Prioritizing Cross-Disciplinary Teaching and Learning and Patient Safety in Hospital-Based Environments (original) (raw)
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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.
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 Medical Education and Curricular Development
Background: Preventable medical errors represent a leading cause of death in the United States. Effective undergraduate medical education (UME) strategies are needed to train medical students in error prevention, early identification of potential errors, and proactive communication. To address this need, a team of faculty from A.T. Still University’s School of Osteopathic Medicine in Arizona developed four digital patient safety case scenarios for second-year medical students. These scenarios were designed to integrate interprofessional collaboration and patient safety principles, increase student ability to identify potential errors, and promote proactive communication skills. Methods: Faculty used Qualtrics to create four digital case scenarios on patient safety covering the following domains: communicating about potential drug-to-drug interactions; effective handoffs; human factors errors, such as fatigue, illness, and stress; and conflicts with supervising resident. In fall 2018...
It Takes a Village”: An Interprofessional Patient Safety Experience for Nursing and Medical Students
Medical Science Educator, 2013
Interprofessional education (IPE) is a "core" competency in professional school education. Challenges to successful collaboration include: aligning student abilities/experience, providing meaningful clinically-based interaction, and the need for extensive planning. Methods: Curriculum. A 3-1/2 hour IPE patient safety experience for final-semester medical and nursing students was developed. The content included an introduction, small-group low-fidelity simulation, and a large-group discussion of patient safety events observed by students during clinical rotations. Logistics. A planning committee met monthly to plan the curriculum and train faculty facilitators. Four sessions were held, accommodating 92 medical and 82 nursing students. Thirty faculty facilitators and 10 support personnel were needed for each session. Results: Over 70% students reported that the experience resulted in new learning and prompted self-reflection; 57% said it would change their practice. Students confirmed that the experience taught them about the importance of patient involvement in the team, the development of a shared mental model, and the importance of everyone's role on the team. Conclusions: This collaboration successfully aligned students with similar levels of clinical experience, involved many faculty from both professional schools, and gave students opportunities to discuss differences in their roles and responsibilities, while highlighting patient-centered care.
New perspectives for educational care in the hospital
Journal of Advanced Health Care, 2020
In places of treatment there are echoes of needs that are unexpressed or that have not been reached, as Lido Valdrè claims, contemporary medicine has reached extraordinary levels of knowledge and operational capacity, yet the relationship between the patient and medicine is yet to be fully comprehended. In the specific regulations of the medical-health professions, among the most distinctive aspects emerges the relational-educational one: health education, therapeutic and prevention education, development of empowerment in the patient. The hospital, being a complex organization in continuous change towards modernity, hyper-specialization and research, often declines the requests of the staff to be a more mobile and flexible structure, to keep up with the needs of the territory, time and users. This a frequent request of high demand that does not always correspond to the availability of resources that are at hand. The professional world is considering the possibility of the insertion...
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.
2019
Summary: This study involves the development of innovative approaches to engaging patient advisors in health profession education, utilizing IHI open school courses to teach patient safety and to promote interprofessional communication and collaboration. Students were highly satisfied with the interprofessional education activities and learned the impact of medical errors on patients. Content Outline: • Presentation Objectives • Introduction o Definition of terms ▪ Interprofessional education (IPE) ▪ Patient and family advisors. o List the IPE core competencies o List the Importance of developing IPE activities that teach patient safety and promote patient engagement. o Purpose of the study o Study Method ▪ Utilization of the Institute for Healthcare Improvement Open School modules to teach patient safety as a pre-seminar activity. ▪ Ways to promote patient and family advisors’ engagement in IPE. ▪ Utilization of an activity that promotes students’ learning of each other’s roles and...
How We Engage Graduating Professional Students in Interprofessional Patient Safety
Nursing forum, 2015
Interprofessional curricula on patient safety do not acknowledge the culture and vulnerabilities of the student experience and often do not engage students. We describe a patient safety collaboration between graduating nursing and medical students during their Capstone courses that fostered conversations about the similarities and differences in professional school experiences around patient safety. Students wrote reflections about an unanticipated patient outcome. Qualitative content analysis was used to characterize themes within student reflections, and to create audience response system questions to highlight differences in each profession's reflections and to facilitate discussion about those differences during the collaboration. Medical students identified events in which perceived patient outcomes were worse than events identified by nursing students. Nursing students identified more near-miss events. Nursing students positively impacted the event and attributed action to...