An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care
Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults.
Nursing student perceptions of intraprofessional team education using high-fidelity simulation
High-fidelity simulation in health professional programs helps educators and students meet the challenges of increasingly complex clinical practice settings. Simulation has been used primarily to train nursing students either in interprofessional teams or within their respective nursing training levels. However, students' experiences of learning alongside others in different levels or years of the nursing program have not been explored.
Collaborative practice in a global health context: Common themes from developed and developing countries
This paper reports on a study commissioned by the World Health Organization (WHO) to explore common themes of collaborative practice. The WHO requested global clarification of (1) the nature of collaborative practice, (2) its perceived importance, and (3) strategies for systematizing collaborative practice throughout national health systems.
Technology-enabled interprofessional education for nursing and medical students: A pilot study
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20178421
Changing the future of health professions: embedding interprofessional education within an academic health center
Institutions are increasingly considering interprofessional education (IPE) as a means to improve health care and reduce medical errors in the United States. Effective implementation of IPE within health professions education requires a strategic institutional approach to ensure longevity and sustainability.
Development and testing of a scale to assess interprofessional education (IPE) facilitation skills
INTRODUCTION:
Interprofessional education (IPE) is interactive and constructivist in nature and requires specific facilitation skills to engage participants in a unique body of content, interpersonal interaction, and learning from each other. This article describes the development and testing of a scale, the Interprofessional Facilitation Scale (IPFS), to assess educators' skills in facilitating IPE.
METHODS:
Validity and reliability of a multiple-group measurement scale for interprofessional collaboration
BACKGROUND: Many measurement scales for interprofessional collaboration are developed for one health professional group, typically nurses. Evaluating interprofessional collaborative relationships can benefit from employing a measurement scale suitable for multiple health provider groups, including physicians and other health professionals. To this end, the paper begins development of a new interprofessional collaboration measurement scale designed for use with nurses, physicians, and other professionals practicing in contemporary acute care settings.
Interprofessional learning as a means of enhancing professional competence
This paper explores some core features of interprofessional learning (IPL) and provides an example from the Swedish context. At Linköping university IPL was made an integral part of the problem based learning (PBL) programs that were implemented in 1986 at the Faculty of health sciences. A description of how the IPL strand is designed and some conclusions from evaluation studies are as well provided.
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20369439
Allport's Intergroup Contact Theory as a theoretical base for impacting student attitudes in interprofessional education
Interprofessional education has been defined as "members or students of two or more professionals associated with health or social care, engaged in learning with, from and about each other". Ideally, students trained using interprofessional education paradigms become interprofessional team members who gain respect and improve their attitudes about each other, and ultimately improve patient outcomes. However, it has been stated that before interprofessional education can claim its importance and successes, its impact must be critically evaluated.