Advancing Nursing Education Through Interdisciplinary Learning: Student Quality & Safety Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/243236
Category:
Full-text
Type:
Presentation
Title:
Advancing Nursing Education Through Interdisciplinary Learning: Student Quality & Safety Program
Author(s):
Spegman, Adele M.; Alichnie, Christine
Lead Author STTI Affiliation:
Theta Zeta (Region 11)
Author Details:
Spegman, Adele M., PhD, RN, aspegman@msn.com; Alichnie, Christine , PhD, RN;
Abstract:
Nursing competencies have expanded to address the complexities of contemporary healthcare. Patient-centered care and demands for transparent outcomes require nurses to have active roles in Quality Improvement (QI) processes (IOM, 2010). Collaborative applications of evidence-based care, a component of quality outcomes, highlight the significance of interdisciplinary partnerships (Thibault, 2011). Such skills must be purposely fostered in students. Although the Quality and Safety Education for Nursing project (Cronenwett, 2007) provides guidelines, students have few opportunities for interdisciplinary clinical learning. Little is reported about the education processes that facilitate effective teamwork. 

This presentation describes an innovative program for nursing and medical students. Developed by clinicians at a rural tertiary care facility, the hospital becomes a teaching/learning laboratory for QI and provides hands-on learning using real-time clinical issues. The curriculum emphasizes teamwork as an integral component of QI processes, awards academic credits and provides occasions for scholarly presentations. Teams of nursing and medical students work with a nurse/physician preceptor over two semesters. Interdisciplinary discussions and collaborative activities, designed around simulations of clinical issues, use unit-based data to develop aims, measures and action plans. Learning is then applied through participation in actual QI initiatives. 

Two cohorts of senior nursing (n = 42) and third-year medical (n=38) students have participated. Evaluations found significant increases in participants’ knowledge about QI processes. Students’ comments reflected the salience of QI training and appreciation of interdisciplinary learning. Obstacles, for nursing students, centered on nursing program challenges. The demands of 21st century healthcare necessitate purposeful collaboration among nursing faculty and clinicians. We must leverage and exploit novel learning opportunities, redesigning course activities and methods to evaluate learning. This program advances a model to encourage interdisciplinary partnerships.

Keywords:
Interprofessional collaboration; Education, nursing; Interdisciplinary care teams
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012 ; 12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleAdvancing Nursing Education Through Interdisciplinary Learning: Student Quality & Safety Programen
dc.contributor.authorSpegman, Adele M.en
dc.contributor.authorAlichnie, Christineen
dc.contributor.departmentTheta Zeta (Region 11)en
dc.author.detailsSpegman, Adele M., PhD, RN, aspegman@msn.com; Alichnie, Christine , PhD, RN;en
dc.identifier.urihttp://hdl.handle.net/10755/243236-
dc.description.abstractNursing competencies have expanded to address the complexities of contemporary healthcare. Patient-centered care and demands for transparent outcomes require nurses to have active roles in Quality Improvement (QI) processes (IOM, 2010). Collaborative applications of evidence-based care, a component of quality outcomes, highlight the significance of interdisciplinary partnerships (Thibault, 2011). Such skills must be purposely fostered in students. Although the Quality and Safety Education for Nursing project (Cronenwett, 2007) provides guidelines, students have few opportunities for interdisciplinary clinical learning. Little is reported about the education processes that facilitate effective teamwork.&nbsp; <p>This presentation describes an innovative program for nursing and medical students. Developed by clinicians at a rural tertiary care facility, the hospital becomes a teaching/learning laboratory for QI and provides hands-on learning using real-time clinical issues. The curriculum emphasizes teamwork as an integral component of QI processes, awards academic credits and provides occasions for scholarly presentations.&nbsp;Teams of nursing and medical students work with a nurse/physician preceptor over two semesters. Interdisciplinary discussions and collaborative activities, designed around simulations of clinical issues, use unit-based data to develop aims, measures and action plans. Learning is then applied through participation in actual QI initiatives.&nbsp; <p>Two cohorts of senior nursing (n = 42) and third-year medical (n=38) students have participated. Evaluations found significant increases in participants&rsquo; knowledge about QI processes. Students&rsquo; comments reflected the salience of QI training and appreciation of interdisciplinary learning. Obstacles, for nursing students, centered on nursing program challenges. The demands of 21<sup>st</sup> century healthcare necessitate purposeful collaboration among nursing faculty and clinicians. We must leverage and exploit novel learning opportunities, redesigning course activities and methods to evaluate learning. This program advances a model to encourage interdisciplinary partnerships.en
dc.subjectInterprofessional collaborationen
dc.subjectEducation, nursingen
dc.subjectInterdisciplinary care teamsen
dc.date.available2012-09-12T09:19:24Z-
dc.date.issued2012-09-12-
dc.date.issued2012-09-12en
dc.date.accessioned2012-09-12T09:19:24Z-
dc.conference.date2012en
dc.conference.name23rd International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationBrisbane, Australiaen
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