Participation In Interprofessional Education Research Articles

Development and Validation of the Interprofessional Collaboration Practice Competency Scale (IPCPCS) for Clinical Nurses.

Interprofessional collaborative practice is a core competency and is the key to strengthening health practice systems in order to deliver safe and high-quality nursing practice. However, there is no Interprofessional Collaboration Practice Competency Scale (IPCPCS) for clinical nurses in Taiwan. Therefore, the purposes of this study were to develop an IPCPCS and to verify its reliability and validity. This was a psychometric study with a cross-sectional survey using convenience sampling to recruit nurses from the seven hospitals of a medical foundation. A self-designed structured IPCPCS was rolled out via a Google survey. The data were analyzed using descriptive statistics, principal-axis factoring (PAF) with Promax rotation, Pearson correlation, reliability analysis, and one-way ANOVA. PAF analysis found that three factors could explain 77.76% of cumulative variance. These were collaborative leadership and interprofessional conflict resolution, interprofessional communication and team functioning, and role clarification and client-centered care. The internal consistency of the three factors (Cronbach's α) was between 0.970 to 0.978, and the Pearson correlation coefficients were between 0.814 to 0.883. Significant differences were presented in the IPCPCS score by age, education level, total years of work experience, position on the nursing clinical ladder, and participation in interprofessional education. In conclusion, the three factors used in the IPCPCS have good reliability and construct validity. This scale can be used as an evaluation tool of in-service interprofessional education courses for clinical nurses.

The impact of learning styles on attitudes to interprofessional learning among nursing students: a longitudinal mixed methods study

BackgroundA functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students’ experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles.MethodsA longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs’ Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again.ResultsOur findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it’s functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients’ outcome and working environment.ConclusionThe students’ attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.

Interprofessional education—situations of a university in Hong Kong and major hurdles to teachers and students

Studies have provided evidence that Interprofessional Education (IPE) can improve learners’ attitudes, knowledge, skills, behaviors, and competency. Traditionally, IPE is commonly seen in the healthcare professional training in tertiary education. Aging is a global issue that requires more than just a single healthcare sector. It requires interdisciplinary collaboration and understanding to tackle the issues. Therefore, IPE is essential for nurturing university students to tackle the ever-changing global challenges. In addition, different hurdles can hinder IPE development. To have a better understanding of the feasibility, acceptance, and educational value of IPE in Hong Kong, we conducted a cross-sectional quantitative study. We invited teachers and students from a Hong Kong university to fill in an online survey that evaluated their understanding and participation in IPE, their attitude toward IPE, and the barriers to developing IPE from March to June 2020. Among the 37 academic staff and 572 students who completed the survey, 20 (54.1%) teachers and 422 (73.8%) students had never heard of IPE before, and 26 (70.3%) teachers and 510 (89.2%) students had never participated in any IPE activities. Major barriers reported by teachers included an increase in teaching load (72.9%), lack of administrative support (72.9%), lack of financial support and limited budget (67.5%), difficulty to make logistic arrangements (64.8%), and problems with academic schedules and calendars (62.1%). The survey findings revealed that despite the positive attitude of university teachers and students toward IPE, barriers that could hinder the development of IPE included heavy teaching and administrative load and logistic arrangement for classroom arrangement and academic scheduling involving multiple faculties.

Growing the Psychiatry Workforce Through Expansion or Creation of Residencies and Fellowships: the Results of a Survey by the AADPRT Workforce Task Force.

ObjectiveThe USA needs to produce more psychiatrists to meet projected workforce deficits. The American Association of Directors of Psychiatric Residency Training Directors (AADPRT) sought to examine opportunities for and obstacles to expanding or creating residencies and fellowships.MethodsIn November 2019, the authors conducted a survey of residency and fellowship directors. The survey gathered information about new positions, new programs, participation in interprofessional education, and loss of residency or fellowship positions.ResultsThe survey was distributed to psychiatry residency (N=231) and fellowship (N=194) directors, with a response rate of 33.4%. One quarter of responding residencies and fellowships reported creating new programs; 24.7% of residency and 17.5% of fellowships reported expansion. The most common reason to develop or expand programs was the shortage of psychiatrists, with the local institution as the most common funding source. Fifty-seven percent reported that they had wanted to expand, but faced barriers, primarily lack of funding. Recruitment and retention of faculty are major challenges. Psychiatry departments frequently (87.5%) participate in interprofessional education, generally perceived as positive. Unfortunately, 15.7% of respondents reported loss of positions or closure of programs.ConclusionsCreating and expanding residencies and fellowships are common strategies for addressing the shortage of psychiatrists. Barriers include lack of funding and challenges recruiting/retaining faculty. The loss of residency/fellowship positions or closure of programs is a worrisome trend.

Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey

BackgroundEffective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students’ attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice.MethodsThe survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed.ResultsAfter interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students.ConclusionsWe observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.

Effectiveness of an interprofessional education program using team-based learning for medical students: A randomized controlled trial.

BackgroundTo respond to increasingly complicated healthcare needs in primary care settings, all health and medical welfare professionals are required to collaborate with multiprofessionals, namely via “interprofessional work” (IPW). Interprofessional education (IPE) is essential for effective IPW, especially for medical students. This study aimed to determine whether participation in IPE can increase medical students’ readiness for interprofessional learning.MethodWe examined the difference in readiness of medical students for interprofessional learning before and after an IPE program that used team‐based learning (TBL). Each student was assigned to either a uniprofessional or multiprofessional group. They were evaluated using the Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS). Program participants were 126 second‐year medical students and 18 students of healthcare professions other than medical doctor who participated in a combined IPE program conducted by two universities. Medical students were allocated to 12 uniprofessional and nine multiprofessional groups at random.ResultsOne hundred and twelve medical students who replied to the questionnaire both before and after the program (valid response rate, 88.9%) were eligible for analysis. Of these, 42 were assigned to uniprofessional groups and 70 to multiprofessional groups. After the program, the RIPLS total score increased to a greater extent in the multiprofessional groups than in the uniprofessional groups (difference 3.17, 95% confidence interval 0.47‐5.88, P = .022). Multiple regression analysis showed the same result.ConclusionsLearning in multiprofessional groups increased medical students’ readiness for interprofessional learning in an IPE program using TBL.

Quality improvement and models of behavioral healthcare integration: Position paper #2 from the International Society of Psychiatric-Mental Health Nurses

This is the second article in a series written to present and address the position of the International Society of Psychiatric-Mental Health Nurses (ISPN) related to the notion of behavioral healthcare integration and the role of nurses in the 21st century. The first article addressed assumptions, definitions and roles related to the integration of behavioral healthcare. The purpose of this article is to focus on Integrated Care within the context of recent initiatives that endeavor to improve quality, safety and reduce costs in the US healthcare system also known as the “Triple Aim” (or more recently, the Quadruple Aim). This paper specifically focuses on the role of nurses and nursing practice by: (a) connecting the concept of integrated behavioral healthcare to quality improvement (QI) and the Quadruple Aim, and (b) highlighting examples of models of integration currently in use. Discussion of models of integration compares ways various models reinforce and actualize integration of behavioral health within primary care, in various special populations across the continuum of care, and in both inpatient and community settings. This paper also stresses innovative training programs offering nurses the skills for learning behavioral health integration through online modules and participation in Interprofessional Education (IPE) activities often through simulation approaches. This 2nd manuscript is consistent with the ISPN 2016 Position Paper and reinforces the necessity for all nurses to be educated on both the Quadruple Aim and behavioral health integration to improve patient care and subsequent care outcomes.

Physical Therapist Student Outcomes of Interprofessional Education in Professional (Entry-Level) Physical Therapist Education Programs: A Systematic Review

