The Process and Implication of Inter-Professional Education: A Systematic Review

Dewi Prabawati

doi:10.14710/nmjn.v7i2.13883

DOI: https://doi.org/10.14710/nmjn.v7i2.13883

The Process and Implication of Inter-Professional Education: A Systematic Review

*Dewi Prabawati - Sint Carolus School of Health Sciences, Indonesia

BibTex Citation Data :

@article{NMJN13883,
    author = {Dewi Prabawati},
    title = {The Process and Implication of Inter-Professional Education: A Systematic Review},
    journal = {Nurse Media Journal of Nursing},
  volume = {7},
    number = {2},
    year = {2017},
    keywords = {Implications; Inter-professional education; nursing education},
    abstract = {  Background : The practice of inter-professional education (IPE) is expanding rapidly especially in the developing countries.  The goal of IPE is to develop knowledge, skills, and attitudes that result in effective Inter-professional (IP) team behaviors and competency. Therefore, it is essential to understand more about the activity, other professional’s involvement and its implications for nursing students and institutions.   Purpose : This paper aimed to review the process and other professional’s involvement in IPE’s nursing education, and describe the implication after implementing IPE for nursing students and institution.   Methods : A comprehensive multi-step search of the literature in IPE using ProQuest, EBSCO and Cengage databases was performed. Samples of 19 studies met the inclusion criteria and were used in this study.   Results:  None of the studies reported findings from developing country, while there were only two studies conducted in Asia. IPE programs utilize a variety of combinations of interactive learning methods, such as group problem solving, focus group interview, social networking (website), and simulated patient or simulated based training (SBT) which is becoming the most common methods employed.  IPE gives benefits for the students, such as improving communication skills, recognizing the role and responsibilities, understanding the value and ethics and also increasing teamwork and team-based care.  Conclusion : Despite the limitations, this systematic review found a number of activities and other professionals that can be involved with nursing in the IPE implementation.  It also found out that IPE applied in a variety of clinical settings is well received by the students and enable them to learn the knowledge and skills for collaborative learning.},
   issn = {2406-8799},   pages = {104--115}  doi = {10.14710/nmjn.v7i2.13883},
    url = {https://ejournal.undip.ac.id/index.php/medianers/article/view/13883}
}

Citation Format:

Abstract

Background: The practice of inter-professional education (IPE) is expanding rapidly especially in the developing countries. The goal of IPE is to develop knowledge, skills, and attitudes that result in effective Inter-professional (IP) team behaviors and competency. Therefore, it is essential to understand more about the activity, other professional’s involvement and its implications for nursing students and institutions.

Purpose: This paper aimed to review the process and other professional’s involvement in IPE’s nursing education, and describe the implication after implementing IPE for nursing students and institution.

Methods: A comprehensive multi-step search of the literature in IPE using ProQuest, EBSCO and Cengage databases was performed. Samples of 19 studies met the inclusion criteria and were used in this study.

Results: None of the studies reported findings from developing country, while there were only two studies conducted in Asia. IPE programs utilize a variety of combinations of interactive learning methods, such as group problem solving, focus group interview, social networking (website), and simulated patient or simulated based training (SBT) which is becoming the most common methods employed. IPE gives benefits for the students, such as improving communication skills, recognizing the role and responsibilities, understanding the value and ethics and also increasing teamwork and team-based care.

Conclusion: Despite the limitations, this systematic review found a number of activities and other professionals that can be involved with nursing in the IPE implementation. It also found out that IPE applied in a variety of clinical settings is well received by the students and enable them to learn the knowledge and skills for collaborative learning.

Fulltext View|Download

Keywords: Implications; Inter-professional education; nursing education

Article Metrics:

Article Info

Section: Articles

Language : EN

In Vol 7, No 2 (2017): (DECEMBER 2017)

Recent articles

Exploring Islamic Based Caring Practice in Intensive Care Unit: A Qualitative Study The Process and Implication of Inter-Professional Education: A Systematic Review Transformational and Transactional Leadership Styles of Nurse Managers and Job Satisfaction among Filipino Nurses: A Pilot Study Editorial Front Matter Editorial Back Matter More recent articles

Most cited articles

Correlation between Coping Strategies and Quality of Life among Myocardial Infarction Patients in Nepal A Review of the Quality Improvement in Discharge Planning through Coaching in Nursing PSYCHIATRIC CLINICAL PLACEMENT UPON NURSING STUDENTS PERCEIVED KNOWLEDGE IN CARING FOR MENTALLY ILL Providing Basic Needs and Encouragement as Strategies in Managing Aggression in Dementia Clients Knowledge and skills of Emergency Care During Disaster For Community Health Volunteers: A Literature Review More cited articles

