Introduction: Interprofessional teamwork is pivotal in modern healthcare, prompting the establishment of interprofessional training wards since 1996. While these wards serve as hubs for optimizing healthcare professional collaboration and communication, research into patient outcomes remains notably sparse and geographically limited, predominantly examining patient satisfaction and sparingly exploring other metrics like mortality or self-discharge rates. This study seeks to bridge this gap, comparing patient outcomes in interprofessional training wards and conventional wards under the hypothesis that the former offers no disadvantage to patient outcomes.
Materials And Methods: We explored patient outcomes within an interprofessional student ward called A-STAR at a University Hospital from October 2019 to December 2022. Engaging with patients discharged between May 2021 and April 2022, we utilized digital and paper-based anonymous questionnaires, catering to patient preference, to gather pertinent data.
Results: Analysis of outcomes for 1,482 A-STAR (interprofessional student ward) and 5,752 conventional ward patients revealed noteworthy findings. A-STAR patients tended to be younger (59 vs. 61 years, < 0.01) and more frequently male (73.5% vs. 70.4%, = 0.025). Vital clinical outcomes, such as discharges against medical advice, complication-driven readmissions, and ICU transfers, were statistically similar between groups, as were mortality rates (1.2% vs. 1.3%, = 0.468). A-STAR demonstrated high patient satisfaction, underscored by positive reflections on team competence, ward atmosphere, and responsiveness to concerns, emphasizing the value placed on interprofessional collaboration. Patient narratives commended team kindness, lucid explanations, and proactive involvement.
Discussion: This data collectively underscores the safety and reliability of patient care within training wards, affirming that patients can trust the care provided in these settings. Patients on the interprofessional ward demonstrated high satisfaction levels: 96.7% appreciated the atmosphere and conduct of ward rounds. In comparison, 98.3% were satisfied with the discussion and information about their treatment during their hospital stay.
Download full-text PDF |
Source |
---|---|
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912604 | PMC |
http://dx.doi.org/10.3389/fmed.2024.1320027 | DOI Listing |
BMC Med Educ
December 2024
School of Medicine, University of Debrecen, Debrecen, Hungary.
Background: As the healthcare field is undergoing a paradigm shift, the role of interprofessional education (IPE) is being widely accepted and recognized. Despite this, IPE interventions are not employed globally and the use of such interventions is variable. Additionally, there is an ongoing debate over how and when to employ IPE interventions.
View Article and Find Full Text PDFJ Stroke Cerebrovasc Dis
December 2024
Department of Neurology, Postgraduate Institute of Medical Education and Research, Chandigarh, India. Electronic address:
Introduction: Multidisciplinary stroke teams, including a stroke nurse, prove effective in delivering optimal acute ischemic stroke (AIS) management. This systematic review and meta-analysis critically synthesize existing studies to assess the impact of stroke nurse involvement on treatment time benchmarks and patient outcomes.
Method: Data from various databases constituted the primary sources of literature, and the risk of bias and article quality were evaluated using relevant tools.
Nurse Educ Today
December 2024
Simulation and Innovation Unit (SIMUSS), Universidad San Sebastián, Santiago, Chile.
Introduction: Interprofessional education in health professions was developed to address the challenges of teamwork in health-related issues as realistically as possible. Based on the available evidence, a comprehensive perspective is necessary to learn from experience.
Objective: To examine the challenges associated with the implementation of interprofessional education based on clinical simulation for students in health science programs.
J Med Radiat Sci
December 2024
Department of Radiography, School of Allied Health Sciences, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek, Namibia.
Introduction: Clinical training is crucial for diagnostic radiography students, bridging theoretical knowledge with practical skills. In resource-constrained settings, this training may face unique challenges that might significantly impact learning outcomes and future practice. Despite its importance, the experiences of diagnostic radiography students during clinical placements remain understudied, particularly in Sub-Saharan Africa.
View Article and Find Full Text PDFInt J Pharm Pract
December 2024
College of Pharmacy, Dalhousie University, Halifax, NS B3H 1X7, Canada.
Objectives: The Objective Structured Clinical Examination (OSCE) is a key tool in healthcare education, assessing clinical skills and competencies. This study explores OSCE's impact on pharmacists' competence, confidence, and practice readiness, focusing on its role in professional development and long-term practice improvement.
Methods: A cross-sectional survey was conducted among Qatar University pharmacy graduates with at least a year of practice experience.
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!