Characteristics of Included Studies (N=13) According to Core Competency Domain CCICP = Core Competencies for the 4 Interprofessional Collaborative Practice Domains: 1. Values/Ethics; 2. Roles/Responsibilities; 3. Interprofessional Communication; 4. Teams/Teamwork IPE = Interprofessional Education RIPLS = Readiness for Interprofessional Learning Scale SBAR = Situation-Background-Assessment-Recommendation Reference citations at end of table Author(s) & Setting Baker et al. (1) CCICP Domains 1, 2, & 4 1 2 Berg et al. (2) Bradley et al. (3) Design & Intervention Sample mixed method Intervention 1a: (n= 213) 101 4th year nursing; 42 3rd/4th year medicine; 70 junior residents IPE simulation pilot project modules student and instructor reactions 1a. Cardiac resuscitation rounds 1b. Resuscitation 2. IV access module 1&3 mixed method pilot 1-4 Simulation to evaluate feasibility of IPE SBAR training with nursing and medical students via remote technology mixed-method quasi-experimental Simulation to determine effect of IPE on resuscitation skills for nursing and medical student; examine attitudes on leadership, performance skills and teamwork Major Finding and Implications to Nursing Education Proposed that collaborated skills of nursing students were enhanced. Nursing students perceived IPE rounding increased confidence as team member. Intervention 1b ( n= 72) 45 nursing; 20 medical; 7 junior residents Intervention 2: ( n= 146) 71 3rd year nursing; 75 2nd year medicine (n= 16) 12 nursing, 4 medicine. (n= 53) 27 nursing students & 26 medical students randomly assigned to uniprofessional or interprofessional groups based on geographic location Remote IPE has potential use when resources are limited Drop in RIPLS subscale suggests need for continuous IPE/learner centered approach and enculturalization. Increased resuscitation response on evaluation tool. Author(s) & Setting Chan et al. (4) CCICP Domains 1&2 Design & Intervention Sample mixed method descriptive (n= 32) 16 nursing students, 16 social work students Major Finding and Implications to Nursing Education Preparation for IPE important. Seminars provided active learning environment decision making process seminars to measure influence of IPE on nursing and social work student perception of learning and ethics. Derbyshire & Machin (5) 1, 2, & 4 Dillon et al. (6) 1-4 phenomenological study Classroom based IPE to explore the perception of recently licensed nurses regarding experience with undergraduate IPE. Follow-up in onehour semi-structured interview mixed method descriptive study (n= 8) licensed nurses followed after 6 months of post-graduate experience who received an IPE intervention during their BSN educational program Common understanding and importance of IPE was demonstrated through experience; full value not recognized until entering professional practice (n= 68) pretest; (n=31) posttest Nursing students shifted from subservient to more collaborative. Mock code scenarios with high fidelity and debrief to assess perception of collaborative relationship for nursing and medical students Measure usefulness of IPE simulation as educational strategy. Gallagher et al. (7) 1, 2, 4 descriptive study Participation in preschool screening program to assess the effect of IPE clinical experiences regarding the attitudes and team approach for physician assistant, pharmacy and IPE with medicine can increase perception of autonomous role and encourage collaborative practice. Inconsistencies between quantitative and qualitative findings. (n= 45) 30 PA, 10 nursing, 5 pharmacy No modeling of IPE by nursing faculty due to lack of faculty involvement. Preintervention survey demonstrated a good understanding of teams and values; felt able to communicate. Post showed increased awareness of community agencies, increase in awareness of skills Author(s) & Setting CCICP Domains Design & Intervention Sample Major Finding and Implications to Nursing Education of other healthcare team members increase in experience working with other professionals. (n= 369), 40 occupational therapy, 85 medicine, 52 physiotherapy, 192 nursing students Demonstrated link between learning styles and perceived benefit of IPE. Low collaborative profiles on learning inventory less satisfied with IPE. (n= 260) control group and 313 experimental group including nursing, occupational therapy, podiatry, prosthetics and orthotics, physiotherapy, and radiography (n= 29) 16 medical students, 16 nursing students Significant effect was found on five of the measured on the RIPLS subscales. nursing students. Hylin et al. (8) 2 qualitative pre/post design Mandatory clinical IPE course to determine student evaluations of IPE in clinical training related to discipline. McFayden. (9) 2&4 longitudinal control study’s purpose Problem-based IPE learning module to assess the impact of 4 year IPE on attitude and perceptions Mitchell et al. (10) 3&4 mixed method pilot On-campus DVD tutorials to evaluate effectiveness of tutorial format for IPE. Focus on communication with videotaped discussion for videoprocessing of language and body locomotion. Priest et al. (11) 2&4 mixed method longitudinal Clinical problem-based case study group sessions to evaluate change in attitude over time when engaging in All groups demonstrated enhanced learning and understanding of communication. Time needed to be built into IPE to promote teamwork Medical students focused on role of medicine while watching DVD. (n= 21) 11 nursing, 10 clinical psychology Professional values impacted attendance at IPE. Attendance was variable, and only 6 of 21 answered per session Author(s) & Setting Resing et al. (12) Rose et al. (13) CCICP Domains 1, 2, 3, & 4 2 Design & Intervention IPE. Interventions occurred in 7 sessions over 2year period of time. mixed-method Mock code simulation versus roundtable case study presentation to provide understanding of IPE between nursing and medical students in traditional education versus simulation. Descriptive Mentoring program for chronic disease to assess attitudes toward IPE to compare with normative data previously reported. Sample Major Finding and Implications to Nursing Education (n= 68) 48 nursing, 20 medical students. Respondents were 41 nursing students, 19 medicine Both interventions demonstrated better understanding of role in clinical team. Comparison data between the disciplines. (n= 411) 90 nursing 214 medicine, 41 occupational therapy, 39 physical therapy Medical students had higher understanding of roles and responsibilities on RIPLS. Lower nursing student score suggest that time is needed to prepare professional identify. Medical students and physical therapy scored high on autonomy and competence References 1. Baker C, Pulling C, McGraw R, Dagnone JD, Hopkins-Rosseel D, Medves J. Simulation in interprofessional education for patient-centred collaborative care. Journal of Advanced Nursing. 2008;64(4):372-379. 2. Berg BW, Wong L, Vincent DS. Technology-enabled interprofessional education for nursing and medical students: a pilot study. Journal of Interprofessional Care. 2010;24(5):601-604. 3. 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