Interprofessional Learning to Improve Communication in Challenging Healthcare Conversations: What Clinicians Learn From Each Other (original) (raw)
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2021
Background Communication is pivotal to the effective care and treatment of patients in our health care systems. Despite this understanding, clinicians are not sufficiently educated to confidently conduct complex discussions with patients. Communication skills workshops have been shown to be an effective educational format to improve clinician skills. However, despite the increasing interprofessional focus within modern medicine, there have been few studies looking at interprofessional communication workshops. Methods A qualitative study was conducted to assess how an interprofessional communication skills workshop affected the communication skills of clinicians at a tertiary health service. Pre- and post-workshop surveys were undertaken by participants, followed by focus group interviews eight-weeks post workshop. Results Clinicians were able to incorporate learnt communication skills into their daily practice. This was associated with an improvement in confidence of clinicians in h...
Academic Medicine, 2007
The authors describe the philosophy and pedagogical approach of an innovative educational program, grounded in principles of relational learning and designed to improve the preparedness of health care professionals for engaging in challenging conversations with patients and families. The Program to Enhance Relational and Communication Skills (PERCS) is a project of The Institute for Professionalism and Ethical Practice at Children's Hospital Boston, developed in collaboration with Education Development Center, Inc. The one-day workshop is interdisciplinary in its A separate manuscript provides evaluative data documenting changes in knowledge, attitudes, and skills for program participants. We have completed a pre-post evaluation study including baseline, immediate follow-up, and five-month self-report questionnaires. Participants reported better preparation, improved communication and relational skills, greater confidence, and diminished anxiety when holding difficult conversations with patients and their
Difficult Conversations': evaluation of multiprofessional training
BMJ supportive & palliative care, 2017
Evidence-based communication skills training for health and social care professionals is essential to improve the care of seriously ill patients and their families. We aimed to evaluate the self-reported impact of 'Difficult Conversations', a multidisciplinary half-day interactive workshop, and gain feedback to inform future development and evaluation. Service evaluation using questionnaire data collected before and immediately after workshops from February 2015 to August 2016 regarding participant self-assessed confidence, knowledge and skills. Qualitative free-text comments provided feedback about the workshop and were subjected to content analysis. Of 886 workshop participants, 655 completed baseline questionnaires and 714 postworkshop questionnaires; 550 were matched pairs. Participants were qualified or trainee general practitioners (34%), community nurses and care coordinators (32%), social care professionals (7%), care home staff (6%), advanced practice/specialist nur...
Journal of Research in Interprofessional Practice and Education
Background: In recent years, interprofessional education and collaborative patient centred care have been promoted to improve efficiency and quality of healthcare service. Teaching interprofessional education has been challenging. There are fewmature curricula, a lack of standardized teaching approaches, and our healthcare learners are educated in different institutional systems. The objective of this study was to explore how one interprofessional educational initiative impacted different healthcare learners from college and university.Methods and Findings: A day-long interprofessional cognitive behavioural therapy (CBT) workshop was presented to learners from multiple disciplines. Within aframework of collaborative, experiential, and reflective learning, the workshop aimed to promote interprofessional teamwork skills, professional roles, and collaborative behaviours. A mixed-methods design using pre- and post-workshop questionnaires was used to evaluate the effectiveness of the wor...
Navigating Communication Challenges in Clinical Practice: A New Approach to Team Education
Critical Care Nurse, 2018
BACKGROUND Cultivating a healthy work environment and upholding patient safety are important priorities in health care. Challenges in workplace communication are common and affect staff well-being and patient outcomes. Previous interventions have focused on organizational issues and work-life balance. OBJECTIVE To assess the feasibility of monthly interdisciplinary educational rounds that support clinicians' ability to navigate workplace clinical and communication challenges while promoting interprofessional teamwork and self-care. METHODS The Program to Enhance Relational and Communication Skills rounds are an educational initiative within a large pediatric tertiary care hospital. Participation is voluntary and offered to interprofessional clinicians from 4 critical care units, cardiac catheterization unit, and intermediate care unit. Topics of monthly hour-long sessions are developed collaboratively. Feasibility is assessed by ongoing documentation of attendance. Postintervention questionnaires are used to evaluate the program's value. RESULTS Between April 2010 and December 2016, a total of 1156 clinicians participated (median, 18 per seminar): 653 nurses (56%), 103 social workers (9%), 102 child life specialists (9%), 32 psychologists (3%), 40 chaplains (3%), 18 physicians (2%), 18 ethicists (2%), and 190 others (16%), including medical interpreters, nursing students, and administrative staff. Ninety-two percent of participants rated their participation as "quite valuable" or "very valuable." Programs of highest interest included child assent, bereavement, social media, and workplace bullying. Evolution into actual clinical practice change remains a challenge for the future. CONCLUSION Our approach to communication and workplace challenges is relevant, user-friendly, and feasible. Diffi cult topics are addressed in real time, with clinicians learning interprofessionally. (Critical Care Nurse. 2018;38[6]:15-22) This article has been designated for CE contact hour(s). The evaluation tests your knowledge of the following objectives: 1. Describe the key philosophy of the Program to Enhance Relational and Communication Skills (PERCS) rounds and Workshops 2. Identify the importance of PERCS champions to the promotion and development of PERCS rounds 3. Identify 3 important characteristics of the PERCS rounds that may aide in developing a similar educational initiative To complete evaluation for CE contact hour(s) for activity C1861, visit www.ccnonline.org and click the "CE Articles" button. No CE fee for AACN members. This activity expires on December 1, 2021. The American Association of Critical-Care Nurses is an accredited provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. AACN has been approved as a provider of continuing education in nursing by the State Boards of Registered Nursing of California (#01036) and Louisiana (#LSBN12).
Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 2017
A novel peer-led communication seminar for medical students and for students of the Interprofessional Health Care B.Sc. degree programme at the Medical Faculty of Heidelberg is currently being developed to address the increasing need for interprofessional collaborative competencies in health care professionals. The core elements of this course include role plays in interprofessional communication situations, patient-centred professional practice, and reflections on underlying attitudes. Each seminar will be conducted by a team of two senior students from both undergraduate programmes, practising their new roles as interprofessional tutors and, at the same time, serving as competent role models for interprofessional collaboration. To provide tutors with the necessary didactic preparation, an interprofessional tutor training was developed and implemented. It was positively evaluated and well accepted by participants. The seminar and tutor training concept presented in this paper aims to foster (inter-)professional ethics and communication competency development in medical students.
Learning for real life: patient-focused interprofessional workshops offer added value
Medical Education, 2004
OBJECTIVES This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes? DESIGN Pre-registration house officers (PRHOs), student nurses and pre-registration pharmacists attended a series of 3 workshops intended to develop participants' understanding about each other's professional roles, to enhance teamworking and to develop communication skills. Evaluation covered the process of development of the workshops, the delivery of the workshops and their effects on both facilitators and participants.
Health, Interprofessional Practice and Education, 2020
Interprofessional education encourages collaboration between several student healthcare professionals to provide experiences crucial to their success after graduation. Incorporating interprofessional education into the curriculum can be challenging, however it strengthens students' skills to work in a team and establishes understanding of roles and responsibilities. An interprofessional course, created by faculty from multiple institutions, effectively taught students through online learning modules as well as hands-on experiences such as simulations and communication activities. Activities included an identification questionnaire, TeamStepps paper chain, ambulatory care simulation, and a poverty simulation day. Throughout this course students learned about their roles, other professionals' roles, the importance of verbal and nonverbal communication, and the impact effective teamwork has on patient care.