Background and Purpose. Traditionally, the physical therapy profession has been involved with interprofessional education (IPE) and collaborative practice. However, IPE was not a requirement for professional (entry-level [EL]) physical therapist (PT) curriculum until recently when the Commission on Accreditation in Physical Therapy Education (CAPTE) incorporated IPE into the Standards and Elements for professional (EL) physical therapist education programs. Therefore, this systematic review is aimed at synthesizing the available evidence regarding physical therapist student outcomes associated with various IPE instructional methods embedded in professional (EL) physical therapist education programs globally. The evidence gathered may help guide educators when developing and implementing IPE curricula into professional (EL) physical therapist programs. Methods. This systematic review of the literature was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for searching and reporting processes. Individual searches were developed for PubMed, ProQuest Nursing and Allied Health, and CINAHL. The EBSCOhost databases, ERIC, Education Full Text, and Education Research Complete, were searched simultaneously using a similar comprehensive search strategy that included search terms related to 1) education, 2) interprofessional, and 3) physical therapy. Results. Thirteen articles met the inclusion criteria. Outcomes were measured by 6 different outcome measures (OMs) and achieved by a variety of teaching and learning methods. Multiple studies demonstrated an improvement in attitudes toward perception of and perceived need for collaboration among health care professionals of PTs, as well as improved competency, and autonomy after participation in IPE. Physical therapists valued shared leadership and participation, as well as displaying a readiness to learn with other disciplines. Some studies reported negative outcomes related to the ability of shared learning to increase understanding of clinical problems and improve interprofessional communication and teamwork. Conclusion. Both positive and unintended negative outcomes may result from IPE. The OMs reported in this review measure components of teamwork, roles and responsibilities, communication, learning/reflection, patient focus, and ethics/attitudes. Using more than 1 OM seems to measure the outcomes of IPE more effectively. In summary, current evidence suggests an overall positive impact of IPE on PTs' competency and autonomy, teamwork, collaboration, communication, and readiness to learn achieved by a variety of instructional methods.

Creating opportunities for interprofessional, community-based education for the undergraduate dental therapy degree in the School of Health Sciences, University of KwaZulu-Natal, South Africa: Academics’ perspectives

Background. Interprofessional education (IPE) provides opportunities for students from two or more health profession disciplines to learn with, from and about each other, to foster collaborative practice in the future, when health professionals are expected to work in healthcare teams. While there are many documented examples of IPE among student health professionals in the literature, dental therapy student participation in IPE has been excluded. Objectives. To explore the opportunities for dental therapy students to participate in collaborative interprofessional, community-based initiatives by engaging with academics in the School of Health Sciences at the University of KwaZulu-Natal. Methods. This qualitative study used audiotaped interviews and focus-group discussions with a purposively selected sample of academics, and the results were thematically analysed. Results. The academics noted several opportunities for dental therapy students to participate in interprofessional, community-based education on various platforms, including school, primary healthcare and other community-based settings. Barriers that may hamper implementation include finding a common time for IPE in the uniprofessional curricula, matching student numbers and lack of staff support. Conclusion. The study findings revealed that opportunities exist for community-based IPE interventions for dental therapy students. However, both the creation and implementation of interprofessional interventions require individual lecturers to act as drivers across all disciplines.

Ready, Set, Go: Preparing for Interprofessional Education in Palliative Care (SA520)

•Use a definition of IPE and the core competencies to design an oncology IPE activity.•List and complete tools and for assessing faculty and institutional readiness for IPE activities in oncology education.•Name four important considerations when building an interprofessional faculty team. Purpose. This workshop will provide methods and tools for building interprofessional faculty teams and planning interprofessional education (IPE) offerings in palliative care. Rationale. IPE in palliative care is essential to prepare students to practice in today’s healthcare environment where they will work on teams and collaborate with other disciplines in order to provide holistic, patient-centered care. Faculty preparation and planning is key to the success of IPE curricula and activities. Inadequate preparation can contribute to failed initiatives and stymy further efforts. Methods and Content. A faculty team experienced in the development of a mandatory IPE curriculum in oncology palliative education will lead this interactive workshop. Participants will review the definition and core competencies for IPE as a basis for designing activities and curricula. They will learn how to evaluate their own and their institution’s readiness for participation in IPE using standardized tools and an evaluation of their strengths, weaknesses, and opportunities in this area. The importance of faculty development and examples of activities for such development will be explored. Common barriers to IPE will be delineated and solutions offered. Methods for designing IPE activities will be presented and attendees will be able to develop a draft plan for an IPE activity by the end of the session.

