A two-week stay in an Interprofessional Training Unit changes students' attitudes to health professionals
Attitudes amongst health professionals can impact on the effectiveness of teamworking and patient care. Interprofessional education (IPE) is thought to contribute to the development of positive attitudes. An Interprofessional Training Unit (ITU) was set up to create an optimal learning environment for healthcare students. Students' attitudes were assessed, using a version of the Attitudes to Health Professionals Questionnaire (AHPQ) that had been translated into the students' native language. This paper describes the process undertaken to obtain a trustworthy translation.
An introductory interprofessional exercise for healthcare students
OBJECTIVE:
To evaluate healthcare students' perceptions of an introductory interprofessional exercise and their team dynamics.
DESIGN:
The influence of authentic leadership and empowerment on new-graduate nurses' perceptions of interprofessional collaboration
OBJECTIVE: The aim of this study was to examine new-graduate nurses' perceptions of the influence of authentic leadership and structural empowerment on the quality of interprofessional collaboration in healthcare work environments.
BACKGROUND: Although the challenges associated with true interprofessional collaboration are well documented, new-graduate nurses may feel particularly challenged in becoming contributing members. Little research exists to inform nurse leaders' efforts to facilitate effective collaboration in acute care settings.
Implementing structured, multiprofessional medical ethical decision-making in a neonatal intensive care unit
BACKGROUND:
In neonatal intensive care, a child's death is often preceded by a medical decision. Nurses, social workers and pastors, however, are often excluded from ethical case deliberation. If multiprofessional ethical case deliberations do take place, participants may not always know how to perform to the fullest.
SETTING:
A level-IIID neonatal intensive care unit of a paediatric teaching hospital in the Netherlands.
METHODS:
Developing interprofessional simulation in the undergraduate setting: experience with five different professional groups
This article reports our experience of developing half-day sessions of interprofessional simulation for pre-qualifying students from medicine, nursing, physiotherapy, radiography and operating department practice. One hundred and ninety-one students participated in a session. A questionnaire consisting of Likert type, visual analog and open comment questions explored their perceptions of the sessions as a learning experience, their attitudes toward interprofessional learning and the factors important for good patient care either after, or before and after, the session, as appropriate.
A survey of pedagogical approaches and quality mechanisms used in education programs for mental health professionals
The provision of high-quality education and training that is responsive, relevant, accessible and evidence based is critical if the vision for quality mental health services presented in recent policy initiatives in Ireland is to be fulfilled. This paper reports the findings related to pedagogical approaches and quality assurance mechanisms utilized within mental health education. The study involved canvassing all Higher Education Institutions in Ireland. A total of 227 courses in 31 educational institutes were identified and 149 questionnaires were returned from 129 Course Coordinators.
Attitudes toward interprofessional education: comparing physician assistant and other health care professions students
PURPOSE:
Since the release of the 1988 World Health Organization report on the need for interprofessional education (IPE) programs, various forms of IPE curricula have been implemented within institutions of higher education. The purpose of this paper is to describe results of a study using the Readiness for Interprofessional Learning Scale (RIPLS) to compare physician assistant (PA) students with other health professions students.
METHODS:
Implementing a nurse-shadowing program for first-year medical students to improve interprofessional collaborations on health care teams
Although physicians and nurses play critical roles in providing team-based collaborative care, the literature on current relationships between physicians and nurses in typical health care settings reveals troublesome characteristics that affect the quality of the patient care that they provide. Studies report communication failures, poor coordination, and fragmented care within and across organizations, which then have been associated with medication errors, patient safety issues, and patient deaths.
Two new aspects of continuity of care
OBJECTIVE: To determine whether the original continuity of care framework is still applicable to family medicine today.
DESIGN: Qualitative descriptive study.
SETTING: Kingston, Ont.
PARTICIPANTS: Three groups of first-year family medicine residents (18 in total), 2 groups of family physicians in established comprehensive practices (9 in total), and 2 groups of family physicians working in episodic care settings (10 in total).