Perception of interprofessional conflicts and interprofessional education by doctors and nurses

Young Hee Lee,Ducksun Ahn,Jooyoung Moon,KuemSun Han 한국의학교육학회 2014 Korean journal of medical education Vol.26 No.4

Purpose: This study aimed to collect information that is needed to develop interprofessional education curricula by examining the current status of interprofessional conflicts and the demand for interprofessional education. Methods: A total of 95 doctors and 92 nurses in three university hospitals in Seoul responded to a survey that comprised questions on past experience with interprofessional conflicts, the causes and solutions of such conflicts, past experience with interprofessional education, and the demand for interprofessional education. Results: We found that 86% of doctors and 62.6% of nurses had no interprofessional education experience. Most of them learned about the work of other health professions naturally through work experience, and many had experienced at least one interprofessional conflict. For doctors, the most popular method of resolving interprofessional conflicts was to let the event pass; for nurses, it was to inform the department head. Further, 41.5% of doctors and 56.7% of nurses expressed no knowledge of an official system for resolving interprofessional conflicts within the hospital, and 62.8% of doctors and 78.3% of nurses stated that they would participate in interprofessional education if the opportunity arose. Conclusion: In Korean hospital organizations, many doctors and nurses have experienced conflicts with other health professionals. By developing an appropriate curriculum and educational training system, the opportunities for health professionals to receive interprofessional education should expand.

Perception of interprofessional conflicts and interprofessional education by doctors and nurses

이영희,안덕선,문주영,한금선 한국의학교육학회 2014 Korean journal of medical education Vol.26 No.4

Purpose: This study aimed to collect information that is needed to develop interprofessional education curricula by examining thecurrent status of interprofessional conflicts and the demand for interprofessional education. Methods: A total of 95 doctors and 92 nurses in three university hospitals in Seoul responded to a survey that comprised questionson past experience with interprofessional conflicts, the causes and solutions of such conflicts, past experience with interprofessionaleducation, and the demand for interprofessional education. Results: We found that 86% of doctors and 62.6% of nurses had no interprofessional education experience. Most of them learnedabout the work of other health professions naturally through work experience, and many had experienced at least one interprofessionalconflict. For doctors, the most popular method of resolving interprofessional conflicts was to let the event pass; for nurses, it wasto inform the department head. Further, 41.5% of doctors and 56.7% of nurses expressed no knowledge of an official system forresolving interprofessional conflicts within the hospital, and 62.8% of doctors and 78.3% of nurses stated that they would participatein interprofessional education if the opportunity arose. Conclusion: In Korean hospital organizations, many doctors and nurses have experienced conflicts with other health professionals. By developing an appropriate curriculum and educational training system, the opportunities for health professionals to receiveinterprofessional education should expand.

대학에서 보건·의료·복지분야 다직종연계교육(IPE)에 관한 탐색적 연구

김용섭(Yong-Seob KIM),유승주(Seoung-Ju YU) 한국상담심리교육복지학회 2021 상담심리교육복지 Vol.8 No.1

세계는 고령화 사회로 접어들면서 다양한 보건·의료·복지 분야의 복합적 문제 접근을 필요로 하는 서비스 대상자들이 증가하고 있다. 이 때문에 대학교육의 현장에서도 다양한 직종의 전문가들의 협업을 통한 문제 해결에 접근성을 높일 수 있는 다직종연계교육의 필요성이 요구되고 있다. 이에 본 연구는 국내외 다직종연계교육에 대한 개념을 고찰하고 이를 중심으로 개념과 발전과정을 정리하며, 다직종연계교육의 주요 이론 및 특성을 조사함과 동시에 외국과 우리나라 대학의 다직종연계교육 실태와 경험에 따른 실행 모형을 제시함으로써 진일보된 새로운 다직종연계교육의 패러다임을 구축하고자 한다. 이를 바탕으로 다직종연계교육이 단순 기존의 교육과정이나 학습방법의 일탈이 아닌 다양한 직종 간의 협업을 통한 상황적 지식증진과 수행능력의 향상에 있음을 확인한다. 이와 같은 전문분야 간의 학습을 통한 상생적 대학교육 모델은 학생뿐만 아니라 현장 전문가까지 활용할 수 있는 보건·의료·복지 전문가들이 가져야 할 다직종연계 역량 개발과 대학교육의 발전방향을 제시하고자 하는 탐색적 연구이다. As the country enters an aging society recently, more and more people are eligible for services that require complex access to problems in various fields of health, medical and welfare. For this reason, the need for interprofessional education, which can enhance accessibility to problem-solving through collaboration of experts from various professions, is also required at the site of university education. Therefore, this study aims to present a new paradigm of interprofessional education that has been advanced by considering the concept of interprofessional education at home and abroad, organizing concepts and development processes around them, investigating the main theories and characteristics of interprofessional education, and presenting implementation models based on the actual conditions and experience of interprofessional education at foreign and Korean universities. Based on this, interprofessional education seeks to improve its situational knowledge and performance through collaboration between various professions, not just a deviation from existing curriculum or learning methods. The win-win university education model through learning among these professional fields is an exploratory study aimed at presenting the development of multi-task-linked competencies and the development of university education that health, medical, and welfare experts should have.

