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Evaluation of interprofessional student teams in the emergency department: opportunities and challenges

BACKGROUND: Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) deman...

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Autores principales: Hood, Kerry, Cross, Wendy M., Cant, Robyn
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9764718/
https://www.ncbi.nlm.nih.gov/pubmed/36536393
http://dx.doi.org/10.1186/s12909-022-03954-y
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author Hood, Kerry
Cross, Wendy M.
Cant, Robyn
author_facet Hood, Kerry
Cross, Wendy M.
Cant, Robyn
author_sort Hood, Kerry
collection PubMed
description BACKGROUND: Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. METHODS: An interprofessional clinical placement program was implemented with the aim to enhance students’ capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students’ perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. RESULTS: The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. CONCLUSIONS: Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students’ clinical supervision are proposed for the placement model. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03954-y.
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spelling pubmed-97647182022-12-21 Evaluation of interprofessional student teams in the emergency department: opportunities and challenges Hood, Kerry Cross, Wendy M. Cant, Robyn BMC Med Educ Research BACKGROUND: Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. METHODS: An interprofessional clinical placement program was implemented with the aim to enhance students’ capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students’ perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. RESULTS: The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. CONCLUSIONS: Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students’ clinical supervision are proposed for the placement model. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03954-y. BioMed Central 2022-12-19 /pmc/articles/PMC9764718/ /pubmed/36536393 http://dx.doi.org/10.1186/s12909-022-03954-y Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Hood, Kerry
Cross, Wendy M.
Cant, Robyn
Evaluation of interprofessional student teams in the emergency department: opportunities and challenges
title Evaluation of interprofessional student teams in the emergency department: opportunities and challenges
title_full Evaluation of interprofessional student teams in the emergency department: opportunities and challenges
title_fullStr Evaluation of interprofessional student teams in the emergency department: opportunities and challenges
title_full_unstemmed Evaluation of interprofessional student teams in the emergency department: opportunities and challenges
title_short Evaluation of interprofessional student teams in the emergency department: opportunities and challenges
title_sort evaluation of interprofessional student teams in the emergency department: opportunities and challenges
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9764718/
https://www.ncbi.nlm.nih.gov/pubmed/36536393
http://dx.doi.org/10.1186/s12909-022-03954-y
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