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Evaluating student learning in an interprofessional curriculum: the relevance of pre-qualifying inter-professional education for future professional practice
... Our study's use of active training methods seems to have had a moderate effect. Similarly, Pollard et al. [38] found that students value practical interprofessional experience over what can be gained in simulated environments in university settings. Moreover, they seem to appreciate training these skills alongside experienced professionals, and with real patients in real contexts [38]. ...
... Similarly, Pollard et al. [38] found that students value practical interprofessional experience over what can be gained in simulated environments in university settings. Moreover, they seem to appreciate training these skills alongside experienced professionals, and with real patients in real contexts [38]. Reeves and Pauzé [1,4] have emphasized undergraduate learners' benefit from the inclusion of real-world thinking in IPE. ...
Background:
Over the past decades, the health sector in general has increasingly acknowledged the effectiveness of interprofessional clinical training in enhancing teamwork. In psychiatry, however, knowledge of the benefits of collaborative clinical training is sparse. This study aimed to investigate the impact of interprofessional training on students' readiness for interprofessional collaboration in a psychiatric ward.
Methods:
An intervention study assessed interprofessional clinical training in a training ward. Undergraduate students from the disciplines of medicine, nursing, psychotherapy, pedagogy, and social work were allocated either to an intervention group receiving interprofessional training or to a comparison group receiving conventional clinical training. Outcomes were assessed using the Readiness for Interprofessional Learning Scale (RIPLS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). Linear mixed regression was used to compare differences in mean scores postintervention, adjusted for baseline score, gender, and profession.
Results:
Mean postintervention scores were higher in the intervention group (n = 87) than in the comparison group (n = 108) for both scales (overall sum score). For the RIPLS, the mean difference was 2.99 (95% CI 0.82 to 5.16; p = 0.007); for the AITCS it was 8.11 (95% CI 2.92-13.30; p = 0.002). Improvement in readiness for interprofessional learning and team collaboration in the intervention group remained statistically significant after adjustment for baseline differences between the two groups.
Conclusion:
Students' self-reported readiness for interprofessional learning and their team collaboration were improved after interprofessional clinical training. Still, further studies of both the processes and the long-term effects of undergraduate IPE in mental healthcare are needed. The study was registered March 62,017 on ClinicalTrials.gov: NCT03070977 (Retrospectively registrered).
... Many researchers have identified the need for IPE in workplace clinical settings. [27][28][29][30][31] IPE in these settings helps learners develop a deeper understanding of collaboration and practical skills in teamwork and communication and helps clinicians develop a greater awareness of the value of collaboration. 27,28 Although the number of learners who were able to engage in the ICP component of our study was limited and although expectations and learning objectives were not clearly specified, the logistical challenges we identified in our study are barriers to IPE initiatives in other clinical settings as well. ...
... 27,28 Although the number of learners who were able to engage in the ICP component of our study was limited and although expectations and learning objectives were not clearly specified, the logistical challenges we identified in our study are barriers to IPE initiatives in other clinical settings as well. 30,31 Traditionally, learning about collaboration in the clinical setting has been informal and has been based on available opportunities; 32 as a result, students are dependent on the quality and opportunities of the learning environment in which they find themselves. 30,31 A more formal and explicit integration of IPE into the clinical setting is necessary for learners to fully benefit. ...
Background: In Canada, the decreasing numbers of family physicians and the small number of midwives providing obstetric care have been associated with a decline in access to maternity services. Several studies and policy documents support the development of models to enhance collaboration between midwives and physicians and to expose trainees to these models. A pilot project was undertaken to implement and evaluate an interprofessional learning opportunity involving midwifery students (MWSs) and family medicine residents (FMRs). Methods: The aim was to describe how FMRs and MWSs develop skills to collaborate, and to identify the feasibility of this type of education. A convenience sample of 12 FMRs and 6 MWSs in a southern Ontario suburban community and their preceptors participated in a series of educational seminars and a clinical placement within the midwifery practice. Qualitative focus groups and interviews were conducted, and data were analyzed using thematic analysis. Results: Qualitative analysis highlighted themes relating to the engaging of learners, logistical challenges, and the perceived value of interprofessional education (IPE). Conclusions: This pilot project highlights barriers to and enablers of IPE. The findings will inform the modification of the project for future use and suggest that this project could be a useful model of IPE for primary maternity care.
... Educational modules on interprofessional collaboration are developed in response to a perceived need to improve interprofessional collaboration for the benefit of patientcare [11]. However, the emphasis on interpersonal skills as a key feature of successful interprofessional working [12] logically should imply that students also have opportunities to interact face-to-face with other students and professionals [13]. Additionally it seems that, unless senior staff in both environments fully support interprofessional initiatives, it is extremely difficult for teaching staff to ensure that students have suitable opportunities to learn and work interprofessionally [13]. ...
... However, the emphasis on interpersonal skills as a key feature of successful interprofessional working [12] logically should imply that students also have opportunities to interact face-to-face with other students and professionals [13]. Additionally it seems that, unless senior staff in both environments fully support interprofessional initiatives, it is extremely difficult for teaching staff to ensure that students have suitable opportunities to learn and work interprofessionally [13]. Up until 2005 no explicit course of interprofessional learning was organised in the education programs of the Antwerp University Association (AUHA) [3]. ...
Background
Interprofessional collaboration is considered a key-factor to deliver the highest quality of care. Interprofessional collaboration (IPC) assumes a model of working together, in particular with awareness of the process of interprofessional collaboration, to develop an integrated and cohesive answer to the needs of the client/family/population. Educational modules are developed in response to a perceived need to improve interprofessional collaboration for the benefit of patientcare. Up until 2005 no explicit module on interprofessional collaboration existed in the education programs of the Antwerp University Association (AUHA). During a decade the ‘Interprofessional Collaboration In Healthcare (IPCIHC) – module’ is organised and evaluated by its participants.
Methods
One group, post-test design was used to gather data from the participating students using a structured questionnaire. Data was collected between March 2005 and March 2014 from participating final year students in healthcare educational programs.
Results
3568 (84 % overall response) students evaluated the IPCIHC module from 2005 up to 2014. Over 80 % of the participants were convinced the IPCIHC increased their knowledge and changed their understanding that it will impact their future professional relationships, and felt a greater understanding about problem-solving in healthcare teams. Even though the results indicate that the goals of the IPCIHC module were achieved, less than 60 % of the participants experienced a change in attitude towards other professional groups.
