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The experiences of pre-licensure or pre-registration health professional students and their educators in working with intra-professional teams: A qualitative systematic review
(2016-06-22)
Background: Numerous inter-professional initiatives permeate the health care landscape, requiring professionals to collaborate effectively to provide quality patient care. Little attention has been given to intra-professional relationships, where professionals within one disciplinary domain (with more than one point of entry-to-practice) collaborate to provide care. New care models are being introduced where baccalaureate and diploma students of a particular discipline (such as nursing, occupational therapy, dentistry, or physiotherapy) are working closely together in teams to deliver care. Questions thus arise as to how students and educators learn to work on intra-professional teams.
Objectives: To identify and synthesize evidence regarding experiences of pre-licensure health professional students and their educators on intra-professional teams, and to draw recommendations to enhance policy and/or curriculum development.
Inclusion criteria:
Types of participants: Pre-licensure students and educators, focusing on regulated health professions which have more than one point of entry into practice.
Phenomena of interest: Experiences of intra-professional team learning or teaching within various entry-to-practice categories of a particular health-related discipline.
Types of studies: The review considered qualitative studies, including but not limited to designs such as phenomenology, grounded theory, ethnography and action research.
Types of outcomes: The outcomes are in the form of synthesized findings pertaining to experiences of pre-licensure health care students and educators with intra-professional teams.
Search strategy: A comprehensive search of various databases was conducted between 2 June 2015 and 16 August 2015, and repeated in March 2016. The search considered all studies reported and published from 1 January 2001 to 7 March 2016. Only studies published in English were included in this review.
Methodological quality: Papers selected for retrieval were assessed by two independent reviewers for methodological validity prior to inclusion in the review using the Joanna Briggs Institute Qualitative Assessment and Review Instrument.
Data extractio: Data were extracted using the standardized data extraction tool from the Joanna Briggs Institute Qualitative Assessment and Review Instrument. The data extracted included descriptive details about the phenomena of interest, populations, and study methods.
Data synthesis: Research findings were pooled using the Joanna Briggs Institute Qualitative Assessment and Review Instrument. Study findings that were supported by the data in primary studies were organized into categories on the basis of similarity of meaning. These categories were then subjected to a meta-synthesis to produce a set of synthesized findings.
Results: Eight studies were included in the review. Sixty-eight findings were organized into nine categories based on similarity of meaning. Four synthesized findings were produced: (i) Contextual factors (including pedagogical approaches and timing of experiences) may influence experiences of intra-professional learning, (ii) Shared learning opportunities contribute to comprehensive care planning and more efficient patient care, (iii) Intra-professional learning helps to build collaborative relationships and understanding of roles, and (iv) Intra-professional learning is beneficial; however, it also created frustration for students.
Conclusions: Despite its challenges, shared learning experiences assisted students in understanding each other’s roles, develop communication and collaborative competencies, develop comprehensive care plans, provide more efficient care, and helped prepare them for their future roles as health care professionals. Various contextual elements could either hinder or facilitate shared learning experiences....
Collaboration through interdisciplinary education and its impact on future health care practitioners
(2016-07-13)
Session presented on Friday, July 22, 2016:
With our ever changing and increasingly complex healthcare system, there are indications that health care practice must adapt to provide safe, effective, precise, and cost ...
Developing nurse educators and leaders: A collaborative effort by national and international faculty in Rwanda
(2017-07-06)
Introduction: The need for continued growth of the health sector across Africa is well known and well documented. Rwanda is one African country that is harnessing collaborative resources in building a competent and ...
Interprofessional education and collaboration from the students' points of view
(2016-03-21)
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015:
Introduction/Background: Healthcare providers can no longer work in silos and neither can health professions' educators. Health care professionals ...
Building a program to bring evidence-based practice to the U.S. Air Force nursing enterprise
(2017-07-28)
This session will highlight the innovative work to create a successful EBP education and follow-up program to deliver improved care and significant outcomes in the United States Air Force(USAF)Nurse Corps. Details of ...
Building EBP competence and capacity by leveraging opportunities and planning strategically
(2017-07-25)
This session describes a unique collaboration between two organizations to plan and execute an evidence-based practice education and follow up program to create effective EBP teams comprised of leaders from across a complex ...
Integrating palliative care services with heart failure management
(2018-03-12)
The purpose of this project is to improve the integration of palliative care services with heart failure patient care management by utilizing an educational intervention for heart failure providers. Educational knowledge ...
Collaborative Learning: Making Group Work Effective
(2017-10-02)
In this session, best practices for collaborative learning will be explored. Information on building strategic teams that foster critical thinking, pre-class preparation activities, and sample application activities for ...
Interprofessional collaboration on an aging simulation
(2018-06-22)
Young adults going into health related fields are not always thrilled to care for an aging population and many lack the knowledge and empathy needed. An interprofessional simulation created an environment in which the ...