Interprofessional education in a midwifery curriculum: the learning through the exploration of the professional task project (LEAPT) (original) (raw)
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Nurse Education Today, 2003
This paper provides an overview of the processes involved in implementing an interprofessional education (IPE) strategy in a recently established School of Human Development at the University of Nottingham. The merger of the academic divisions of child health, midwifery, obstetrics and gynaecology was a deliberate initiative to create an organisational infrastructure intended to enhance opportunities for interprofessional collaborations in research and education. As a first step, a small group of academic midwives and obstetricians formed a project group to find the best way of facilitating IPE for medical and midwifery students at undergraduate level. A discussion is provided of the work the project group undertook to: determine an agreed definition of IPE; decide an action research approach was needed; determine the ways in which teaching and learning strategies were to be implemented, evaluated and compared; and identify the factors inhibiting and enhancing developments. Evaluations have demonstrated that the Interprofessional Team Objective Structured Clinical Examination (ITOSCE) focusing on intrapartum scenarios is effective in promoting interprofessional learning. Both medical and midwifery students and facilitators agree that team working and understanding each other's roles has been enhanced and that although resource intensive, IPE is worth the time and effort involved. ª
Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth
Nurse education today, 2016
To explore the experiences of midwifery and paramedic students undertaking interprofessional learning. A one day interprofessional learning workshop incorporating peer assisted learning for undergraduate pre-registration midwifery and paramedic students was developed based on collaborative practice theory and simulation based learning. Twenty-five student midwives and thirty-one paramedic students participated in one of two identical workshops conducted over separate days. Videoed focus group sessions were held following the workshop sessions in order to obtain qualitative data around student experience. Qualitative data analysis software (ATLAS.ti) was used to collate the transcriptions from the focus group sessions and the video recordings were scrutinised. Thematic analysis was adopted. Four main themes were identified around the understanding of each other's roles and responsibilities, the value of interprofessional learning, organisation and future learning. Students appear...
IPE-COM: a pilot study on interprofessional learning design for medical and midwifery students
Journal of Multidisciplinary Healthcare, 2019
Background: The skills of interprofessional teamwork, such as collaboration, team management, and interprofessional communication skills, should be embedded in the early stages of health profession education. In Indonesia, medical doctors and midwives have important roles and often work closely to partnership within the primary health care settings. Therefore, both medical students and midwifery students should have an interprofessional education training together during their professional education, using a community-based learning approach. Purpose: This study aimed to investigate the effect of a community-based interprofessional educational learning on collaborative competencies (communication, collaboration, roles and responsibilities, collaborative patient-centered approach, the team functioning, and conflict management). Method: Pre-experimental study with one group pre-and post-test design in 15 medical students and 19 midwifery students were involved in the community-based IPE (IPE-COM) course, later divided into nine groups. Data were collected by direct observations of supervisors using Interprofessional Collaborator Assessment Rubric (ICAR) instrument. Results: The finding showed significant increase in IPE competencies before and after the 4-week course. IPE community-based learning had the strongest effect on the team's functioning competence, while collaborative patient-centered approach competence had a moderate effect. Conclusion: IPE community-based learning had positive impact with increasing collaborative competencies for both medical and midwifery students.
Collaborative Learning in Maternity and Child Health Clinics
Creative Education, 2014
The health and wellbeing problems of the families with children have become more complex today. Improving preventive services and facilitating an early intervention in health and wellbeing problems of the families are the main challenges. A better interprofessional collaboration (IPC) of the professionals is needed to maintain the well-being level of the families high. These are skills to be learned during undergraduate education. An interprofessional pair training (IPT) for maternity and child health clinics was implemented in collaboration with primary health care centre and two universities of Oulu to develop an interprofessional education (IPE) model for undergraduate level students. Fifth year medical students (n = 101) and fourth year public health nurses (n = 31) and teachers participated in the training program during 2010-2012. The study aimed at investigating students' attitudes and readiness for interprofessional learning (IPL), at strengthening their professional skills and at gathering clients' experiences. The interprofessional student pairs met with the client visits independently. One pair contacted three clients during the day. They examined and observed the examination of the other pair. The feedback was collected from the students and the clients. Students' attitudes and readiness for IPL were assessed using RIPLS (Readiness for interprofessional learning scale). Both medical and nurse students attached great importance to teamwork and collaboration. Nurse students appreciated the learning of roles and responsibilities more important in comparison to the medical students. A tendency for stronger professional identity among medical student was noted. The clients' expectations were fulfilled. The training periods gave valuable experience to develop IP pair training for collaborative practices in primary health care and undergraduate health care education. The study results are important for curriculum development as well. T. Tervaskanto-Mäentausta et al.