Conclusions
Despite the positive outcomes from the participants, the challenge still remains to keep on educating future healthcare providers in interprofessional collaboration in order to achieve an increase in interprofessional behaviour towards other professional groups. Research is needed to investigate the effectiveness of undergraduate programs on the quality and safety of patientcare in practice.
... Many researchers have identified the need for IPE in workplace clinical settings. [27][28][29][30][31] IPE in these settings helps learners develop a deeper understanding of collaboration and practical skills in teamwork and communication and helps clinicians develop a greater awareness of the value of collaboration. 27,28 Although the number of learners who were able to engage in the ICP component of our study was limited and although expectations and learning objectives were not clearly specified, the logistical challenges we identified in our study are barriers to IPE initiatives in other clinical settings as well. ...
... 27,28 Although the number of learners who were able to engage in the ICP component of our study was limited and although expectations and learning objectives were not clearly specified, the logistical challenges we identified in our study are barriers to IPE initiatives in other clinical settings as well. 30,31 Traditionally, learning about collaboration in the clinical setting has been informal and has been based on available opportunities; 32 as a result, students are dependent on the quality and opportunities of the learning environment in which they find themselves. 30,31 A more formal and explicit integration of IPE into the clinical setting is necessary for learners to fully benefit. ...
... Similarly, lack of awareness by clinical staff and mentors about the IPE agenda will influence student learning. For example, Pollard et al. (2008) found that without resources and support from staff, IPE opportunities for students and newly qualified professionals will not be provided. Further, lack of awareness by clinical staff about collaboration may reinforce negative stereotypes and hierarchies (Gilbert, 2005;Hean and Dickinson, 2005). ...
... Protecting new midwives from wider professional involvement also stems from a belief they cannot be agents of change. However, Pollard et al. (2008) found that although graduates with IPE training did not implement organisational change in their first year of practice, they continued to have an awareness of interprofessional issues and used their IPE training to impact on service users. ...
The rationale for Interprofessional Education (IPE) is based on the assumption it will improve practice. Despite evidence that it may modify attitudes and provide knowledge and skills for collaboration, there is little evidence about whether these skills can be transferred to practice. The aim of this research was to explore how midwifery students apply pre-qualification IPE learning to practice and to understand the factors in the clinical workplace that facilitate or hinder this application. A purposive sample of students, educators, Heads of Midwifery and new midwives from four universities throughout the United Kingdom participated in semi-structured interviews and focus groups. Emerging themes were developed using the principles of Grounded Theory. Participants articulated ways in which the clinical environment either promoted or prevented IPE in practice. The extent to which the clinical institution promoted IPE was made visible through the support for students during placements; the support for new midwives; and the evolution of professional roles. Buy-in for the IPE agenda in the workplace influences the ability of new midwives to apply IPE competencies to professional practice. The benefits of a theoretical foundation in interprofessional skills may be lost if students and new midwives find themselves working in contexts that do not make collaboration a priority.
... Some participants felt that the potential for students to have negative IPE experiences in workplace settings may discourage further IPE involvement. Findings from a scoping project evaluating student learning in an interprofessional curriculum, suggest that these issues must be carefully addressed and appropriate training and support for academics is essential (Pollard et al., 2008). The negative experiences that some students gained from interprofessional learning may be influenced by their own difficulties in finding value in IPE or linkages with their own roles or already formed interprofessional stereotypes (Pollard et al., 2008). ...
... Findings from a scoping project evaluating student learning in an interprofessional curriculum, suggest that these issues must be carefully addressed and appropriate training and support for academics is essential (Pollard et al., 2008). The negative experiences that some students gained from interprofessional learning may be influenced by their own difficulties in finding value in IPE or linkages with their own roles or already formed interprofessional stereotypes (Pollard et al., 2008). Negative aspects of IPE placement is certainly an area worthy of further investigation. ...
Nurses and other health professionals are required to demonstrate broad levels of expertise and service to ensure quality patient-centred health care. Interprofessional practice aligned with interprofessional education (IPE) has been promoted as a vehicle to promote broad levels of expertise. However, challenges remain for universities and other higher education institutions to successfully provide IPE opportunities for students. This paper presents perceptions of academic staff towards IPE from one Australian multi-campus health faculty. Perceptions were collected using interviews and two workshops. Findings are themed under the categories of faculty barriers, industry challenges and future opportunities. The perceptions of one health faculty regarding the fundamental factors required for IPE success were executive leadership of IPE, a supportive funding framework and an IPE based curricula. Nursing education can play a key role in embracing and leading future IPE approaches given that nurses are the numerically dominant health professional group and work collaboratively with other professionals to deliver patient-centred care.
... Research not only demonstrates the positive impact of IPE upon professional communication (e.g. Barnes et al., 2000;Pollard et al., 2008) but also highlights difficulties initiating and sustaining change in the face of logistical barriers, practitioner resistance and financial constraints (Barker et al., 2005;Oandasan & Reeves, 2005b). Few IPE initiatives have involved service users (Repper & Breeze, 2004), despite their obvious stake in healthcare and enthusiasm to participate in research aimed at improving practice (Braye & Preston-Shoot, 2005;Telford & Faulkner, 2004). ...
... There is little comparable evidence in the literature, although Miller et al. (2006) observed that service user inclusion in IPE greatly benefits learners. Pollard et al. (2008) suggested that students value their interprofessional experiences in practice over those gained in simulated environments in the University setting. ...
There is little published evidence regarding the impact of service-user focused interprofessional education in the practice setting. This article reports evaluative case studies of two practice-based interprofessional initiatives, in which service users played a central role. These initiatives formed part of the Trent Universities Interprofessional Learning in Practice (TUILIP) project ( http://tuilip.hwb.shu.ac.uk ), a collaboration between Sheffield Hallam University and the University of Nottingham. Practice settings were an acute mental health service and a community organisation offering care and services to adults with learning disabilities. Interprofessional initiatives were developed by facilitators, and empirically studied at each site. Facilitators, managers, practitioners, students and service users took part in interviews and focus groups to discuss their perceptions of the initiative in their practice setting. The study revealed participants' perceptions of the projects' aims, process and outcomes, factors which facilitated success or proved challenging, and their impact upon individuals, clinical practice and the organisations involved.
