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Journal ArticleDOI

Interprofessional education: a concept analysis

TL;DR: Through effective incorporation of interprofessional education into curricular and practice settings, optimal patient-centered outcomes can potentially result as effective and highly integrated teams facilitate and optimize collaborative patient care and safety.
Abstract: Interprofessional education is broadly defined as a teaching and learning process that fosters collaborative work between two or more health care professions. Interprofessional education, as a proven, beneficial approach to collaborative learning that addresses the problems of fragmentation in health care delivery and separation among health care professionals, is frequently promulgated but not always successfully implemented. Furthermore, there are several different interpretations, overlapping terminologies, interchangeable terms, and a lack of uniformity of a definition for interprofessional education. This concept analysis determines the attributes and characteristics of interprofessional education, develops an operational definition that fits all health-related disciplines, defines common goals, and improves overall clarity, consensus, consistency, and understanding of interprofessional education among educators, professionals, and researchers. Through effective incorporation of interprofessional education into curricular and practice settings, optimal patient-centered outcomes can potentially result as effective and highly integrated teams facilitate and optimize collaborative patient care and safety.

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Citations
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Journal ArticleDOI
TL;DR: What do you do to start reading teaching in nursing a guide to faculty?
Abstract: (1998). Teaching in Nursing: A guide for faculty. Contemporary Nurse: Vol. 7, No. 4, pp. 197-197.

539 citations

Journal ArticleDOI
08 May 2014-PLOS ONE
TL;DR: Ten important challenges on implementing IPE are found, including curriculum, leadership, resources, stereotypes, students' diversity, IPE concept, teaching, enthusiasm, professional jargons, and accreditation, which are potentially important for developing countries.
Abstract: Background Evidence is available on the potential efficacy of interprofessional education (IPE) to foster interprofessional cooperation, improve professional satisfaction, and improve patient care. While the intention of the World Health Organization (WHO) is to implement IPE in all countries, evidence comes from developed countries about its efficiency, challenges, and barriers to planning and implementing IPE. We therefore conducted this review to examine challenges of implementing IPE to suggest possible pathways to overcome the anticipated challenges in developing countries.

144 citations

Journal ArticleDOI
TL;DR: Kolb's Experiential Learning Theory can be used to guide simulation-based interprofessional education, offering both a foundation and process for knowledge acquisition based on the needs of each individual learner.

127 citations


Cites background from "Interprofessional education: a conc..."

  • ...Modifying the current health profession education from the historic ‘‘silo’’ method to IPE will not only enhance communication and collaboration but also can eventually result in improved patient outcomes (Heuer et al., 2010; Olenick et al., 2010; Wilcock et al, 2009)....

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  • ...IPE facilitates teamwork and collaboration among health care professionals, which can ultimately lead to increased patient safety, better quality of care, and improved patient outcomes (Olenick et al., 2010; Suter, Arndt, Arthur, Parboosingh, & Deutschlander, 2009)....

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Journal ArticleDOI
TL;DR: In this paper, the authors identify the attributes and characteristics of environmental social work, develop an operational definition and use a case study to illustrate the practice of Environmental Social Work, and seek to improve clarity, consistency and understanding of environmental Social Work practice among educators, practitioners and researchers.
Abstract: Environmental social work and related terms have been used widely to describe an approach to social work practice that is founded on ecological justice principles. However, practice applications of environmental social work are scant and there are various terms and a range of interpretations of the practice that exist. Using a concept analysis framework, we identify the attributes and characteristics of environmental social work, develop an operational definition and use a case study to illustrate the practice of environmental social work. In this way, we seek to improve clarity, consistency and understanding of environmental social work practice among educators, practitioners and researchers. In essence, environmental social work assists humanity to create and sustain a biodiverse planetary ecosystem and does this by adapting existing social work methods to promote societal change.

76 citations


Cites background from "Interprofessional education: a conc..."

  • ...A concept analysis (Krathwohl, 1993) improves understanding of abstract constructs like ‘environmental social work’ by identifying its key attributes so that research and practice endeavours ‘find the concept clearly communicable and increasingly measurable’ (Olenick et al., 2010, p. 75)....

