The Role of Critical Case Analysis in Interprofessional Education

Goals for interprofessional education include preparing students to work in collaborative practice, teaching them how to work in teams and to asses and improve the quality of patient care. (Barr, 2007, Thibault, 2013). Four core competency domains have been established to inform interprofessional education (Interprofessional Education Collaborative Expert Panel, 2011). These are ethics/values, roles/responsibilities, interprofessional communication and teams/teamwork. Various pedagogical approaches have been used to help students meet these competencies. The Josiah Macy, Jr. Foundation (2013) recommends development and implementation of innovative models to link interprofessional education and practice. Thibault (2013) recommends students engage in “real work” as part of their interprofessional education experience

Implementation & Evaluation of an Interprofessional TeamSTEPPS Simulation Program

Joint Commission 2015 sentinel event data identified communication as the third leading cause of all medical errors in the United States. The complex delivery of health care requires teamwork; however, members of the health care team are rarely trained together and often come from different educational and cultural backgrounds. To improve communication, an interprofessional high fidelity simulation-based program that uses the Agency for Healthcare Research and Quality TeamSTEPPS® 2.0 Framework and associated communication tools was implemented and evaluated in a medium sized acute care community hospital. This quantitative descriptive correlational study addresses two research questions: (1) how does the implementation of a TeamSTEPPS® Simulation Program impact the communication between members of the interprofessional team? (2) How does the implementation of a TeamSTEPPS® Simulation Program impact individual’s attitudes, knowledge, and skills towards teamwork

Impact of an Interprofessional Communication Course on Nursing, Medical, and Pharmacy Students’ Communication Skill Self-Efficacy Beliefs

Objective. To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura’s self-efficacy theory as a guiding framework. Design. First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012. Assessment. Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse. Conclusion. Completion of an interprofessional communications course was associated with a positive impact on health professions students’ interpersonal and interprofessional communication self-efficacy beliefs

Communication in interprofessional health care teams from the perspective of patients and staff

Introduction: The quality of communication among health care professionals is an important aspect of interprofessional teamwork. As there is a gap in research on communication in interprofessional teams as assessed by team members and patients, the aim of this study was to analyze interprofessional team communication and team participation in a Slovenian general hospital from the perspective of health care professionals and patients.Methods: This was a case report study using a multi-methods study with a survey (n = 150) and a qualitative approach with focus groups (n = 27) and in-depth interviews with interprofessional team members (n = 22) and patients (n = 20).Results: Interprofessional team members rated communication as relatively good, being least satisfied with equal participation in team communication, especially communication with physicians due to interdisciplinary rivalry. Nursing assistants particularly emphasized the lack of time for communication with patients, dissatisfaction with communication with physicians, and overload with documentation. The patients were relatively satisfied with the communication of the team members. However, they criticized the lack of communication between team members and patients and inconsistent messages of team members.Conclusion: Communication in interprofessional teams was moderately good in this setting. Low staffing was a primary driver of communication problem

Enhancing Interprofessional Education Using Simulation Videos: A Nursing Education Perspective

Interprofessional education simulations can help to clarify roles and responsibilities of team members, and increase student’s interprofessional communication skills. Teaching students to communicate and interact in interprofessional teams is supported by the World Health Organization, Institute of Medicine, American Nurses Association, and the accrediting bodies of medicine, nursing, pharmacy, respiratory care, and physical therapy. This paper outlines three applications in nursing education for using interprofessional education simulation videos. Each application addresses aspects of the Interprofessional Education Collaborative Core Competencies (Interprofessional Education Collaborative, 2016). These interprofessional education simulations provide students with opportunities to learn the roles and responsibilities of other healthcare professions, gain interprofessional communication skills, and learn teamwork and leadership skills

A Qualitative Analysis of Student Understanding of Team Function Through the use of the Jefferson Teamwork Observation Guide (JTOG)

Background: Several early IOM reports identified the need to educate medical and health professions students in delivering patient-centered care as members of interprofessional teams (IOM, 2001; IOM, 2003). Evidence shows that conducting interprofessional education during education and training prepares student learners for collaborative practice when they enter the workplace, which in turn helps to achieve the Triple Aim of 1) enhancing the patient experience; 2) improving the health of populations; and 3) decreasing costs (WHO, 2010; Berwick, et al., 2008). One way to prepare students for collaborative practice is to have them observe real teams in action. Thus, the Jefferson Teamwork Observation Guide (JTOG) was created to serve as an educational tool in aiding students to better recognize the characteristics of effective teams. It has since been used to assess teams in the majority of clinical observation, simulation and collaborative practice activities offered by Jefferson Center for Interprofessional Education (JCIPE). The JTOG is a two-part assessment comprised of identifiable characteristics of well-functioning teams drawn from the literature about teamwork. The first part consists of Likert Scale questions (strongly disagree to strongly agree) regarding the behavior of the interprofessional team observed in the domains of Values/Ethics in Interprofessional Practice, Roles/Responsibilities, Interprofessional Communication, Teams and Teamwork, and Leadership (IPEC, 2011; IPEC 2016). The second part includes qualitative questions relating to team-based care, patient-centered care, and teamwork

