Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?

<p>Abstract</p> <p>Background</p> <p>Interprofessional Education (IPE) is now spreading worldwide and many universities are now including IPE in their curricula. The aim of this study was to investigate whether or not such student characteristics as gender, previous working experience in healthcare, educational progress and features of the learning environment, such as educational programmes and curriculum design, have an impact on their open-mindedness about co-operation with other professions.</p> <p>Methods</p> <p>Medical and nursing students at two Swedish universities were invited to fill in the Readiness for Interprofessional Learning Scale (RIPLS). Totally, 955 students were invited and 70.2% (n = 670) participated in the study. A factor analysis of the RIPLS revealed four item groupings (factors) for our empirical data, but only one had sufficient internal consistency. This factor was labelled "Team Player".</p> <p>Results</p> <p>Regardless of the educational programme, female students were more positive to teamwork than male students. Nursing students in general displayed more positive beliefs about teamwork and collaboration than medical students. Exposure to different interprofessional curricula and previous exposure to interprofessional education were only to a minor extent associated with a positive attitude towards teamwork. Educational progress did not seem to influence these beliefs.</p> <p>Conclusions</p> <p>The establishment of interprofessional teamwork is a major challenge for modern healthcare. This study indicates some directions for more successful interprofessional education. Efforts should be directed at informing particularly male medical students about the need for teamwork in modern healthcare systems. The results also imply that study of other factors, such as the student's personality, is needed for fully understanding readiness for teamwork and interprofessional collaboration in healthcare. We also believe that the RIPL Scale still can be further adjusted.</p

Developing Interprofessional Competence : Theoretical and Empirical Contributions

Background: Different professions meet and work together in teams every day in health and social care. In order to idenUiy and deliver the best quality of care for the patient, the teamworkers need to be both professionally and interprofessionally competent. How can higher education prepare teamworkers to be both professionillly and interprofcssionally competent? This thesis seeks to contribute theoretically and empirically to this issuc. A starting point for interprofessional education (WE) worldwide was when WHO presented a document entitled "Leaming Together to Work Together for Bdter Health". The basic idea in this strateg)' was that it is favourable for undergraduilte students and the development of their own professionill identity to experience other professions in health and sodal sectors as earlyas during their undcrgraduate studies. Inherent in this scheme is that the various professions will work together in practice. Thc overall winner in this new thinking about education and professionai prLlctice would be the patient. One of the Hrst systematic attempts to organize IPE academically was initiated in 1986 at the Faculty of Health Sciences (FHS) at Linköping University in Sweden. The "Linköping Model" has now yielded 25 yeilrs of practical experience and development of IPE curricula. Aims: The overall aims of this thesis we.re to define, describe and measure effects and outcomes of interprofessional education/learning. Methods: In the research papers theoretical, aualitative and quantitative methods have been used. Results: The newly registered medical doctors educated at the FHS at Linköping University and exposed to WE and PBL reported more confidence (p &lt; 0.0001) that their lIndergraduate studies had given them interprofessional skilIs and abilities to collaborate with other professions than medical students from all other medical faculties in Sweden. Nurses who hild been exposed to interprofessional curricula during their undergraduate education ilt FHS reported to greater extent (p = 0.003) that they were prepared to work as a nurse. Furthermore, they also reported to a greater extent (p &lt; 0.0001) that their undergraduate education hild prepared them to work with other healt care professions. Other findings in this thesis wcre that female tudents in generill and nursing students had a more positive view of interprofessional learning and were more open-minded about collaboration with other professions. Only to a minor extent did exposure to a more extensive interprofessional curriculum promote a positive attitude towards teamwork. Conclusions: A major challenge to modern health care is the need for more interprofessional teamwork to improve the safety and quality of patient-centred care. This thesis indicates some directions for more successful interprofessional education

Biomedicinsk analytiker - en profession att vara stolt över

En mäktig Stockholmsapotekare uttalade kategoriskt i slutet av 1800-talet att “som laborant är kvinnan komplett omöjlig”. Men tänk så fel han hade. Vårt yrke växte fram och etablerades under denna tid. Vårt yrke har en mer än hundraårig tradition i vårt land. Yrket är förmodligen det enda kvinnodominerade tekniska yrket i Sverige som kan härledas till 1880-talets Sverige. Idag är endast cirka 5 % av yrkesutövarna män. Under årens lopp har yrket har haft olika titlar men det självständiga arbetet och det laboratoriemetodiska innehållet går som en röd tråd genom vår historia. Det finns förmodligen inget annat yrke inom sjukvården som är så betydelsefullt men så lite känt som biomedicinska analytikerns. Det finns många betydelsefulla yrken i sjukvården såsom läkare, sjuksköterska som däremot är kända för allmänheten och våra beslutsfattare. Det är ingen unik företeelse i Sverige att yrket är så lite känt, detta framhålls i andra länder såsom USA, Tyskland f ör att nämna några exempel. Biomedicinsk analytiker är ett yrke i ett ämnesområde där kunskapen växer i en explosionsartad fart. En biomedicinsk analytiker måste utbilda sig hela livet, yrket innebär ett livslångt lärande, man måste lära nytt och lära om för att kunna följa med i den snabba utvecklingen. Under alla år som biomedicinska analytiker arbetat vid laboratorierna, har de haft självständigt ansvar för metoderna och deras tillämpning. Det är en självklarhet för en biomedicinsk analytiker, att veta hur en undersökning skall tas om hand. Om inte, tar hon reda på och sätter sig in i den lämpliga metoden och metodiken. För att riktiga resultat skall ernås och därmed kunna lita till, förutsätts en stor noggrannhet och en kunskap om hur man skall gå till väga. Teoretiska och praktiska kunskaper blir för den biomedicinska analytikern en syntes. Hand och hjärna samarbetar. Vi vill med denna bok stärka och inspirera biomedicinska analytikerna i deras yrkesutövning och för vidare utveckling av professionen. Vi vill också visa på ett intressant, självständigt, betydelsefullt yrke för våra studenter. Vi ser boken som en lärobok i utbildningen till biomedicinska analytiker. Att kunna och känna till sin historia tycker vi är viktigt och som man säger ”Kan man inte sina rötter så har man inget på sina fötter”. Blicken bakåt ger fönstret mot framtiden. Vår legitimation är också en viktig milstolpe i vår professions utveckling. Som laboratoriemetodikens mästare är vi nu erkända av samhället som en viktig och betydelsefull grupp inom sjukvården, veterinärmedicinen, forskning, utveckling, läkemedels- och livsmedelsindustrin

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Does interprofessional education jeopardize medical skills?

Original publication: Tomas Faresjö, Margaretha Wilhelmsson, Staffan Pelling, Lars-Ove Dahlgren and Mats Hammar, Does interprofessional education jeopardize medical skills?, 2008, Journal of Interprofessional Care, (21), 5, 573-576. http://dx.doi.org/10.1080/13561820701412335. Copyright © 2008 Taylor & Francis Group, an informa busines

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