... Because traditional teaching methods rely on passive learning from the students, CBIL requires more active participation in group activities and increased group interaction. 23,24 Additionally, group conversation helps students understand the subject topic better. 25 They are more inclined to read. ...
Introduction: The traditional teaching method is a teacher centric approach with little involvement from the students. In contrast to that, case-based interprofessional learning (CBIL) is a self-directed learning strategy using case scenarios with the understanding of interprofessional roles and is a student centric learning. Introducing CBIL as a teaching/learning (T/L) strategy for undergraduate healthcare students and assessing its effects on students were the goals of this project. Methods: 134 MBBS, physiotherapy, and nursing final-year students participated in the study. In both traditional teaching and CBIL as self-directed learning techniques, cases with distal end radius fracture and prolapsed intervertebral disc were taught. Pre-post multiple choice question examinations were used for evaluation. The students' opinions of the two teaching strategies were asked. Results: The student's performance on the CBIL post-test was better than the post-test results from Traditional Teaching techniques, indicating a significant difference in their knowledge acquired (P Conclusion: CBIL can be used in conjunction with conventional teaching methods. It encourages students to collaborate as a team and learn on their own. It also develops their abilities for critical thinking and problem solving.
... Earlier studies of IPE have reported multiple benefits for students, including better preparation for collaborative work [15], an understanding of the value of other professions [5], and opportunities to view the patient's situations through the eyes of another profession [16]. Students who participate in IPE subsequently display a more sophisticated understanding of interprofessional activities, issues, and contributing elements [17]. Previous IPE intervention studies have reported knowledge outcomes for topics that include professional roles, collaborative approaches, and patient safety [18]. ...
Undergraduate interprofessional courses aim to enhance health and social care students’ knowledge and skills for working life. Employing a pre-posttest design, this mixed methods study explored the impact of a new interprofessional course on content learning with the aid of mind maps. Questionnaires were used to assess the course’s effect on learning activities (including strategies for cognitive processing and regulation) and appraisals of group work. The students represented six health and social care disciplines. The results indicate that students’ content learning at the concept level was significantly improved. While participants’ cognitive, critical processing was clearly enhanced and group work appraisals became more positive, more than one in four post-course mind maps overlooked an essential concept related to interprofessional work. The more sophisticated mind maps were linked to a stepwise cognitive processing strategy and a sense of the cognitive benefits of group learning. This relatively short course did not impact regulation strategies. The study discusses the implications of these findings for effective techniques to support interprofessional learning in higher education.
... IPE occurs when "students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes" (World Health Organization, 2010). In such interprofessional learning environments, students learn to practice in interprofessional clinical teams, improve their awareness of other professions, and improve highly patient-centered care (Guraya & Barr, 2018;Hammick et al., 2009;Marcussen et al., 2019;Parsell & Bligh, 1999;Pollard et al., 2008;Satter et al., 2020). ...
The purpose of this study was to gain insight into change in attitudes held by students in oral healthcare about interprofessional learning and collaboration after one year of work in a student-run dental clinic (SRDC). Third- and fourth-year bachelor of dental hygiene students (n = 221) and first- and second-year master of dentistry students (n = 203) participated in baseline and follow-up measurements and completed 570 questionnaires. The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure changes in attitudes toward Interprofessional Education (IPE) during participation in the SRDC. To validate the questionnaire for the setting, professional groups, and wording of RIPLS, we performed exploratory and confirmatory factor analyses. Two modified subscales remained: "Teamwork & Collaboration" and "Negative Professional Identity." Mixed linear models were used to assess relationships between students' attitudes toward IPE and participation in the SRDC. Overall, the students had positive attitudes toward IPE. At baseline, the attitudes of the dental hygiene and dentistry students were almost equally positive. After one year, dental hygiene students demonstrated a significantly more positive attitude toward collaborative learning and teamwork than the dentistry students. Further research should investigate whether the positive attitudes impact behavior in professional practice.
... Tutkimustulosten mukaan opiskelijat, jotka ovat opintojensa aikana osallistuneet moniammatillisiin opintoihin osoi avat syvällisempää sekä hienovaraisempaa ymmärtämystä alan keskeisistä kysymyksistä ja vaiku avista tekijöistä (Pollard, Rickaby & Miers, 2008) ja ovat siten valmiimpia työelämän moniammatilliseen tiimityöskentelyyn (Parsell & Bligh, 1998). Moniammatillisten oppimisympäristöjen on mahdollista tarjota opiskelijoille taitoja, joita vain oman alan opinnot eivät pystyisi antamaan (Lindvik & Ulriksen, 2019). ...
https://lehti.yliopistopedagogiikka.fi/2021/05/28/monialaisen-koulutuksen-hyodyt-monin-verroin-panoksia-suuremmat/
... Essa dificuldade cultural e metodológica é relatada por Visser 34 em 2017, ressaltando que essas barreiras necessitam de novos estudos para sua melhor compreensão. No entanto, a ênfase nas habilidades interpessoais como característica fundamental do trabalho interprofissional bem-sucedido, logicamente, deve implicar que os alunos também tenham oportunidades de interagir face a face com outros estudantes e profissionais 35 ; isso, também, tornou-se um grande desafio para a implantação da disciplina, pelas características e olhares diferenciados de tutores, preceptores e estudantes. ...
Resumo Na educação interprofissional (EIP), duas ou mais profissões de saúde aprendem uma sobre a outra, aprimorando atitudes, conhecimento, habilidades e comportamentos para a prática colaborativa. Na Universidade Estadual de Maringá (UEM), os cursos de saúde apresentam currículos com disciplinas, hierarquizados e centrados no professor. Justificam-se mudanças em busca de uma formação integral. Este trabalho descreve a criação de disciplinas que atuam na Atenção Primária. Os componentes curriculares denominados Atenção em Saúde I e II foram introduzidos na matriz curricular. Nas atividades, foi utilizado o Arco de Maguerez, como metodologia ativa e um sistema de avaliação composto de eixos cognitivos, psicomotor e afetivo, articulados, contínuos e sistemáticos. Conclui-se que a EIP pode ser a integração entre universidade e os serviços de saúde trabalhando pela formação dos estudantes, na qual o conhecimento contribua de forma fundamental para o bem-estar da comunidade.
