Development and implementation of a virtual "collaboratory" to foster interprofessional team-based learning using a novel faculty-student partnership.
Safe and efficient healthcare demands interprofessional collaboration. To prepare a practice-ready workforce, students of health professions require opportunities to develop interprofessional competencies. Designing and delivering effective interprofessional learning experiences across multiple prof...
| Publicado en: | Journal of Professional Nursing Vol. 46; pp. 155 - 163 |
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| Autores principales: | , , , , , , , |
| Formato: | research Journal Article |
| Publicado: |
W B Saunders
May2023
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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=163696292&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163696292 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87557223 4CK jtl: Journal of Professional Nursing issn: 87557223 maglogo: N pubinfo: dt: May2023 vid: 46 pid: 1351 pub: W B Saunders place: Philadelphia, Pennsylvania artinfo: ui: 163696292 163696292 163696292 10.1016/j.profnurs.2023.03.008 163696292 ppf: 155 ppct: 8 formats: tig: atl: Development and implementation of a virtual "collaboratory" to foster interprofessional team-based learning using a novel faculty-student partnership. aug: au: Shorten, Allison Cruz Walma, David Alexandre Bosworth, Peter Shorten, Brett Chang, Bright Moore, Matthew D. Vogtle, Laura Watts, Penni I. affil: School of Nursing, University of Alabama at Birmingham, 1701 University Blvde., Birmingham, AL 35294, USA sug: subj: Students, Health Occupations Education, Interdisciplinary Teaching Methods Faculty-Student Relations Collaboration Curriculum Development Student Attitudes Evaluation Outcomes of Education Evaluation Human Multimethod Studies Interviews Thematic Analysis Professional Competence Skill Acquisition Learning Environment Teamwork Communication Professional Role Quality Improvement Competency Assessment ab: Safe and efficient healthcare demands interprofessional collaboration. To prepare a practice-ready workforce, students of health professions require opportunities to develop interprofessional competencies. Designing and delivering effective interprofessional learning experiences across multiple professions is often hampered by demanding course loads, scheduling conflicts, and geographical distance. To overcome traditional barriers, a case-based online interprofessional collaboratory course was designed for professions of dentistry, nursing, occupational therapy, social work and public health using a faculty-student partnership model. To build a flexible, web-based, collaborative learning environment for students to actively engage in interprofessional teamwork. Learning objectives addressed Interprofessional Education Collaborative (IPEC) core competency domains of Teamwork , Communications , Roles/Responsibilities , and Values/Ethics. Four learning modules were aligned with developmental stages across the case patient's lifespan. Learners were tasked with producing a comprehensive care plan for each developmental life stage using interprofessional teamwork. Learning resources included patient and clinician interviews, discussion board forums, elevator pitch videos, and interprofessional role modelling. A mixed methods quality improvement approach integrated the pre and post IPEC Competency Self-Assessment Tool with qualitative student feedback. In total, 37 learners participated in the pilot. IPEC Competency Assessment Interaction domain mean scores increased from 4.17/5 to 4.33 (p = 0.19). The Values domain remained high (4.57/5 versus 4.56). Thematic analysis highlighted five core themes for success: active team engagement, case reality, clear expectations, shared team commitment, and enjoyment. A faculty-student partnership model was feasible and acceptable for designing and implementing a virtual, interprofessional team-based course. Using a quality improvement cycle fast-tracked improvements to course workflow, and highlighted strategies for engaging students in online team-learning. • Faculty-student partnerships are feasible for developing virtual team-based learning. • A virtual collaboratory has potential for connecting students across institutions. • Interprofessional learning using an online team format was acceptable to students. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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