Acquavita, S., Lewis, M.A., Aparicio, E., & Pecukonis, E. (2014). Student perspectives on inter-professional education and experiences. Journal of Allied Health, 43(2), e31-e36
Baker, M.J., & Durham, C.F. (2013). Inter-professional education: A survey of students’ collaborative competency outcomes. Journal of Nursing Education, 52(12), 713-718. doi: 10.3928/01484834-20131118-04
Burford, B., Morrow, G., Morrison, J., Baldauf, B., Spencer, J., Johnson, N., & Illing, J. (2013). Newly qualified doctors’ perceptions of informal learning from nurses: implications for interprofessional education and practice. Journal of Interprofessional Care, 27(5), 394-400. doi: 10.3109/13561820.2013.783558
Buring, S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: definitions, student competencies, and guidelines for implementation. American Journal Of Pharmaceutical Education, 73(4), 59
Defenbaugh, N., & Chikotas, N. E. (2016). The outcome of interprofessional education: Integrating communication studies into a standardized patient experience for advanced practice nursing students. Nurse Education in Practice, 16(1), 176-181
Delunas, L.R. ,& Rouse, S. (2014). Nursing and medical student attitudes about communication and collaboration before and after an interprofessional education experience. Nursing Education Perspectives, 35(2), 100-105. doi: 10.5480//11-716.1
Gilbert, J. H., Yan, J., & Hoffman, S. J. (2010). A WHO report: framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39(3), 196-197
Gilligan, C., Outram, S., & Levett-Jones, T. (2014). Recommendations from recent graduates in medicine, nursing, and pharmacy on improving interprofessional education in university programs: a qualitative study. BMC Medical Education, 14(1), 52
Greidanus, E., King, S., LoVerso, T., & Ansell, L.D. (2013). Inter-professional learning objectives for health team simulations. Journal of Nursing Education, 52(6), 311-316. doi: 10.3928/01484834-20130509-02
Hallas, D., Fernandez, J.B., Herman, N.G., & Moursi, A. (2015). Identification of pediatric oral health core competencies through inter-professional education and practice. Nursing Research and Practice, 2015, 1-7. doi: 10.1155/2015/360523
Johnson, K.F., & Freeman, K.L. (2014). Integrating inter-professional education and collaboration competencies (IPEC) into mental health counselor education. Journal of Mental Health Counseling, 36(4), 328-344
Joseph, S., Diack, L., Garton, F., & Haxton, J. (2012). Interprofessional education in practice. The Clinical Teacher, 9(1), 27-31. doi: 10.111/j.1743-498X.2011.00486.x
Lam, W., Chan, E. A., & Yeung, K. S. (2013). Implications for school nursing through interprofessional education and practice. Journal of Clinical Nursing, 22(13-14), 1988-2001. doi: 10.1111/jocn.12163
Lancken, S.V.D., & Levenhagen, K. (2014). Interprofessional teaching project with nursing and physical therapy students to promote caregiver and patient safety. Journal of Nursing Education, 53(12), 704-709. doi: 10.3928/01484834-20141118-14
Mast, L.J., Rahman, A., Shcatzman, B.I., Bridges, D., & Horsley, N. (2015). Innovations in continuing professional education: A model to impact inter-professional collaboration. Int Public Health J, 7(1), 65-77
Pittenger, A.L. (2013). The use of social networking to improve the quality of inter-professional education. American Journal of Pharmaceutical Education, 77(8), 1-9
Smith, K.A. (2014). Health care interprofessional education: Encouraging technology, teamwork, and team performance. The Journal of Continuing Education in Nursing, 45(4), 181-187. doi: 10.3928/00220124-20140327-01
Sunguya, B. F., Hinthong, W., Jimba, M., & Yasuoka, J. (2014). Inter-professional education for whom? - Challenges and lessons learned from its implementation in developed countries and their application to developing countries: A systematic review. PloS one, 9(5), e96724
Thuente, L.F. (2014). A Contemporary method to teach collaboration students. Journal of Nursing Education, 53(11), 641-645. doi: 10.3928/01484834-20141027-02
West, C., et al. (2015). Tools to investigate how interprofessional education activities link to competencies. Med Educ Online, 20(28627). Retrieved from: http://dx.doi.org/10.3402/meo.v20.28627
Wilbur, K., & Kelly, I. (2015). Interprofessional impressions among nursing and pharmacy students: a qualitative study to inform interprofessional education initiatives. BMC Medical Education, 15(1), 53. doi: 10.1186/s12909-015-0337-y
Zanotti, R., Sartor, G., & Canova, C. (2015). Effectiveness of interprofessional education by on-field training for medical students, with a pre-post design. BMC Medical Education, 15(1), 121. doi: 10.1186/s12909-015-0

Last update:

A Cost-Effective Work-Based Interprofessional Collaboration Program for Healthcare Professionals
Karli Brittz, Montlenyane Madisa, Lizemari Hugo-Van Dyk, Celia Filmalter, Tanya Heyns. International Journal of Online Pedagogy and Course Design, 13 (1), 2022. doi: 10.4018/IJOPCD.315589

Last update: 2024-11-20 20:45:12

No citation recorded.

