Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review
DOI:
https://doi.org/10.17533/udea.iee.v38n2e06Keywords:
interprofessional education, education, nursing education, medical, students, medical students, curriculum, reviewAbstract
Objective. This work sought to know the state of the art related to the theme of Interprofessional Education (IPE) in the training of Nursing and Medical students and the level of evidence developed thus far.
Methods. This was an exploratory systematic review, declared as scoping review by the Joanna Briggs Institute, JBI, in which a search was performed in Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 by using the DeCS and MeSH terms of Interprofessional education, education research, healthcare professionals, nursing and medicine, selecting 39 original articles after carrying out the review process with the criteria by the JBI.
Results. Four thematic nuclei emerged: Experiences and perceptions of interprofessional learning, Didactics related with IPE, Empirical indicators related with IPE, and Development of professional skills. The highest level of evidence is presented by the articles dealing with didactics; on the contrary, no articles were found that dealt with topics related with early inclusion of IPE in the medical and nursing curricula, which are currently necessary to complement the focus of patient-centered care.
Conclusion. The thematic nuclei show that the level of evidence in the literature is varied, although mostly descriptive in scope, highlighting the development of professional skills as a result of interprofessional education.
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References
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17. Meffe F, Moravac CC, Espin S. An interprofessional education pilot program in maternity care: Findings from an
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18. Soubra L, Badr S, Zahran EM, Aboul-Seoud M. Effect of Interprofessional Education on Role Clarification and
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19. Al-Qahtani MF. Measuring healthcare students’ attitudes toward interprofessional education. J. Taibah Univ. Med.
Sci. 2016; 11(6):579-85.
20. Baker MJ, Durham CF. Interprofessional Education: a survey of students’ collaborative competency outcomes. J.
Nurs. Educ. 2013; 52(12):713-8.
21. Joyal KM, Katz C, Harder N, Dean H. Interprofessional education using simulation of an overnight inpatient ward
shift. J. Interprof. Care. 2015; 29(3):268-70.
22. Sheppard KD, Ford CR, Sawyer P, Foley KT, Harada CN, Brown CJ, Ritchie CS. The interprofessional clinical
experience: interprofessional education in the nursing home. J. Interprof. Care. 2015; 29(2):170-2.
23. Castillo S, Oyarzo S, Espinoza M, Rojas AM, Maya JD, Sabaj S, et al. La implementación de múltiples módulos
integrados interprofesionales por docentes de ciencias de la salud en Chile. J. Interprof. Care. 2017; 31(6):777-80.
24. Račić M, Joksimović BN, Cicmil S, Kusmuk S, Ivković N, Hadživuković N, et al. The effects of interprofessional diabetes
education on the knowledge of medical dentistry and nursing students. Acta Med. Acad. 2017; 46(2):145-54.
25. Boland DH, Scott MA, Kim H, White T, Adams E. Interprofessional immersion: Use of interprofessional education
collaborative competencies in side-by-side training of family medicine, pharmacy, nursing and counselling
psychology trainees. J. Interprof. Care. 2016; 30(6):739-46.
26. Parson L, Childs B, Elzie P. Using competency-based curriculum design to create a health professions education
certificate program the meets the needs of students, administrators, faculty, and patients. Health Prof. Educ. 2018;
4(3):207-17.
27. West C, Graham L, Palmer RT, Fuqua M, Thayer EK, Stuber ML, et al. Implementation of interprofessional education
(IPE) in 16 U.S. Medical schools: Common practices, barriers and facilitators. J. Interprof. Educ. Pract. 2016;
4:41-9.
28. González JL, Icaran E, Saiz-Navarro EM, Esteban-Gonzalo L, Cardenete-Reyes C, Beunza JJ. Impact of the first
interprofessional education undergraduate program in Spain. J. Interprof. Care. 2018; 32(3):374-7.
29. Defenbaugh N, Chikotas NE. The outcome of interprofessional education: Integrating communication studies into a
standardized patient experience for advanced practice nursing students. Nurse Educ. Pract. 2016; 16(1):176-81.
30. González JL, Cuesta N, Sanz B, González P, López A, Munoz MJ, Icaran E, Beunza JJ. Educación interprofesional
a través de la atención domiciliaria: experiencia tras 2 años de implementación en los grados de Medicina y
Enfermería de la Universidad Europea de Madrid. Educ. Méd. 2019; 20(1):2-7.
