ArticleBMC nursing2022
Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice.
Article in BMC nursing, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Learning to Collaborate Interprofessionally: Student Socialization and Collaborative Values in a Community-Based Program.Journal of advances in medical education & professionalism · 2026Article
- Research on the experience of utilizing artificial intelligence in nursing learning from the perspective of nursing students - a qualitative study.BMC nursing · 2025Article
- Interprofessional Competencies for Effective Interprofessional Collaborative Practices Amongst Intensive Care Unit Teams in the North West Province, South Africa: A Cross-Sectional Survey.Health services insights · 2025Article
- Clinical simulation for the development of communication and teamwork in nursing.Revista latino-americana de enfermagem · 2025Article
- Research on the application effect of inter-professional training program for newly enrolled medical staff in operating room based on digital information technology.BMC medical education · 2024Article
- Development of Leadership Skills in Medical Education: Protocol for a Scoping Review.JMIR research protocols · 2024Article
- Effects of integration interdisciplinary learning on student learning outcomes and healthcare-giving competence: a mixed methods study.BMC nursing · 2024Article
- Exploring variations in IPC competencies: a cross-sectional study among healthcare professionals in Northwest China.BMC infectious diseases · 2024Article
- Health Care Clinical Preceptors' Attitudes Towards Interprofessional Education in Saudi Arabia: A Cross-Sectional Study.Advances in medical education and practice · 2024Article
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Authors and funding
5 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundInterprofessional education (IPE) provides healthcare students with the knowledge and skills necessary to provide safe and effective collaborative care in a variety of clinical settings. Inclusion of IPE in nursing curricula is required for program accreditation in Canada; a variety of learning strategies at varied levels are used to meet this requirement. As this formal requirement only occurred over the last decade, development, facilitation, and evaluation of IPE interventions are ongoing. PURPOSE: The purpose of this study was to examine if exposure to an introductory IPE activity influenced third-year undergraduate nursing students' perceived ability to practice competent interprofessional collaboration (IPC).
methodsThe introductory IPE activity included ten-hours of interactive lectures and related case studies, grounded in the National Interprofessional Competency Framework, delivered by various healthcare professionals in a third-year nursing theory and clinical course. Following completion of the courses, quantitative data were collected via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) which was used to evaluate nursing students' change in competencies for IPC. Frequencies, percentages, and means were used to analyze the demographic data, the Cronbach's alpha coefficient was used to evaluate the internal reliability of the ICCAS, and paired t-tests were conducted to measure the difference from pre- to post-participation for all 20 items and 6 subscales of the ICCAS.
resultsStudy participants (n = 111) completed the ICCAS at the end of the courses to measure change in six competencies. The survey results indicated improvements in all competencies following the IPE activity.
conclusionsThe significant findings demonstrate that exposure to introductory IPE activities, involving nursing students and other healthcare professionals, hold promise for enhancing IPC in pediatric clinical settings. These findings can be used to inform the development of formal IPE interventions.
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