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Journal ArticleDOI
TL;DR: To use simulation effectively for education, particularly interprofessional team training, adult learning theory needs to be applied and effective feedback given.
Abstract: Simulation is a method or technique to produce an experience without going through the real event. There are multiple elements to consider for a simulation programme, and technology is only one of the many dimensions. The ultimate goal is to engage learners to experience the simulated scenario followed by effective feedback and debriefing. Simulation is a useful modality to supplement training in real clinical situations because it enables control over the sequence of tasks offered to learners, provides opportunities to offer support and guidance to learners, prevents unsafe and dangerous situations, and creates tasks that rarely occur in the real world. It is also an effective method for interprofessional education. To use simulation effectively for education, particularly interprofessional team training, adult learning theory needs to be applied and effective feedback given. Future development in simulation depends on overcoming issues related to technology, research, cost and faculty development.

58 citations

References
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Journal ArticleDOI
17 Nov 2001-BMJ
TL;DR: Analyzing health care organizations as complex systems, Crossing the Quality Chasm also documents the causes of the quality gap, identifies current practices that impede quality care, and explores how systems approaches can be used to implement change.
Abstract: Crossing the Quality Chasm identifies and recommends improvements in six dimensions of health care in the U.S.: patient safety, care effectiveness, patient-centeredness, timeliness, care efficiency, and equity. Safety looks at reducing the likelihood that patients are harmed by medical errors. Effectiveness describes avoiding over and underuse of resources and services. Patient-centeredness relates both to customer service and to considering and accommodating individual patient needs when making care decisions. Timeliness emphasizes reducing wait times. Efficiency focuses on reducing waste and, as a result, total cost of care. Equity looks at closing racial and income gaps in health care.

15,046 citations

Journal ArticleDOI
TL;DR: The results indicated that feedback may be more effective when baseline performance is low, the source is a supervisor or colleague, it is provided more than once, and the role of context and the targeted clinical behaviour was assessed.
Abstract: Background Audit and feedback continues to be widely used as a strategy to improve professional practice. It appears logical that healthcare professionals would be prompted to modify their practice if given feedback that their clinical practice was inconsistent with that of their peers or accepted guidelines. Yet, audit and feedback has not been found to be consistently effective. Objectives To assess the effects of audit and feedback on the practice of healthcare professionals and patient outcomes. Search strategy We searched the Cochrane Effective Practice and Organisation of Care Group's register up to January 2001. This was supplemented with searches of MEDLINE and reference lists, which did not yield additional relevant studies. Selection criteria Randomised trials of audit and feedback (defined as any summary of clinical performance over a specified period of time) that reported objectively measured professional practice in a healthcare setting or healthcare outcomes. Data collection and analysis Two reviewers independently extracted data and assessed study quality. Quantitative (meta-regression), visual and qualitative analyses were undertaken. Main results We included 85 studies, 48 of which have been added to the previous version of this review. There were 52 comparisons of dichotomous outcomes from 47 trials with over 3500 health professionals that compared audit and feedback to no intervention. The adjusted RDs of non-compliance with desired practice varied from 0.09 (a 9% absolute increase in non-compliance) to 0.71 (a 71% decrease in non-compliance) (median = 0.07, inter-quartile range = 0.02 to 0.11). The one factor that appeared to predict the effectiveness of audit and feedback across studies was baseline non-compliance with recommended practice. Reviewer's conclusions Audit and feedback can be effective in improving professional practice. When it is effective, the effects are generally small to moderate. The absolute effects of audit and feedback are more likely to be larger when baseline adherence to recommended practice is low.

4,946 citations

Journal ArticleDOI
TL;DR: In August 2010, AACN conducted an online survey of nursing schools offering baccalaureate and graduate programs in the U.S. to better assess the experience of new graduates in finding employment during these recessionary times.
Abstract: In August 2010, AACN conducted an online survey of nursing schools offering baccalaureate and graduate programs in the U.S. to better assess the experience of new graduates in finding employment during these recessionary times. A brief online survey was developed to solicit information from 802 deans of nursing schools offering baccalaureate and graduate programs. A total of 516 valid responses was received, generating a 64.3% response rate.

2,933 citations

Book
01 Jan 1983
TL;DR: Strategies for theory construction in nursing , Strategies for theoryConstruction in nursing, and strategies for theory Construction in nursing are presented.
Abstract: Strategies for theory construction in nursing , Strategies for theory construction in nursing , کتابخانه دیجیتال جندی شاپور اهواز

2,181 citations


"Interprofessional education: a conc..." refers background in this paper

  • ...“Concepts contain attributes or characteristics that make them unique from other concepts”.(2) Concept analysis seeks to determine structure, function, attributes, and characteristics of a concept which serves to provide common understanding of the term so that future research endeavors find the concept clearly communicable and increasingly measurable....

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Book
01 Jul 2003
TL;DR: Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education.
Abstract: The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.

1,920 citations