... In IPE two or more health professionals learn with, from, and about each other to improve collaboration and the quality of care [10]. There is growing evidence that IPE can have a positive impact on working collaboratively in clinic, thus improving patient care and reducing error rates [11][12][13][14][15][16]. However, IPE is also criticized as sometimes failing to generate positive changes in attitude with respect to interprofessional communication and teamwork [17,18]. ...
Background:
Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours.
Methods:
We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing Errors', 'Analysing Errors', and 'Reporting Errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods.
Results:
Thirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofessional relationships.' Findings on safety attitudes and behaviours were mixed.
Conclusion:
TBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings.
... Perceived relevance has been suggested as a necessary condition for successful IPE (Parsell & Bligh, 1999). Qualitative and mixed methods studies have suggested that some students do not perceive IPE activities as relevant to their future careers (Roberts & Forman, 2014;Rosenfield, Oandasan, & Reeves, 2011) or only appreciate the relevance once they begin professional practice (Pollard, Rickaby, & Miers, 2008). One study has examined perceived relevance as a possible mediator of the relationship between professional identity and attitudes towards IPE. ...
The strength of health science students’ identification with their chosen profession is associated with their attitudes towards interprofessional education (IPE). However, little is known about the factors that might mediate this relationship. In this article, we examine the relationships between professional identification, communication and teamwork skills, perceived relevance of IPE, and positive and negative attitudes towards IPE. A sample of 444 first-year university students from 25 health science professions enrolled in a first-year interprofessional program participated in this research by completing a questionnaire. Data were analysed using path analysis. Positive IPE attitudes were more strongly endorsed than negative IPE attitudes. Perceived relevance of IPE to future careers was the strongest predictor of both positive and negative attitudes to IPE, and fully mediated the effect of professional identity. Self-reported communication and teamwork skills were a significant negative predictor of negative attitudes to IPE only, and the effect was not mediated by perceived relevance. These findings indicate that IPE may be particularly challenging for students who do not have confidence in their abilities to communicate and work effectively in teams. Building these skills through alternative communication technologies may decrease negative attitudes. In order to maintain or increase positive attitudes towards IPE in introductory programs that span professions, the curriculum needs to be designed to demonstrate relevance to the future careers of participating students.
... However, previous literature suggests that students who have experienced IPL during their prequalification education are more confident and better professional communicators than students who study under a discipline-specific curriculum. 25 While the majority of evidence is based on medicine and nursing students, our study has participants from the pharmacy and Allied Health as well, which is one of the strengths of our study. The fact that we were able to recruit participants from both regional and metropolitan universities also gives credibility to our findings. ...
Background
The literature on interprofessional learning (IPL) has limited empirical evidence on the impact of simulated IPL sessions in promoting collaborative health care services in rural settings. This study aims to explore health care students’ perception of the relevance of simulated IPL for rural health care services.
Methods
Three focus group interviews were held with pre-registration medical, pharmacy, and allied health students (n=22). Students worked together to manage complex simulation scenarios in small interprofessional teams. Focus group sessions were held at the end of simulation activities to explore students’ views on the relevance of simulated IPL activities. Thematic analysis was undertaken on the qualitative data obtained from the focus groups.
Results
Participants embraced both the interprofessional and the simulation components enthusiastically and perceived these to be useful for their future as rural health care practitioners. Four major themes emerged from the qualitative analysis: appreciation of the role of other health disciplines, collaborative approach to patient care, competency and skills for future health care practice, and relevance for future rural and remote health care practice. Students acknowledged the simulated IPL sessions for improving their understanding of multidisciplinary practice in rural practice and facilitating the appreciation for collaborative practice and expertise.
Conclusion
Based on the findings of this study, simulated IPL activities seem to be a potential intervention for developing collaborative practice among pre-registration health profession students. However, further evidence is required to assess if positive responses to simulated IPL activities are sustained in practice and translate into improving patient outcome.
... The School of Health and Social Care at UWE has been involved in delivering a compulsory prequalifying inter-professional curriculum to all students on it's pre-qualifying awards (adult nursing, children's nursing, diagnostic imaging, learning disabilities nursing, mental health nursing, midwifery, occupational therapy, physiotherapy, radiotherapy and social work) since 2000 (Pollard et al, 2008). These modules do not, however, explicitly address the Integrated Children's Services (ICS) agenda. ...
... Desirable outcomes, which have occurred to a greater or lesser extent, depending on the nature of the student experience, include: participants' enjoyment of the process; learning about self in group situations; communication confidence; increased awareness of the need for IPW; increased ability to recognise (the lack of) IPW in practice (Miers et al., 2005a&b). Some students from the cohorts that participated in the research programme were interviewed after leaving UWE about their student interprofessional experience; a noteworthy opinion from some of these individuals was that it was not until they were out in practice as qualified professionals that they fully realised the importance of their pre-qualifying interprofessional learning (Pollard et al., 2008Pollard et al., & 2012). ...
... More recently, Pollard, Rickaby and Miers (2008) reported on interview findings from 29 post-graduates who were in practice, who included adult nurses, midwives, physiotherapists and social workers. The aim of the study was to evaluate learning, linked to the inter-professional learning experience the graduates had experienced, asking them to appraise how they felt it prepared them for interprofessional collaborative practice. ...
... However, professional boundaries and hierarchies had long been recognized by Hall (2005) as barriers to effective IPE and this problem has led many HEIs to concentrate IPE at pre-registration level. This in turn had resulted in a growing body of research studies evaluating IPE at pre-registration level (Pollard et al. 2008, Solomon et al. 2010. Without doubt, IPE is far becoming integral in pre-registration education in the UK, a level at which care as one of the "6 C's" in nursing is emphasized as a fundamental to the UK nursing curricula (Cummings 2012). ...
Aim: to demonstrate Fairclough’s critical discourse analysis as an alternative but vital route to the understanding of translation of nursing caring behaviour in asynchronous text-based interprofessional online learning within higher education.
Background: Positive asynchronous text-based online learning experience indicating nursing caring behaviours were reported in only a small number of studies about homogeneous nursing groups. In addition, these positive findings seemed to be eroded by nurses’ dominance in interprofessional learning situations. The dominance which might be a result of professional boundaries is a critical barrier to interprofessional education, where little is yet understood about the phenomenon.
