Journal of Interprofessional Education and Practice最新文献

英文中文

Person-centredness of multiprofessional ward rounds in a stroke setting: Reality or chimaera? 卒中多专业查房的以人为本：现实还是幻想？

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-04-11 DOI: 10.1016/j.xjep.2025.100751

Inger K. Holmström , Samuel Edelbring , Maria Elvèn

引用次数: 0

Development of the AI Acceptance Scale for Interprofessional Education (AAIPE) and Collaborative Practice Settings 跨专业教育（AAIPE）和协作实践设置的人工智能接受度量表的开发

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-04-11 DOI: 10.1016/j.xjep.2025.100752

Andrew Wiss , Dawn Joosten-Hagye , Jennifer Pattershall-Geide , Mary Showstark , Elke Zschaebitz , Kirsten Potter , Erin Embry , Heather Hageman , Patti Brooks

Background

As artificial intelligence (AI) based tools become a more prevalent part of the work taking place in health and healthcare settings, students preparing for health profession roles will be asked with increasing frequency to adopt and integrate these tools into their developing knowledge and skills-sets. Because of this, developing an understanding of levels of AI acceptance, and the factors that play into that acceptance will be essential for supporting individuals training for health workforce roles and their collaborative work within and across disciplines.

Purpose

This paper describes the methodology utilized to create and then validate the Artificial Intelligence Acceptance Scale for Interprofessional Education (AAIPE). This validated scale is intended to measure health sector student levels of acceptance of artificial intelligence as a part of their workplace roles and responsibilities.

Method

The AAIPE scale was utilized at the conclusion of multi-discipline interprofessional education activity (N = 161).

Results

Analysis of the AAIPE results indicated moderate-to-high levels of internal consistency for scale items. Student participant AAIPE scores indicated neutral-to-moderately positive levels of acceptance overall without significant difference between students from different health sector academic programs.

Conclusions

This research uncovered lower levels of student acceptance of artificial intelligence's influence on professional ethics and AI's influence on role clarity. Higher levels of acceptance relating to AI as an evolving component of health sector work were also found. A discussion of these results relating to interprofessional education and practice is conducted.

随着基于人工智能（AI）的工具在卫生和医疗保健环境中越来越普遍，准备担任卫生专业角色的学生将被越来越频繁地要求采用这些工具并将其整合到他们发展的知识和技能中。因此，了解人工智能的接受程度以及影响这种接受程度的因素，对于支持个人接受卫生人力角色培训及其在学科内和跨学科内的协作工作至关重要。本文描述了用于创建和验证跨专业教育人工智能接受度量表（AAIPE）的方法。这个经过验证的量表旨在衡量卫生部门学生对人工智能作为其工作场所角色和责任的一部分的接受程度。方法在多学科跨专业教育活动结束时采用AAIPE量表（N = 161）。结果对AAIPE结果的分析表明，量表项目具有中等至高度的内部一致性。学生参与者的AAIPE分数总体上显示中性至中等积极的接受水平，不同卫生部门学术课程的学生之间没有显著差异。本研究发现，学生对人工智能对职业道德的影响和人工智能对角色清晰度的影响的接受程度较低。还发现，人们对人工智能作为卫生部门工作不断发展的组成部分的接受程度有所提高。对这些结果与跨专业教育和实践的关系进行了讨论。

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引用次数: 0

Teaching interprofessional collaborative skills in primary care using team-based learning with simulation: A pilot study 在初级保健中使用基于团队的模拟学习来教授跨专业协作技能：一项试点研究

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-04-08 DOI: 10.1016/j.xjep.2025.100750

Elaine B. Cruz , John Sweetko , Mamta K. Singh

引用次数: 0

Validity evidence for a feedback tool for an interprofessional standardized patient experience: A qualitative pilot study with evaluation of content, response processes, consequences of testing, and feedback quality 针对跨专业标准化患者体验的反馈工具的有效性证据：一项评估内容、反应过程、测试结果和反馈质量的定性试点研究

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-04-08 DOI: 10.1016/j.xjep.2025.100749

