Journal of Interprofessional Education and Practice最新文献

Purpose

Single-point rubrics (SPRs) have received little research attention to date. Using an argument-based approach to validation from a functional validation perspective, we collected and assessed validity evidence for the use of a single-point rubric to support teaching and learning in an interprofessional course.

Methods

Surveys and focus group interviews were conducted with students (N = 141; 4) and course facilitators (N = 15; 3) to gather both parties’ perceptions of whether the single point rubric was able to assist in providing formative, narrative feedback, whether the feedback supported interprofessional student learning, and whether this method of providing feedback was deemed acceptable.

Results

The majority of students and facilitators surveyed and interviewed agreed that the single point rubric supported student learning via narrative feedback, that the rubrics were completed appropriately, and that the feedback provided via the rubrics was acceptable to students. Facilitators indicated that the rubric helped them craft narrative feedback in a time-efficient manner.

Conclusions

The evidence supports the use of the single point rubric for teaching and learning. The findings suggest that the use of an SPR is an effective and time-efficient approach to provide narrative feedback at multiple checkpoints during an interprofessional course. Implications for the adoption and implementation of the SPR are discussed.

Diabetes self-management necessitates an interprofessional approach, whereby members of the healthcare team reinforce patient education to ensure confidence and effective care. While insulin is administered by needle and syringe in the inpatient setting, patients at our institution may be prescribed insulin for self-administration via pen device upon discharge, necessitating that nurses be confident in providing patient education on the proper use of such devices. To address this educational need, pharmacists at our institution worked collaboratively with nurses and nurse educators to develop a nursing education module intended to improve nursing confidence and knowledge of insulin self-administration via pen device. A multi-modal educational approach, encompassing a didactic in-service presentation coupled with a hands-on demonstration and optional simulation assessment were utilized, in accordance with findings from previous studies. Change in learner confidence, knowledge and performance were measured. This interactive education module was found to be effective at improving nursing staff knowledge of key aspects associated with proper use of insulin via pen. This module can be replicated on other units or by other institutions seeking to improve patient education on self-administration of insulin via pen.

Interprofessional learning and collaboration are essential for successful patient care. We describe an interprofessional education (IPE) event between Doctor of Physical Therapy (DPT) and Bachelor of Science in Nursing (BSN) students focused on increasing students' readiness and self-efficacy for interprofessional learning. First-year DPT and junior level BSN students in their first upper-level nursing semester participated in the IPE event. DPT students peer taught BSN students about safe patient transfers, assistive device management, and safe gait patterns for patient mobilization. A pre-post survey using the Readiness for Interprofessional Learning Scale (RIPLS) and Self-efficacy for Interprofessional Experiential Learning (SEIEL) outcome measures assessed changes in students' readiness and self-efficacy toward interprofessional learning. A statistically significant (p < 0.001) improvement in RIPLS score (pre: 81.8 ± 7.4, post: 85.2 ± 7.6), and SEIEL scores (pre: 123 ± 22.7, post: 141.8 ± 16.1) were found. This IPE event improved students' readiness and self-efficacy toward interprofessional learning.

Purpose

This paper focuses on leadership in interprofessional healthcare practice in general; and the readiness of both healthcare management trainees in healthcare management programs and certified human resource management professionals to facilitate and/or lead interprofessional healthcare practice in particular. The authors identify and analyze consensus among two panels made up of 20 healthcare professionals and 35 healthcare management educators. The analysis covers the role human resource (HR) professionals should play in interprofessional healthcare practice (IPHP) and the competencies that both healthcare management trainees and human resource managers should possess in order to facilitate thetransformation of healthcare organizations from professional to interprofessional practice. Authors also assess the readiness of healthcare management education trainees and certified human resource management professionals to lead IPHP.

Design/methodology/approach: This study adopted a cross-sectional design to guide the documentation and assessment of participants’ responses using a modified delphi technique, a nominal technique, and extant literature. Inductive and deductive methods in combination with open, axial, and selective coding were utilized to determine and analyze emerging consensus from the panel of experts.

Findings

There is a convergent of emergent themes on perceived roles and competencies for IPHP leadership from both the panel of healthcare professionals and the panel of healthcare management educators. The themes are also relevant to both organizational change variables and barriers to IPHP, documented in the literature. There is a gap between perceived roles and recommended competencies and the following: the standards for both the Society of Human Resource Management (SHRM) professional certifications, Commission on theAccreditationof Healthcare Management Education (CAHME) accreditation, recommended core competencies by the Interprofessional Education Collaborative(IPEC), and the degree of interprofessional education penetration in healthcare education programs. These findings underscore the deficit in interprofessional healthcare practice leadership readiness among healthcare management trainees and human resource professionals. Authors make specific recommendations on IPHP leadership for healthcare management training and human resource professional preparation.

Background

Advanced-level nursing education is intended to prepare nurses for the pinnacle of their profession with curricular competencies defined by The Essentials: Core Competencies for Professional Nursing Education.¹

Methods

In place of the standard in-person Intensive Course Abroad (ICA) experience previously embedded in a global leadership course, a virtual global classroom was mutually designed and implemented to benefit two advanced-level nursing student populations due to the pandemic.

Purpose

The purpose of this article is to address the identified gap in evidence illuminating how virtual global classrooms can enhance advanced-level graduate nursing education in preparing global nurse leaders.