Design: A study which employed Fairclough’s critical discourse analysis was used to seek understanding of the translation of nursing caring behaviour in text-based interprofessional online learning within higher education.
Data Source: The main findings based on Fairclough’s critical discourse analysis of a text-based discussion is used to demonstrate the usefulness of the methodology. The asynchronous online discussions for analysis was produced by 9 students who were undertaking an interprofessional online learning module at master’s level in a University in North England
Findings: By using Fairclough’s critical discourse analysis, understanding of the semiotic categories corresponding to genres, discourses and styles is gained. However, it is through appreciating on how these 3 categories relate to social practices and social events that has helped in making explicit the dialectical relations between semiosis and its other elements. In doing so, how nursing caring behaviours in interprofessional learning were translated in an asynchronous text-based learning environment can be explained.
Conclusions: Fairclough’s critical discourse analysis was useful in explaining how nursing caring attributes could result in the interprofessional learning space being used as an alternate platform for nurses and allied healthcare professionals to co-construct the power-relations. It is critical to appreciate that the analysis was based on the researcher’s emic position. Owing to the fact that tacit knowledge of the research in the power-relations which entangled in the social order and practices in healthcare is required in the analysis, the strength of an emic position could become a limitation. This is particularly perceived amongst researchers who hold a strong view for an etic perspective in discourse analytic work. In this regard, research exploring issues of interprofessional education should consider triangulating the critical discourse methodology with other qualitative theoretical frameworks
... The School of Health and Social Care at UWE has been involved in delivering a compulsory prequalifying inter-professional curriculum to all students on it's pre-qualifying awards (adult nursing, children's nursing, diagnostic imaging, learning disabilities nursing, mental health nursing, midwifery, occupational therapy, physiotherapy, radiotherapy and social work) since 2000 (Pollard et al, 2008). These modules do not, however, explicitly address the Integrated Children's Services (ICS) agenda. ...
Project focus The Every Child Matters agenda is leading to significant change for the children's workforce. Higher Education can play a significant role in this process, appropriately aligning student learning with the new ways of working. However, it has been noted that integrated services are not yet well developed and the Common Core (DfES, 2005) is 'not yet visible in practice throughout the workforce' (CWDC, 2007). This places constraints on the ability of students to critically engage with the proposed new ways of working. The aim of this funded project was to develop an understanding of the needs of both students and their work-based learning mentors in settings where the student is aiming to demonstrate the underpinning principles and theories of integrated practice. By gaining an insight into these needs the project sought to identify key issues that can contribute to appropriate work-based support for student learning in new roles. An additional specific outcome was to identify and develop appropriate resources that would support a critical understanding of the Integrated Children's Services agenda in practice settings associated with a Foundation Degree (Working with children, young people and their families). Introduction: the one children's workforce Policy and practice in the fields of work with children and young people are currently undergoing radical change. This change agenda is leading to the creation of new services and new working practices that emphasise integration through multi-agency working and partnerships. These new configurations are leading to the development of new roles that do not necessarily fit with existing, traditional professional qualifications. The purpose behind this strand of policy has been to encourage inter-professional collaboration, and to identify and disseminate 'best practice'. Arising out of recommendations in Every Child Matters, The Children's Workforce Strategy (DfES, 2005a) set out a vision of a 'competent, confident and stable' workforce that would 'overcome the restrictive impact of professional and organisational boundaries'. The Children's Workforce Development Council (CWDC) was subsequently charged with implementing the strategy. It aims to do this through 'stimulating new ways of working and the development of new roles' and through the introduction of an Integrated Qualifications Framework (CWDC, 2006) built around the six areas in the Common Core of Skills and Knowledge for the Children's Workforce (DfES, 2005): • Child and young person development • Safeguarding children and promoting welfare of children • Effective communication and engagement • Supporting transitions • Multi-agency working • Sharing information.
Abstract
Peer learning has been successfully introduced into professional education within the practice setting (Secomb 2008). This thesis provides a chronological narrative presentation of a qualitative case study that evaluated an interprofessional peer learning programme designed to consolidate communication skills and develop interprofessional understanding among physiotherapy and nursing students.
The peer learning programme was implemented with two different groups of students over two four week periods when nursing and physiotherapy students overlapped during routine placements. It enabled students placed within the same hospital but in different clinical environments to work together in both a tutorial setting and on patient centred tasks. This included verbal peer review of interpersonal communication skills in both tutorial and practice settings.
The theoretical framework for the research was provided by cooperative learning, with a conceptual framework provided by social interdependence theory.
Ethical approval for the study was obtained from the University and NHS Research Ethics Committees. The peer learning programmes were implemented and evaluated between May and December 2007. Data collection included validated UWE Interprofessional Questionnaires before and after the programme, concurrent reflective diaries and semi-structured interviews following completion of the peer learning programme by students. Semi-structured interviews with clinicians involved in facilitating the programme along with RIPLS questionnaires were also gathered.
The interviews and reflective diaries were analysed using an inductive thematic analysis (Coffey and Atkinson 1996), single case study sheets were used to summarise data and a cross case analysis matrix (Stake 2006) was adopted.
Data analysis identified the focus on interpersonal and interprofessional communication skills was relevant for students at all levels; it complemented placement learning and enabled students to cooperate in practice and develop greater insight into each other’s role. Interprofessional peer observation and review within both tutorial and practice settings were found to be appropriate educational strategies. All agreed it was not threatening; it was valuable in gaining insight into another profession and for consolidating own professional knowledge. Students valued undertaking patient centred tasks together although an appropriate level of challenge and mentor support was required.
