The Vanderbilt Program in Interprofessional Learning (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.
Journal of Interprofessional Care, 2014
Substantial interprofessional learning opportunities engaging with complex patients must be available to health professional students to prepare them with the necessary knowledge and experiences to function as competent care providers. In community learning experiences, interprofessional teams can target vulnerable populations who face ongoing health disparities to maximize health impact and reduce over utilization of resources such as emergency room visits. Patients from vulnerable populations often present in community settings with multiple comorbidities, which benefit from a team approach focusing on prevention and enhancing the quality of life. The planning team at Florida Atlantic University's Christine E. Lynn College of Nursing and the Charles E. Schmidt College of Medicine implemented a real-world community-based clinical experience, incorporating learners from other colleges and universities, professionals from community health centers and patients from homeless shelters to facilitate interprofessional learning over a three-year period. These practical clinical experiences reinforced the
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.
An Innovative Interprofessional Course: Cultural Humility and Competence
… Education and Care e- …, 2010
This Article is brought to you for free and open access by the Jefferson Digital Commons. The Jefferson Digital Commons is a service of Thomas Jefferson University's Center for Teaching and Learning (CTL). The Commons is a showcase for Jefferson books and journals, peer-reviewed scholarly publications, unique historical collections from the University archives, and teaching tools. The Jefferson Digital Commons allows researchers and interested readers anywhere in the world to learn about and keep up to date with Jefferson scholarship. This article has been accepted for inclusion in Collaborative Healthcare: Interprofessional Practice, Education and Evaluation (JCIPE) by an authorized administrator of the Jefferson Digital Commons.
BMC Medical Education
Background: To identify facilitators and barriers that residents, medical and nursing students perceive in their Interprofessional Education (IPE) in a clinical setting with other healthcare students. Methods: A systematic review was carried out to identify the perceptions of medical students, residents and nursing students regarding IPE in a clinical setting. PubMed, CINAHL, ERIC and PsycInfo were searched, using keywords and MeSH terms from each database's inception published prior to June 2014. Interprofessional education involving nursing and medical students and/or residents in IPE were selected by the first author. Two authors independently assessed studies for inclusion or exclusion and extracted the data. Results: Sixty-five eligible papers (27 quantitative, 16 qualitative and 22 mixed methods) were identified and synthesized using narrative synthesis. Perceptions and attitudes of residents and students could be categorized into 'Readiness for IPE', 'Barriers to IPE' and 'Facilitators of IPE'. Within each category they work at three levels: individual, process/curricular and cultural/organizational. Readiness for IPE at individual level is higher in females, irrespective of prior healthcare experience. At process level readiness for IPE fluctuates during medical school, at cultural level collaboration is jeopardized when groups interact poorly. Examples of IPE-barriers are at individual level feeling intimidated by doctors, at process level lack of formal assessment and at cultural level exclusion of medical students from interaction by nurses. Examples of IPE-facilitators are at individual level affective crises and patient care crises situations that create feelings of urgency, at process level small group learning activities in an authentic context and at cultural level getting acquainted informally. These results are related to a model for learning and teaching, to illustrate the implications for the design of IPE. Conclusions: Most of the uncovered barriers are at the cultural level and most of the facilitators are at the process level. Factors at the individual level need more research.
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.
Teaching interprofessional collaboration among future healthcare professionals
Frontiers in Psychology, 2023
Healthcare has become more complex in recent years. Such complexity can best be addressed by interprofessional teams. We argue that to ensure successful communication and cooperation in interprofessional teams, it is important to establish interprofessional education in health-related study programs. More precisely, we argue that students in health-related programs need to develop interprofessional competencies and a common language, experience interprofessional contact, build inclusive identities and establish beliefs in the benefit of interprofessional diversity. We give examples how these goals can be implemented in interprofessional education. We also discuss challenges and future avenues for respective research healthcare professionals. KEYWORDS interprofessional education, interprofessional competencies, healthcare professionals, medical education, intergroup contact, social identity 1 We define interprofessional collaboration as a cooperation that is characterized by interdependence, shared responsibilities within a team with common goals, joint commitment, and mutual respect (World Health Organization, 2010; Khalili et al., 2019). basic preconditions for interprofessional collaboration that needs to be addressed in health-care education.
Families, Systems, & Health, 1997
In 1995, the National League for Nursing commissioned a Panel on Interdisciplinary/Transdisciplinary Education. The focus of the Panel's work was to examine educational issues that transcend the health professions and to make recommendations for future implementation of an interdisciplinary approach to addressing them. This article is being simultaneously published by several professional journals. The goal is to seek as much feedback as possible.
The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multilayered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences.