An introductory interprofessional exercise for healthcare students
OBJECTIVE: To evaluate healthcare students' perceptions of an introductory interprofessional exercise and their team dynamics.
A cross-institutional examination of readiness for interprofessional learning
This paper examines the readiness for and attitudes toward interprofessional (IP) education in students across four diverse educational institutions with different educational mandates. The four educational institutions (research-intensive university, baccalaureate, polytechnical institute and community college) partnered to develop, deliver and evaluate IP modules in simulation learning environments. As one of the first steps in planning, the Readiness for Interprofessional Learning Scale was delivered to 1530 students from across the institutions.
Cultural adaptation and validating a Japanese version of the readiness for interprofessional learning scale (RIPLS)
Readiness for interprofessional education (IPE) can be an important factor to evaluate because of the influences of attitudes toward the outcomes of interprofessional learning activities. However, a dearth of Japanese evaluation tools hinders its evaluation. The readiness for interprofessional learning scale (RIPLS) was selected, because it has been validated in different countries and its items reflected our local situation best. This research aimed to develop and validate a Japanese version of the original 19-item RIPLS.
Development of a tool to evaluate health science students' experiences of an interprofessional education (IPE) programme
INTRODUCTION: The Rural Interprofessional Programme Emergency Retreat (RIPPER) is an educational programme collaboratively developed and evaluated by an interprofessional team from Schools within Faculty of Health Science (FHS), University of Tasmania (UTAS), Australia.
Practice development: Implementing a change of practice as a team
Practice development (PD), as a framework for multiprofessional working, has immense potential, specifically within change management and the clinical governance agenda. It has been acknowledged as a vehicle for 'continuous improvement'. This article discusses PD through collaborative working using the example of a case study on change of practice in falls reduction within a localised community setting. The process is underpinned by a PD framework and facilitated by leaders of PD within a university setting.
Preparation for becoming members of health care teams: Findings from a 5-year evaluation of a student interprofessional training ward
SETTING: An orthopaedic interprofessional training ward manned by students at a University Hospital.
OBJECTIVE: To assess to what extent students from different undergraduate programmes evaluated the effects of a 2-week rotation at the ward on their professional roles and the value of teamwork within health care.
Identifying ethical issues from the perspective of the registered nurse
A review of the formal ethics consultations performed at a rural academic medical center during 2006 revealed that only 5 of 72 consultations were initiated by nurses. A descriptive exploratory convenience study used a 3-item survey to collect information from registered nurses who provide direct patient care at the rural academic medical center.
Peer-to-peer interprofessional health policy education for Medicare part D
OBJECTIVES: To determine whether a peer-to-peer education program was an expedient and effective approach to improve knowledge and promote interprofessional communication and collaboration.
DESIGN: Trained pharmacy students taught nursing students, medical students, and medical residents about the Medicare Part D prescription drug benefit (Part D), in 1- to 2-hour lectures.
"An educated workforce which works collaboratively." Deriving best-evidence operating principles for interprofessional learning in Tayside: A qualitative study
"Knowing more about the other professions clarified my own profession"
The purpose of this study was to compare which learning outcomes relating to an Interprofessional Training Unit (ITU) experience were found to be most important by students and by alumni. A cohort of 428 students in the ITU was asked to write three short statements describing the most important learning outcomes from the ITU. Alumni from the same cohort were after graduation asked the same question. Furthermore, they were asked to fill out a 12-item questionnaire. The statements concerning learning outcome were analysed qualitatively and categorized.