Interdisciplinary Training Model Research Articles

Cross-disciplinary training of nursing informatics and nursing engineering at the postgraduate level: A feasibility analysis based on the qualitative method

BackgroundThe trend of interdisciplinary education is becoming increasingly prominent. Nursing informatics and nursing engineering have received much attention and development at different levels of nursing education in many Western countries. Meanwhile, in China, the cultivation of interdisciplinary nursing talents has either not been initiated or has only entered an initial stage. ObjectivesThis study aims to explore experts' opinions from nursing, informatics and engineering on the feasibility of interdisciplinary education at graduate master's level in nursing through interview. DesignThis was a descriptive qualitative study. SettingInterviews were conducted online or face to face. ParticipantsExperts in the fields of nursing, informatics, and engineering who met the study qualifications were enrolled. MethodsThis study used a purposive sampling method and collected data via semi-structured interviews. A total of 14 experts were involved based on data saturation, which eight were interviewed face-to-face and six were interviewed online. A content analysis method was used to summarize and analyze the attitudes, opinions, and suggestions of experts. ResultsA total of 579 min of interviews with 66,387 words were transcribed and analyzed after 30–50 min time range of each interview, and 4 themes were established. A consensus was obtained on the necessity and importance of interdisciplinary education. Policy guidance, financial support, and mutual recognition were the prerequisites for the cultivation. Moreover, feasibility of interdisciplinary education depends on multi-cooperation, including society, university, and hospital. Finally, a linkage mechanism among relevant stakeholders was required. ConclusionThe necessity and feasibility of such integrated training was concluded.Learning from the experience of relevant countries, China should launch an interdisciplinary training model suitable for its national condition.

The Cross-Postgraduate Training Mode Driven by Intelligent Signal Processing Technology: Taking the Major of Finance as an Example

At present, various economic and social problems have become more complex, requiring a multidisciplinary perspective to seek solutions, and thus more complex and innovative talents are needed. Deepening the reform of postgraduate interdisciplinary education, improving the quality of postgraduate interdisciplinary education, and cultivating high-level technical talents with a multidisciplinary background, innovation ability and comprehensive quality have also become the core issues to be solved urgently in postgraduate education. This paper takes the interdisciplinary training mode of postgraduates in finance as the research object and uses interdisciplinary education theory, systems science theory, and higher education theory to explore the components and main characteristics of the postgraduate interdisciplinary training mode. On this basis, this paper investigates the current situation of interdisciplinary training of postgraduates in finance in Chinese universities and then analyzes and discusses the problems existing in the current mode of interdisciplinary cultivation of postgraduates in finance in my country. Finally, based on the above research results, relevant suggestions for improving the interdisciplinary training of postgraduates in finance in my country are put forward. The research results show that postgraduate interdisciplinary training is a new form of talent training that readjusts the source and composition of each training link after introducing the concept of interdisciplinary education. The components of the postgraduate interdisciplinary training model include interdisciplinary support elements and postgraduate training elements. The former provides interdisciplinary external support for postgraduate training, and the latter constitutes the main content of postgraduate interdisciplinary training. The research results can be used to guide the interdisciplinary educational practice of other types of postgraduates and provide certain theoretical and empirical references for cultivating more high-level compound talents urgently needed by society.

Training Graduate Students in Multiple Genres of Public and Academic Science Writing: An Assessment Using an Adaptable, Interdisciplinary Rubric

There is an urgent need for scientists to improve their communication skills with the public, especially for those involved in applying science to solve conservation or human health problems. However, little research has assessed the effectiveness of science communication training for applied scientists. We responded to this gap by developing a new, interdisciplinary training model, “SciWrite,” based on three central tenets from scholarship in writing and rhetoric: 1) habitual writing, 2) multiple genres for multiple audiences, and 3) frequent review and created an interdisciplinary rubric based on these tenets to evaluate a variety of writing products across genres. We used this rubric to assess three different genres written by 12 SciWrite-trained graduate science students and 74 non-SciWrite-trained graduate science students at the same institution. We found that written work from SciWrite students scored higher than those from non-SciWrite students in all three genres, and most notably thesis/dissertation proposals were higher quality. The rubric results also suggest that the variation in writing quality was best explained by the ability of graduate students to grasp higher-order writing skills (e.g., thinking about audience needs and expectations, clearly describing research goals, and making an argument for the significance of their research). Future programs would benefit from adopting similar training activities and goals as well as assessment tools that take a rhetorically informed approach.

