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Showing 1331 - 1340 of 1999 for Education & Learning

Incorporating Nurse-Midwifery Students into Graduate Medical Education: Lessons Learned in Interprofessional Education

There is a current emphasis on interprofessional education in health care with the aim to improve teamwork and ultimately the quality and safety of care. As part of a Health Resources and Services Administration Advanced Nursing Education project, an interprofessional faculty and student team planned and implemented the first didactic coursework for nurse-midwifery and medical students at the University of California, San Francisco and responded to formative feedback in order to create a more meaningful educational experience for future combined cohorts.

A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students

Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible.

Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings

Interprofessional education may be defined as an occasion when two or more professions learn with, from, and about each other in order to improve collaboration and quality of care. We studied the self-reported experiences from Norwegian health care students participating in interprofessional workplace learning in primary care. We discuss the results particularly in light of self-determination theory.

Findings from a mixed methods study of an interprofessional faculty development program

Forty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP) conducted in 2012–2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews.

Reimagining health professional socialisation: an interactionist study of interprofessional education

The literature on interprofessional education (IPE) in allied health has historically been atheoretical and dominated by interventionist approaches using survey-based methods. Little is known about the social and contextual factors underpinning university-based interprofessional socialisation across allied health degrees. Using Holland et al.’s theory of ‘identities as practice’ and in-depth interview data from 19 students, we analyse first year Australian allied health students’ experiences of university-based IPE.

Using Multiple-Patient Simulations to Facilitate Interprofessional Communication Between Dietetic and Nursing Students and Improve Nutrition Care Process Skills

This article presents the design and evaluation of an interprofessional multiple-patient simulation between nursing and graduate dietetic students. Dietetic students' completed surveys were observed, scored, and debriefed during 3 patient simulations, and submitted plans of care. Fifteen of the 16 students agreed that the simulation enhanced interprofessional communication skills. Plans of care improved after debriefings, and 37 of the 39 nursing students who completed the simulation with dietetic students said the experience helped them learn the dietitian's role.

Interprofessional experiences of recent healthcare graduates: A social psychology perspective on the barriers to effective communication, teamwork, and patient-centred care

Achieving safe, quality health care is highly dependent on effective communication between all members of the healthcare team. This study explored the attitudes and experiences of recent healthcare graduates regarding interprofessional teamwork and communication within a clinical setting. A total of 68 pharmacy, nursing, and medicine graduates participated in 12 semi-structured focus group discussions in clinical workplaces across three Australian states.

Incorporating Interprofessional Education into a VA Optometric Residency

The U.S. Department of Veterans Affairs (VA) conducts the largest education and training effort for healthcare professionals in the nation. The integrated, multidisciplinary training environment provides an ideal forum for interprofessional education (IPE) to occur. In this paper, IPE in the Optometric Residency in Primary Eye Care and Ocular Disease at VA Maine is described. Elements for effective IPE, barriers to program success and areas for growth are discussed.

Sustainability of a Practice-based Interprofessional Introductory Pharmacy Practice Experience

Objective. To describe a successfully sustained interprofessional introductory pharmacy practice experience (IPPE) in which third-year pharmacy students were paired with nonpharmacist practitioners.

Methods. Course data were retrospectively reviewed and analyzed to reveal details about the program. Provider participant numbers and student perception data were reviewed and reported on.

Interprofessional Education and Practice in Athletic Training

Professional preparation in athletic training has grown from modest roots based in physical education in the 1960s to its emergence as a recognized health profession today. The profession has long embraced interprofessional practice (IPP), but many times has not been included in discussions held at the institutional, governmental, and international levels. As a result, the concept of interprofessional education (IPE), which has been an emphasis in medicine, nursing, and allied health since the 1990s, has not been a part of most athletic training programs.