Thesis (M.S.)--University of Wisconsin, School of Nursing. / eContent provider-neutral record in process. Description based on print version record.

Thesis (M.S.)--University of Wisconsin. School of Nursing, 1974. / eContent provider-neutral record in process. Description based on print version record.

Class of 2012 Abstract / Specific Aims: To determine the attitudes of medical students towards pharmacists and the roles they play on the healthcare team and how these views change after attending an inter-professional workshop with other University of Arizona healthcare students. Methods: Questionnaires administered during a regularly scheduled class collected rating of teamwork and collaboration, roles for pharmacists in health care settings, and medical student’s expectations of the pharmacist when they are practicing physicians. Previous inter-professional workshop experience, negative experience with a pharmacist, age and sex was also collected. Main Results: Medical students’ attitudes regarding the roles of pharmacist in health care settings became more positive after attending the IPE workshop compared to their attitudes before attending the IPE workshop (X2 = 7.671, p-value = 0.005) and was maintained 1 year after the workshop (X2 = 6.304, p-value = 0.012). Medical students expected pharmacists to be more capable and had higher expectations for them after attending the IPE workshop (X2 = 17.393, p-value = <0.001) and was maintained 1 year after the workshop (X2 = 5.955, p-value = 0.015). Conclusions: This study demonstrated that the inter-professional workshop is successful in changing the attitudes of medical students towards pharmacists and the roles they play on the healthcare team. The medical students maintained this change in attitude one year after the inter- professional workshop.

Effective patient care requires interprofessional collaboration and decisions based on clinical guidelines. The goal of this study was to determine how interprofessional collaboration influences the introduction of nursing Best Practice Guidelines. This study was a secondary qualitative analysis of data obtained from interviews and reports from two selected sites (long term care and community health care) that demonstrated interprofessional collaboration during the introduction of nursing Best Practice Guidelines. Findings emphasized the importance of communication, the role of an interprofessional team, and the understanding of the roles of all involved in the introduction of discipline specific clinical guidelines. In addition, unregulated staff members were involved in leadership roles and their work was important in providing effective interprofessional collaborative care during the introduction of guidelines. Therefore, it is essential to appropriately involve all members of the interprofessional team, regardless of discipline or educational level, during the introduction of clinical guidelines.

Background: Effective collaboration between health professionals can reduce medical errors and assist in interpretation of health information resulting in improved patient care. The International Classification of Functioning, Disability and Health (ICF) has been suggested as a potential framework to help health professionals develop a common language for better collaboration and to provide more holistic care. In the main, Rwandan district hospitals still utilise the hierarchical medical model of health. Aim: The aim of the study was to determine whether training on interprofessional practice, using the ICF framework, resulted in improved knowledge, attitudes and behaviour(as determined by improved recording of interprofessional assessment and management in patient records) in randomly selected Rwandan District Hospitals. Methodology: This study was composed of two phases. Phase I: Preparation. The intervention programme was developed based on a literature review and input from an international panel of experts. A feasibility study in which self-designed instruments and the training programme were tested was undertaken in one district hospital. Phase II: A Cluster Randomised Control Trial. Four district hospitals were randomly allocated to receive a day’s training in interprofessional practice using the ICF (experimental hospitals) or a short talk on the topic (control hospital). Participants included medical doctors, nurses, physiotherapists, social workers, nutritionists, and mental health nurses/clinical psychologists. Using self-designed and validated measures, pre- and postmeasurements of knowledge and attitudes towards Interprofessional Practice (IPP) were performed at baseline and after training and audit of patients’ records after discharge was performed at baseline and at two, four and six months. The independent t-test and Mann-Whitney U test were used to establish if the two sets of groups were equivalent before and after training at baseline and at two, four and six months. Repeated measures ANOVA and the post-hoc Tukey test were used to compare the audit scores at each time point. The Kruskal Wallis test was used to compare rankings of the scores of attitudes of different professions before and after the intervention. Ethical approval was obtained from the Human Research Ethics Committee of the University of Cape Town and the Rwandan National Ethics Committee.

Introduction: Remote Area Medical (RAM), a non-profit organization serving underserved populations, partnered with East Tennessee State University to provide a unique learning opportunity for student volunteers at a clinic in rural Appalachia. Interprofessional student teams were established with undergraduate and graduate students in multiple professions. This study examined the impact on attitudes of students who participated and the impact of student teams on the event, hypothesizing that a positive impact would be seen on both. COVID-19 adjustments made were also evaluated. Methods: Surveys of student participants were conducted electronically utilizing REDCap before and after participation in the event. Surveys included demographic questions, validated surveys, and open-ended questions. Demographic questions gauged personal background, level of education, and history of interprofessional education or events. The previously validated surveys utilized were the Interprofessional Collaborative Competency Attainment Scale-Revised (ICAAS-R) and the Student Perceptions of Interprofessional Clinical Education-Revised Instrument Version 2 (SPICE-R2). Quantitative data was analyzed with SPSS version 25. Qualitative data was analyzed with deductive coding. Interventions were tallied by student teams during the event. Results: Eighty-nine students participated logging 1,213 interventions and 84 completed portions of the survey (94% response rate). ICAAS-R (n=79) displayed mean increases from 4.19 out of 5 in the pre-survey to 4.58 in the post-survey (p Conclusion: Statistically significant quantitative findings and qualitative themes supported the hypothesis that working in interprofessional teams at a RAM event would positively impact student attitudes towards interprofessional practice, and that student teams would have a positive impact on the event. COVID-19 adjustments made were well perceived. Findings can be summarized with the I.M.P.A.C.T. neumonic.

Podium presentation on health literacy and interprofessional telehealth considerations.

Indiana University-Purdue University Indianapolis (IUPUI) / Interprofessional education and practice is a collaborative approach in equipping health professional students with the skills to become effective team members to improve patient outcomes. This research study used a grounded theory approach to identify the communication characteristics and behaviors that influenced a team’s communication effectiveness. Two-hundred and twenty-two students participated in an interprofessional simulation at a Midwestern university. Ninety-two standardized patients assessed the students’ communication skills and their ability to collaborate as a team using a CARE Patient Feedback form, which served as data for the study. The study found four characteristics of effective interprofessional team experiences: aware of the patient’s situation, participate in the interaction equally, create a safe space, and nurture and strengthen a relationship. Students demonstrated an increase in communication effectiveness between encounter one and two; teams worked collaboratively rather than individually; students demonstrated five of the eight IPEC communication competencies; and negative and positive behaviors had a significant impact on patient outcomes. This study informs educators the need for repeated exposure of interprofessional practice experiences, such as simulation activities. These opportunities allow students to practice, learn, and refine their communication skills before entering their clinical practice.

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