Clinical Wellness Coaching: A Brief Assessment of the Development, Implementation, and 3-year Experiences of Interns in a Graduate Certification Program

Purpose: Mississippi is one of sickest states according to national assessments and ranks 49th for overall health outcomes. In addition, Mississippi is the most overweight and obese state, the least physically active state, and ranks second in adult hypertension. This paper reviews the development and three-year assessment of a novel wellness coaching program developed at one southeastern university in a partnership with a foundation whose primary interest was to see more wellness and lifestyle coaching offered in primary medical clinics in the state. Methodology: A model for training graduate students in wellness coaching was envisioned and interdisciplinary training model developed. The design and implementation of the program is described, as well as the programmatic evaluation of the first 3 cohorts of interns including the types of conditions coached and the overall intern experience. Results: Interns were placed in 9 different Mississippi counties over the first three years. In total, 1,186 patients were coached in the field over the three years by 15 interns. Of those, 74% were new patients and 26% were follow-up patients at the clinics. The top three reasons for wellness coaching were weight management (n=252, 21.3%) followed by diabetes (n=238, 20.1%), and metabolic issues (n=204, 17.2%). Interns were surprised at the level of comorbidities and low health literacy, and overall ratings from medical practitioners and staff were very favorable. Conclusion: Graduate level wellness coaching training can develop coaches to aid clinical healthcare providers in reaching patients in need of setting personal lifestyle-related goals for improving overall health outcomes. Interns must be prepared in states like Mississippi for complications such as low health literacy and low literacy situations as well as the comorbidities that a typical patient will have. Barriers to successful interaction with the wellness coach can be mitigated by having staff fully understand their role.

Development and evaluation of an interdisciplinary teaching model via 3D printing.

The investigation aimed to assess the feasibility of creating an interdisciplinary training model simulating endodontic, restorative as well as implantologic treatment procedures by using 3D printing technology. A CBCT scan of the mandible of a real patient was initially taken. The generated DICOM‐data were converted to a STL‐file, which was further processed to design spaces for exchangeable replica teeth, a bone segment and an adapter to fix the model in a mannequin's head. After the manufacturing process, the model was evaluated by dental students performing a root canal treatment, the insertion of a glass fibre post and the insertion of an implant. The workflow allowed a simple and cost‐effective way of manufacturing a single model, which is suitable for several training scenarios in the fields of endodontics, prosthodontics and implantology. The model was rated as being comparable to the real patient situation and offers repetitive treatment simulations. The present workflow is a feasible way of using DICOM‐data and 3D printing for an interdisciplinary training model. The dental schools can design models according to their own curriculum and put the focus on a patient centered education.

Comparison of single versus multiple learners in standardized patient communication skills training in palliative care

Abstract Simulation training has gained wide usage over many disciplines in medical education. According to Donovan et al., In the use of simulated patients, the actors are experienced, and the participants could interact with the 'patients' in a controlled learning environment, working realistically with the emotions and feelings generated by the 'patients' and thereby adding a sense of reality to the learning situation. 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 We hypothesize that in the rich environment of a standardized patient simulation, if learners share the simulation, the learning will be enhanced and the experience will be more valuable than if each learner is alone in this experience. The purpose of this project was to compare use of a single learner versus multiple learners in a standardized patient palliative care simulation. The format of this educational resource was to run 26 simulation sessions using a standardized patient encounter. The standardized patient was a young adult who had relapsed with non-curable osteosarcoma. The simulation was done with either a single learner (a pediatric resident) or 2 learners (a resident and a nurse student), to determine if there was increased learning with multiple learners in a single scenario. The simulation was 20 min for each session, 2 sessions per afternoon, and a 40-min debriefing per session. Each simulation was recorded and the video was used solely for debriefing. The target learners were pediatric residents and nursing students from the Drexel University College of Nursing. The objectives were: 1) To assess degree of pediatric resident and nursing trainee baseline comfort and learning of communication skills when dealing with palliative care using standardized patients, 2) To encourage collaboration between nurses and residents in this scenario, 3) To quantify the level of perceived improvement in comfort and interdisciplinary collaboration, 4) To perform a thematic qualitative analysis of the scenario via a post simulation debriefing, to learn how the educational experience may work, and be enhanced, and 5) To compare a scenario with an individual learner versus a multidisciplinary learning environment. The objectives were assessed with pre- and post-Likert scales, and a qualitative discussion/survey after the intervention. Each learner demonstrated significant learning and increasing comfort based on this assessment, and the results trended toward even more learning in the inter-disciplinary format. The impact of this study was to develop an inter-disciplinary training model in difficult communications with patients, which truly represents the way this communication should occur with our patients and their families. The resources needed included standardized patients, and a robust simulation center.