아동간호를 위한 전문직 간 교육 프로그램 개발 및 평가

손순영 한국간호시뮬레이션학회 2023 한국간호시뮬레이션학회지 Vol.11 No.1

Purpose: This study aimed to investigate the readiness for interprofessional education and educational needs, develop a pediatric nursing clinical practicum program for interprofessional education, and evaluate its effectiveness. Methods: A survey of total 272 undergraduate nursing students and medical students and a focus group interview were used to explore the need of interprofessional education. An interprofessional pediatric nursing practicum program was developed. The program consisted of three sessions: orientation and ice break (1 h), holo-patient assessment (1 h), and 5 twins team-based learning (2 h). Effectiveness was evaluated among nine nursing and medical students. Data were analyzed by descriptive statistics, the independent t-test, and the Wilcoxon rank-sum paired t-test. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in medical students. And the scores significantly increased after participating in the program (Z=-2.81, p=.005). The overall satisfaction with the program was 4.33 out of 5 points. Conclusion: The interprofessional education program had a positive effect on the readiness for interprofessional learning. This program can have a positive impact on patient safety and quality of care and can contribute to the expansion of nursing education through various teaching methods.

약학대학의 전문직간 교육(Interprofessional Education, IPE) 핵심역량 및 일부 미국 약학대학의 교육 사례 고찰

백수정,김성옥 한국보건사회약료경영학회 2021 한국보건사회약료경영학회지 Vol.9 No.2

Review on Core Competency of Interprofessional Education (IPE) and Education Method used in the US Pharmacy Colleges. BACKGROUND As the college of pharmacy curriculum was reorganized from a 2+4 interdisciplinary system to an integrated 6-year system in the year of 2022, collaboration and communication competency became important core competencies for achieving the goal of pharmacy education. OBJECTIVE We reviewed articles regarding core competency of WHO and IPEC, and education method of interprofessional education (IPE) of 4 Pharmacy Colleges in the US. METHODS We reviewed articles regarding core competencies pharmacy education from WHO Publication and IPEC publication, and IPE method from curriculum of 4 Pharmacy Colleges in the US with convenience sampling method. CONCLUSION To reinforce the core competencies of cooperation and communication those are newly emphasized in the integrated 6-year curriculum of the College of Pharmacy, it is needed that pharmacy educators consider four concerns: in which year IPE included; how to link with health related or non-health related departments; what contents IPE composed of; and what methods IPE performed.

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021

Cesar Orsini 한국보건의료인국가시험원 2021 보건의료교육평가 Vol.18 No.-

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: aprofessions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable toother programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silosis no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal educationis to train the trainers in formal interprofessional settings.

다직종연계교육(InterProfessional Education; IPE)에 관한 국내 연구 고찰 및 사례

이재신,이범석,김시영,Hideomi Watanabe 대한작업치료학회 2020 대한작업치료학회지 Vol.28 No.1

목적 : 보건의료 분야의 다직종연계교육(InterProfessional Education; IPE)에 대하여 국내에 보고된 문헌 을 고찰하고, 작업치료학과가 참여한 일본의 군마대학 교육사례를 제시하는 것이다. 방법 및 결과 : 2019년 12월에 전자데이터 베이스인 KMBASE, Google Scholar, KISTI, RISS와 KoreaMed 에서 InterProfessional Education 주제어로 검색하여 국내 학술지에 보고된 자료를 수집하였다. 최종 리뷰에 포함된 16편의 논문 유형은 원저 8편, 종설 8편을 차지하였다. 연구 분야는 의학 7편, 간호학 4편, 약학 2편, 보건의료 공동연구가 3편이였다. IPE에 대한 용어 및 개념, 교육이론 및 방법은 국내외 문헌분석과 사례를 바탕으로 제시하였다. 2010년부터 세계보건기구(World health Organization; WHO)와 IPE 교육모델과 학습 효과를 공유하고, 2013년부터는 WHO 협력센터로 지정된 군마대학 의학부 보건학과의 팀 의료 교육에 대하여 실습교과목 중심으로 교육 목적 및 학습성과 검증에 대하여 소개하였다. 결론 : 국내 작업치료에 처음 소개된 IPE에 대한 연구를 시작으로 작업치료 교육과 임상에서도 참여와 협 업에 대한 필요성 인식은 물론, 도입을 고려한 체계적인 연구가 활발하게 논의되었으면 한다. Purpose: The purposes of this article were to review the current state of Inter-Professional Education (IPE) in the areas of health and medical care services in Korea, and to introduce a case study on Occupational Therapy (OT) students included in Gunma University, Japan. Methods and results: We searched KMBASE, Google Scholar, KISTI, RISS and KoreaMed using the phrase “InterProfessional Education” for dates up to December 2019, and collected articles published in domestic academic journals. Based on a systematic review and a case study of Gunma University, the related terminology and definitions, educational theories, and practices were determined. Sixteen studies consisting of eight original and seven review articles were included in the review. Among the 16 studies, 7 were from medical research, 4 from nursing, and 2 from pharmacy, and 3 were conducted in collaboration with medical-science. Since 2010, Gunma University School of Health Sciences has maintained collaboration with the World Health Organization (WHO) in disseminating IPE models and investigating their educational effectiveness, and was designated as a WHO Collaborating Centre in 2013. Its educational purposes and learning effect were also introduced in the review. Conclusion: This is the first study introducing IPE in the field of OT in Korea, and we therefore highly expect that the necessity of participation and collaborative practice will become recognized in OT education and practice, and that systematic research on the introduction of IPE can be actively discussed.

