"Oh why didn't I take more notice?" Professionals' views and perceptions of pre-qualifying preparation for interprofessional working in practice.
TL;DR: It is suggested that pre-qualifying IPL can prepare individuals to work effectively as qualified professionals with colleagues from other disciplines and that effective IPW impacts positively on service delivery.
Abstract: It is widely assumed that interprofessional learning (IPL) impacts positively on interprofessional working (IPW) in health and social care. However, there is no clear evidence that pre-qualifying IPL improves service delivery. The direct effect of pre-qualifying IPL on IPW and service delivery is difficult to demonstrate; researchers must rely on professionals' self-report in this regard. This paper presents findings from a qualitative study in which semi-structured interviews were used to collect individuals' views and perceptions about pre-qualifying IPL as preparation for practice. Two groups of participants came from four health and social care professions: adult nursing, midwifery, physiotherapy and social work. One group had experienced a substantial pre-qualifying IPL initiative, while the other group had not. Useful insights were gained from comparing the views and perceptions of individuals from these two groups. The total sample comprised 29 practitioners: 19 were educated on interprofessional curricula and 10 on traditional uniprofessional curricula. Thematic data analysis produced findings about pre-qualifying education as preparation for IPW. These findings suggest that pre-qualifying IPL can prepare individuals to work effectively as qualified professionals with colleagues from other disciplines and that effective IPW impacts positively on service delivery.
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TL;DR: This paper proposes moving this area of inquiry beyond theoretical assumptions to systematic research that will strengthen the evidence base for the effectiveness of IPE and collaborative practice within the context of the evolving imperative of the Triple Aim.
Abstract: The Triple Aim unequivocally connects interprofessional healthcare teams to the provision of better healthcare services that would eventually lead to improved health outcomes. This review of the in...
240 citations
TL;DR: Although they often relied on traditional types of interaction, residents and nurses also demonstrated readiness for increased sharing of responsibilities, and Interprofessional education should insist on better redefinition of respective roles and reinforce behaviours shown to enhance teamwork quality.
Abstract: Background
Effective teamwork is necessary for optimal patient care. There is insufficient understanding of interactions between physicians and nurses on internal medicine wards.
Objective
To describe resident physicians’ and nurses’ actual behaviours contributing to teamwork quality in the setting of a simulated internal medicine ward.
Methods
A volunteer sample of 14 pairs of residents and nurses in internal medicine was asked to manage one non-urgent and one urgent clinical case in a simulated ward, using a high-fidelity manikin. After the simulation, participants attended a stimulated-recall session during which they viewed the videotape of the simulation and explained their actions and perceptions. All simulations were transcribed, coded, and analyzed, using a qualitative method (template analysis). Quality of teamwork was assessed, based on patient management efficiency and presence of shared management goals and of team spirit.
Results
Most resident-nurse pairs tended to interact in a traditional way, with residents taking the leadership and nurses executing medical prescriptions and assuming their own specific role. They also demonstrated different types of interactions involving shared responsibilities and decision making, constructive suggestions, active communication and listening, and manifestations of positive team building. The presence of a leader in the pair or a truly shared leadership between resident and nurse contributed to teamwork quality only if both members of the pair demonstrated sufficient autonomy. In case of a lack of autonomy of one member, the other member could compensate for it, if his/her own autonomy was sufficiently strong and if there were demonstrations of mutual listening, information sharing, and positive team building.
Conclusions
Although they often relied on traditional types of interaction, residents and nurses also demonstrated readiness for increased sharing of responsibilities. Interprofessional education should insist on better redefinition of respective roles and reinforce behaviours shown to enhance teamwork quality.
69 citations
Cites background from ""Oh why didn't I take more notice?"..."
...This argues for reinforcement of interprofessional education at the pre- and postgraduate levels, as exemplified by existing programs [33,34,35,36,37]....
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TL;DR: The study shows that even limited interprofessional simulation exposure enabled students to acquire knowledge of other professions and develop a better appreciation of interprofessional learning.
65 citations
TL;DR: In this article, a review of the literature on attitudes of health and social care staff to interprofessional working and interprofessional education (IPE) was carried out and the main factors found to influence attitudes and the strengths and limitations of these studies were identified.