Interdisciplinary partnerships for rural older adults’ transitions of care

Purpose Integrated transitions of care for rural older persons are key issues in policy and practice. Interdisciplinary partnerships are suggested as ways to improve rural-care transitions by blending complementary skills of disciplines to increase care’s holistic nature. Yet, only multidisciplinary efforts are frequently used in practice and often lack synergy and collaboration. The purpose of this paper is to present a case of a partnership model using nursing, gerontology and public health integration to support rural-residing elders as a part of building an Adult-Gerontology Acute Care Nurse Practitioner program. Design/methodology/approach This paper uses the Centre for Ageing Research and Development in Ireland/O’Sullivan framework to examine the creation of an interdisciplinary team. Two examples of interdisciplinary work are discussed. They are the creation of an interdisciplinary public health course and its team-based on-campus live simulations with a panel and site visit. Findings With team-building successes and challenges, outcomes show the need for knowledge exchange among practitioners to enhance population-centered and person-centered care to improve health care services to older persons in rural areas. Practical implications There is a need to educate providers about the importance of developing interdisciplinary partnerships. Educational programming illustrates ways to move team building through the interdisciplinary continuum. Dependent upon the needs of the community, other similarly integrated partnership models can be developed. Originality/value Transitions of care work for older people tends to be multi- or cross-disciplinary. A model for interdisciplinary training of gerontological practitioners in rural and frontier settings broadens the scope of care and improves the health of the rural older persons served.

Embodied multicultural assessment: An interdisciplinary training model

Abstract Cross-cultural counselling is imperative in the training of any therapist, yet there are no educational models based on drama therapy techniques. The author explores the need for an embodied multicultural self-assessment for drama therapy students and presents an approach that incorporates Robert Landy’s role theory and Pamela A. Hays’ ADDRESSING framework.

Goals of Care Discussion and Withdrawal of Life-Sustaining Treatment Using High Fidelity Simulation (FR426)

1.Describe the process of a goals of care discussion and the withdrawal of life-sustaining treatments.2.Demonstrate best practices for creating an educational model for the withdrawal of life-sustaining treatments using high fidelity simulation. Simulation has emerged as a useful educational tool to teach communication skills and medical management of high stakes clinical scenarios. Determining goals of care for patients with critical, immediately life-threatening illnesses is a common conversation many trainees in emergency medicine, internal medicine, critical care, and palliative medicine often have with patients and families. Formal training in how to conduct these conversations as well as training in the implementation of the care plan when it includes removing life-sustaining treatments is lacking in many residency programs. We conducted an internal survey of our training programs and will share this data. We implemented an interdisciplinary training model for house staff in the New York University School of Medicine Emergency Medicine, Internal Medicine, Critical Care, and Palliative Medicine programs to enable physicians to feel more comfortable having these discussions, as well ensure patient and family needs are appropriately met during these complex encounters. A simulated patient with a history of multi-infarct dementia and a new massive cerebral hemorrhage is presented for management to the house staff. The patient has been intubated. The house staff have two tasks evaluated with this simulation exercise. First, trainees are scored using a checklist to assess their competency in the goals of care discussion with the surrogate decision maker (an actor). The decision is made to withdraw the ventilator. The trainees are then scored on a checklist focusing on proper symptom management, ventilator management, and managing family expectations preceding and during the withdrawal of mechanical ventilation from the high fidelity simulated patient. A debriefing session after the two part simulation is facilitated by expert faculty to review expected skill sets and the simulated patient experience. Trainees complete surveys both pre and post simulation. We will present data from those surveys that include attitudes, learners' reactions, and acquisition of knowledge.

Consultancies: A Model for Interdisciplinary Training and Mentoring of Junior Faculty Investigators

The study of complex, health-related problems is often best addressed by interdisciplinary teams, and yet models for training and mentoring junior investigators in an interdisciplinary mode are not widely available. Here, the authors describe their school's version of the consultancy process, a two-year effort (September 2007 to June 2009) sponsored by the University of Washington's Center for Interdisciplinary Geriatric Research, as a model for short-and long-term, interdisciplinary training and mentoring of junior faculty investigators, and evaluate its effects on establishing productive cross-disciplinary linkages among them. Between September 2007 and December 2008, written feedback was collected from participating faculty after each consultancy session. A brief, Internet-based survey of all attendees was conducted in February 2009 to gather information about longer-term implications and benefits of consultancy participation. Most respondents rated sessions highly, and a majority of the respondents reported increased networking opportunities, access to resources, new research questions, access to expertise beyond their disciplines as a result of the sessions, and a positive impact on cross-disciplinary collaborations. Their responses suggest that the consultancy format may stimulate the formation of new interdisciplinary mentoring relationships and foster cross-disciplinary collaborations.

