Abstrak
Background: Interprofessional Education (IPE) is an integrated education concept to improve collaboration capabilities initiated by WHO. Interprofessional collaboration practices are expected to minimize medication errors, improve quality of care and patient safety.
Purpose: to analyze integrative research on the role of simulation-based interprofessional education (IPE) in preparing nursing students to an interprofessional collaboration practices.
Methods: a systematic literature review search of four databases of indexed international journals, namely Science Direct, PubMed, ProQuest, and EBSCO was conducted. Inclusion criteria used for the search include original research, publication time 2016-2020, English-written, and accessible in full text. Studies were included if they have keywords of “knowledge†OR “perception†AND “interprofessional education†AND “nursing studentâ€. Research articles were critically appraised and analyzed through a table containing the title, author, year, methodology, results, and recommendations. Lastly, data were synthesized narratively to address the study aims.
Results: there were 13 research articles that met the criteria. IPE can be implemented in the form of simulations, elective courses, and workshops integrated with the curriculum. The results showed an improvement of knowledge, attitudes, perceptions, skills, readiness, and competency of nursing students after simulation-based IPE implementation. Finally, simulation-based IPE implementation prepares nursing students to excel in interprofessional collaboration practices
Conclusion: simulation-based IPE should be integrated into the higher education health curriculum especially on clinical nursing practice and professional training. Further investigation is needed to identify relationship conflict, role conflict and performance satisfaction amongst IPC health staff.Â
Referensi
Burford, B., Greig, P., Kelleher, M., Merriman, C., Platt, A., Richards, E., Davidson, N., & Vance, G. (2020). Effects of a single interprofessional simulation session on medical and nursing students’ attitudes toward interprofessional learning and professional identity: A questionnaire study. BMC Medical Education, 20(1), 1–12. https://doi.org/10.1186/s12909-020-1971-6
Cropp, C., Beall, J., Buckner, E., Wallis, F., & Barron, A. (2018). Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions. Pharmacy, 6(3), 70. https://doi.org/10.3390/pharmacy6030070
Girard, M. (2021). Interprofessional education and collaborative practice policies and law: An international review and reflective questions. Human Resources for
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Glauberman, G. H. R., Wong, L. C. K., Bray, M. L., & Katz, A. R. (2020). Educational Innovations Disaster Aftermath Interprofessional Simulation: Promoting Nursing Students’ Preparedness for Interprofessional Teamwork. Journal of Nursing Education, 59(6), 353–356. https://doi.org/10.3928/01484834-20200520-11
Goolsarran, N., Hamo, C. E., Lane, S., Frawley, S., & Lu, W. (2018). Effectiveness of an interprofessional patient safety team-based learning simulation experience on healthcare professional trainees. BMC Medical Education, 2018(18), 1–9. https://doi.org/10.1186/s12909-018-1301-4%0ARESEARCH
Inman, W. H., PhD., Briggs, R., D.H.A., Theriot, Rosemary,EdD., M.S.P.H., & Heaston, Alexis,EdS., M.S.P.H. (2016). TRAINING FUTURE HEALTH CARE PROFESSIONALS TO WORK IN TEAMS: THE NEED FOR INTERDISCIPLINARY PROFESSIONAL EDUCATION. Journal of the National Society of Allied Health, 13(1), 48-57. Retrieved from https://www.proquest.com/scholarly-journals/training-future-health-care-professionals-work/docview/1938050842/se-2?accountid=17242 Johnson, A. M., & Howell, D. M. (2017). International service learning and interprofessional education in Ecuador: Findings from a phenomenology study with students from four professions. Journal of Interprofessional Care, 31(2), 245–254. https://doi.org/10.1080/13561820.2016.1262337
Institute of Medicine (IOM). (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Washington, DC: The National Academies Press.
Leathers, J. S., Davidson, H., & Desai, N. (2018). Interprofessional education between medical students and nurse practitioner students in a Global Health course. BMC Medical Education, 18(1), 1–8. https://doi.org/10.1186/s12909-018-1307-y
Lestari, E., Scherpbier, A., & Stalmeijer, R. (2020). Stimulating students’ interprofessional teamwork skills through community-based education: A mixed methods evaluation. Journal of Multidisciplinary Healthcare, 13, 1143–1155. https://doi.org/10.2147/JMDH.S267732
Lestari, E., Stalmeijer, R. E., Widyandana, D., & Scherpbier, A. (2016). Understanding students’ readiness for interprofessional learning in an Asian context: A mixed-methods study. BMC Medical Education, 16(1), 1–11. https://doi.org/10.1186/s12909-016-0704-3
Oxelmark, L., Nordahl Amorøe, T., Carlzon, L., & Rystedt, H. (2017). Students’ understanding of teamwork and professional roles after interprofessional simulation—a qualitative analysis. Advances in Simulation, 2(1), 1–8. https://doi.org/10.1186/s41077-017-0041-6
Posey, S., Brady, J., Pate, K., Smith, J., & Peveto, S. (2018). Description and assessment of a pilot interprofessional education case competition activity. Currents in Pharmacy Teaching and Learning, 10(4), 505–510. https://doi.org/10.1016/j.cptl.2017.12.009
Purnasiwi, D., Jenie, I.M. (2021). Literature review: Effect of interprofessional collaboration implementation of patient services. The Indonesian Journal of Occupational Safety and Health, 10(2): 265-272. doi:10.20473/ijosh.v10i2.2021.265-272
Raparla, N., Davis, D., Shumaker, D., Kumar, A., Hafiz, S., Sava, J., Adams, K., & Fitzgibbons, S. C. (2017). A pilot program to improve nursing and surgical intern collaboration: Lessons learned from a mixed-methods study. American Journal of
Surgery, 213(2), 292–298. https://doi.org/10.1016/j.amjsurg.2016.10.014
Simko, L. C., Rhodes, D. C., Mcginnis, K. A., & Fiedor, J. (2017). Students ’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course. American Journal of Pharmaceutical Education, 81(6), 1–9. https://doi.org/10.5688/ajpe816104
Thompson, S., Metcalfe, K., Boncey, K., Merriman, C., Flynn, L. C., Alg, G. S., Bothwell, H., Forde-Johnston, C., Puffett, E., Hardy, C., Wright, L., & Beale, J. (2020). Interprofessional education in geriatric medicine: Towards best practice. A controlled before-after study of medical and nursing students. BMJ Open, 10(1), 1–14. https://doi.org/10.1136/bmjopen-2017-018041
Vasset, F. (2018). Nursing and Biomedical Laboratory Science (BMLS) Students´ Interprofessional Training in the Simulation Laboratory. Journal of Research in Interprofessional Practice and Education, 8(1), 1–14. https://doi.org/10.22230/jripe.2018v8n1a271
Wang, J., Guo, J., Wang, Y., Yan, D., Liu, J., Zhang, Y., & Hu, X. (2020). Use of profession-role exchange in an interprofessional student team-based community health service-learning experience. BMC Medical Education, 20(1), 1–11. https://doi.org/10.1186/s12909-020-02127-z
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