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Health10월 15, 2016|Updated7월 07, 2020
Effective interprofessional education and collaborative practice in nursing education
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As the transformation of the American healthcare system continues apace, many healthcare professionals are being asked to develop a more holistic approach to addressing the increasing complexity of patients’ health needs. Today’s nurses are now expected to acquire knowledge from several non-nursing disciplines in order to treat patients. In fact, experts argue that the delivery of high-quality care requires an interprofessional approach, where representatives from multiple departments work together to provide care. Recent studies, however, question whether nurses can adapt, given the shortage of nurse faculty and mentors, as well as research indicating the prevalence of poor communication and collaborative practices across the healthcare professional spectrum.
Don’t forget the webinar
In a time of health care redesign in the United States, today’s health professionals are called to understand the complexity of patients’ health needs. For the nursing profession and nursing education, this understanding has two major implications: 1) Nurses are expected to use knowledge from several disciplines to treat patients, and 2) A coordinated interprofessional approach is needed to deliver quality care (Benner, Sutphen, Leonard & Day 2010; World Health Organization [WHO], 2010). Yet, recent reports express concern about the current capacity of nursing education to adapt to these demands, considering the shortage of nurse faculty and mentors (Benner et al.). Also, research shows concern about the inability of health professionals to work together due to poor communication and collaborative practices (Brandt, 2015). Both concerns, if unattended, can have adverse effects on the health outcomes of patients.
This webinar will discuss the principles of Interprofessional education and collaborative practice and discuss how to develop opportunities to engage nursing students in interactive learning with those outside their profession so that, when they enter the workplace, they have the baseline knowledge and confidence for team interactions that lead to better patient care. Because students learn from what they experience, students who engage in collaborative activities in their learning will be more likely to bring a collaborative approach to their work as practitioners (Speakman, 2015).
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