Collaboration Across the Disciplines: An Experiment in Interdisciplinary Pedagogy

The two articles in this section of Literature and Medicine were written by members of an experiment in interdisciplinary pedagogy that gave advanaced Ph.D. students in English an opportunity to collaborate with faculty at Vanderbilt Medical School. The articles are not only excellent contributions to scholarship in their own right but also examples of an exciting new model for interdisciplinary training in the field of literature and medicine. Faculty in medical schools have little practical incentive to collaborate with literary scholars. The study of novels or poems might be a valuable supplement to the education of medical students, but it is hard to see how it can contribute to the funded research of medical faculty. By contrast, investigations of the ethical, social, or cultural implications of medical research from a policy perspective often enhance a research proposal and are sometimes required as a condition of granting agencies. The policy sphere is a relatively new development in our society; it dates back to the mid-1960s, when the first Institutional Review Boards were mandated by the National Institutes of Health (NIH), and it has grown over the past four decades to affect every aspect of scientific and medical research. 1 No study involving human subjects can go forward today without prior review of its social and ethical implications. Numerous investigators across the university collaborate with medical school faculty to examine how language, values, myth, and emotion affect the practice of medicine. To weigh cultural factors, sociologists assess survey data; anthropologists conduct focus groups; legal scholars interpret court cases; communications scholars study the image of science in journalism, advertising, television, and the web; religious scholars reflect on the impact of faith communities

Motivating Students to Learn

Partners for Inclusive Communities (Partners) coordinates an interdisciplinary training program for graduate students (trainees) in 11 health-related disciplines. A Problem-Based Learning (PBL) curricula is incorporated using children with neurodevelopmental disabilities and their families. This type of curriculum in which trainees are presented with and find solutions to real life problems has proven to be a successful model of learning for all participating disciplines. The benefits of a PBL model for interdisciplinary training are numerous. Trainees gain a greater depth of knowledge regarding interdisciplinary training and, as a result, form more cohesive interdisciplinary relationships. They also develop a keener sense of issues surrounding children with disabilities and their families, become actively engaged in and develop ownership of the learning process, and approach learning as a lifelong process.

Interdisciplinary health professional education in rural New Mexico: a 10 year experience

AbstractThe New Mexico Rural Health Interdisciplinary Program was initiated in 1990 to meet the need for interdisciplinary health professional student training and to advance the recruitment and retention of health professionals in rural healthcare shortage areas. This paper describes the New Mexico programme, including its interdisciplinary problem‐based learning format and mechanisms for generating community involvement, and reports the evaluation findings and lessons learned from 10 years of programme experience. The New Mexico programme utilizes student‐centred, problem‐based learning (PBL) as an educational format and currently involves 12 healthcare disciplines in six communities throughout the state. Evaluation has focused on differences in student attitudes about and confidence in interdisciplinary and rural practice prior to and upon completion of the programme, as well as change in student expectations of consulting with other health professionals. A pre‐test/post‐test survey was used to assess change. The growth of the programme provides some evidence of its success. Results indicate a consistent change in attitude of participants towards greater confidence to work in rural settings and with interdisciplinary teams and an increased expectation to consult with other healthcare professionals. The lessons of this 10 year training experience include the compatibility of PBL to an interdisciplinary training model, the importance of scheduling to facilitate optimal participation, the need for a dedicated core faculty, the worth of informal as well as formal interdisciplinary student interaction, the need to cultivate community relationships and support and the challenge of programme evaluation.

An Interdisciplinary Training Model in the Field of Early Intervention

An Interdisciplinary Training Model in the Field of Early Intervention

Providing a seamless service system from hospital to home: The NICU Training Project

ABSTRACT Premature infants in the neonatal intensive care unit (NICU) who are acutely ill or at developmental risk are often likely to require early intervention services in the NICU and following discharge. The NICU Training Project is an interdisciplinary training model designed to promote collaboration between NICU health professionals and early interventionists. Utilizing principles of adult learning, the project's goal is to train service providers to implement a seamless system of family-centered interventions in the NICU, at discharge, and through transition to community early intervention services. This article describes the training model, methods, and outcomes.

An interdisciplinary training model for early childhood handicapped teachers

An interdisciplinary training model for early childhood handicapped teachers