The case study also discusses the use of the cooperative learning framework adopted to minimise known challenges associated with peer learning (Secomb 2008, Ladyshewsky 2000). A case is made for principles associated with cooperative learning to be more widely applied to practice
Interprofessional learning (IPL) within the healthcare setting has well documented positive outcomes for patients, yet it is not widely offered at the undergraduate level, particularly in a clinical setting. We set up case-based teaching scenarios involving a real patient, aimed at small groups of four students representing two or more healthcare professions. The aim of the sessions was to give students a greater awareness of the roles of all the different healthcare professions involved in patient care in a hospital setting. Weekly sessions were offered on six wards covering different clinical specialties. Three hundred and twenty-nine undergraduate students from different healthcare professions (nursing, medicine, pharmacy, midwifery, physician associate, physiotherapy, occupational therapy, speech, and language therapy) each attended one IPL session during the current academic year. Students were given an evaluation sheet at the end of each session to be filled out anonymously. Forty per cent of the students reported experiencing interprofessional case-based learning for the first time. Over 90% of students agreed or strongly agreed with a list of statements promoting the advantages and benefits of case-based IPL for undergraduate students and many of them requested more sessions. Seventy per cent of all respondents stated they would alter their future professional behaviour as a result of this session. We propose to introduce the sessions into the undergraduate curriculum across all healthcare related professions.
This literature review summarises interprofessional, simulation-based interventions in the context of preparing undergraduate and prelicensure healthcare students for the management of acutely unstable patients. There was a particular focus on the impact of such interventions on medical students. The review sought to identify the range of described interprofessional education (IPE) learning outcomes, types of learners, methods used to evaluate intervention effectiveness and study conclusions. We systematically compiled this information and generated review findings through narrative summary. A total of 18 articles fulfilled the review criteria. The diversity of IPE interventions described suggests a developing field where the opportunities provided by simulation are still being explored. With significant heterogeneity among the studies, comparison between them was unfeasible, but each study provided a unique narrative on the complex interplay between intervention, curriculum, learning activities, learners and facilitators. Together, the narratives provided in these studies reflect positively on undergraduate simulation-based interventions to promote interprofessional collaboration in acute care settings, and provide the basis for recommendations for future IPE design and delivery, and areas requiring further research.
Abstract Teamwork and collaboration have been recognized as essential competencies for health care providers in the field of maternity care. Health care policy and regulatory bodies have stressed the importance of Interprofessional Education (IPE) for learners in this field; however, there is little evidence of sustained application of pre-qualifying IPE to the realm of interprofessional collaboration (IPC) in practice following qualification. The aim of this research was to understand how newly qualified midwives applied their IPE training to professional practice. A purposive sample of midwifery students, educators, new midwives and Heads of Midwifery from four universities in the United Kingdom participated in semi-structured interviews, questionnaires and focus groups. Qualitative, grounded theory methodology was used to develop the emerging theory. Newly qualified midwives appeared better able to integrate their IPE training into practice when IPE occurred in a favourable learning environment that facilitated acquisition and application of IPE skills and that recognized the importance of shared partnership between the university and the clinical workplace.
The Every Child Matters change agenda is leading to the creation of new services and new working practices across the children and young people's sectors. These new configurations are leading to the development of new roles that do not necessarily fit with existing, traditional professional qualifications. This paper outlines the response of one university to this policy agenda. The experience of inter-disciplinary collaboration and interprofessional curriculum development has mirrored many of the challenges facing colleagues in practice settings. In reflecting on these challenges, this study highlights some of the key issues facing higher education providers in developing an appropriate educational response. The study identifies the need for collaborative and strategic partnership between higher education and practice colleagues in order to prepare a future workforce. It further identifies the desirability of a champion with the capacity and determination to keep the agenda from getting lost within all the other uni-disciplinary agendas that operate within universities.
It is widely assumed that interprofessional learning (IPL) impacts positively on interprofessional working (IPW) in health and social care. However, there is no clear evidence that pre-qualifying IPL improves service delivery. The direct effect of pre-qualifying IPL on IPW and service delivery is difficult to demonstrate; researchers must rely on professionals' self-report in this regard. This paper presents findings from a qualitative study in which semi-structured interviews were used to collect individuals' views and perceptions about pre-qualifying IPL as preparation for practice. Two groups of participants came from four health and social care professions: adult nursing, midwifery, physiotherapy and social work. One group had experienced a substantial pre-qualifying IPL initiative, while the other group had not. Useful insights were gained from comparing the views and perceptions of individuals from these two groups. The total sample comprised 29 practitioners: 19 were educated on interprofessional curricula and 10 on traditional uniprofessional curricula. Thematic data analysis produced findings about pre-qualifying education as preparation for IPW. These findings suggest that pre-qualifying IPL can prepare individuals to work effectively as qualified professionals with colleagues from other disciplines and that effective IPW impacts positively on service delivery.
This guide is for health and social care professionals who teach or guide others' learning before and after qualification, in formal courses or the workplace. It clarifies the understanding of interprofessional learning and explores the concept of teams and team working. Illustrated by examples from practice, the practicalities of effective interprofessional learning are described, and the underlying concepts of patient-centred care, excellent communication, development of capacity and clarity of roles that underpin this explored.
During a longitudinal evaluation of a pre-qualifying interprofessional curriculum, health and social care students completed questionnaires concerning communication and teamwork skills and interprofessional learning and working. Data were collected on entry to their educational programme, during the second year of study, at qualification and after 9-12 months' qualified practice. This paper presents results from practice data from 414 professionals; 275 were educated on the interprofessional curriculum, 139 on previous uniprofessional curricula. The former were more confident at qualification about their communicative skills, their interprofessional relationships and other professionals' interaction, and showed positive correlations between perceptions of their relevant skills and their interprofessional relationships. They were also more positive about their interprofessional relationships than practitioners educated on uniprofessional curricula. Age and previous experience of higher education influenced professionals' attitudes negatively: mature individuals may require more support when entering the workforce. Between qualification and practice, respondents from the interprofessional cohorts grew more critical of interprofessional education. However, experience of interprofessional education appears to produce and sustain positive attitudes towards collaborative working, suggesting that individuals' perceptions of their own educational experience are inadequate as an evaluative measure of interprofessional learning initiatives. This study reinforces the argument for including IPE in pre-qualifying curricula.
This article reports on the development of an Interprofessional Capability Framework that articulates the learning outcomes that students need to achieve and continue to develop in order to become capable interprofessional workers. Although there tends to be general agreement around the subject matter to be included under the rubric of interprofessional learning, little information is available regarding the learning outcomes students need to achieve in order to become effective interprofessional workers. The Interprofessional Capability Framework defines capabilities that underpin interprofessional working and are relevant to all health and social care professions. The categories of the Framework were generated utilising grounded theory strategies in the analysis of the Quality Assurance Agency benchmark statements that inform the undergraduate curricula of all health and social care courses in the United Kingdom. This resulted in the conceptualisation of four key domains in which capabilities and learning levels have been articulated: Knowledge in Practice, Ethical Practice, Interprofessional Working and Reflection (learning).