Journal Author(s) Rights

In order for the Department of Nursing, Faculty of Medicine, Universitas Diponegoro to publish and disseminate research articles, we need non-exclusive publishing rights (transferred from the author(s) to the publisher). This is determined by a publishing agreement between the author(s) and the Department of Nursing, Faculty of Medicine, Universitas Diponegoro. This agreement involves the transfer or licensing of the copyright for publishing to the publisher, while authors still retain significant rights to use and share their own published articles. The Department of Nursing, Faculty of Medicine, Universitas Diponegoro supports the need for authors to share, disseminate, and maximize the impact of their research through these rights in any databases.

As the author(s), you have rights to a wide range of uses of your article, including use by your employing institution or company. These author rights can be exercised without the need to obtain specific permission. Authors publishing in the Nurse Media Journal of Nursing have extensive rights to use their works for teaching and scholarly purposes without needing to seek permission, including:

use for classroom teaching by the author or the author’s institution and presentation at a meeting or conference, including distributing copies to attendees;
use for internal training by the author’s company;
distribution to colleagues for their research use;
use in a subsequent compilation of the author’s works;
inclusion in a thesis or dissertation;
reuse of portions or extracts from the article in other works (with full acknowledgment of the final article);
preparation of derivative works (other than for commercial purposes) (with full acknowledgment of the final article);
voluntary posting on open websites operated by the author or the author’s institution for scholarly purposes;

following the open access license of the Creative Commons CC BY-SA License.

Authors, readers, and third parties can copy and redistribute the material in any medium or format, as well as remix, transform, and build upon the material for any purpose, even commercially, but they must give appropriate credit (including the name of the creator and attribution parties, detailed information about the authors, a copyright notice, an open access license notice, a disclaimer notice, and a link to the material), provide a link to the license, and indicate if changes were made. The publisher will indicate any modification of the material (if any) and retain an indication of previous modifications using a CrossMark Policy and information about Erratum-Corrigendum notifications.

Authors, readers, and third parties can read, print, and download, redistribute or republish the article (e.g., display it in a repository), translate the article, download it for text and data mining purposes, reuse portions or extracts from the article in other works, sell or reuse it for commercial purposes, remix, transform, or build upon the material. They must distribute their contributions under the same license as the original Creative Commons Attribution-ShareAlike (CC BY-SA).

Copyright Transfer Agreement for Publishing (Publishing Right)

The Authors submitting a manuscript do so on the understanding that if accepted for publication, non-exclusive right for publishing (publishing right) of the article shall be assigned/transferred to Publisher of the Nurse Media Journal of Nursing (Department of Nursing, Faculty of Medicine, Universitas Diponegoro).

Upon acceptance of an article, authors will be asked to complete a 'Copyright Transfer Agreement for Publishing (CTAP)'. An e-mail will be sent to the Corresponding Author confirming receipt of the manuscript together with a 'Copyright Transfer Agreement for Publishing' form by online version of this agreement.

Nurse Media Journal of Nursing and Department of Nursing, Faculty of Medicine, Universitas Diponegoro, the Editors and the Editorial Board make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in the Nurse Media Journal of Nursing are sole and exclusive responsibility of their respective authors and advertisers.

Please note that even though we ask for a transfer of copyright for publishing (CTAP), our journal Author(s) retain (or are granted back) significant scholarly rights as mentioned before.

The Copyright Transfer Agreement for Publishing (CTAP) Form can be downloaded here: [Copyright Transfer Agreement for Publishing (CTAP) Form NMJN 2024]

The copyright form should be signed electronically and send to the Editorial Office in the form of original e-mail below:

Dr. Meira Erawati (Editor-in-Chief)
Editorial Office of Nurse Media Journal of Nursing
Department of Nursing, Faculty of Medicine, Universitas Diponegoro
Jl. Prof. Soedarto, Tembalang, Semarang, Central Java, Indonesia 50275
Telp.: +62-24-76480919; Fax.: +62-24-76486849
E-mail: media_ners@live.undip.ac.id

(This policy statements has been updated at 24th January 2024)

The Process and Implication of Inter-Professional Education: A Systematic Review

Journal Author(s) Rights

Copyright Transfer Agreement for Publishing (Publishing Right)

OFFICE INFORMATION