Surveys measured students’ knowledge, application, and appreciation for four core competencies of IPE before and after their participation in specific activities and courses. There was a statistically significant difference between pre- and post-test ratings for all competencies, with the exception of Ethics, and all proficiency types. Modest gains were found.

In 2012 the Academy of Nutrition and Dietetics (Academy) and the American Society for Enteral and Parenteral Nutrition (ASPEN) published a consensus statement outlining the clinical characteristics recommended for the diagnosis of adult malnutrition, specifically undernutrition. The Academy and ASPEN recognized the need to standardize the approach to identify, diagnose and document malnutrition. There continues to be growing awareness that malnutrition plays a significant role on health outcomes and on the course of treatment for patients. The high prevalence of malnutrition at hospital admission identifies the need for more awareness, recognition and treatment at an earlier stage, such as primary care or an outpatient setting. The primary objective of this study was to assess the effectiveness of a malnutrition education program implemented in the outpatient clinics at James A. Haley Veterans’ Hospital and Clinics in Tampa, FL. The education program involved hands-on Nutrition Focused Physical Exam Workshop training for outpatient dietitians, education to outpatient dietitians regarding policies and procedures for improved identification and documentation of malnutrition, and education to primary care physicians at a formal staff meeting and team meetings and huddles. The Ambulatory Care Nutrition Section Chief recognized the need for further nutrition focused physical exam (NFPE) training for outpatient dietitians and general malnutrition training to outpatient providers. The interventions implemented as part of the malnutrition education program in the outpatient setting at James A. Haley Veterans’ Hospital and Clinics showed statistically significant, desired outcomes as indicated by improvements in outpatient dietitian confidence levels with performing NFPE and statistically significant associations between fiscal year and presence of malnutrition codes to evaluate effectiveness of training for both dietitians and primary care physicians.

The overall aim of this thesis was to describe and evaluate interprofessional education on an interprofessional training ward in municipal care for older persons. Interprofessional education has for some years now been proposed as a means to meet the call for effective collaboration, co-ordination and quality in health and social care. On the interprofessional training ward considered in this thesis, stu-dents from nursing, occupational therapy and social work programmes worked together for three weeks to learn with, from and about each other. In the first study (I) students’ perceptions and attitudes concerning the training on the ward were studied. An attitude questionnaire and a retrospective goal-fulfilment questionnaire were distributed to all students. Non-parametric statistics were used for the quantitative analysis, and qualitative content analysis for the qualitative parts. The results showed that the students had positive attitudes to-wards the training ward and in most respects the learning goals set up for the course were considered to have been met. In Studies II and III the focus was on students’ knowledge and understanding of their own and the others’ professions. Sixteen students were interviewed before and after. In the analysis of the interviews a phenomenographic approach was used. The findings showed a variation from simplistic conceptions of the profes-sions in terms of tasks to more complex conceptions in terms of the profession’s knowledge, responsibility and values. Differences in the ways professions were described concerning their professional stance towards the patients were espe-cially accentuated. The comparison between before and after indicated that there were changes in the students’ views. In some areas, however, there remained dis-crepancies between students’ understanding of their own profession and the oth-ers’ understanding of this profession. To promote mutual agreement on each other’s role this needs to be given careful consideration. In the fourth study (IV) the focus was on the students’ participation in the community of practice on the ward, and the findings reveal an ambivalent picture of this participation (and thus of their learning). The students collaborated in the care of the patients. However, they sometimes experienced a gap between expec-tations and reality with regard to both the profession-specific and the interprofes-sional training on the ward: what they had to do was sometimes felt to be be-neath their qualifications and irrelevant to the programme of education they were pursuing. This applied to all three groups, but especially student social workers. Interprofessional training wards can promote interprofessional learning, but it is crucial that setting should be right: it needs to be realistic for all the students involved, offering relevant profession-specific and interprofessional tasks and situations where the students can develop skills in collaborative, patient-centred care.