Abstract: The healthcare setting is a rich learning environment for students to experience interprofessional working (IPW) and interprofessional education (IPE). However, opportunities for IPE are limited, and student experiences of effective IPW are varied. This raises the question of how IPW and IPE are valued by health or social care professionals. A search of the literature was carried out to identify studies of health and social care staff attitudes to IPW and IPE. This review provides a summary of the main factors found to influence attitudes and the strengths and limitations of these studies. Professional background and prior IPE experience were identified as the influencing factors for which there is most evidence. The main limitations of the studies accessed included a focus on the value of IPE for staff, as opposed to students, and a limited number of studies considering the relationship between attitudes to IPW and the value placed on IPE. It is important that health and social care professionals lead by example by working collaboratively and providing students with opportunities for IPE. Identifying the variables influencing attitudes to IPW and IPE may assist in improving IPW and experiences of IPE for students learning in the healthcare setting.
45 citations
Cites background from ""Oh why didn't I take more notice?"..."
...However, only four of these studies focused on attitudes to both IPE and IPW (Baker et al., 2011; Braithwaite et al., 2012, 2013; Pollard et al., 2012); two of these studies included health and social care staff (Baker et al....
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...Staff with experience of IPE as students, reflected on varied experiences of IPE and IPW and reported more awareness of barriers to effective IPW such as professional boundaries, hierarchies, and poor communication (Pollard et al., 2012)....
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...Prior IPE as an influence on attitudes to IPW IPE as an influence on staff attitudes to IPW was explored in a number of studies (Bailey et al., 2006; Braithwaite et al., 2012; Gibbon et al., 2002; Kvarnström, 2008; Pollard & Miers, 2008; Pollard et al., 2012; Robben et al., 2012)....
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...However, only four of these studies focused on attitudes to both IPE and IPW (Baker et al., 2011; Braithwaite et al., 2012, 2013; Pollard et al., 2012); two of these studies included health and social care staff (Baker et al., 2011; Pollard et al., 2012); and only one study by Baker et al. (2011)…...
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..., 2012); two of these studies included health and social care staff (Baker et al., 2011; Pollard et al., 2012); and only one study by Baker et al....
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TL;DR: In this paper, a pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework.
Abstract: Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning a...
42 citations
References
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01 Jan 2005
367 citations
TL;DR: The discussion provides the infrastructure for the introduction of a proposed framework for educators to utilize in the planning and implementation of an IPE program to enhance a learner's opportunity to become a collaborative practitioner.
Abstract: In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Healt...
288 citations
""Oh why didn't I take more notice?"..." refers background in this paper
...The finding that IPL may actively promote the formation of negative stereotypes challenges a major assumption concerning its benefits (Derbyshire & Machin, 2011; Oandasan & Reeves, 2005)....
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TL;DR: The results showed that students arrive at university with stereotyped views of each other, and that these views appeared to become more exaggerated during the Common Foundation Programme (CFP).
Abstract: Interprofessional education in health care has been the focus of increasing attention in recent years However, there is still great debate about when and how to introduce it in undergraduate studies St George's Hospital Medical School with the Joint Faculty of Health Care Sciences of Kingston University was ideally placed to introduce, as part of its 1996 new curriculum, a Common Foundation Programme (CFP) This incorporated degree students in medicine, radiography, physiotherapy, and nursing learning together for the first term of their courses As part of the evaluation of the CFP, students' attitudes to the course and each other were surveyed at the beginning and the end of the term, for the 1998 and 1999 intakes The results showed that students arrive at university with stereotyped views of each other, and that these views appeared to become more exaggerated during the CFP Students felt that the CFP would enhance interprofessional working, but there were concerns that it forced them to learn irrelevant skills Students whose parents worked as health care professionals, held stronger stereotyped views Our findings challenge any notion that students arrive without preconceived ideas about the other professions Further work is needed to determine how best to break down stereotypes, and to advance our understanding of the most appropriate models for interprofessional education, to enable graduates to work effectively in today's environment
228 citations