). Mean scores describing how strongly students agreed with the above two statements significantly increased post-training. A greater proportion of students strongly agreed that incorporating the public health discipline as part of an interprofessional team is crucial to address the social determinants of health for individual health outcomes after taking the training (40 vs. 55% before and after, respectively). There was little change in attitudes about the importance of incorporating public health as part of an interprofessional team to address social determinants of health for population health outcomes, which were strongly positive before the training. Most students reported being satisfied with the module presentation and felt their understanding of interprofessional practice improved. This training may be useful for students from all health disciplines to recognize the benefits of engaging with and learning from public health students and to recognize the important role of public health in interprofessional practices.

Interprofessional Education Module in Achieving Ethics/Values, Roles, Responsibilities, Professional Communication Competencies, and Team Collaboration among the College of Health Students

Interprofessional Education Module in Achieving Ethics/Values, Roles, Responsibilities, Professional Communication Competencies, and Team Collaboration among the College of Health Students

Healthcare professionals’ experiences of interprofessional collaboration during palliative patients’ transfer of care setting: a focus group study

Introduction: Transferring palliative patients between care settings hospital, hospital’s palliative care unit, home and nursing home, is challenging and often hampers integrated care. These transfers are common due to the complexity of palliative care, demographic changes increased prevalence of multimorbidity and higher life expectancy and social changes more people living alone. As a result, transfers require efficient and effective collaboration in order to provide good quality of care. This study is part of a larger research project on integrated care for palliative patients, in a regional palliative care network in Belgium. The study aim was: - to explore healthcare professionals’ experiences of interprofessional collaboration - to explore their perceived factors influencing the continuity of care during palliative patients’ transfer of care setting. Methods: Nine focus group discussions were held, with various professionals GPs, nurses, specialists, psychologists, dieticians, social workers, coordinators. N: 53 from different palliative care settings. Constant comparative analysis was used. Results: Knowing each other personally positively influenced the interprofessional collaboration. Perceptions of hierarchy negatively influenced the interprofessional collaboration, within and between the settings. Timely and sufficient information flow between all professionals involved was considered fundamental. A perceived barrier for interprofessional collaboration was the lack of a shared electronic health record. Efficient multi-disciplinary team meetings with shared care goals were regarded essential, though often lacking. Participants reported that specialists informed the patients on disease stage and prognosis late and insufficiently. This hampered open communication on end-of-life decisions and impeded a timely transfer to the home situation or the palliative care unit. The complexity of patient’s case interfered with the hospitalization length and timely organizing optimal home care the moment of discharge. When transfer to a nursing home was deemed necessary, waiting lists negatively influenced the continuity of care Discussion: Our research shows that several clinical, organisational and service aspects of care at micro-, meso- and macro-level can be improved. At micro-level: insufficient open and timely communication towards the patient, hampers other healthcare professionals’ involvement. Together with absence of shared care goals, this negatively influences a timely referral to other settings. At meso-level: the current electronic health record system does not provide enough opportunities to share and exchange information for professionals involved, within and between the different care settings. At macro-level: continuity of care is hampered when appropriate supply of services lack: e.g., when referral to a nursing home is needed. Conclusions and lessons learned: Doctors should be trained more in bad news delivery and shared decision making. Interprofessional education modules may enhance collaboration and the discussing of shared care goals. Policy makers should invest in sufficient supply of palliative care services and the development of an electronic health record system to provide efficient and effective information transfers between settings. Limitations: We focused on only 1 palliative care network, therefor we are careful to generalize our results. Suggestions for future research: Interventions aiming to improve integrated care within the region will be evaluated.

EFFECT OF INTERPROFESSIONAL EDUCATION MODEL TO TEAM WORK AND COLLABORATION ATTITUDES OF NURSING STUDENTS IN THE INTENSIVE CARE UNIT OF HOSPITAL

Background: International policy recommends Interprofesional Education (IPE) to improve the practice of interprofessional In an effort to improve the practice of professional nurses, the IPE is the strategy of forming professional conduct of nurses in team work and collaboration between other health professionals, especially doctors in critical care. Objective: to identify the effect of IPE model of team work and collaboration of the attitudes of nursing students in an intensive care unit of Hospital. Methods: This study was conducted with The quasi-experimental design. The number of 30 subjects (15 intervention and 15 control group) by random sampling. The intervention consisted of 1) pretest 2) the provision of material interprofessional education modules on subjects of critical nursing for 2 weeks, 2) posttest. Paired t tests were used to determine the effects of interprofessional Education. Independence t-test were used to determine the difference effect of interprofessional Education. The instrument used was The Attitudes towards interprofessional Health Care Teams Scales to measure the attitude of teamwork and Interprofesional Collaboration Scales to measure the attitude of collaboration. Results: There were differences rates of team work and collaboration attitudes of nurses before and after on intervention group. There werenot differences rates of team work and collaboration attitudes of nurses before and after on control group. There were differences scores of the attitude of team work and collaboration between the intervention and control groups. Conclusions and Recommendations: Giving IPE modules for nurses are commonly regarded to be an essential strategy for improving team work and collaboration attitudes on nurses student at intensive care unit of hospital. Keyword: Interprofessional Education, team work, collaboration, nurses student.

Impact of interprofessional education module on attitudes of health-care providers involved in maxillofacial rehabilitation: A cross-sectional study.

Purpose:Rehabilitation of maxillofacial deformities is a challenging task because it involves not only a lot of skills and expertise but also many disciplines working in unison for optimum outcome. However, more often than not a prosthodontist is not a member of tumor board and consulted after surgery which affects the prognosis of the rehabilitation adversely. There was a perceived need to create awareness among referring surgeons and physicians, and interprofessional education (IPE) initiatives were deemed necessary to improve this collaboration.Methodology:Four-hour IPE module was developed involving residents and faculty from three disciplines. The change in attitudes was evaluated quantitatively using Attitudes toward Health Care Teams questionnaire both before and after the module. Semi-structured interviews with selected participants provided the qualitative feedback.Results:The questionnaire consisted of 14 questions answered on 5-point Likert scale (1–5). The mean score of pretest was 44.2 and of posttest was 49.1. Difference was statistically significant (P < 0.05). Higher score indicates better attitude.Conclusion:A brief IPE program can improve interprofessional attitudes and collaborative behavior of health-care professionals involved in maxillofacial rehabilitation. It enables the professionals to understand interact and share viewpoints regarding most critical issues faced by them and find solutions to achieve best possible patient care.