Interprofessional Teamwork: Medical and Nursing Student Understanding of Interprofessional Roles and Responsibilities

2.50
Hdl Handle:
http://hdl.handle.net/10755/203211
Type:
Presentation
Title:
Interprofessional Teamwork: Medical and Nursing Student Understanding of Interprofessional Roles and Responsibilities
Abstract:
(Summer Institute) Background: As physicians’ and nurses’ careers advance, many situations allow these healthcare professionals to communicate with each other and develop interdisciplinary skills. While there currently is literature describing how these later interactions affect efficiency in the clinical setting, few describe the impact of providing an earlier opportunity for Interprofessional education and preparation. Currently, nurses and physicians are educated separately and do not have the opportunity to interact with their peers in other professions, that is, interprofessional skills are currently acquired only through experiences after their formal training. Evidence shows that interventions affect performance and efficiency in clinical settings; however, no studies demonstrate the effects of early interventions related to increasing the knowledge of respective roles and responsibilities of both nursing and medical students (D’Amour & Oandasan, 2005.) Level of Educational Program: Senior level undergraduate nursing students and third/fourth year medical students were (and are currently) recruited to participate in a qualitative study collecting data pre- and post- observation periods. Targeted Learning Outcomes: Recognition and acknowledgement of respective roles and responsibilities of nurses and physicians in acute and non-acute healthcare settings. Teaching-learning Activities: One hour observation in the Internal Medicine clinic setting and two hour observation in the Medical Intensive Care Unit. Pre- and post- survey, post observations interview were conducted. Evaluation of Approach: Our goal was to assess the medical students’ and nursing students’ experiences in the observations for commonalities. Only the nursing portion of the study has been completed. Preliminary data suggest that early intervention, to include education with other professions and about interprofessional responsibilities and job duties can enhance interprofessional teamwork in both acute and clinic settings. Medical students are currently completing observations. The degree to which nursing and medical students’ pre-observation perceptions differed from post-observation perceptions was not statistically significant. Common terminology identified in the post-observation interviews included: communication and collaboration. Bibliography: D’Amour, D & Oandasan, I (2005.) Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, Supplement 1, p 8-20. [© Academic Center for Evidence-Based Practice, 2011. http://www.acestar.uthscsa.edu]
Keywords:
Teamwork; Responsibilities
Repository Posting Date:
16-Jan-2012
Date of Publication:
3-Jan-2012
Sponsors:
UTHSCSA Summer Institute

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleInterprofessional Teamwork: Medical and Nursing Student Understanding of Interprofessional Roles and Responsibilitiesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/203211-
dc.description.abstract(Summer Institute) Background: As physicians’ and nurses’ careers advance, many situations allow these healthcare professionals to communicate with each other and develop interdisciplinary skills. While there currently is literature describing how these later interactions affect efficiency in the clinical setting, few describe the impact of providing an earlier opportunity for Interprofessional education and preparation. Currently, nurses and physicians are educated separately and do not have the opportunity to interact with their peers in other professions, that is, interprofessional skills are currently acquired only through experiences after their formal training. Evidence shows that interventions affect performance and efficiency in clinical settings; however, no studies demonstrate the effects of early interventions related to increasing the knowledge of respective roles and responsibilities of both nursing and medical students (D’Amour & Oandasan, 2005.) Level of Educational Program: Senior level undergraduate nursing students and third/fourth year medical students were (and are currently) recruited to participate in a qualitative study collecting data pre- and post- observation periods. Targeted Learning Outcomes: Recognition and acknowledgement of respective roles and responsibilities of nurses and physicians in acute and non-acute healthcare settings. Teaching-learning Activities: One hour observation in the Internal Medicine clinic setting and two hour observation in the Medical Intensive Care Unit. Pre- and post- survey, post observations interview were conducted. Evaluation of Approach: Our goal was to assess the medical students’ and nursing students’ experiences in the observations for commonalities. Only the nursing portion of the study has been completed. Preliminary data suggest that early intervention, to include education with other professions and about interprofessional responsibilities and job duties can enhance interprofessional teamwork in both acute and clinic settings. Medical students are currently completing observations. The degree to which nursing and medical students’ pre-observation perceptions differed from post-observation perceptions was not statistically significant. Common terminology identified in the post-observation interviews included: communication and collaboration. Bibliography: D’Amour, D & Oandasan, I (2005.) Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, Supplement 1, p 8-20. [© Academic Center for Evidence-Based Practice, 2011. http://www.acestar.uthscsa.edu]en_GB
dc.subjectTeamworken_GB
dc.subjectResponsibilitiesen_GB
dc.date.available2012-01-16T11:03:37Z-
dc.date.issued2012-01-03en_GB
dc.date.accessioned2012-01-16T11:03:37Z-
dc.description.sponsorshipUTHSCSA Summer Instituteen_GB
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