Lauren East , Alison Stevens , Heather Hageman , Monica Perlmutter , Favour Garuba , Tamara Burlis , Dennis Chang , Angela McConachie , Janice Hanson

The Interprofessional Standardized Patient Team Experience (SPTE) occurred three times during academic year 2020–2021 and involved medicine, nursing, occupational therapy, pharmacy, and physical therapy students. Teams comprising a mix of these professional students practiced clinical skills with a standardized patient and developed a discharge plan for the patient. Prior to this academic year, student teams had received verbal feedback during a debriefing session at the end of the experience but had not received written feedback, and there had not been a way to verify that the feedback provided aligned with the session objectives. There were few available comprehensive validated tools for interprofessional simulation feedback and debriefing, none of which were ideal for SPTE.

The SPTE Feedback and Reflection Form was developed to address these issues. Our study aimed to provide evidence of validity for the SPTE Feedback and Reflection Form and assess the quality of the feedback provided on the form. Validity evidence was collected using Messick's framework, qualitative data were used to evaluate consequences of testing, and the quality of the feedback was evaluated using a tool for narrative feedback assessment called EFeCT.

Facilitators reviewed course objectives and team development measures prior to the simulations and grouped observed team actions accordingly. Faculty provided specific examples of team behaviors that were aligned with session objectives. Use of the SPTE Feedback and Reflection Form fostered provision of high-quality feedback that addressed interprofessional objectives and prepared students to participate in interprofessional teams in clinical settings. The form is not SPTE-specific and potentially applies to other institutions’ interprofessional simulation activities.

跨专业标准化患者团队体验（SPTE）在2020-2021学年进行了三次，涉及医学，护理，职业治疗，药学和物理治疗专业的学生。由这些专业学生组成的团队与标准化的患者一起练习临床技能，并为患者制定出院计划。在本学年之前，学生团队在体验结束时的汇报会议上收到了口头反馈，但没有收到书面反馈，也没有办法核实所提供的反馈是否与课程目标一致。对于跨专业的模拟反馈和汇报，很少有可用的综合验证工具，没有一个是SPTE的理想选择。SPTE反馈和反思表就是为了解决这些问题而制定的。本研究旨在提供SPTE反馈与反思表的效度证据，并评估表格所提供的反馈的质量。使用Messick’s框架收集效度证据，使用定性数据评估测试结果，使用叙事反馈评估工具EFeCT评估反馈的质量。主持人在模拟之前回顾课程目标和团队发展措施，并相应地分组观察团队行为。教师们提供了与会议目标一致的团队行为的具体例子。使用SPTE反馈和反思表促进提供高质量的反馈，以解决跨专业目标，并为学生在临床环境中参与跨专业团队做好准备。该表格不是spte特有的，可能适用于其他机构的跨专业模拟活动。

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引用次数: 0

Implementation of an online interprofessional dementia-focused experiential learning activity for occupational and physical therapy students: A curricular resource 职业和物理治疗学生在线跨专业痴呆症体验式学习活动的实施：课程资源

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-03-25 DOI: 10.1016/j.xjep.2025.100748

Brandy Schwarz , Mike V. Richardson , Sarah Blaylock , Qing Zhang , Nicole Rodriguez , Emerson Hart

The demand for hybrid graduate healthcare education increases the need for effective, virtual interprofessional (IP) experiences. This curricular resource describes a one-time, 2-h, IP experiential learning activity (ELA) utilizing Dementia Live® for first year Doctor of Occupational Therapy (OTD) and Doctor of Physical Therapy (DPT) students. Students completed the Dementia Knowledge Assessment Tool, Version 2 (DKAT2) and the Attitudes Toward Health Care Teams Scale (ATHCTS) pre- and post-ELA. Learning objectives were met, as the DKAT2, ATHCTS Total, ATHCTS Team Value and ATHCTS Team Efficiency subscale scores all indicated a significant improvement following the ELA. Effective online learning activities may improve accessibility of IP opportunities in healthcare professions education.

