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Helping leaders learn EBP and recognize their EBP potential
(2016-03-21)
Session presented on Monday, November 9, 2015:
Today's healthcare environment is increasingly complex and ever changing. Evidence-based practice (EBP) has been identified as a critical requirement to achieve the Triple ...
Piloting a monthly problem-based learning discussion using a secure social media based collaboration platform in a busy neuro critical care unit
(2016-03-21)
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015:
Purpose: The specific aim of this study is to evaluate the feasibility and effectiveness of implementing a social media based online discussion ...
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....
Intent of Hispanic/Latino Adolescents toward Tissue and Organ Donation: A Pilot Study of a Culturally Sensitive Educational Intervention
(2016-03-21)
Session presented on Monday, November 9, 2015: Background: Adolescents of Hispanic descent are an important and under-represented target populations for organ and tissue donation. The intent of this study is to measure the ...
Interprofessional health education: Preparing for collaborative practice
(2016-03-21)
Session presented on Tuesday, November 10, 2015:
It is clear to many leading national organizations, such as the Institute of Medicine and other professional groups and accrediting bodies that learning in teams with other ...
Incivility: Nursing's dirty little secret and cognitive rehearsal as an intervention
(2016-03-21)
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015:
The American public has consistently rated nursing as the most honest and ethical profession every year for the past decade (Riffkin, 2014). ...
Engaging students to clinically think: Preparing practice-ready nurses
(2016-03-21)
Session presented on Friday, November 6, 2015:
An urgent call for transformation in education was recently issued based on research findings from the Carnegie Foundation, Macy Foundation, Robert Wood Johnson/IOM, the ...
Interprofessional Education and Research in a Collaborative Simulation Center
(2016-03-21)
Session presented on Saturday, November 7, 2015: Since 1972 the Institute of Medicine (IOM) has addressed the importance of educating healthcare students together to purposely prepare them for collaborative professional ...
Evaluation of an Athletics Model to Develop Values for Professional Practice
(2016-03-21)
Session presented on Tuesday, November 10, 2015: Purpose: The American Association of Colleges of Nursing (AACN) has identified values and ethics as a competency for interprofessional collaborative practice and the education ...
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 ...