The Progress and Promise of Interprofessional Education in Athletic Training Programs

Context: Interprofessional education (IPE), an emerging theme in health professional education programs, intends to prepare students for collaborative practice in order to improve patient outcomes. In 2012, the profession of athletic training strategically began to increase program participation in IPE. Objective: This article compares 2 studies that examined the presence of IPE in athletic training. Design: Cross-sectional design utilizing similar surveys regarding athletic training program participation in, and readiness for, IPE initiatives were administered via Qualtrics in 2012 and 2015. Patients and Other Participants: Program directors of Commission on Accreditation of Athletic Training Education–accredited athletic training programs were surveyed in 2012 and 2015 using the “Interprofessional Education Assessment and Planning Instrument for Academic Institutions” in addition to program demographic information and IPE participation. Data Collection and Analysis: The participants involved included 160 of 367 surveyed (43.6%) in 2012 and 162 of 380 surveyed (42.6%) in 2015. Results: Data were analyzed, and χ2 analysis revealed a significant relationship between level of accreditation and academic unit housing the program in both studies. Significant change was also shown in program participation in IPE from 2012 to 2015. However, institutional readiness and infrastructure for IPE was low in nearly all categories. Conclusions: Interprofessional education has a greater presence in Commission on Accreditation of Athletic Training Education professional programs that reside in health science–related academic units and are accredited at the master's level. However, less than 50% of the programs participate in IPE. There is also a need for greater institutional infrastructure and readiness for IPE.

Untangling the Web of Influences on Dental Students’ Participation in Interprofessional Education Programs

The aim of this study was to explore how dental students involved in an experiential interprofessional education (IPE) program in New Zealand made sense of engaging in this unfamiliar learning environment. Qualitative data gathered from students during group interviews were analyzed to better understand how they assessed the IPE experience. Interviews were audiorecorded and transcribed before analysis of students' comments was undertaken, using constant comparison analysis and taking an inductive approach to the initial coding. Once each of the investigators had gone through his or her own transcripts, they reviewed each other's coding and agreed-upon categories before applying the 3-P model of student learning. Over a three-year period (2012-14), 16 focus groups were conducted with students from multiple health professions. In total, 24 dental students participated. Six categories of comments made in the focus groups were identified: expectations and realizations; not practicing; trade-offs/losses; learning with, from, and about each other; becoming open to a different clinical experience; valuing dental students' participation in IPE; and learning about what dentists do. From these categories, three main themes emerged: becoming a dentist, negotiating IPE experience, and valuing dentistry. The 3-P model highlighted the complexity of IPE, and the challenges suggested that dental students may need extra preparation prior to participating in IPE programs.

Perceptions of Preparedness for Interprofessional Practice: A Survey of Health Professional Students at Three Universities

Objective: The purpose of this study was to evaluate health professions students’ understanding of their own and others’ roles on interprofessional (IP) teams, assess students’ perceptions of their preparedness to practice in an IP team, and determine differences by type of learning institution and participation in interprofessional education (IPE).
 Methods: Medical, nursing, and pharmacy students at three Ohio universities with unique IP learning models were surveyed. Descriptive statistics, analysis of variance (ANOVA), chi-square, and two sample t- tests were used to compare measures of knowledge, IPE participation, and preparedness.
 Results: Of the 981 invited students, 273 completed the survey (27.8% response). Overall, 70.7% of participants felt prepared to work on an IP team. Those who reported participation in IPE were more likely to feel prepared to practice on an IP team compared to those who did not (76.8% [149/194] vs. 55.3% [42/76], p=0.0005). Participation in IPE did not significantly affect knowledge scores (participators 79.6% vs. non-participators 81.0%, p=0.1731). Those who had higher profession-specific knowledge scores were more likely to feel prepared to work with that specific profession.
 Conclusions: Participation in IPE activities in the representative institutions was high, as was knowledge of professional roles. Both participation in IPE and increased knowledge of roles were associated with increased student-assessed preparedness. Advancement of skills and behaviors including knowledge of roles and other competencies may all be important. Pharmacy in particular should prioritize IPE as a means to elucidate our role on the patient care team.
 
 Type: Original Research

Interprofessional Education and Practice Guide No. 1: Developing faculty to effectively facilitate interprofessional education

With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012–2013, University of Missouri – Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/mentoring, especially as it related to actual participation in IPE activities, were among the key elements of this successful faculty development activity.