对混合研究生医疗保健教育的需求增加了对有效的虚拟跨专业（IP）经验的需求。这个课程资源描述了一个一次性的，2小时的IP体验式学习活动（ELA），利用痴呆Live®为一年级的职业治疗博士（OTD）和物理治疗博士（DPT）的学生。学生们在ela之前和之后完成了痴呆症知识评估工具第2版（DKAT2）和对医疗团队态度量表（ATHCTS）。学习目标达到，因为DKAT2， ATHCTS总分，ATHCTS团队价值和ATHCTS团队效率子量表得分均显示ELA后显着改善。有效的在线学习活动可以提高卫生保健专业教育中知识产权机会的可及性。

引用次数: 0

Unique beginnings but similar endings: A 5-year exploration of differences in interprofessional competency attainment following the health professions foundational experience 独特的开始，但相似的结局：在卫生专业基础经验后，跨专业能力获得差异的5年探索

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-03-14 DOI: 10.1016/j.xjep.2025.100747

Sara North , Amy Greminger , Christine Arenson , Brian Sick , Peter Scal

Background

Differences in interprofessional competency attainment between health professions and/or learner degree level following participation in a foundational interprofessional education (IPE) experience are not well established in the literature.

Purpose

The purpose of this report is to explore similarities and differences in interprofessional competency attainment outcomes between and among various health professions students.

Method

This study utilized a retrospective analysis of Interprofessional Collaborative Competency Attainment Scale (ICCAS) scores collected for over 5000 learners from 17 health professions programs over 5 years from one academic institution.

Discussion

Significant differences presented between professions and between degree levels (bachelor's, master's, and doctoral) in pre-test and difference scores, with all professions ultimately trending toward a similar level of competency attainment following exposure to a shared foundational IPE curriculum.

Conclusions

While a foundational IPE curriculum is critical for setting a baseline, it should not be over-emphasized to the exclusion of moving IPE into the clinical learning environment.

背景不同卫生专业和/或不同学位水平的学生在参加基础性跨专业教育（IPE）后在跨专业能力方面的差异尚未在文献中得到很好的证实。本报告的目的是探讨不同卫生专业学生之间在跨专业能力达成结果方面的异同。本研究采用了一项回顾性分析方法，分析了一家学术机构在 5 年时间里从 17 个卫生专业项目中收集到的 5000 多名学生的跨专业协作能力达成量表（ICCAS）得分。讨论不同专业和不同学位级别（学士、硕士和博士）的学生在测试前得分和差异得分方面存在显著差异，所有专业的学生在接触共同的基础 IPE 课程后，最终的能力达到水平趋于相似。

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引用次数: 0

Analyzing the clinical and professional impact of interprofessional practice & education activities on the facilitator 分析跨专业实践和教育活动对引导者的临床和专业影响

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-03-05 DOI: 10.1016/j.xjep.2025.100743

Kathryn L. Hoffman, Jason F. Craig, Gina M. Baugh

Many studies of educational activities are focused on results gathered from surveys and performance data of the learner. However, the impact of participation in educational activities on the facilitator, particularly those involving interprofessional practice and education (IPE), should not be ignored. By facilitating these sessions, educators and healthcare providers may be exposed to professions unfamiliar to them as compared to their normal professional practice. In this study, a retrospective pre-post survey was utilized to evaluate the impact of facilitation on IPE facilitators’ (1.) understanding of the IPE Core Competencies as described by the Interprofessional Education Collaborative (IPEC), (2) clinical communication, and (3) collaboration opportunities.

Results indicated statistical significance related to the improved understanding of roles and responsibilities of professions and IPE Core Competencies. Neither impact on collaboration nor communication in the clinical setting was found to be significant during this study. Further investigation narrowing the scope of professions and their concurrent interactions with other disciplines may be warranted.