The purpose of this research was to determine relationships among depression, anxiety, self-rated physical and mental health, self-advocacy, internalized homophobia, and quality of patient-provider communication to satisfaction with health care interactions. These were measured while controlling for select demographic variables: age; ethnicity; urban or rural domicile; relationship status; household income; highest educational attainment; health insurance; disclosure to health care provider as a gay man; reason for last healthcare visit; and, general health self-rating. The specific aims of this study were to: 1) identify general characteristics of gay men in this sample; 2) examine how levels of satisfaction with health care differed by each characteristic; 3) assess relationships between each potential predictor of satisfaction and the level of satisfaction; and, 4) determine the relationship between each predictor and satisfaction after controlling for the most significant covariate(s). A quantitative study was conducted in which 42 adult gay men participated. The author hypothesized that gay men who reported lower levels of depression, higher self-rated physical and mental health, lower levels of anxiety, higher self-advocacy scores, lower levels of internalized homophobia, and stronger evaluations of patient-provider communication would report more positive satisfaction with health care interactions. The hypothesis was supported by results of this research. This research established that variables with the strongest effect on gay men’s satisfaction with health care interactions were whether the patient had revealed his sexual orientation to the provider, how he rated his anxiety, and how he rated the quality of communication with his provider. These results emphasize the importance of health care providers’ awareness of specific psychosocial factors that influence communication during care of gay men, who understand their sexual orientation places them at a disadvantage when receiving health care services. Despite the pursuit of equitable, high quality, and satisfying health care, its achievement has been hampered by barriers that gay men encounter. Understanding those barriers while addressing health related needs of gay men will be important for providers who seek to improve satisfaction with health care interactions.

Les cours d’éducation interprofessionnelle (IPE) permettent de cultiver la pratique collaborative, composante intégrante et contemporaine de la prestation optimale des soins aux patients. Ce projet de recherche a pour but d’explorer si un cours d’IPE utilisant, entre autre, un atelier interprogramme et la rétroaction d’un tandem composé d’un patient partenaire à profil formateur et d’un professeur, influence les attitudes des étudiants en médecine envers l’IPE, ainsi que le développement des habiletés de communication et de collaboration. Quarante-six de 250 étudiants en troisième année de médecine ayant participé au cours ont rempli le questionnaire Readiness of Health Care Students for InterProfessional Learning Scale. Près de 90% de ces étudiants démontrent une attitude positive envers l’IPE. L’analyse qualitative de plus de 1500 commentaires écrits de 223 étudiants en médecine à partir d’un questionnaire d’évaluation du cours a démontré que ceux-ci perçoivent une amélioration de leurs habiletés de communication et de collaboration, une confiance accrue en leurs compétences et globalement une meilleure compréhension des rôles et responsabilités des professionnels. Des facteurs influençant leurs attitudes et croyances, ainsi que les barrières à l’IPE émergent de l’analyse, tels que l’importance d’un respect mutuel et de l’abolition des préjugés envers les autres professions pour la réussite de l’IPE. En participant à ce cours d’IPE, les étudiants de l’Université de Montréal ont une opportunité exceptionnelle de s’initier à la pratique collaborative en partenariat de soins avec le patient. Les barrières à la participation des étudiants de médecine à la recherche pédagogique sont discutées et des pistes de solution pour rehausser leur intérêt dans le futur sont présentées. / Interprofessional education (IPE) courses help cultivate collaborative practice, an essential aspect of contemporary health care delivery that improves patient care. The goal of this study is to explore if an IPE course, using an interprogram workshop and retroaction by a tandem comprised of a patient-partner with an instructor profile and of a teacher, an innovative approach initiated by the Université de Montréal, influences medical students’ attitudes towards IPE and allows developing communication and collaborative skills. Forty-six of the two hundred and fifty medical students participating in the course filled out the Readiness of Health Care Students for InterProfessional Learning Scale. A positive attitude towards IPE is found in the vast majority of students («teamwork and collaboration» section: 88.9±5.8% of student answers = agree/completely agree). Qualitative analysis of more than 1500 written comments made by students showed that students perceived an improvement in their communication and collaboration skills, as well as their confidence in those skills. Overall, they had better understanding of professional roles and responsibilities. Factors influencing their attitudes and beliefs, as well as barriers to IPE, emerged from the analysis; the importance of respect and abolishing prejudices in order to succeed at IPE were raised. By participating to this IPE course, medical students of Université de Montréal have an exceptional opportunity to familiarize themselves with health care involving partnership with patients and collaborative practice. A discussion of barriers for the participation of medical students in pedagogical research and possible solutions to enhance their interest in the future are provided.