Silos to Systems: Three Models for Developing Geriatric Interprofessional Education

To describe three interprofessional education (IPE) programs in geriatrics and to encourage senior care pharmacists' innovation and participation in IPE teaching. Description of three geriatric IPE programs showing how pharmacy faculty along with colleagues in other health professions established, conducted, and evaluated their respective IPE programs. Schools of pharmacy and their affiliated interprofessional geriatric clerkship sites. PROGRAM DESCRIPTION AND MAIN OUTCOME MEASUREMENTS: Reported are program histories, participating health professions, teaching objectives, program designs and operations, outcomes, funding sources, challenges and barriers encountered, and strategies to overcome problems. Learning activities to enable students to achieve competencies recommended by the Institute of Medicine and the Partnership for Health in Aging are described for each of the three IPE programs. All three programs provide learning activities that help students achieve core interprofessional competencies. The two programs in which students, with preceptor supervision, have provided direct patient care services have long histories, despite challenges and barriers. The third program has established curriculum plans that will be implemented upon resolution of challenges. Successful geriatric IPE programs can be established and conducted in various practice settings. Program sustainability requires participation and interaction of faculty, site preceptors, and students of multiple health professions; administrative and funding support of collaborating partners; and a curriculum that fosters teamwork, shared responsibilities, and joint decision-making while delivering patient-centered care. Senior care pharmacists need to be proactive partners in establishing and conducting IPE in geriatrics.

A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education

There has been limited research on the effect of interprofessional education (IPE) over time on the attitudes of undergraduate health and human service professional students. Previous research in this area has suggested that students from different professions report differing attitudes towards IPE and interprofessional teamwork, and such attitudes may also be influenced by other background characteristics of the students themselves (e.g., gender, age). The purpose of this study was to evaluate the longitudinal effect of the introduction of an IPE curriculum on students' attitudes towards IPE and teamwork. A time series study design was conducted to assess the attitudes of undergraduate health and human service professional students towards IPE and teamwork, and students were also asked to complete satisfaction surveys after IPE curriculum activities. Significant differences in the attitudes of students from different professions and their satisfaction with participation in IPE were reported over the duration of the study. Overall, student satisfaction with IPE participation was relatively positive; however the introduction of IPE curriculum during their undergraduate education did not appear to have a significant longitudinal effect on attitudes towards IPE or interprofessional teamwork. The findings have implications for the design and integration of IPE curriculum within existing uni-professional curriculum.

Participation in interprofessional education: An evaluation of student and staff experiences

This study investigates the experiences of staff and students involved in an identified Common Learning unit (module) named “Preparation for Practice”. The unit was studied by those undertaking pre-registration undergraduate pathways in Physiotherapy, Occupational Therapy, Diagnostic Radiography and Therapeutic Radiography at London South Bank University. The study comprised uni-professional, inter-professional and staff focus groups. The main themes that emerged from the student focus groups were “Interprofessional awareness”, “Impact on patient care” and “Positive and negative aspects of unit delivery”. These themes were reflected in the staff focus group which also highlighted the impact of different learning and teaching strategies in working with interprofessional groups. Students and staff were able to understand the benefits of interprofessional education but they also identified barriers that detracted from the students' learning. Overall a variety of views were expressed which reflected the diversity of the student group and the challenges that this presented in the delivery of interprofessional education.

Exploring young people's participation in interprofessional education, taking a children's rights approach

AbstractThe Children, Young People and Families module was developed at Leeds Metropolitan University, UK in 2004. The module is jointly taught to community health and social work students with the active involvement of a Barnardo's Young People's Group. This module was developed in direct response to the challenges of the UK Every Child Matters policy agenda highlighting the importance of partnership and participation as the bedrock of effective practice in integrated children's services. For the writers, a commitment to the value base of social work means that it is not enough to lecture about child‐centred practice, children's rights and the importance of participation, without modelling these principles in our practice as educators. This article outlines key aspects of the module and its delivery, including the authors’ learning from partnership work with the Young People's Group. The work is evaluated drawing on student feedback and findings from an evaluation exercise carried out with the young people.