许多关于教育活动的研究都集中在调查结果和学习者的表现数据上。然而，参与教育活动对促进者的影响，特别是那些涉及跨专业实践和教育（IPE）的活动，不应被忽视。通过促进这些会议，教育工作者和医疗保健提供者可能会接触到他们不熟悉的专业，而不是他们的正常专业实践。本研究采用回溯性的前后调查，评估促进对国际政治经济学促进者(1)对跨专业教育合作（IPEC）所描述的国际政治经济学核心能力的理解、(2)临床沟通和(3)合作机会的影响。结果显示，对专业角色和责任的理解与IPE核心竞争力的提高有统计学意义。在本研究中，没有发现临床环境中对协作和沟通的影响是显著的。进一步的调查，缩小专业的范围和他们与其他学科的同时互动，可能是有必要的。

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引用次数: 0

Family members’ experience of involvement in the patient care process on an interprofessional training ward: A qualitative interview study 家庭成员参与跨专业培训病房病人护理过程的经验：一项质性访谈研究

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-03-05 DOI: 10.1016/j.xjep.2025.100742

Sofia Hemle Jerntorp, Jenny Jakobsson, Malin Axelsson, Elisabeth Carlson, Anna Carin Aho

Background

Involving family members in the care process leads to higher-quality patient care. However, this requires collaboration among various healthcare professionals. At interprofessional training wards, healthcare students learn to work together across different disciplines. However, there is limited knowledge about family member's involvement in the patient care process during interprofessional education in clinical settings.

Aim

This study aimed to explore family members’ experience of involvement in the patient care process on an interprofessional training ward.

Method

An inductive content analysis was applied on data from individual interviews with 19 family members of patients admitted to an interprofessional training ward.

Results

Family members experienced that they had to be involved in the patient care process to bridge knowledge between the patient and the interprofessional student team in order to influence healthcare and have control over the situation. Moreover, they wanted to be acknowledged as family members and needed transparency in the patient care process. Family members' involvement was governed by the patient's needs and influenced by the degree of trust in the interprofessional student team.

Conclusion

Interprofessional education activities should focus more on family members’ involvement in the interprofessional training ward.

背景：让家庭成员参与到护理过程中可以提高病人的护理质量。然而，这需要各种医疗保健专业人员之间的协作。在跨专业培训病房，医疗保健学生学习跨不同学科的合作。然而，在临床设置的跨专业教育中，关于家庭成员参与患者护理过程的知识有限。目的本研究旨在探讨家庭成员参与跨专业培训病房病人护理过程的经验。方法采用归纳性内容分析法，对19例跨科培训病房住院患者家属进行个人访谈。结果家庭成员体验到他们必须参与患者护理过程，以在患者和跨专业学生团队之间建立知识桥梁，从而影响医疗保健并控制情况。此外，他们希望被视为家庭成员，并在病人护理过程中需要透明度。家庭成员的参与受患者需求的支配，并受跨专业学生团队信任程度的影响。结论跨专业培训病房的跨专业教育活动应注重家属的参与。

{"title":"Family members’ experience of involvement in the patient care process on an interprofessional training ward: A qualitative interview study","authors":"Sofia Hemle Jerntorp, Jenny Jakobsson, Malin Axelsson, Elisabeth Carlson, Anna Carin Aho","doi":"10.1016/j.xjep.2025.100742","DOIUrl":"10.1016/j.xjep.2025.100742","url":null,"abstract":"<div><h3>Background</h3><div>Involving family members in the care process leads to higher-quality patient care. However, this requires collaboration among various healthcare professionals. At interprofessional training wards, healthcare students learn to work together across different disciplines. However, there is limited knowledge about family member's involvement in the patient care process during interprofessional education in clinical settings.</div></div><div><h3>Aim</h3><div>This study aimed to explore family members’ experience of involvement in the patient care process on an interprofessional training ward.</div></div><div><h3>Method</h3><div>An inductive content analysis was applied on data from individual interviews with 19 family members of patients admitted to an interprofessional training ward.</div></div><div><h3>Results</h3><div>Family members experienced that they had to be involved in the patient care process to bridge knowledge between the patient and the interprofessional student team in order to influence healthcare and have control over the situation. Moreover, they wanted to be acknowledged as family members and needed transparency in the patient care process. Family members' involvement was governed by the patient's needs and influenced by the degree of trust in the interprofessional student team.</div></div><div><h3>Conclusion</h3><div>Interprofessional education activities should focus more on family members’ involvement in the interprofessional training ward.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100742"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Food for Thought Movie Night: A humanities-based, interprofessional discussion focused on food insecurity (curricular resource) 食物思想电影之夜：一个以人文为基础的跨专业讨论，重点关注食品不安全（课程资源）

