Authors:McKenzie Calhoun Highsmith et al. Abstract: During transitions of care, great opportunity exists for miscommunication, poor care coordination, adverse events, medication errors and unnecessary healthcare utilization costing billions of dollars annually. An Interprofessional Transitions of Care (IPTC) clinic was developed utilizing a Family Medicine team that included physicians, nurses, a clinical social worker, and a clinical pharmacist. The purpose of this study was to determine if utilization of an IPTC clinic prevented hospital readmission, and to identify factors that predict most benefit from an interprofessional approach to transitions of care. A retrospective chart review of 1,001 patients was completed. A treatment group (TG) of 501 patients were offered IPTC clinic appointments following hospital discharge. A control group (CG) of 500 patients were hospitalized and received traditional follow-up prior to development of the IPTC clinic. Traditional follow-up typically consisted of an automated appointment reminder and a physician office visit. Outcomes assessed included 30-day hospital readmission of TG versus CG, and whether patient characteristics predisposed specific patient groups to attend IPTC appointments or benefit more from IPTC participation. Compared with CG, patients who completed an IPTC appointment were 48% less likely to be readmitted to the hospital within 30 days. Patients with congestive heart failure and cellulitis particularly benefited from IPTC. Telephone contact within two business days of discharge was the greatest predictor of patients attending an IPTC appointment. These results demonstrate that an interprofessional approach to transitions in care effectively addresses this high risk for error and high cost time in the continuum of care. PubDate: Mon, 08 Jun 2020 14:06:54 PDT
Authors:Miranda R. Andrus et al. Abstract: Objective. To assess the impact of this international interprofessional learning experience on perceptions of pharmacist-physician relationships and interprofessional teams.Methods. Medical and pharmacy students completed a one-week interprofessional medical mission experience in the Dominican Republic. Anonymous surveys were administered to 17 students before and after completion to measure perceptions of pharmacist-physician relationships and interprofessional teams. Responses were matched and changes in perceptions were analyzed using the Wilcoxon Signed Rank test. The SPICE-R2 instrument was administered after the experience to measure attitudes toward interprofessional teams. Results. Of the 17 participants, 100% responded to all surveys. Significant improvements were seen in the perception of pharmacists as an integral part of medical mission trips (P=0.035) and confidence in the ability to communicate with other healthcare disciplines (P=0.033). All students stated they would recommend this experience, and agreed that interprofessional experiences enhance their team work skills and should be incorporated into their education. Student comments supported that this was a meaningful and effective interprofessional experience. The results of the SPICE-R2 demonstrated positive attitudes about interprofessional teams, with all questions having a median score of “agree” or “strongly agree.”Conclusions. An international interprofessional experience improved the perception of pharmacist-physician relationships. The experience provided understanding of the other healthcare discipline, an appreciation for the importance of interprofessional teamwork, increased student confidence in communicating with the other discipline, and cultivated interest in future interprofessional collaboration. PubDate: Mon, 08 Jun 2020 14:06:41 PDT
Authors:Cassity Gutierrez et al. Abstract: Background. A 2012 IOM report is just one of an increasing number of recommendations to incorporate a population health approach into training of all health professionals. In light of the emphasis on and necessity for all future health professionals to possess core public health competences, a medium sized public University incorporated Introduction to Public Health as a required course in their undergraduate, interprofessional Health Sciences curriculum.Purpose. The purpose of this study was to assess the change in core public health competencies of undergraduate Health Sciences students who completed an Introduction to Public Health course.Methods. The Tier 1 Public Health Professionals Competency Assessment was administered in the online Introduction to Public Health courses for undergraduate Health Sciences students; the pretest was administered during the first week and the posttest during the final week of the 15 week course. Purposive sampling was used to assess how the course increased the student’s acquisition of core public health competencies within the designated eight domains.Results. Results of this study showed an increase in the competency scores of the participants from pre to posttest across all of the eight domains.Conclusions. This study demonstrates that an Introduction to Public Health course can increase the core public health competencies of undergraduate Health Sciences students, and the Public Health Professionals Competency Assessment can be used to assess the acquisition of these competencies with and guide curriculum for future health care providers. PubDate: Mon, 08 Jun 2020 14:06:30 PDT
Authors:Angela Collier Abstract: Approachability of nursing clinical instructors is largely unknown and misunderstood, yet critical for millennial students which currently comprise 82% of nursing students (National League for Nursing, 2014). Nursing education consists of both a didactic and a clinical component. Clinical education is dynamic and allows the student an experiential learning opportunity. Therefore, clinical nursing educators are vitally important. Approachability has been identified in many studies as a leading characteristic of an effective instructor. Although the importance of approachability of the instructor is established, currently no scale exists to measure this concept. The purpose of this study was to examine the validity and reliability of the newly developed Approachability of Nursing Clinical Instructor (ANCI) scale. Based on the results of this study, the newly developed ANCI scale meets all four aspects of validity (face, content, construct and criterion-related) and reliability is established. The confirmatory analysis indicated a one-factor scale with 56.102 of the variance explained. There are multiple future recommendations for the ANCI scale which include further psychometric testing the new scale, potential theory testing, education and screening of new clinical instructors and expanding the ANCI within nursing and to other disciplines. PubDate: Mon, 08 Jun 2020 14:06:18 PDT
