Developing simulation-based interprofessional education: Nursing and SLP students.
This is an article published in the International Journal of Nursing & Clinical Practices. Online access is available through the provided link.
Decline in Medical Students' Attitudes to Interprofessional Learning & Patient-centredness
Interprofessional learning (IPL) is valuable in preparing health care students to work collaboratively in teams, with patients’ needs at the core. Patient-centredness is the impetus for communication and collaboration in health care. Debate continues on when it is best to develop positive student attitudes towards these aspects of care. Should IPL commence early before attitudes to patients, professional stereotypes and identity are formed, or later for advanced learners with greater experience of their roles and responsibility in health care?
Innovations in Oral Health Toolkit
The Innovations in Oral Health (IOH) Toolkit is a faculty resource to facilitate oral health integration across health professions. The IOH Toolkit features activities for entry-level students and advanced, and most of these can be adapted for any health profession.
The IOH Toolkit contains:
Pediatric CRRT IPE Simulation Workshop
CRRT: stands for continuous renal replacement therapy
IPE: stand for inter-professional education
Learning Objectives: By the end of this workshop, the learners will
Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes
EIC-ICU Toolkit: Enhancing Interprofessional Collaboration in the Intensive Care Unit
The EIC-ICU Toolkit is a series of three tools that are based on extensive theoretically informed qualitative research in a number of ICUs across North America. The Toolkit aims to address the related issues of interprofessional collaboration and patient family involvement in the ICU in an effort to improve the safety and quality of care delivery. These tools in this toolkit can be used collectively, as stand-alone activities, or can be incorporated into existing interprofessional team activities.
Relationship of organizational culture, teamwork and job satisfaction in interprofessional teams
Background
Team effectiveness is often explained on the basis of input-process-output (IPO) models. According to these models a relationship between organizational culture (input = I), interprofessional teamwork (process = P) and job satisfaction (output = O) is postulated. The aim of this study was to examine the relationship between these three aspects using structural analysis.
Methods
An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs
In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014).
Use of visual and performing arts as tools for interprofessional health professions education and practice development
Use of visual and performing arts as tools for interprofessional health professions education and practice development. Evaluation methods, funding sources, all fair game. For example, transforming with patient stories, performances, or photography
Opportunities and Challgenges in the The Use of an External Interprofessional Reviewing Body in a Curricular Review Process in a Doctor of Physical Therapy Curriculum
Purpose: The purpose of this article is to describe the opportunities and challenges of a curricular review process in an entry-level doctor of physical therapy geriatric curriculum. The curricular review process utilized an external interprofessional reviewing body, in conjunction with an established internal curricular reviewing body, to determine inclusion of Essential Competencies in order to prepare students for best clinical practice in the care of the older adult.