Results

The aim to fulfill course learning objectives and augment advanced-level nursing students’ clinical competence in global nursing practice was met beyond intended expectations.

Conclusion

Pioneering of this innovative endeavor contributes to the growing body of knowledge about how virtual global classrooms can facilitate interprofessional education and augment preparation of culturally competent advanced-level nursing leaders.

Digital therapies (DTx) are software-generated therapeutic interventions directly to patients developed to prevent, manage or treat a disease. They figure as an emerging phenomenon within the scientific landscape which is attracting considerable international interest. In the absence of any in-depth study in the current international scientific literature, this review aimed to provide an overview of the definition and classification of DTx and the main issues relating to clinical studies, ethical implications and gray areas in the international regulatory processes, eventually providing an in-depth look focused on the American and European regulatory landscape. It emerged that DTx are not contemplated in a homogeneous way by the European legislation currently in force. This lack would risk incorrectly classifying real therapies, subjected to clinical trials, often very different from each other and with a real impact on patients’ health, causing several critical issues both of safety and guarantee of access to treatment. Since the great potential of DTx will be only exploited when there is an appropriate regulatory framework which frame and define the field, the implementation of a stable regulatory system complementing conventional drug prescriptions is needed as soon as possible. Besides, TDx-specific research ethics, patient-centered care, as well as training and education of health professionals need strengthened and consolidated interprofessional cooperation in order to address the new skills, competences and challenges posed by DTx-related practices.

Purpose

In 2007, the World Health Organization launched the Programme on Interprofessional Education and Collaborative Practice to emphasize the importance of interprofessional education (IPE). Since then, numerous IPE reviews have focused on what has been implemented and evaluated. The purpose of this review was to explore how IPE has been implemented and evaluated in research.

Methods

The following aspects of IPE research were explored: 1) disciplines included; 2) authorship patterns, 3) assessment focus, and 4) dissemination trends. Abstracts were screened before a full text screening, review, data extraction, analysis and audit. Frequency and percentages were reported for categorical data while means and standard deviations were reported for continuous data. Chi-squared analyses examined differences between groups for categorical variables.

Results

Three-hundred and fifty-nine articles met the inclusion criteria. Authors from medical, nursing, and pharmacy schools published most frequently, with a majority using quantitative or mixed-methods techniques. Most studies involved a student discipline without an author from that discipline. Most studies also evaluated student perceptions and student knowledge, with few measuring faculty perceptions. Studies were also mostly conducted in classes, simulations, and experiential settings. IPE research was published in 98 journals, most of which were interdisciplinary journals, with the largest increase in publications in the most recent year of the review.

Conclusion

IPE research has grown substantially over the past 10 years. Consideration should be given to expanding IPE research methodologies, strategically publishing IPE findings, and promoting authorship representation for any student discipline involved in IPE.

Introduction

Interprofessional collaboration (IPC) is essential in all health care services delivery including maternity care, particularly in emergency obstetric and neonatal care (EmONC). Ideally, the obstetric team would work together in dynamic and complex situations to deliver quality care and achieve optimal patient outcomes. The current study explored IPC experience among healthcare providers working in maternity service and providing EmONC in Rwanda. The purpose was to understand from clinicians’ perspectives the benefits and barriers to achieving effective collaboration while managing EmONC.

Method

A qualitative descriptive case study was conducted in five district hospitals in the Northern province of Rwanda. The study involved 25 healthcare professionals, including nurses, midwives, medical doctors, and non-physician anesthetists working in maternity units from selected district hospitals.

Findings

Participants highlighted several benefits of effective IPC, such as reducing maternal and neonatal mortality and morbidity, reducing stress, and better-quality service delivery in general. However, participants expressed challenges to successful IPC related to power relation issues affecting communication and other IPC competencies. Also, a stressful work environment characterized by a shortage of staff and lack of necessary resources was identified as a barrier to effective IPC.

Conclusion

and recommendations: IPC is an important aspect to consider in delivering quality EmONC since failure in effective IPC can lead to compromised patients’ outcomes and increased stress among healthcare providers. Therefore, it is imperative that policymakers, health professional educators, and clinicians identify strategies to improve interprofessional working relationships and contribute to quality obstetric and neonatal care in order to achieve the best maternal and neonatal-related sustainable development goals in Rwanda.

Background and purpose

It remains challenging to implement and sustain Interprofessional Training Units (ITUs) for equipping health professional students with competencies that are essential for providing collaborative patient-centered care. In this qualitative study, we aimed to identify types of motivation of IPE tutors, the factors that influence their motivation and how these factors can be used to facilitate implementation and sustenance of ITUs.

Methods

We interviewed twelve midwifery and nursing tutors of an ITU on a maternity ward regarding their motivation for their role as tutors. Content analysis was performed on the data.

Results

IPE tutors had various types of motivation for guiding interprofessional groups of healthcare students. Key factors influencing their motivation included appreciation for their role, perceived effectiveness of their guidance, learning from others, and a balance between their roles as health care professional (HCP) and tutor.

Discussion and conclusion

HCPs serving as IPE tutors can be moved from controlled to autonomous motivation through enhancement of their feelings of autonomy, competence and relatedness, by providing tutors with operational support and professional development opportunities. Being a tutor also seems to foster the HCPs' professional identity. Further research is required to determine how tutors’ professional, interprofessional and tutor identities influence IPE outcomes for all stakeholders.