일개 학교의 약학대학과 간호대학 학생 대상 전문직간 교육 준비도 평가

김주희(Joo Hui Kim),김성옥(Seong-Ok Kim) 대한약학회 2022 약학회지 Vol.66 No.5

This study was examined to evaluate readiness for interprofessional learning of students from the College of Pharmacy and the College of Nursing at a university. A cross-sectional structured survey was used to compare the readiness for interprofessional learning between different departments and by the experience of interprofessional education. As a survey questionnaire, the Korean version of readiness for interprofessional learning Scale (RIPLS) included 19 items. The subjects consisted of 76 students (20 nursing students with IPE experience, 33 pharmacy students with IPE experience, and 26 pharmacy students without IPE experience) enrolled in 2021. The response rate was 41.6%. The scores of readiness for interprofessional learning in nursing students were significantly higher than pharmacy students (p<0.05). The scores of readiness for interprofessional learning in pharmacy students without IPE experience were significantly higher than pharmacy students with IPE experience (p<0.05). Five sub-items in the teamwork and collaboration categories of RIPLS had a high score of over 4 points. An effective IPE program suitable for the educational field in Korea needs to be developed through additional research on IPE class content, essential skills, and learning methods in pharmaceutical education.

Nursing and medical students’ perceptions of an interprofessional simulation-based education: a qualitative descriptive study

Woosuck Lee,Miran Kim,Yun Kang,Yu-Jin Lee,So Myeong Kim,Janghoon Lee,Soo-Jin Hyun,Jihye Yu,Young-Suk Park 한국의학교육학회 2020 Korean journal of medical education Vol.32 No.4

Purpose: The purposes of this study were to describe the development and implementation of an interprofessional simulation-based education (IPSE) for undergraduate nursing and medical students, their perceptions of the impact of IPSE, and identify their changes in attitudes toward each other’s health professions after participating in IPSE in South Korea. Methods: This study used a qualitative descriptive design. A purposive sample of 43 third-year medical students and a convenient sample of 44 fourth-year nursing students participated in a 2-day IPSE program that consisted of ice-breaking and patient safety activities, and 4-hour three interprofessional team-based high-fidelity simulation education sessions. Data were collected through reflective journal after the IPSE program and keywords before and after the IPSE program, and were analyzed using the content analysis and word cloud analysis. Results: Three themes emerged: “positive experience” with understanding roles and responsibilities and learning by doing in simulation environments being reported. In the second theme, “positive learning outcomes” participants reported enhancing collaboration and confidence in communication skills. The final theme “benefits to patients of interprofessional collaborative practice” included high quality of care and patient safety. Before the IPSE experience, most medical students perceived the nurse as nightingale and syringe, and nursing students perceived the doctor as order, expert, and knowledge. After their IPSE experience, both nursing and medical students viewed each other as colleagues. Conclusion: These results suggest that the use of high-fidelity team-based simulation in IPE is effective in practicing and developing undergraduate nursing and medical students’ interprofessional collaboration through hands-on experience.

Mixed reality-based online interprofessional education: a case study in South Korea

Yong Joon Kang,Yun Kang 한국의학교육학회 2022 Korean journal of medical education Vol.34 No.1

Purpose: The purpose of this study was to explore undergraduate medical and nursing students’ satisfaction with their mixed reality (MR)-based online interprofessional learning experience in South Korea. Methods: This study used a case study design. A convenience sample of 30 participants (i.e., 15 third-year medical students and 15 fourth-year nursing students) participated in a 120-minute MR-based online interprofessional education (IPE) that consisted of visualization of holographic standardized patient with ischemic stroke, online interprofessional activity, and debriefing and reflection sessions. Following the MR-based online IPE, data were collected through Modified Satisfaction with Simulation Experience Scale survey and were analyzed using descriptive analyses and independent t-tests. Results: Although medical and nursing students were highly satisfied with MR-based online interprofessional learning experience, nursing students were significantly more satisfied with it compared with medical students. Conclusion: These results suggest that the integration of MR and online approach through the structured clinical reasoning process in undergraduate health professions programs can be used as an educational strategy to improve clinical reasoning and critical thinking and to promote interprofessional understanding.