Kolb's Experiential Learning Theory as a Theoretical Underpinning for Interprofessional Education.

It is imperative to incorporate education on interprofessional competencies into the curriculum of healthcare provider students in order to meet the individual program accreditation standards. However, what is missing is a theoretical foundation for the education. The purpose of this paper was to examine if the qualitative data from a mixed-methods study using low-fidelity simulation of a case study that demonstrated changes in interprofessional attitudes and behaviors in healthcare provider students aligned with Kolb's Experiential Learning Theory (ELT).

Teaching Collaboration Competencies to Healthcare Provider Students Through Simulation.

Purpose: Although interprofessional collaboration has been proven to reduce the number of errors, few programs have incorporated interprofessional training into their programs. The purpose of this study was to determine if attitudes and observed collaborative behaviors among an interprofessional group of students improved or increased following an intervention that included a didactic session on the process of collaboration, a low-fidelity simulation of interprofessional patient care rounds, and facilitated debriefing sessions.

Methods: In this mixed-methods study, two scales from the TeamSTEPPS™ Teamwork Attitudes Questionnaire (TAQ) were used as a pre- and post-test to assess attitude and behavior changes in students.

Working Together Toward a Common Goal: A Grounded Theory of Nurse-Physician Collaboration.

Working together toward a common goal is an empirically derived theory that can guide education and practice to improve patient outcomes while saving money and lives. Grounded theory was used to explore nurses' and physicians' experiences with collaboration in order to understand the process intrinsically.

A contemporary method to teach collaboration to students.

This pilot study examined the effectiveness of an interprofessional educational intervention in which nursing and medical students were taught collaboration skills through low-fidelity simulation. The intervention included didactic content on the process of collaboration, followed by a simulation of the patient care rounding process. The TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ) was administered as a pre- and posttest to seven students who participated in the simulation.

Interdisciplinary collaboration for healthcare professionals.

Interdisciplinary collaboration has the capacity to affect both healthcare providers and patients. Research has shown that the lack of communication and collaboration may be responsible for as much as 70% of the adverse events currently reported. The purpose of this article is 2-fold: to examine factors that may influence interdisciplinary collaboration and consequently patient outcomes and to examine the relationship between interdisciplinary collaboration and King's theory of goal attainment as a theory to support the phenomenon of interdisciplinary collaboration.