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Literature Compendium Two - Four

Examining the impact of a specialist care homes support team

Examining the impact of a specialist care homes support team

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

AIM:

To examine the work and perceived impact of a dedicated specialist care homes support team.

METHOD:

A constructivist methodology was adopted. Data were collected in the form of semi-structured interviews and focus groups with staff, telephone interviews with managers, observation of meetings and teaching sessions, and analysis of documents.

FINDINGS:

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'The unknown becomes the known': collective learning and change in primary care teams.

'The unknown becomes the known': collective learning and change in primary care teams.

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

CONTEXT: The growing emphasis on teamwork within the National Health Service (NHS) has made it a priority to understand how health care teams learn together and cope with change.

OBJECTIVES: This study aimed to explore how collective learning and change happen in primary care teams and how the process varies across the disciplines of general medical practice, pharmacy and dentistry.

METHODS: This study reports on qualitative data gathered from 10 primary care teams over 1 year, by means of observational visits and 38 semi-structured interviews.

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Interprofessional undergraduate clinical learning: results from a three year project in a Danish Interprofessional Training Unit

Interprofessional undergraduate clinical learning: results from a three year project in a Danish Interprofessional Training Unit

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

On entering higher education students become professionally socialized, and parallel with this, stereotyping takes place, students developing a more positive assessment of their own roles than those of other professions. This difference between the view of their own and other professions can contribute to creating cognitive and social boundaries between professions that hinder sharing of knowledge, which can result in poor cooperation.

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

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

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

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.

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"What is found there": qualitative analysis of physician-nurse collaboration stories

"What is found there": qualitative analysis of physician-nurse collaboration stories

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

BACKGROUND:

Effective physician-nurse collaboration is an important, but incompletely understood determinant of patient and nurse satisfaction, and patient safety. Its impact on physicians has not been described. This study was undertaken to develop a fuller understanding of the collaboration experience and its outcomes.

METHODS:

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Marginalisation of dental students in a shared medical and dental education programme

Marginalisation of dental students in a shared medical and dental education programme

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Internationally, there are a number of universities at which medical and dental education programmes share common elements. There are no studies about the experiences of medical and dental students enrolled in different programmes who share significant amounts of learning and teaching.

METHODS:

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Core competencies: the next generation. Comparison of a common framework for multiple professions

Core competencies: the next generation. Comparison of a common framework for multiple professions

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

This report demonstrates the application of a competency model to the regulated and unregulated professions of medical radiation technology, social work, pharmacy, and psychology. The competency model is based on the CanMEDS framework and was originally applied to the professions of medicine, occupational therapy, physical therapy, and nursing in an earlier work. The framework identifies the core competencies common to learners in health care, which are professional (and health advocate), expert, scholar, manager, communicator, and collaborator.

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Dissemination of research-based knowledge in an intensive care unit-a qualitative study

Dissemination of research-based knowledge in an intensive care unit-a qualitative study

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

BACKGROUND:

A gap exists between best evidence and best practice in intensive care units. The aim of this study was to investigate different aspects of intensive care nurses' and physicians' inter- and intraprofessional collaboration, with focus on factors associated with standardised weaning from mechanical ventilation.

METHODS:

A qualitative design was used for implementing research-based knowledge into multistage focus group discussions. Data were analysed by means of qualitative content analysis.

RESULTS:

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Interprofessional education: a nurse practitioner impacts family medicine residents' smoking cessation counselling experiences

Interprofessional education: a nurse practitioner impacts family medicine residents' smoking cessation counselling experiences

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

This qualitative research paper describes a successful example of interprofessional education with family medicine residents (FMR) by a nurse practitioner (NP) colleague. The educational impact of the NP role in regard to smoking cessation counselling is revealed by the analysis of 16 semi-structured interviews using a phenomenological approach. The key themes depicted the NP as an educator and mentor, encourager and referral resource. Outcomes of improved knowledge, skills, and motivation towards providing smoking cessation counselling are described.

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