A program design for full integration and assessment of clinically relevant interprofessional education into the clinical/clerkship year for nursing and medical students.

School of Nursing, University of Virginia, University of Virginia, Charlottesville, VA, USA.
Journal of Interprofessional Care (Impact Factor: 1.48). 02/2012; 26(3):242-4. DOI: 10.3109/13561820.2011.653610
Source: PubMed
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    ABSTRACT: Faculties (i.e., schools) of medicine along with their sister health discipline faculties can be important organizational vehicles to promote, cultivate, and direct interprofessional education (IPE). The authors present information they gathered in 2007 about five Canadian IPE programs to identify key factors facilitating transformational change within institutional settings toward successful IPE, including (1) how successful programs start, (2) the ways successful programs influence academia to bias toward change, and (3) the ways academia supports and perpetuates the success of programs. Initially, they examine evidence regarding key factors that facilitate IPE implementation, which include (1) common vision, values, and goal sharing, (2) opportunities for collaborative work in practice and learning, (3) professional development of faculty members, (4) individuals who are champions of IPE in practice and in organizational leadership, and (5) attention to sustainability. Subsequently, they review literature-based insights regarding barriers and challenges in IPE that must be addressed for success, including barriers and challenges (1) between professional practices, (2) between academia and the professions, and (3) between individuals and faculty members; they also discuss the social context of the participants and institutions. The authors conclude by recommending what is needed for institutions to entrench IPE into core education at three levels: micro (what individuals in the faculty can do); meso (what a faculty can promote); and macro (how academic institutions can exert its influence in the health education and practice system).
    Academic medicine: journal of the Association of American Medical Colleges 11/2008; 83(10):934-40. · 2.34 Impact Factor
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    ABSTRACT: Effective interprofessional collaboration is an important factor in addressing health care needs and priorities. Educators and health care practitioners have argued that interprofessional education (IPE) is necessary to equip students with the knowledge, skills, attitudes, and behaviors to work collaboratively and ultimately deliver enhanced patient/client care. The University of Toronto has implemented an introductory IPE session for approximately 1000 health science students that focuses on teamwork. This session provides students with an opportunity to be sensitized to the client's perspective and become familiar with roles and perspectives of different professions. A mixed method pre/post research design was developed to examine changes in students' perceptions and attitudes regarding IPE following their participation in this session. This study also endeavored to explore the pedagogic effectiveness of this large-scale IPE session. Students completed pre and post surveys based on the Interprofessional Attitudes Questionnaire and the Interdisciplinary Education Perception Scale. A total of 399 surveys were matched for pre/post analysis, and 25 students participated in follow-up focus group interviews. Findings from this study reveal that a significant shift in many indicators occurred after this single intervention. Despite the large numbers of students, which meant a complex range of logistical factors to negotiate, our findings indicated that it is feasible to deliver a successful IPE session to a large cohort of first-year students. We suggest that the findings presented in this report can be of value to other interprofessional groups of course developers.
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    ABSTRACT: Collaborative interdisciplinary learning is a core educational requirement cited by the Institute of Medicine Health Professions Education Report (2003). This descriptive study supports the Nursing Education Simulation Framework for designing simulations used as an interdisciplinary teaching strategy in health professions curricula. The purpose of this study was to investigate the use of the framework for the collaborative medical and nursing management of a surgical patient with complications. Simulation design features, student satisfaction, and self-confidence were measured. Results indicate both medical and nursing student groups'perceptions of the design features of the collaborative simulation were positive. Feedback and guided reflection were identified by both student groups as important simulation design features. Data analyzed from the Collaboration Scale suggest that designing simulations that place medical and nursing students together is beneficial for both the medical students and the nursing students.
    Nursing education perspectives 01/2010; 31(1):33-7.