31. Hermann CP, Head BA, Black K, Singleton K. Preparing nursing students for interprofessional practice: the
interdisciplinary curriculum for oncology palliative care education. J. Prof. Nurs. 2016; 32(1):62-71.
32. Smithburger PL, Kane-Gill SL, Kloet MA, Lohr B, Seybert AL. Advancing interprofessional education through the
use of high-fidelity human patient simulators. Pharm. Pract. 2013; 11(2):61-5.
33. Dahmen U, Schulze C, Schindler C, Wick K, Schwartze D, Veit A, Smolenski U. Recommendations to enhance
constructivist-based learning in interprofessional education using video-based self-assessment. GMS J. Med. Educ.
2016; 33(2):Doc33.
34. Quatrara B, Brashers V, Baernholdt M, Novicoff W, Schlag K, Haizlip J, Plews-Ogan M, Kennedy C. Enhancing
interprofessional education through patient safety and quality improvement team training: A pre post evaluation.
Nurse Educ. Today. 2019; 79:105-10.
35. Wietholter JP, Grey C, Howard C, Johnson BN, Sween R, Rowlands AE. Interprofessional collaborative practice
through an adult medicine-based simulation. J. Interprof. Educ. Pract. 2017; 9:21-6.
36. Nasir J, Goldie J, Little A, Banerjee D, Reeves S. Case-based interprofessional learning for undergraduate healthcare
professional in the clinical setting. J. Interprof. Care. 2017; 31(1):125-8.
37. Herge EA, Hsieh C, Waddell-Terry T, Keats P. A simulated clinical skills scenario to teach interprofessional teamwork
to health profession students. J. Med. Educ. Curric. Dev. 2015; 2:27-34.
38. Djukic M, Adams J, Fulmer T, Szyld D, Lee S, Oh SY, Triola M. E-Learning with virtual teammates: A novel approach
to interprofessional education. J. Interprof. Care. 2015; 29(5):476–82.
39. Croker A, Fisher K, Smith T. When students from different professions are co-located: the importance of
interprofessional rapport for learning to work together. J. Interprof. Care. 2015; 29(1):41–8.
40. Kara A, DeMeester D, Lazo L, Cook E, Hendricks S. An interprofessional patient assessment involving medical and
nursing students: a qualitative study. J. Interprof. Care. 2018; 32(4):513-6.
41. Eich-Krohm A, Kaufmann A, Winkñer-Stuck K, Werwick K, Spura A, Robra BP. First contact: interprofessional
education based on medical students’ experiences from their nursing internship. GMS J. Med. Edu. 2016;
33(2):Doc20
42. Walker LE, Cross M, Barnett T. Students’ experiences and perceptions of interprofessional education during rural
placement: A mixed methods study. Nurse Educ. Today. 2019; 75:28-34.
43. Prentice D, Engel J, Taplay K, Stobbe K. Interprofessional collaboration: the experience of nursing and medical
students’ interprofessional education. Glob. Qual. Nurs. Res. 2015; 2(1): 2333393614560566.
44. Carneya PA, Thayera EK, Palmer R, Galper AB, Zierler B, Eiff MP. The benefits of interprofessional learning and
teamwork in primary care ambulatory training settings. J. Interprof. Educ. Pract. 2019; 15:119–26.
45. Olenick M, Flowers M, Muñecas T, Maltseva T. Positive and Negative Factors That Influence Health Care Faculty
Intent to Engage in Interprofessional Education (IPE). Healthcare (Basel). 2019; 7(1):29.
46. Tamayo M, Besoaín-Saldaña A, Aguirre M, Leiva J. Trabajo en equipo: relevancia e interdependencia de la educación
interprofesional. Rev. Saúde Pública. 2017; 51:39.
47. Olenick M, Allen LR. Faculty intent to engage in interprofessional education. J. Multidisc. Healthc. 2013; 6:149–
61.
48. Milutinovića D, Lovrićb R, Simina D. Interprofessional education and collaborative practice: Psychometric analysis
of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context. Nurse
Educ. Today. 2018; 65:74–80.
49. Parsell G, Bligh J. El desarrollo de un cuestionario para evaluar la preparación de los estudiantes de atención
médica para el aprendizaje interprofesional (RIPLS). Educa. Méd. 1999; 33(2):95-100.
50. Iverson L, Todd M, Ryan A, Packard K, Begley K, Doll J, et al. The development of an instrument to evaluate
interprofessional student team competency. J. Interprof. Care. 2018; 32(5):531-8.
