A Case-Based Interprofessional Education Forum Increases Health Students’ Perceptions of Collaboration
Introduction
The Interprofessional Education Collaborative (IPEC) expert panel advocates for health profession students to learn to work together. 1 This study examined the impact of a single interprofessional experience on three cohorts of health profession students’ readiness, knowledge, and perceptions of working as a team.
Method
Lessons from the Field: Promising Interprofessional Collaboration Practices: Video
A video describing the "Lessons from the Field: Promising Interprofessional Collaboration Practices" Report.
https://nexusipe.org/informing/resource-center/lessons-from-the-field
Yoga Therapy: Meeting the Needs of the Triple Aim
Perspective piece in Yoga Today referencing the National Center and focusing on yoga therapy’s potential for integration into the changing healthcare paradigm.
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).
Team-Based Learning for Nursing and Medical Students: Focus Group Results From an Interprofessional Education Project
Past research indicates that inadequacies in health care delivery create substantial preventable quality issues that can be addressed through improving relationships among clinicians to decrease the negative effects on patient outcomes. The purpose of this article is to describe the implementation of an interprofessional education project with senior nursing and third-year medical students working in teams in a clinical setting. Results include data from focus groups conducted at the conclusion of the project.
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
Using Standardized Patients to Teach Interprofessional Competencies to Dental Students
The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members.
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.
Integrating Compassionate, Collaborative Care (the "Triple C") Into Health Professional Education to Advance the Triple Aim of Health Care
Empathy and compassion provide an important foundation for effective collaboration in health care. Compassion (the recognition of and response to the distress and suffering of others) should be consistently offered by health care professionals to patients, families, staff, and one another. However, compassion without collaboration may result in uncoordinated care, while collaboration without compassion may result in technically correct but depersonalized care that fails to meet the unique emotional and psychosocial needs of all involved.