This paper addresses the theme of interprofessional education for health and social care professionals as it affects the development of the workforce. The drivers for change in the UK, typified by the Bristol Royal Infirmary and Victoria Climbié inquiries and the response to these in the form of Department of Health policy, are discussed. The need for rapid development of the evidence base around this subject is evident from literature reviews of the impact of interprofessional education. Directions for future research and investment in this area are proposed, including the need for a stronger theoretical base and for longitudinal studies over extended periods of time in order to examine short, medium and long-term outcomes in relation to health care practice.
In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Health Canada in its "Interprofessional Education for Patient Centred Practice" (IECPCP) initiative in Canada (Oandasan et al., 2004). The paper initially discusses micro (individual level) meso (institutional/organizational level) and macro (socio-cultural and political level) factors that can influence the success of an IPE initiative. The discussion provides the infrastructure for the introduction of a proposed framework for educators to utilize in the planning and implementation of an IPE program to enhance a learner's opportunity to become a collaborative practitioner. The paper also discusses key issues related to the evaluation of IPE and its varied outcomes. Lastly, it gives the reader suggestions of outcome measurements that can be used within the proposed IPE framework.
This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the "who, what, where, when and how" related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.
This paper reports a shared learning programme for final year social work and medical students which was designed in the light of social psychological studies of intergroup behaviour (the Contact Hypothesis). Key features included institutional support for the programme and opportunities to work as equals in pairs and small groups on shared tasks in a cooperative atmosphere. Topics included alcohol abuse, dealing with psychiatric emergencies, deliberate self-harm and community senices for people with learning disabilities.
A comprehensive evaluation of the effects of the programme on one cohort of 85 participants revealed that overall attitudes towards the other profession had improved and that each saw the other as more professionally competent at the end of the programme. Participants reported increased knowledge of the attitudes, skills, roles and duties of the other profession and of how to work together more effectively.
The role of collaborative/shared learning in nursing, midwifery, and visiting nurse education in the United Kingdom was explored to identify the qualities and skills needed by practitioners to work effectively in multiprofessional contexts and establish the fit between the knowledge and skills needed in multiprofessional practice and the teaching and learning occurring in educational preparation. The main data collection activities were as follows: (1) in-depth case studies of 6 multiprofessional teams in different clinical settings; (2) a survey of all U.K. higher education institutions running or planning initial or continuing education courses for health and social care professionals; (3) interviews with 14 trust managers; and (4) interviews with representatives of a sample of professional bodies. The study established a lack of congruence between the knowledge needed to function effectively in multiprofessional teams and most current education provision. A critical need for new models of shared learning was identified. An example model based on the clinical case study material was presented. The following were among the model's key elements: (1) incremental development of communication, teamwork, and other key skills; (2) content that is clinically relevant, patient-focused, and case/scenario based; and (3) emphasis on interaction and problem solving. (Contains 20 tables/figures and 120 references.) (MN)
This article examines intergroup processes amongst neophyte health and social care students who are about to embark on an interprofessional education (IPE) programme. Positive relationships between students of the different professions must be optimized to promote student learning of each other, a central objective of these courses. It has been proposed that to reduce conflict and promote harmonious intergroup relations during this IPE activity, students from each professional group should feel their own group (the ingroup) to be distinctive from other professional groups (the outgroup) on some key characteristics (intergroup differentiation). Good relations are further promoted if the characteristics they see as distinctive to their identities are also recognized as distinctive by other professional groups (mutual intergroup differentiation). The current article considers the incidence of these two factors in neophyte health and social care students and identifies sources of potential intergroup conflict. The findings of the study suggest that all groups of neophyte health and social care students perceived their ingroup as distinct from other professional groups, with the exception of audiology students. The implications of this finding to the relationships between students participating in IPE are discussed. Furthermore, in certain groups there was evidence that students of these groups were seen by others as they saw themselves. This was particularly the case for doctors and social workers and implies that these professions will suffer least from a threat to their group distinctiveness. However, there were instances where characteristics, seen as distinctive by the professional group itself, were not recognized by other groups. For example, physiotherapy students believe that being a team player, and decision making and practical skills were all distinctive characteristics of their profession. However, these features were not recognized as distinctive by other professional groups. The implications of matches/mismatches in how students see themselves, and how they may be viewed by others, are discussed in terms of their impact on student learning experiences and relationships during IPE.
Effective interdisciplinary communication is at the heart of clinical decision-making in contemporary health-care environments. Efforts to enhance communication and work processes among nurses and doctors in an infants-and-toddler ward of a specialist paediatric hospital led to the establishment of Surgical Morning Meetings (SMMs). To evaluate the experiences of nursing and medical team members and their perceptions of the changes brought about by the SMM, qualitative evaluation of the SMM was undertaken through semistructured interviews. The analysis identified four major areas of impact: predictability: a nice way to start the day, which captured the ways in which the SMM led to better planning of the day's activities, knowledge and perspectives: learning from each other, which highlighted the way that ongoing discussions led to greater understanding and respect, relationships and support: getting to know you, which reflected the benefits derived from greater commitment, and desired outcomes: making a difference to staff, children and families. Overall, we believe that initiatives as simple as discussions among nurses and doctors can enhance personal and professional experience and lead to improved health outcomes for our patients.
This volume presents a practical guide to the development, application and evaluation of effective interprofessional education in health and social care. It is both a practice manual for those in hands-on roles and a reflective guide for those indirectly involved in professional education. The book provides clear advice on methods of establishing training and education programmes and evaluating their effectiveness, while simultaneously examining the relationship between initial application, ongoing maintenance and subsequent assessment. The authors expound multiple points of view that will generate individual thinking and approaches to both the practice and the estimation of interprofessional education schemes. The book is divided into three sections: the first introduces the differing approaches to professional education and the rationale behind measuring their worth; the second part focuses on planning, development and delivery; the third part advises in a robust and pragmatic way on modes of measuring the efficacy of programmes. The interrelation of these topics is then examined to provide a synthesised perspective on the development, delivery and evaluation of interprofessional education.