What do midwives think about interprofessional working and learning?
Midwifery, 2011
Objective: this study describes the views of midwives and educators regarding interprofessional working and learning within midwifery care. Design: qualitative methods using semi-structured interviews and focus groups. Participants: 39 participants, drawn from three participant groups -midwifery educators, newly qualified midwives and Heads of Midwifery -from four university sites throughout the UK took part in the research. Findings: midwives are called upon to work collaboratively with other professionals during the daily provision of maternity care. Midwives are aware of the competencies required for effective collaboration and are supportive of the inclusion of interprofessional education in the training of student midwives. However, the relevance of this education was questioned by some participants because it is not apparent whether its inclusion will result in midwives who are better able to collaborate. Key conclusions: midwives are supportive of interprofessional learning for students but are uncertain whether it will result in changes in practice. Implications for practice: interprofessional education may support collaboration in practice, but future educational research aimed at understanding how learning is applied to practice is needed.
Problem based learning in midwifery – The teachers perspective
Nurse Education Today, 2007
Background: Problem-or evidence-based learning (PBL or EBL) has become more widely used in the education of health professionals. Although there has been research exploring its effectiveness and the student's perspective, there has been little research exploring the perceptions of the teacher. The objective of this study was to investigate the experiences of teachers facilitating a problem based learning curriculum in midwifery. The study took place at Thames Valley University, which has implemented this approach across the entire curriculum. Methods: Semi-structured interviews were undertaken following random selection from two groups of teachers; those more experienced as teachers and those who had entered teaching more recently. Findings and discussion: Aspects of the teacher's role identified included questioning students to draw out their knowledge and understanding and to help students challenge each other, discuss and evaluate their learning. Strategies used varied depending on the stage of the programme. Difficulties encountered were mostly in relation to facilitating groups of differing backgrounds and ability and seeking to enable the students to work well together. Key challenges for teachers were in relation to developing facilitation skills, balancing input or guidance with facilitating independent learning. Conclusions: Problem based learning was perceived to be beneficial in helping students relate theory to practice and in encouraging an active and enquiring approach to evidence, but teachers raised important questions about its practice. Tensions were identified between the constructivist theories on which the model of PBL rests and the formal requirements of an externally regulated professional curriculum.
Medical Journal Armed Forces India, 2021
Background: Inter-professional Education (IPE) has been identified as an educational program aimed at increasing collaboration among health professionals, and improving health care outcomes. IPE programs have been incorporated in several countries and have shown positive results. The same may not be true for Asian cultures which are typically more hierarchical than others. The purpose of this study was to examine the impact of IPE on undergraduate health professional students' attitudes and perceptions in an Indian context. Methods: Following an IPE experience undergraduate health professional students (n ¼ 96) from three professions (Medicine, Nursing and Physiotherapy) completed a validated retropre questionnaire. Paired-sample t test was used to compare pre-test and post-test scores and ANOVA was used to compare the magnitude of change. Qualitative analysis was done for the open ended questions. Results: The three professions showed a significant improvement in attitude (p < 0.001). The physiotherapists were more comfortable (p ¼ 0.021) with questioning and being questioned and the nurses showed a significantly (p ¼ 0.012) greater increase in extent of reliability as compared to the other two professionals. Participants identified the concepts of "team work", "knowledge of roles of other professionals" and "communication" as important to their learning and practice. Conclusions: The study identified a positive attitude among students and the given intervention resulted in a significant improvement in their comfort levels and reliability on other professionals. It would be reasonable to conclude therefore that acceptability for
Problem based learning in midwifery – The students’ perspective
Nurse Education Today, 2008
Problem based learning (PBL) has been adopted in many settings for the education of health professionals. It has generally been evaluated well by students although much of the literature comes from medical education. The aim of this study was to ascertain the views of student midwives at the beginning and at the end of their programme and three months after graduation about the use of a PBL based programme in midwifery.
Journal of Interprofessional Care, 2014
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. J Interprof Care Downloaded from informahealthcare.com by 24.36.87.226 on 08/05/13 For personal use only. 2 B. Murray-Davis et al. J Interprof Care, Early Online: 1-7 J Interprof Care Downloaded from informahealthcare.com by 24.36.87.226 on 08/05/13 For personal use only.