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Alignment of an interprofessional student learning experience with a hospital quality improvement initiative.

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Title: Alignment of an interprofessional student learning experience with a hospital quality improvement initiative.
Authors: Fowler, Terri O., Wise, Holly H., Mauldin, Mary P., Ragucci, Kelly R., Scheurer, Danielle B., Su, Zemin, Mauldin, Patrick D., Bailey, Jennifer R., Borckardt, Jeffrey J.
Source: Journal of Interprofessional Care. 2023 Suppl1, Vol. 37, pS53-S62. 10p. 2 Diagrams, 3 Charts, 2 Graphs.
Subjects: Teams in the workplace, Reliability (Personality trait), Medical students, Evaluation research, Behavior, Experience, Ability, Training, Pre-tests & post-tests, Students, Quality assurance, Interprofessional relations, Universities & colleges, Research funding, Interdisciplinary education, Student attitudes
Abstract: Assessment of interprofessional education (IPE) frequently focuses on students' learning outcomes including changes in knowledge, skills, and/or attitudes. While a foundational education in the values and information of their chosen profession is critical, interprofessional learning follows a continuum from formal education to practice. The continuum increases in significance and complexity as learning becomes more relationship based and dependent upon the ability to navigate complex interactions with patients, families, communities, co-workers, and others. Integrating IPE into collaborative practice is critical to enhancing students' experiential learning, developing teamwork competencies, and understanding the complexity of teams. This article describes a project that linked students with a hospital-based quality-improvement effort to focus on the acquisition and practice of teamwork skills and to determine the impact of teamwork on patient and quality outcome measures. A hospital unit was identified with an opportunity for improvement related to quality care, patient satisfaction, employee engagement, and team behaviours. One hundred and thirty-seven students from six health profession colleges at the Medical University of South Carolina underwent TeamSTEPPS® training and demonstrated proficiency of their teamwork-rating skills with the TeamSTEPPS® Team Performance Observation Tool (T-TPO). Students observed real-time team behaviours of unit staff before and after staff attended formal TeamSTEPPS® training. The students collected a total of 778 observations using the T-TPO. Teamwork performance on the unit improved significantly across all T-TPO domains (team structure, communication, leadership, situation monitoring, and mutual support). Significant improvement in each domain continued post-intervention and at 15-month follow-up, improvement remained significant compared to baseline. Student engagement in TeamSTEPPS® training and demonstration of their reliability as teamwork-observers was a valuable learning experience and also yielded an opportunity to gather unique, and otherwise difficult to attain, data from a hospital unit for use by quality managers and administrators. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Alignment of an interprofessional student learning experience with a hospital quality improvement initiative.
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  Data: <searchLink fieldCode="AR" term="%22Fowler%2C+Terri+O%2E%22">Fowler, Terri O.</searchLink><br /><searchLink fieldCode="AR" term="%22Wise%2C+Holly+H%2E%22">Wise, Holly H.</searchLink><br /><searchLink fieldCode="AR" term="%22Mauldin%2C+Mary+P%2E%22">Mauldin, Mary P.</searchLink><br /><searchLink fieldCode="AR" term="%22Ragucci%2C+Kelly+R%2E%22">Ragucci, Kelly R.</searchLink><br /><searchLink fieldCode="AR" term="%22Scheurer%2C+Danielle+B%2E%22">Scheurer, Danielle B.</searchLink><br /><searchLink fieldCode="AR" term="%22Su%2C+Zemin%22">Su, Zemin</searchLink><br /><searchLink fieldCode="AR" term="%22Mauldin%2C+Patrick+D%2E%22">Mauldin, Patrick D.</searchLink><br /><searchLink fieldCode="AR" term="%22Bailey%2C+Jennifer+R%2E%22">Bailey, Jennifer R.</searchLink><br /><searchLink fieldCode="AR" term="%22Borckardt%2C+Jeffrey+J%2E%22">Borckardt, Jeffrey J.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. 2023 Suppl1, Vol. 37, pS53-S62. 10p. 2 Diagrams, 3 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability+%28Personality+trait%29%22">Reliability (Personality trait)</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+research%22">Evaluation research</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+assurance%22">Quality assurance</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink>
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  Data: Assessment of interprofessional education (IPE) frequently focuses on students' learning outcomes including changes in knowledge, skills, and/or attitudes. While a foundational education in the values and information of their chosen profession is critical, interprofessional learning follows a continuum from formal education to practice. The continuum increases in significance and complexity as learning becomes more relationship based and dependent upon the ability to navigate complex interactions with patients, families, communities, co-workers, and others. Integrating IPE into collaborative practice is critical to enhancing students' experiential learning, developing teamwork competencies, and understanding the complexity of teams. This article describes a project that linked students with a hospital-based quality-improvement effort to focus on the acquisition and practice of teamwork skills and to determine the impact of teamwork on patient and quality outcome measures. A hospital unit was identified with an opportunity for improvement related to quality care, patient satisfaction, employee engagement, and team behaviours. One hundred and thirty-seven students from six health profession colleges at the Medical University of South Carolina underwent TeamSTEPPS® training and demonstrated proficiency of their teamwork-rating skills with the TeamSTEPPS® Team Performance Observation Tool (T-TPO). Students observed real-time team behaviours of unit staff before and after staff attended formal TeamSTEPPS® training. The students collected a total of 778 observations using the T-TPO. Teamwork performance on the unit improved significantly across all T-TPO domains (team structure, communication, leadership, situation monitoring, and mutual support). Significant improvement in each domain continued post-intervention and at 15-month follow-up, improvement remained significant compared to baseline. Student engagement in TeamSTEPPS® training and demonstration of their reliability as teamwork-observers was a valuable learning experience and also yielded an opportunity to gather unique, and otherwise difficult to attain, data from a hospital unit for use by quality managers and administrators. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=171584349
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/13561820.2018.1455649
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: S53
    Subjects:
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: Reliability (Personality trait)
        Type: general
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Evaluation research
        Type: general
      – SubjectFull: Behavior
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      – SubjectFull: Experience
        Type: general
      – SubjectFull: Ability
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      – SubjectFull: Training
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Students
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      – SubjectFull: Quality assurance
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      – SubjectFull: Interprofessional relations
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      – SubjectFull: Research funding
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      – SubjectFull: Interdisciplinary education
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      – SubjectFull: Student attitudes
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      – TitleFull: Alignment of an interprofessional student learning experience with a hospital quality improvement initiative.
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              M: 09
              Text: 2023 Suppl1
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