This volume presents a systematic review of interprofessional education in health and social care. This is accompanied by a wider-ranging critique of interprofessional education, grounded by experience, and informed by sources beyond the evaluations that qualified for inclusion in the review. Synthesising the evidence base for interprofessional education nevertheless remains central, with 353 studies surveyed in the first instance, from which 107 studies form the basis for the final analysis. The book does much more than amass evidence. It revisits conventional wisdom; setting an agenda to help interested parties perform better by applying lessons learned, remedying weaknesses and renewing efforts to address unanswered questions. The first three chapters set the scene for the systematic review and its findings. The middle section of the book articulates the findings of the review. Finally, the closing chapters consider values and attitudes, theoretical perspectives and offer conclusions. Arguments, assumptions and evidence in this publication are presented to inform policy making, programme planning, teaching and research.
Interprofessional education has long been cited in health and social care policy as a remedy to improve many of the problems faced by the National Health Service (NHS) around co-ordination and collaboration of staff. More recently, this form of education has been acknowledged as having a key role in delivering the government's modernisation agenda to produce a more 'flexible' workforce. Given the large number of logistical problems connected to developing interprofessional education before registration, this type of activity more often occurs after registration. It is interesting, therefore, to note that pre-registration interprofessional education has recently been hailed by NHS policy as a primary method for enhancing collaboration. However, these policy documents have both contributed to the conceptual confusion in this area and also overlooked the range of factors (educational, organisational and cultural) connected with implementing and sustaining this type of education in the pre-registration sector. In posing the question, 'pre-registration interprofessional education: mission impossible?' this paper examines the cultural, organisational and educational factors that affect the development of this activity. It also considers attempts to build an evidence-base for interprofessional education. This paper finally outlines how the implementation of interprofessional practice-based placements can be an achievable goal for the pre-registration curricula.
A method of analysing qualitative interview data is outlined as a stage-by-stage process. Some of the problems associated with the method are identified. The researcher in the field of qualitative work is urged to be systematic and open to the difficulties of the task of understanding other people's perceptions.
No conclusive evidence about the effectiveness of interprofessional education in relation to professional practice or health care outcomes Interprofessional education (IPE) is defined as any type of educational, training or teaching initiative involving more than one profession in joint, interactive learning. This review looked at the effectiveness of IPE compared to educational interventions in which doctors, nurses etc were learning separately from one another. Although a large body of literature was identified on the evaluation of IPE, none of the studies met the inclusion criteria for the review. More rigorous studies, such as randomised trials, are needed in order to provide reliable evidence of the impact of IPE on professional practice and health care outcomes.
Effective interprofessional working, which is widely considered as essential to high-quality health care, is influenced by the attitudes of health care professionals towards their own and other professional groups. Relatively little is known, however, about interprofessional attitudes, particularly of students in health care professions. This study aimed to increase our understanding of students' attitudes towards their own and other professional groups on entry to a programme of professional education. Hypothesised relationships between stereotypes, professional identity and readiness for professional learning were tested by means of a questionnaire survey of 933 undergraduate health care students drawn from five health care groups (medicine, nursing, dietetics, pharmacy and physiotherapy) within a multi-faculty UK university. Positive statistically significant correlations were found between stereotypes, professional identity and readiness for interprofessional learning. As predicted, students identified strongly with their own professional group at the start of pre-registration education. They were also willing to engage in interprofessional learning. More unexpected was the positive association found between heterostereotype and professional identity scores. There are potential benefits of introducing active interprofessional education activities at an early stage of professional preparation to capitalise on students' positive attitudes towards their own and other professional groups.
The current policy agenda purports the need for education establishments and practice agencies to join together to promote interprofessional working. It was within this policy context that in September 2000 the Faculty of Health and Social Care, University of the West of England (Bristol) introduced an interprofessional strand within 10 professional programmes. This article outlines a number of challenges associated with the incorporation of interprofessional education into the pre-qualifying curriculum and details the approaches used to meet these challenges. Logistical barriers associated with organising more than 700 students into interprofessional groups in a format that does not result in an over representation of any group, developing and selecting appropriate scenarios, resourcing the interprofessional modules, integrating interprofessional education throughout the whole student experience and facilitating the delivery of the interprofessional modules are all considered, together with adjustments made in the light of evaluations to date.
Interest in on-line methods of learning has accelerated in recent years. There has also been an interest in developing student-centred approaches to learning and interprofessional education. This paper illustrates the issues in designing a large (more than 700 students), on-line, inter-professional module for third year, undergraduate students drawn from nine professional healthcare courses and from four campus sites. It uses an enquiry-based learning approach. The learning theories of Piaget, Vygotsky and Schön are integrated with the on-line frameworks of Salmon and Collis et al., together with conclusions drawn from the literature and our own experiences, to produce a design that encourages students to learn through participation, re-iteration, peer-review and reflection. Consideration is given to improving student motivation and attitudes towards change, both in the design and the delivery of the module.
Leaders are bombarded with healthy workplace articles and advice. This article outlines a strategy for laying the foundation for healthy patient care workplaces at the pivotal unit level. This process facilitates the nursing unit staff to create and implement a shared vision for staff working relationships. Fourteen acute care hospital units, all participants in a healthy workplace intervention, were selected for this analysis because they chose team behavioral norms as a top priority to begin to implement their vision for a desired future for their units, a healthy workplace. These units developed specific team behavioral norms for their expectations of each other. The findings revealed 3 major norm themes and attributes: norms for effective communication, positive attitude, and accountability. Attributes of each norm are described to assist nurses to positively influence their core unit work culture.
Health and social care students in a faculty in the United Kingdom learn together in an interprofessional module through online discussion boards. The module assessment encourages engagement with technology and with group members through peer review. An evaluation of student experience of the module gathered data from 48 students participating in 10 online groups. Analysis of contributions to discussion boards, and transcripts of interviews with 20 students revealed differing levels of participation between individuals and groups. Many students were apprehensive about the technology and there were different views about the advantages and disadvantages of online learning. Students interacted in a supportive manner. Group leadership was seen as associated with maintaining motivation to complete work on time. Students reported benefiting from the peer review process but were uncomfortable with critiquing each other's work. Sensitivity about group process may have inhibited the level of critical debate. Nevertheless the module brought together students from different professions and different sites. Examples of sharing professional knowledge demonstrated successful interprofessional collaboration online.
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