Promoting interprofessional education (original) (raw)
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The Journal for Nurse Practitioners, 2014
Interprofessional education has been identified as a core competency in nursing, medicine, dentistry, pharmacy, and public health. Students and trainees who learn with, from, and about one another in an interdisciplinary learning environment develop the skills necessary for team-based care. Faculty and experienced clinician preceptors are integral to this process because they develop curricula, interact with learners, and role model behaviors, yet most faculty and clinical preceptors were educated in a uniprofessional manner and bring to the table years of history and lived experiences. These turf and baggage issues are often subtle but influence our learners and invariably affect the care of the patient.
Interprofessional Education: Learning Together to Improve Patient Care
Interprofessional education (IPE) has been proposed as a means to improve interprofessional teamwork and collaboration in healthcare settings. Numerous barriers and facilitators to IPE have been identified. The Queen's University Faculty of Health Sciences has implemented several strategies to support interprofessional learning for pre-licensure students in the Schools of Nursing, Medicine and Rehabilitation Therapy. Present and future IPE initiatives will be described.
A framework for the design, implementation, and evaluation of interprofessional education
Nurse educator
The growing emphasis on teamwork and care coordination within health care delivery is sparking interest in interprofessional education (IPE) among nursing and health profession faculty. Faculty often lack firsthand IPE experience, which hinders pedagogical reform. This article proposes a theoretically grounded framework for the design, implementation, and evaluation of IPE. Supporting literature and practical advice are interwoven. The proposed framework guides faculty in the successful creation and evaluation of collaborative learning experiences.
Medical school hotline: interprofessional education: future nurses and physicians learning together
Hawai'i journal of medicine & public health : a journal of Asia Pacific Medicine & Public Health, 2012
Interprofessional education (IPE) brings students from various healthcare professions together for shared learning experiences. The goal of IPE is to prepare the healthcare force to work together collaboratively towards a more safe, patient-centered, and community-oriented health care system. 1 While new to medical and nursing school education, there is evidence that student attitudes toward interprofessional collaboration and communication may be enhanced through IPE. 2 Participating in interdisciplinary teams also gives students a better understanding of the role each discipline has in the health care system and its delivery. 3 These factors would result in efficient and effective patient care through improved clinical decision-making.
In this hermeneutic phenomenological study, we examined the experience of interprofessional collaboration from the perspectives of nursing and medical students. Seventeen medical and nursing students from two different universities participated in the study. We used guiding questions in face-to-face, conversational interviews to explore students' experience and expectations of interprofessional collaboration within learning situations. Three themes emerged from the data: the great divide, learning means content, and breaking the ice. The findings suggest that the experience of interprofessional collaborationwithin learning events, is influenced by the natural clustering of shared interests among students. Furthermore, the carry-forward of impressions about physician-nurse relationships prior to educational programs and during clinical placements dominate the formation of new relationships and acquisition of new knowledge about roles, which might have implications for future prac...
Journal of Interprofessional Care, 2014
With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012-2013, University of Missouri-Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/ mentoring, especially as it related to actual participation in IPE activities, were among the key elements of this successful faculty development activity.
Interprofessional collaboration: three best practice models of interprofessional education
Medical Education Online, 2011
Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities,
Journal of Interprofessional Care, 2015
With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012-2013, University of Missouri -Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/ mentoring, especially as it related to actual participation in IPE activities, were among the key elements of this successful faculty development activity.
Background: In order to introduce students to different disciplines and promote interprofessional teamwork, the Medical University of South Carolina developed an innovative educational program, Interprofessional (IP) Day, for all first-and second-year health professions students. The IP Day Committee, composed of representatives from each of the six colleges (pharmacy, nursing, medicine, graduate studies, health professions, and dental medicine), coordinates the day's activities. The morning session (for second-year students only) and the afternoon session (for first-year students only) each begin with a large group meeting where an invited speaker details the concept and implementation of interprofessional teamwork. Following the speaker, students divide into small discussion groups containing at least one student from each of the six colleges and led by a faculty member and student facilitators. The first-year session introduces the role of each discipline (e.g., occupational therapy, nursing). The second-year session promotes teamwork among the professions via a case discussion.