Communication between therapists and nurses working in inpatient interprofessional teams: Systematic review and meta-ethnography

Purpose: The aim of the synthesis was to develop new understanding about the influences on communication in interprofessional teams from therapist and nurse perspectives. Methods: Six electronic databases were searched, combined with citation tracking and hand searching, yielding 3994 papers. Three researchers were involved in screening and quality appraisal, resulting in 18 papers for synthesis, using the process of meta-ethnography. Concepts were identified, compared and translated under five category headings. Two researchers mapped interpretative summaries and a line of argument was created. Results: The line of argument is that four inter-related contingences underpin effective communication between therapists and nurses. Effective communication depends on there being a genuine need to give and receive information for patient care, the capacity to attend to, hold, and use information, and opportunities to share space to enable communication to occur. The fourth contingency is good quality relationships and this is the glue that holds the contingencies together. Conclusion: This synthesis has provided an opportunity to illuminate how therapists and nurses accomplish interprofessional work through communication. The contingencies of need, capacity, opportunity and quality of relationships create a new structure for understanding what underpins communication between these two groups .Peer reviewedFinal Accepted Versio

Pelaksanaan Bedside Handover terhadap Komunikasi Interprofesional Perawat

  This study aims to determine the effect of bedside handover implementation on nurse interprofessional communication at Cut Meutia General Hospital. The research used a quasi-experimental method with a nonequivalent control two-group pre-post test design. The results showed an effect of bedside handover on interprofessional communication at the Cut Meutia General Hospital ((p=0.001 <0.05). In conclusion, the performance of bedside handover affected the nurse's interprofessional communication, among others, in conveying information and discussions, receiving information, respecting the uniqueness of nurses, and better teamwork.   Keywords: Bedside Handover, Nurse Interprofessional Communicatio

A People-Centered Approach to Improving Interprofessional Communication in Health Care

poster abstractAs part of the objectives stated under the Interprofessional Collaborative Practices (IPCP) Model funded through a grant with the Health Resources and Services Administration and Indiana University School of Nursing, it was necessary to better understand the challenges around interprofessional communication across a hospital unit. To carry out this objective, research consultants from Collabo Creative, a design research company, partnered with the Renal Metabolic (B5C5) unit at IU Health Methodist. The main purpose for connecting design researchers with B5C5 was to assist the unit in utilizing a people-centered design approach in order to: 1) understand the current context of interprofessional collaboration and communication, 2) frame pertinent communication design challenges; and 3) develop solutions to improve interprofessional collaboration and communication across the B5C5 unit. Resulting from the 8-month research engagement, Collabo Creative and B5C5 identified four core challenges to interprofessional communication that appear to be relevant to other hospital units in addition to B5C5. These challenges include: 1) patient handoff of information; 2) doctor and patient two-way communication; 3) employee tensions as a result of PCA training; and 4) night-shift inclusion in plan of care. This poster will describe the people-centered design approach and methods that were used to engage B5C5, along with key findings and newly developed interprofessional communication tools resulting from the research project

Interprofessional Poverty Simulation Affects Student Attitudes Toward Poverty and Interprofessional Relationships

Purpose: Poverty simulations in health professions education involving multiple disciplines have been studied, but the impact of poverty simulations on interprofessional attitudes has been surprisingly neglected. The purpose of this study was to determine the impact of the Cost of Poverty Experience simulation on attitudes toward interprofessional communication, learning, and collaboration, while still positively impacting attitudes toward poverty. Methods: Poverty simulations were held annually at a private midwestern university involving students from multiple disciplines inside and outside healthcare. Debriefing questions related to professional roles and teamwork were used to promote discussions between students from different professions about caring for clients experiencing poverty. Data from the 2017-19 events are detailed in this article. Over the three years, 325 students participated in the study. The University of West England Interprofessional Questionnaire and the Attitudes Toward Poverty Short Form were administered pre-and post-intervention. Results: The University of West England Interprofessional Questionnaire showed a significant (ppConclusions: The interprofessional poverty simulation experience positively impacted attitudes toward interprofessional communication and relationships while still significantly improving attitudes toward poverty. This finding adds to the literature by demonstrating that interprofessional poverty simulations can positively impact attitudes toward interprofessional communication and relationships when debriefing questions guide discussions about interprofessional roles and teams in caring for those living in poverty