Introduction and Background: Today, in 2022, there is a community that receives discrimination, lack of acceptance, and lack of equality. This is the LGBTQ community. They suffer from the indifferences of the way they express themselves resulting in a rise of mental health issues and overall health disparities. Purpose Statement: The purpose of this review is to explore the disparities in mental health for the LGBT community including young adolescents and older adults. The question that drives this review is how does being a member of the LGBT community effect mental health. Literature Review: This literature review utilized search engines such as PubMed, ETSU One Search, and Google Scholar. Articles were chosen from within the past five years and corresponded with disparities in mental health for the LGBT community and the effects of acceptance from others. Key words used during the search of articles included “LGBT”, “mental health”, “suicide”, and “nursing”. A total of four articles and one systematic review were selected. Findings: Adolescents who didn’t have acceptance from others had a higher risk of suicide. Many mental health and substance abuse facilities didn’t have LGBT-specific programs. Healthcare professionals expressed the lack of training with LGBT clients but were willing to learn as it is relevant to their practice. Conclusions: The United States is under pressure as we watch the LGBT community become victims of inequality and health disparities. There is a need for more training and cultural competency, and implications of programs and resources specifically for the LGBT community.

Introduktion: Under de senaste 20 åren har icke-tekniska färdigheters betydelse för patientsäkerheten belysts mer och mer i forskningen. Interprofessionell utbildning med CRM som simulatorkoncept används för att träna icke-tekniska färdigheter och teamarbete men att träna under pågående operation är ovanligt. Syfte: Syftet är att utvärdera hur deltagarna upplever användandet av icke-tekniska färdigheter under en interprofessionell lärandeaktivitet på en dagkirurgisk operation. Metod: Tvärsnittsstudie med enkät som deltagarna (N=239) blev tillfrågade att svara på efter deltagande vid operation. Enkäten utvärderas deltagarnas upplevelse av kommunikation och teamarbete. Deskriptiv statistik och analys med Chi2, Wilcoxon sign rank test och Kruskal-Wallis användes. Resultat: Användandet av kommunikation inom och mellan professionerna har rankats som mycket högt av majoriteten av deltagarna i alla frågor, vid kontroll med Chi2 analys är det statistiskt signifikanta svar. Deltagarna upplever en ökad förståelse för andra professioner i teamet efter deltagande och de flesta anser att de blir en mer effektiv medlem i teamet och samt att patienter har fördel av att ett team löser patientens problem. Ingen statistisk signifikant skillnad sågs mellan professionerna. Slutsats: Träning under en pågående operation är möjligt att genomföra samt är uppskattat av deltagarna och viktigt för deras utveckling av icke-tekniska färdigheter Nyckelord: Icke-tekniska färdigheter, interprofessionellt lärande, CRM, SBAR, closed-loop-kommunikation. / Introduction: During the past two decades, there has been increased interest in non-technical skills and how they affect patient safety. The number of articles published in the field has increased. Interprofessional education with the concept of CRM has been shown to be an effective way to train non-technical skills and teamwork, but training during ongoing surgery is uncommon.  Purpose: The purpose is to evaluate how the participants experienced the use of non-technical skills in an interprofessional learning activity during ambulatory surgery. Method: This was a cross-sectional study in which the participants (N=239) were asked to answer an evaluation survey following ambulatory surgery, concerning their experience of communication and teamwork. Descriptive statistics and inferential statistics with chi-square, Wilcoxon signed-rank test and Kruskal-Wallis were used to analyse the material.  Results: The use of communication within and between the professions was ranked as very high by the majority of the participants in all the questions in the survey, and control using chi-square showed the results to be statistically significant. The participants experienced an increased understanding of the other professions in the team, and deemed that they had become more effective team members. They were also of the opinion that patients have an advantage when a medical team solves their problems. There were no statistically significant results between the professions. Conclusion: Training can be implemented during ongoing surgery. This is a popular activity with participants, and is vital for their development of non-technical skills. Keywords: Non-technical skills, interprofessional education, CRM, SBAR, closed-loop communication