51. Galán JM. Valores éticos interprofesionales compartidos para una asistencia integral. Cuad. Bioét. 2013;
24(3):377-89.
52. Hojat M, Ward J, Spandorfer J, Arenson C, Van Winkle LJ, Williams B. The Jefferson scale of attitudes toward
interprofessional collaboration (JeffSATIC): development and multi-institution psychometric data. J. Interprof. Care.
2014; 29(3):238-44.
53. Dow A, Diaz Granados D, Mazmanian P, Retchin S. An exploratory study of an assessment tool derived from the
competencies of the interprofessional education collaborative. J. Interprof. Care. 2014; 28(4):299–304.
2019 Jul 10]. Available from: www.paho.org/hss.
2. Organización Panamericana de la Salud. La educación interprofesional en la atención en salud: mejorar la
capacidad de los recursos humanos para lograr salud universal. Informe de la reunión del 7 al 9 diciembre del
2016 [Internet]; Washington: OPS; 2016 [cited 2019 Jul 10]; Available from: http://iris.paho.org/xmlui/bitstream/
handle/123456789/34372/OPSHSS17024_spa.pdf?sequence=1&isAllowed=y
3. Beunza JJ, Icarán E. Manual de educación interprofesional sanitaria. 1era ed. Barcelona (España): Elsevier; 2018.
138p.
4. Mendes MA, Lopes D. La Teoría de los Roles en el Contexto de la Enfermería. Index Enferm. 2009; 18(4):258-62.
5. Cochrane Database of Systematic Reviews. Educación interprofesional: efectos en la práctica profesional y en los
resultados de atención de la salud (actualización) [Internet]. John Wiley & Sons, Ltd.; 2013 [cited 2019 Jul 10].
Available from: https://extranet.who.int/rhl/es/topics/improving-clinical-practice-7
6. National Academy of Sciences (US), Institute of Medicine, Board on Health, Committee. Measuring the Impact of
Interprofessional Education on Collaborative Practice and Patient Outcomes, Appendix A [Internet]. Washington:
National Academies Press (US); 2015. [cited 2019 Aug 20]; p. 67-134. Available from: https://www.ncbi.nlm.
nih.gov/books/NBK338366/
7. Sandoval S, Arntz J, Flores C, Trunce S, Pérez A, López Uribe J, et al. Propuesta de formación interprofesional en
4 programas de licenciatura de profesionales sanitarios. Educ. Med. 2019; 20(S2):25-32.
8. Barr H, Low H, Pitt R. Introducción a la educación interprofesional. Centro de avance de la educación interprofesional.
[Internet]. Madrid España: CAIPE; 2013 [cited 2019 Jul 2]. Available from:https://www.educacioninterprofesional.
org/es/introduccion-la-educacion-interprofesional(2013)
9. Fowler T, Wise H, Mauldin M, Ragucci K, Scheurer D, Su Z, et al. Alignment of an interprofessional student learning
experience with a hospital quality improvement initiative. J. Interprof. Care. 2018; 11:1-10.
10. Peters M, Godfrey C, Khalil H, McInerney P, Parker D, Baldini C. Guidance for conducting systematic scoping
reviews. Int. J. Evid. Based Healthc. 2015; 13(3):141–6.
11. Joanna Briggs Institute: Levels of Evidence [Internet]. 2013 [cited 2019 Oct 10]. Available from: http://joannabriggs.
org/assets/docs/approach/JBI-Levels-of-evidence_2014.pdf
12. Tricco AC, Lillie E, Zarin W, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation.
Ann. Intern. Med. 2018; 169(7):467-73.
13. Guba E, Lincoln Y. Paradigmas en competencia en la investigación cualitativa. In: Denman C, Haro J, editors.
Antología de métodos cualitativos en la investigación social; México: El Colegio de Sonora; 2000. P. 117-45.
14. Hernández R, Fernández C, Baptista LM. Metodología de la investigación. 6th Ed. México: McGraw-Hill; 2014
15. Judge MP, Polifroni EC, Maruca AT, Hobson ME, Leschak A, Zakewicz H. Evaluation of students’ receptiveness
and response to an interprofessional learning activity across health care disciplines: An approach toward team
development in healthcare. Int. J. Nurs. Sci. 2015; 2(1):93-8.
16. Haruta J, Yoshida K, Goto M, Yoshimoto H, Ichikawa S, Mori Y, et al. Development of an interprofessional
competency framework for collaborative practice in Japan. J. Interprof. Care. 2018; 32(4)436-43.