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-02-28 DOI: 10.1016/j.xjep.2025.100740

Kathryn K. Neill , Zeketra M. Grandy

Food insecurity is a worldwide concern contributing to health disparities and poor health outcomes. Health professionals must consider social determinants or drivers of health at the community level as well as resulting health-related social needs of the individual to guide care. The Food for Thought Movie Night employed a documentary film and interprofessional, collaborative discussion to integrate food insecurity information with patient-focused application to target health disparities. The humanities-based delivery method using film as visual media supported integration of aspects of the human condition with health-related outcomes. The activity is intended for novice level health professions and sciences students and has been completed in face-to-face and online, virtual learning environments. Pre/post quiz scores reflect increase in food insecurity knowledge, and qualitative evaluation of reflective essays revealed themes related to change in knowledge, skills, and attitudes, and intended future action. Visual media delivered as a student “movie night” successfully paired interprofessional education (IPE) and social determinants of health learning endpoints.

粮食不安全是一个全球关注的问题，导致健康差距和不良健康结果。卫生专业人员必须考虑社区一级健康的社会决定因素或驱动因素，以及由此产生的个人与健康有关的社会需求，以指导护理。“思想之粮”电影之夜采用了一部纪录片和跨专业合作讨论，将食品不安全信息与以患者为中心的应用相结合，以解决健康差距问题。以人文为基础的传递方法使用电影作为视觉媒体，支持将人类状况的各个方面与健康相关的结果相结合。该活动面向初级卫生专业人员和理科学生，已在面对面和在线虚拟学习环境中完成。测验前/测验后的分数反映了粮食不安全知识的增加，反思性文章的定性评价揭示了与知识、技能和态度的变化以及预期的未来行动有关的主题。作为学生“电影之夜”的视觉媒体成功地将跨专业教育（IPE）与健康学习终点的社会决定因素配对。

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引用次数: 0

Analysis of interprofessional education perceptions at the team level: A study across three student cohorts 团队层面的跨专业教育观念分析：一项对三个学生群体的研究

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-02-27 DOI: 10.1016/j.xjep.2025.100741

Tina Gunaldo , Kelsey Witmeier , Harun Mazumder , Sharon Duffy , Colette Baudoin , Henry Sauviac , Susanne Straif-Bourgeois , Scott Edwards

The interprofessional education (IPE) literature showcases many studies reporting results at the all-student and academic program levels. However, if the purpose of IPE is to develop collaborative-practice ready professionals, analysis at the team level would better support the advancement of the IPE literature and future health care goals. Pre-licensure students engaged in a two-year IPE curriculum and individually completed the Student Perceptions of Interprofessional Clinical Education-Revised survey, version 2 (SPICE-R2), at the end of the first and second year. Teams were comprised of health profession students from 12 academic programs associated with the university. Exploratory and longitudinal analyses of the change in mean SPICE-R2 scores from post-year 1 and post-year 2 were conducted. Overall positive changes were seen at the all-student level. However, exploration at a team level revealed more divergent outcomes. Further research into the determinants of these team-level disparities is required to improve IPE curriculum design.

跨专业教育（IPE）文献展示了许多在全学生和学术课程水平上报告结果的研究。然而，如果IPE的目的是培养具备协作实践能力的专业人员，那么团队层面的分析将更好地支持IPE文献的进步和未来的医疗保健目标。获得执照前的学生参加了为期两年的国际临床医学中心课程，并在第一学年和第二学年结束时单独完成了《学生对跨专业临床教育的看法-修订调查》第2版（SPICE-R2）。参赛队伍由来自该大学12个学术项目的卫生专业学生组成。对第1年后和第2年后的SPICE-R2平均评分的变化进行了探索性和纵向分析。总体而言，在所有学生水平上都出现了积极的变化。然而，团队层面的探索揭示了更多不同的结果。需要进一步研究这些团队层面差异的决定因素，以改进IPE课程设计。

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引用次数: 0

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