Interprofessional education to implement patient falls education in hospitals: Lessons learned

Aim: The aim of this study was to design, deliver and evaluate an interprofessional education programme for healthcare professionals on how to implement a modified version of the safe recovery programme to prevent falls in hospitalized patients. Design: Mixed methods design incorporating pre- and post education surveys and individual semi-structured interviews. Methods: Thirty-four health professional participants attended a 1-h face-to-face or Zoom® interprofessional education session to learn how to deliver an evidence-based patient falls prevention education strategy, the modified Safe Recovery Programme. Results: A 1-hour education session was insufficient to build full confidence to deliver the Safe Recovery Programme. There was no statistically significant change in participant views on interprofessional collaboration. Participants recommended prior consultation and preparation before delivery of IPE, with additional opportunities for discussion and feedback during implementation with patients. The findings highlight the importance of interprofessional education for evidence-based interventions in hospitals. Health professionals value education that is timely, interactive, realistic and engaging

Implementation of Virtual Communities of Practice in Healthcare to Improve Capability and Capacity: A 10-Year Scoping Review

Virtual communities of practice consist of individuals who use a common online platform to share professional expertise and experiences. In healthcare settings a virtual community of practice (VCoP) can optimise knowledge, skills, and the implementation of evidence-based practice. To ensure effective knowledge synthesis and translation into practice, it is essential to clarify the best methods for designing and implementing VCoPs within healthcare organisations. This scoping review aimed to identify the methods used to establish and facilitate online or digitally enabled communities of practice within healthcare organisations across the globe. Six online databases identified papers published from January 2010 to October 2020. Papers were independently screened by two reviewers using Covidence. Data were captured and analysed using a data extraction chart in Covidence. Twenty-four publications that detail methods for establishing a VCoP in healthcare were included. Few studies used a framework to establish a VCoP. It was difficult to identify details regarding methods of development and key elements such as roles, how they were coordinated, and types of technology used. Healthcare organisations can benefit from using a standardised framework for the establishment, implementation and evaluation of VCoPs to improve practice, staff engagement, and knowledge sharing

Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement

Background Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator’s role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them. Methods An extensive literature review was conducted to identify i) information substantiating specific components of an educator’s role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education. Results The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator’s role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel. Conclusions This research clarifies the distinct elements of an educator’s role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to improve. This creates the foundation for developing a method to systematically evaluate the impact of verbal feedback on learner performance

Learning about delirium in a simulated clinical environment : an interprofessional learning intervention for final year medical and nursing students

This research reports on findings from an interprofessional teaching and learning (IPL) activity delivered to 211 final year medical and nursing students using a simulated patient with delirium in a simulated clinical environment. The aims of the study were to develop, trial and evaluate an interprofessional learning approach and compare this with a uniprofessional learning (UPL) approach. Students’ knowledge and perceptions of the learning experience were evaluated for both groups. The objectives of the study were to identify whether an interprofessional approach: • increased students’ knowledge of, and confidence in, managing patients with delirium; • developed students’ appreciation of each other’s roles in the management of delirium; • developed students knowledge of, and confidence in performing interprofessional collaborative practice skills. An additional objective was to determine whether a modified Readiness for Interprofessional Learning Scale (M-RIPLS) was a valid and reliable instrument to use in the pre-registration setting, in an Australian context. To address these objectives a Delirium Knowledge Test, an Interprofessional Learning Rating Scale and the M-RIPLS were used. Post-test questionnaires determined the perceptions of the students about the intervention. Individual interviews were used to further explore students’ perceptions of the experience. Four Sub-scales emerged from the Factor Analysis of the M-RIPLS instrument: “Teamwork & Collaboration”; “Patient Centredness”; “Roles & Responsibilities”; and, “Professional Freedom”. The scale was consistent with other iterations of both the original and modified version of the tool. Results indicated that the interprofessional education approach used in this cohort: • Increased students’ knowledge of delirium; • Increased students’ ratings of how IPL influences effective interprofessional collaborative practice (ICP); • Improved nursing and medical students’ knowledge and appreciation of each other’s roles; • Developed attitudes of appreciation, trust and respect amongst the students of the two professions; and, • Increased students’ confidence and perceptions of their personal development in interprofessional collaborative competencies, such as the ability to work in teams, to collaborate, to communicate interprofessionally and to work towards making the patient the centre of health care delivery. This study also revealed that a blended learning approach incorporating the use of simulation was the most effective way to deliver IPL and to develop ICP competencies

Learning about delirium in a simulated clinical environment : an interprofessional learning intervention for final year medical and nursing students