17. Meffe F, Moravac CC, Espin S. An interprofessional education pilot program in maternity care: Findings from an
exploratory case study of undergraduate students. J. Interp. Care. 2012; 26(3):183–8.
18. Soubra L, Badr S, Zahran EM, Aboul-Seoud M. Effect of Interprofessional Education on Role Clarification and
Patient Care Planning by Health Professions Students. Health Prof. Educ. 2018; 4(4):317–28.
19. Al-Qahtani MF. Measuring healthcare students’ attitudes toward interprofessional education. J. Taibah Univ. Med.
Sci. 2016; 11(6):579-85.
20. Baker MJ, Durham CF. Interprofessional Education: a survey of students’ collaborative competency outcomes. J.
Nurs. Educ. 2013; 52(12):713-8.
21. Joyal KM, Katz C, Harder N, Dean H. Interprofessional education using simulation of an overnight inpatient ward
shift. J. Interprof. Care. 2015; 29(3):268-70.
22. Sheppard KD, Ford CR, Sawyer P, Foley KT, Harada CN, Brown CJ, Ritchie CS. The interprofessional clinical
experience: interprofessional education in the nursing home. J. Interprof. Care. 2015; 29(2):170-2.
23. Castillo S, Oyarzo S, Espinoza M, Rojas AM, Maya JD, Sabaj S, et al. La implementación de múltiples módulos
integrados interprofesionales por docentes de ciencias de la salud en Chile. J. Interprof. Care. 2017; 31(6):777-80.
24. Račić M, Joksimović BN, Cicmil S, Kusmuk S, Ivković N, Hadživuković N, et al. The effects of interprofessional diabetes
education on the knowledge of medical dentistry and nursing students. Acta Med. Acad. 2017; 46(2):145-54.
25. Boland DH, Scott MA, Kim H, White T, Adams E. Interprofessional immersion: Use of interprofessional education
collaborative competencies in side-by-side training of family medicine, pharmacy, nursing and counselling
psychology trainees. J. Interprof. Care. 2016; 30(6):739-46.
26. Parson L, Childs B, Elzie P. Using competency-based curriculum design to create a health professions education
certificate program the meets the needs of students, administrators, faculty, and patients. Health Prof. Educ. 2018;
4(3):207-17.
27. West C, Graham L, Palmer RT, Fuqua M, Thayer EK, Stuber ML, et al. Implementation of interprofessional education
(IPE) in 16 U.S. Medical schools: Common practices, barriers and facilitators. J. Interprof. Educ. Pract. 2016;
4:41-9.
28. González JL, Icaran E, Saiz-Navarro EM, Esteban-Gonzalo L, Cardenete-Reyes C, Beunza JJ. Impact of the first
interprofessional education undergraduate program in Spain. J. Interprof. Care. 2018; 32(3):374-7.
29. Defenbaugh N, Chikotas NE. The outcome of interprofessional education: Integrating communication studies into a
standardized patient experience for advanced practice nursing students. Nurse Educ. Pract. 2016; 16(1):176-81.
30. González JL, Cuesta N, Sanz B, González P, López A, Munoz MJ, Icaran E, Beunza JJ. Educación interprofesional
a través de la atención domiciliaria: experiencia tras 2 años de implementación en los grados de Medicina y
Enfermería de la Universidad Europea de Madrid. Educ. Méd. 2019; 20(1):2-7.
31. Hermann CP, Head BA, Black K, Singleton K. Preparing nursing students for interprofessional practice: the
interdisciplinary curriculum for oncology palliative care education. J. Prof. Nurs. 2016; 32(1):62-71.
32. Smithburger PL, Kane-Gill SL, Kloet MA, Lohr B, Seybert AL. Advancing interprofessional education through the
use of high-fidelity human patient simulators. Pharm. Pract. 2013; 11(2):61-5.
33. Dahmen U, Schulze C, Schindler C, Wick K, Schwartze D, Veit A, Smolenski U. Recommendations to enhance
constructivist-based learning in interprofessional education using video-based self-assessment. GMS J. Med. Educ.
2016; 33(2):Doc33.
34. Quatrara B, Brashers V, Baernholdt M, Novicoff W, Schlag K, Haizlip J, Plews-Ogan M, Kennedy C. Enhancing
interprofessional education through patient safety and quality improvement team training: A pre post evaluation.
Nurse Educ. Today. 2019; 79:105-10.