Authors:Angela Collier Abstract: Aim: The aim of the study is to report an analysis of the concept of approachability of the instructor within the context of nursing clinical education.Background: Approachability of the instructor within the context of a nursing clinical education is a concept that is obscure and immature.Design: Concept AnalysisData Sources: A literature search between the years 1985 to present yielded 18 articles that were analyzed.Method: Rodger’s Evolutionary Method was used for the concept analysis.Results: The concept analysis identified the antecedents, attributes and consequences of approachability of the clinical nursing instructor. The antecedent was a student centered teaching philosophy. Based on the analysis, the attributes were divided in active and subtle behaviors of approachability. The active behaviors were encouraging questions, not belittling the students, showing an interest in students and being flexible. The subtle behaviors were identified as non-verbal communication and being available. The consequences include building an interpersonal relationship and creating a positive clinical experience. Using the antecedents, attributes and consequences, a theoretical definition was developed.Conclusion: The implications for future development include development of a tool that measures approachability, relational quantitative studies using the instrument and dissemination new knowledge. PubDate: Mon, 08 Jun 2020 14:06:06 PDT
Authors:Katie Sniffen et al. Abstract: Introduction and Background: Interprofessional education (IPE) is outlined in many health professions education standards creating an increased demand for its inclusion in already crowded curricula with limited faculty and financial resources. The Interprofessional Education Collaborative (IPEC) developed “Core Competencies for Interprofessional Collaborative Practice” that outline a framework for meaningful IPE experiences. Case-based learning activities have been used to foster improvements in interprofessional role clarity, communication, and rapport among student groups. The authors describe one trial of incorporating interprofessional and team work activities in a shared professional course and report on student learning outcomes in the context of IPEC competencies. Course Design: In an existing shared professional course, athletic training (AT) and physical therapy (PT) students were exposed to an interprofessional teaching team and engaged in team work activities during lab sessions. Students were also assigned to interprofessional (IP) and uniprofessional (UP) teams to complete four case-based learning activities regarding the application of therapeutic modalities in various patient cases. Students then wrote critical reflections of their experiences working in teams. Instructors evaluated these reflections in the context of eight relevant IPEC sub-competencies.Outcomes: Both IP and UP groups of students were able to articulate the demonstration of each of the eight IPEC sub-competencies, suggesting that incorporating a variety of interprofessional and team work activities in a shared professional course may offer a valuable IPE experience that promotes development of students’ collaboration skills.Discussion and Conclusion: Embedding IPE in existing curricula could be a viable way to overcome many of the challenges faced by health professions programs, meet IPE accreditation standards, and prepare students for interprofessional collaborative practice. PubDate: Thu, 22 Aug 2019 13:21:47 PDT
Authors:Patricia Davidson et al. Abstract: Background: Interprofessional Education (IPE) can improve teamwork among future healthcare professionals, but the academic structural environment can be a barrier to its implementation.Methods and Results: Students from seven professional programs (athletic training. exercise science, nursing, nutrition, public health, social work, and speech-language pathology) participated in a two-part IPE program consisting of: a web-based education module and an in-person interactive workshop. Students were administered a deidentified pre/post survey to assess changes in their knowledge and attitudes toward IPE. A total of 54 students participated in both components with 46 students completing both surveys. After participating in the IPE program, significantly more students reported changes in 10 of the 18 items on the survey, particularly differentiating the roles of each profession and the benefits of interprofessional collaboration in their future careers.Conclusion: This program increased students’ understanding of the roles of different health professions. Implementing an IPE program is beneficial for enhancing student knowledge and changing attitudes toward IPE. PubDate: Thu, 22 Aug 2019 13:21:31 PDT
Authors:Michael Cop et al. Abstract: Purpose: The authors examined Health Sciences students’ willingness to reflect on an academic failure at the students’ point-of-entrance into university in order to gauge how students’ willingness to engage in reflective tasks might be predictive of their subsequent academic success and, ultimately, of their potential to become health professionals.Methods: Following Health Sciences students’ failure on an English diagnostic test, the authors determined the proportion of 568 Health Sciences students who voluntarily reviewed or did not review (SR and SNR respectively) their failed tests before sitting a second-chance test 60 days later. The authors then compared the improvements between SR and SNR on the second-chance test and determined three relationships: 1) whether SR or SNR showed greater improvement on the second-chance test; 2) whether SR or SNR had higher mean marks in their four requisite Health Sciences courses; 3) if SR were more likely to be subsequently placed in a health professional programme.Results: 42% (N=237) of students chose not to review their test after failing it and being advised that they could review the test. Those same students were already performing at a lower level on this first test for their Reading Comprehension (F(1,566)= 5.608, p=0.18) and Listening Comprehension (F(1,566)=4.117, p = 0.043). While SR improved more than did SNR when they sat the second test, reviewing the failed test did not significantly correlate with improved success on the second test. However, SR achieved higher mean marks across their four requisite Health Sciences courses than did SNR (Wald’s Z = 8.015, p Wald’s Z = 3.108, p = 0.002) and were more likely to be offered a place in a professional programme (Wald’s Z = 3.108, p = 0.002).Conclusions: Choosing to engage in a relatively simple reflective task following an initial failure predicts subsequent academic success for our Health Sciences students and their potential of becoming health professionals. PubDate: Thu, 22 Aug 2019 13:21:19 PDT
