Improving interprofessional competence in undergraduate students using a novel blended learning approach.
Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional e...
| Publicado en: | Journal of Interprofessional Care Vol. 26; no. 4; pp. 312 - 319 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104458309&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104458309 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Jul2012 vid: 26 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104458309 76401083 10.3109/13561820.2012.660286 NLM22559163 104458309 ppf: 312 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Improving interprofessional competence in undergraduate students using a novel blended learning approach. aug: au: Riesen, Eleanor Morley, Michelle Clendinneng, Debra Ogilvie, Susan Ann Murray, Mary sug: subj: Students, Health Occupations Psychosocial Factors Education, Interdisciplinary Evaluation Competency Assessment Evaluation Funding Source Human Ontario Adult Male Female Descriptive Statistics Multimethod Studies Pretest-Posttest Design Self Report Questionnaires Surveys Data Analysis, Statistical Data Analysis Software Two-Tailed Test P-Value Paired T-Tests One-Way Analysis of Variance Repeated Measures Adult: 19-44 years Male Female ab: Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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