The concept of interprofessional practice and education is not new but has recently gained attention as the result of a paradigm shift in the future of healthcare and how it is delivered and financed. Universities are now addressing ways to incorporate interprofessional education and learning experiences into the curriculum to ensure graduating healthcare professionals are competent to collaborate as a team and deliver quality effective healthcare. A regional research university in East Tennessee with health programs across five Health Science colleges (Clinical and Rehabilitative Health Sciences, Medicine, Nursing, Pharmacy, and Public Health), Psychology, and Social Work has offered an interprofessional rural course for more than six years. The two-semester course is focused on vulnerable or underserved populations and rural communities in the south central Appalachian region. Each course section comprised of 8 to 10 students is led by a team of two or more faculty who represent a cross section of healthcare disciplines and focuses on a specific population or community. The student groups develop interprofessional working relationships among each other and faculty while partnering with rural communities. Using a community-based participatory research approach they prioritize health needs, and develop and implement evidence-based strategies to address the identified needs. Interprofessional education, cross cultural learning, and a university/community partnership within the context of the Hispanic migrant farmworker population are addressed in this paper. The course process, target population, cultural learning, and student outcomes are specifically discussed.

Interprofessional education (IPE) is essential for enhancing students’ critical thinking skills and ability to integrate other professionals’ knowledge to ensure mutual respect and shared values for patient-centered care. The needs of medically underserved populations (MUPs) to receive behavioral health and nutritional care integrated with primary care services are significant. This research highlights the data outcomes from six offerings of a graduate IPE course on integrated health care. Funding from a Health Resources and Services Administration (HRSA) Behavioral Health Workforce and Education Training (BHWET) grant provided stipends for graduate social work and school counseling students in their final year of field working with MUPs in integrated care settings. Findings indicate significant increases in integrated care knowledge from pre- to post-course. Students reported appreciating the social justice framework of the course including food security and access to care. Students suggest that the course be required of all, not just stipend recipients. This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Behavioral Health Workforce Education and Training Program Grant No. M01HP313900100. This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS, or the U.S. Government.

Background. A 2012 IOM report is just one of an increasing number of recommendations to incorporate a population health approach into training of all health professionals. In light of the emphasis on and necessity for all future health professionals to possess core public health competences, a medium sized public University incorporated Introduction to Public Health as a required course in their undergraduate, interprofessional Health Sciences curriculum. Purpose. The purpose of this study was to assess the change in core public health competencies of undergraduate Health Sciences students who completed an Introduction to Public Health course. Methods. The Tier 1 Public Health Professionals Competency Assessment was administered in the online Introduction to Public Health courses for undergraduate Health Sciences students; the pretest was administered during the first week and the posttest during the final week of the 15 week course. Purposive sampling was used to assess how the course increased the student’s acquisition of core public health competencies within the designated eight domains. Results. Results of this study showed an increase in the competency scores of the participants from pre to posttest across all of the eight domains. Conclusions. This study demonstrates that an Introduction to Public Health course can increase the core public health competencies of undergraduate Health Sciences students, and the Public Health Professionals Competency Assessment can be used to assess the acquisition of these competencies with and guide curriculum for future health care providers.