Authors:Donna Copenhaver Dr. et al. Abstract: This article describes the result of an academic-practice partnership between a School of Nursing (SON) and a University Medical Center (UMC) for the purpose of promoting BSN education in response to the Institute of Medicine’s recommendation that 80% of RNs hold a baccalaureate degree or higher by 2020. The mutually beneficial partnership worked together to offer a pilot online RN-BSN nursing program, increase the number of BSNs in the workforce, and to collect information from RN-BSN students returning to school about their challenges, recommendations for future programs, and why they were interested in returning to school. The BSN graduates reported a renewed interest in nursing, opportunities for advancement, and the importance of a support system for RNs planning to return to school. The BSN graduates identified barriers for returning to school included finances, lack of knowledge related to technology, and challenges of maintaining work-life balance. PubDate: Tue, 18 Dec 2018 13:35:18 PST
Authors:Rachel Petts PhD et al. Abstract: Despite a mandated 1-month rotation in developmental-behavioral pediatrics (DBP), pediatric residents report inadequate training in behavioral health care. As a first step in much needed curriculum development in this area, this study sought to assess learner experiences regarding the management of behavioral health problems during residency. Four focus groups were conducted for residents in years 1-3 of training in 2 residency programs in a northeastern state. Transcripts were analyzed and coded by researchers through qualitative classical content analysis. The exploratory analysis revealed 9 key themes: time requirements, rapport building, resources and referrals for behavioral health, psychiatric medications, diagnosis vs. treatment, working with families, the importance of behavioral health, fears of working with a pediatric population, and training issues. These qualitative data further identify gaps in the behavioral health training of pediatric residents and may inform future innovations in training curricula. PubDate: Tue, 18 Dec 2018 13:35:07 PST
Authors:Drew A. Curtis et al. Abstract: A good professional-patient relationship is important to clinical practice, which may be compromised by deception. Deception research in physical therapy is scant. The current study investigated how the topic of patient deception is addressed in Doctor of Physical Therapy (DPT) educational curriculum, explore DPT students’ beliefs about deception and attitudes toward patient deception, and examine the effects of a pedagogical intervention on DPT students’ beliefs about deception and attitudes toward patient deception. The first objective was pursued by a descriptive survey sent to 217 DPT programs in the US. The second and third objectives were achieved by one-group pretest-posttest design provided to 17 DPT students before and after an educational workshop. Most DPT programs minimally include the topic of patient deception within their curriculum. DPT students held several inaccurate beliefs about the indicators of deception and negative attitudes toward patients who lied. After the educational intervention, students’ inaccurate beliefs were corrected and negative attitudes were reduced. Patient deception seems to be an under-addressed topic in current physical therapy education. An education workshop improved students’ beliefs about deception and attitudes toward to patient deception. Implications of deception research and theory in the applied practice of physical therapy are discussed. PubDate: Tue, 18 Dec 2018 13:34:57 PST
Authors:Haris Saud et al. Abstract: Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice.Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated.Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners.Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance.Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement. PubDate: Tue, 18 Dec 2018 13:34:47 PST
Authors:Emer M. Guinan et al. Abstract: Introduction: Interprofessional education (IPE) provides an opportunity for students from single-professions to interact with other disciplines. Student attitude to IPE can impact engagement and change in attitude may provide an indicator of the impact of IPE. This study examines pre-workshop attitudes to IPE and change in attitude following a series of three IPE workshops.Methods: Preworkshop attitudes were examined using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Education Perception Scale (IEPS). The IEPS was repeated at the start of Workshop 1 and at the end of Workshop 3. Data were analyzed using linear regression analysis and linear mixed methods for repeated measures.Results: 405 students participated (pre-workshop n=122; workshop 1 n=244; workshop 3 n=236). Pre-workshop attitudinal scores were high. While male gender and studying medicine negatively predicted attitude across some domains, previous experience of a joint patient treatment session on clinical placement positively predicted attitude in the domain of Perception of Actual Cooperation (standardised Beta 0.283, p=0.005). Attitude to IPE improved across all domains of the IEPS from online preparation to the end of workshop 3 (pCompetency and Autonomy, and in the domain of Perceived Need for Cooperation improved only following online preparation, while the domain of Perception of Actual Cooperation improved following both online preparation and participation in the workshops.Discussion: The results presented reflect positively on student readiness for IPE. Attitudes were further improved following engagement in a structured series of IPE workshops. PubDate: Tue, 18 Dec 2018 13:34:37 PST
Open Access journal
[1 journal]