This research reports on findings from an interprofessional teaching and learning (IPL) activity delivered to 211 final year medical and nursing students using a simulated patient with delirium in a simulated clinical environment. The aims of the study were to develop, trial and evaluate an interprofessional learning approach and compare this with a uniprofessional learning (UPL) approach. Students’ knowledge and perceptions of the learning experience were evaluated for both groups. The objectives of the study were to identify whether an interprofessional approach: •increased students’ knowledge of, and confidence in, managing patients with delirium; •developed students’ appreciation of each other’s roles in the management of delirium; •developed students knowledge of, and confidence in performing interprofessional collaborative practice skills. An additional objective was to determine whether a modified Readiness for Interprofessional Learning Scale (M-RIPLS) was a valid and reliable instrument to use in the pre-registration setting, in an Australian context. To address these objectives a Delirium Knowledge Test, an Interprofessional Learning Rating Scale and the M-RIPLS were used. Post-test questionnaires determined the perceptions of the students about the intervention. Individual interviews were used to further explore students’ perceptions of the experience. Four Sub-scales emerged from the Factor Analysis of the M-RIPLS instrument: “Teamwork & Collaboration”; “Patient Centredness”; “Roles & Responsibilities”; and, “Professional Freedom”. The scale was consistent with other iterations of both the original and modified version of the tool. Results indicated that the interprofessional education approach used in this cohort: •Increased students’ knowledge of delirium; •Increased students’ ratings of how IPL influences effective interprofessional collaborative practice (ICP); •Improved nursing and medical students’ knowledge and appreciation of each other’s roles; •Developed attitudes of appreciation, trust and respect amongst the students of the two professions; and, •Increased students’ confidence and perceptions of their personal development in interprofessional collaborative competencies, such as the ability to work in teams, to collaborate, to communicate interprofessionally and to work towards making the patient the centre of health care delivery. This study also revealed that a blended learning approach incorporating the use of simulation was the most effective way to deliver IPL and to develop ICP competencies

Virtual reality simulation for nursing education: effectiveness and feasibility

Abstract Virtual Reality simulation (VRS) is an innovative and emerging technology that has the potential to offer increased numbers of pre-registration students authentic learning experiences compared to traditional simulation- based education (SBE) with simulated participants. The aim was to evaluate learner outcomes of SBE compared to 4 fully immersive VRS scenarios, for vocational and higher education nursing students at a training and further education institute in Melbourne, Australia. A mixed methods quasi-experimental design study was conducted over two semesters from 2019 to 2020. Participants were 675 pre-registration nursing students. The intervention group (VRS n = 393) received 4 three-dimensional, immersive VRS modules. The control group (SBE n = 282) received 4 face-to-face large group immersive simulations. In the VRS group 95% of students actively participated, compared to SBE (on average 15%). Knowledge test scores were initially significantly greater (p < 0.01) for VRS versus SBE students, but not maintained post clinical placement. Intervention students found VRS to be realistic and prepared them for clinical practice. Some technical difficulties were identified with VRS. VRS was found to be more cost effective than SBE. VRS fostered critical thinking and provided an efficient and sustainable platform for learning about complex clinical situations

Investigating the Effects of Intraprofessional Learning in Nursing Education: Protocol for a Longitudinal Study

Interprofessional learning (IPL), where nursing students learn how to work with multiple health professionals in their future practice to deliver the highest quality of care, has become an essential feature of undergraduate nursing programs. Intraprofessional learning (IaPL) is where individuals of two or more disciplines within the same profession collaborate; however, there is a dearth of literature investigating its effects in nursing education. The aim of this study is to investigate the impact of IaPL on the development of nursing students’ knowledge, skills, and attitudes for collaborative practice. The study will utilize a mixed methods approach with surveys conducted at six time points across two years of two nursing programs and focus groups at the end of the program. Participants will be recruited from the Diploma and Bachelor of Nursing programs at an Australian Training and Further Education institute. Four specific IaPL educational experiences incorporating simulation will be developed on aged care, mental health, complex care and acute care. The study will provide nursing students with multiple opportunities to develop the necessary capabilities for collaborative practice. It will longitudinally evaluate nursing students’ attitudes towards IaPL and examine whether IaPL motivates Diploma of Nursing students to pathway into a Bachelor of Nursing degree. The study will also investigate awareness amongst nursing students of the scope of practice, roles and responsibilities of the nursing team

Interprofessional education to implement patient falls education in hospitals: Lessons learned

Abstract Aim The aim of this study was to design, deliver and evaluate an interprofessional education programme for healthcare professionals on how to implement a modified version of the safe recovery programme to prevent falls in hospitalized patients. Design Mixed methods design incorporating pre‐ and post education surveys and individual semi‐structured interviews. Methods Thirty‐four health professional participants attended a 1‐h face‐to‐face or Zoom® interprofessional education session to learn how to deliver an evidence‐based patient falls prevention education strategy, the modified Safe Recovery Programme. Results A 1‐hour education session was insufficient to build full confidence to deliver the Safe Recovery Programme. There was no statistically significant change in participant views on interprofessional collaboration. Participants recommended prior consultation and preparation before delivery of IPE, with additional opportunities for discussion and feedback during implementation with patients. The findings highlight the importance of interprofessional education for evidence‐based interventions in hospitals. Health professionals value education that is timely, interactive, realistic and engaging