35. Wietholter JP, Grey C, Howard C, Johnson BN, Sween R, Rowlands AE. Interprofessional collaborative practice
through an adult medicine-based simulation. J. Interprof. Educ. Pract. 2017; 9:21-6.
36. Nasir J, Goldie J, Little A, Banerjee D, Reeves S. Case-based interprofessional learning for undergraduate healthcare
professional in the clinical setting. J. Interprof. Care. 2017; 31(1):125-8.
37. Herge EA, Hsieh C, Waddell-Terry T, Keats P. A simulated clinical skills scenario to teach interprofessional teamwork
to health profession students. J. Med. Educ. Curric. Dev. 2015; 2:27-34.
38. Djukic M, Adams J, Fulmer T, Szyld D, Lee S, Oh SY, Triola M. E-Learning with virtual teammates: A novel approach
to interprofessional education. J. Interprof. Care. 2015; 29(5):476–82.
39. Croker A, Fisher K, Smith T. When students from different professions are co-located: the importance of
interprofessional rapport for learning to work together. J. Interprof. Care. 2015; 29(1):41–8.
40. Kara A, DeMeester D, Lazo L, Cook E, Hendricks S. An interprofessional patient assessment involving medical and
nursing students: a qualitative study. J. Interprof. Care. 2018; 32(4):513-6.
41. Eich-Krohm A, Kaufmann A, Winkñer-Stuck K, Werwick K, Spura A, Robra BP. First contact: interprofessional
education based on medical students’ experiences from their nursing internship. GMS J. Med. Edu. 2016;
33(2):Doc20
42. Walker LE, Cross M, Barnett T. Students’ experiences and perceptions of interprofessional education during rural
placement: A mixed methods study. Nurse Educ. Today. 2019; 75:28-34.
43. Prentice D, Engel J, Taplay K, Stobbe K. Interprofessional collaboration: the experience of nursing and medical
students’ interprofessional education. Glob. Qual. Nurs. Res. 2015; 2(1): 2333393614560566.
44. Carneya PA, Thayera EK, Palmer R, Galper AB, Zierler B, Eiff MP. The benefits of interprofessional learning and
teamwork in primary care ambulatory training settings. J. Interprof. Educ. Pract. 2019; 15:119–26.
45. Olenick M, Flowers M, Muñecas T, Maltseva T. Positive and Negative Factors That Influence Health Care Faculty
Intent to Engage in Interprofessional Education (IPE). Healthcare (Basel). 2019; 7(1):29.
46. Tamayo M, Besoaín-Saldaña A, Aguirre M, Leiva J. Trabajo en equipo: relevancia e interdependencia de la educación
interprofesional. Rev. Saúde Pública. 2017; 51:39.
47. Olenick M, Allen LR. Faculty intent to engage in interprofessional education. J. Multidisc. Healthc. 2013; 6:149–
61.
48. Milutinovića D, Lovrićb R, Simina D. Interprofessional education and collaborative practice: Psychometric analysis
of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context. Nurse
Educ. Today. 2018; 65:74–80.
49. Parsell G, Bligh J. El desarrollo de un cuestionario para evaluar la preparación de los estudiantes de atención
médica para el aprendizaje interprofesional (RIPLS). Educa. Méd. 1999; 33(2):95-100.
50. Iverson L, Todd M, Ryan A, Packard K, Begley K, Doll J, et al. The development of an instrument to evaluate
interprofessional student team competency. J. Interprof. Care. 2018; 32(5):531-8.
51. Galán JM. Valores éticos interprofesionales compartidos para una asistencia integral. Cuad. Bioét. 2013;
24(3):377-89.
52. Hojat M, Ward J, Spandorfer J, Arenson C, Van Winkle LJ, Williams B. The Jefferson scale of attitudes toward
interprofessional collaboration (JeffSATIC): development and multi-institution psychometric data. J. Interprof. Care.
2014; 29(3):238-44.
53. Dow A, Diaz Granados D, Mazmanian P, Retchin S. An exploratory study of an assessment tool derived from the
competencies of the interprofessional education collaborative. J. Interprof. Care. 2014; 28(4):299–304.
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2020-07-10
How to Cite
Macías Inzunza, L., Rocco Montenegro, V., Rojas Reyes, J., Baeza Contreras, M., Arévalo Valenzuela, C., & Munilla González, V. (2020). Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review. Investigación Y Educación En Enfermería, 38(2). https://doi.org/10.17533/udea.iee.v38n2e06
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