Implementation and effectiveness of an interprofessional educational intervention on patient safety in perinatal care: a multi-method, prospective evaluation study
Results show positive effects on skill development and encouragement through an IPE intervention on patient safety in perinatal care, and obtained insights suggest the value of integrating IPE into health professionals’ curricula to initiate sustainable learning.
Abstract
Interprofessional collaboration is fundamental to high-quality and safe care – particularly in perinatal care. Interprofessional education (IPE) for students in healthcare professions has significant potential for enhancing interprofessional competencies and patient safety. However, current evidence on effectiveness of IPE is limited, particularly due to various methodological constraints in evaluation studies such as a lack of prospective data, structured outcome measures, and student involvement. In our project SiGerinn, students from nursing, midwifery, and medicine received IPE on patient safety. We employed a prospective, multi-method evaluation study over a two-year implementation period. Structured surveys on self-reported competency levels among program participants were collected at baseline and follow-up, complemented by in-depth interviews with stakeholders to assess the project’s implementation status. Prospective statistical analyses revealed highly significant improvements in competency levels for interprofessional collaboration, communication with patients and relatives, and interprofessional communication techniques. Competency gains varied across student groups, being highest among midwifery students. Moreover, survey and interview statements revealed strong acceptance and perceived benefits from the IPE patient safety intervention. Interview findings further emphasised the uptake of a disseminating role among participating students by peer knowledge sharing. Our results show positive effects on skill development and encouragement through an IPE intervention on patient safety in perinatal care. Despite several methodological limitations such as small sample sizes, consensus-based outcome measures, and self-reported skill level assessments, our findings provide a starting point for future IPE attempts on patient safety education in clinical settings. Furthermore, obtained insights suggest the value of integrating IPE into health professionals’ curricula to initiate sustainable learning.
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
Interprofessional collaboration is crucial for enhancing healthcare delivery, particularly in primary care settings, where effective teamwork between healthcare and social professionals (HCSPs) is essential. Despite its importance, there is limited research on the impact of structured interprofessional training programs on interprofessionality in simulated environments, particularly concerning primary care contexts.
The REALISE study constitutes of a prospective feasibility study examining the impact on interprofessionality of multimodal, interprofessional learning paths on HCSPs as well as students within a simulated primary healthcare (PHC) setting. The three-week learning paths were specially developed, proprietary, case-oriented, and consisted of simulations (acting patients, high-fidelity manikins, virtual reality) and didactic on- and offline elements. The study employed a mixed-methods approach, incorporating three conducted interprofessional intervention groups to evaluate outcomes across both quantitative (two standardized assessments: Interprofessional Collaborative Competency Attainment Survey (ICCAS), Interprofessional Socialization and Valuing Scale 9a&b (ISVS)) and qualitative (proprietary open-ended questions) domains. Data was collected before (t0), directly after (t1) and two months after t1 (t2) to evaluate the impact on interprofessional collaboration.
Regarding the quantitative outcomes, no significant change was observed in participants’ ISVS scores between pre- and post-intervention assessments, neither in the entire sample (t0 = 5.41 ± 1.20, t1 = 5.85 ± 1.18;
p
= 0.108), nor in the student or HCSP group. Also, no time*group effects became evident. This suggests stable self-perceived values and attitudes toward interprofessional collaboration. In contrast, ICCAS scores increased significantly in total and across all dimensions (e.g., total score t₀ = 3.00 ± 0.77, t₁ = 3.99 ± 0.53;
p
< 0.001,
d
= 0.91). The strongest effects for the entire sample were observed in the dimensions “Team Functioning” (0.973) and “Collaboration” (0.922) and significant time*group (students vs. HCSPs) effects were found in 3 of the 6 dimensions (“Collaboration”, “Roles and Responsibilities” and “Team Functioning”), indicating substantial self-reported improvements in interprofessional competencies following the training and differences in amplitude of improvements. The results of the qualitative thematic analysis showed clear differences and overlaps between groups and time points. At t0, the students described communication difficulties, unclear responsibilities and role confusion as central challenges. In contrast, HCSPs focused on structural problems such as time pressure and limited coordination. At t1, the students reported increased role clarity and improved team communication, while HCSPs noted greater awareness of their own role and greater flexibility in interdisciplinary cooperation. As part of the follow-up (t2) the HCSPs reported a further deepening of interprofessional cooperation in their daily practice.
While participants’ self-perceived attitudes remained stable, significant improvements in interprofessional competencies such as team functioning and collaboration, showed that the training effectively supported collaborative practice. The intervention was feasible to implement and was positively evaluated across all professional groups.
C. Kern, M. Roth, M. Brunner et al.· Advances in Simulation· 0 citations
In community health nursing, interdisciplinary collaboration is essential because it improves communication, teamwork, and the provision of comprehensive care. However, issues such as inadequate integration of interprofessional education, institutional limitations, and a lack of formalized platforms for collaboration persist, especially in community-based settings. As a foundation for improving policies and programs, this study sought to assess the extent of multidisciplinary collaboration between nursing students and healthcare professionals and to investigate its association with perceived efficacy in achieving community health goals. A quantitative, descriptive, and correlational research design was used. Purposive sampling was used to gather information from nursing students assigned to a barangay health clinic in Tagum City. Interprofessional collaboration and perceived efficacy were measured using standardized tools, specifically the Community Care Competency Scale (CCCS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). To examine the data and identify correlations between variables, statistical techniques such as the mean and Pearson correlation were used. The findings showed a very high degree of interdisciplinary interaction, coordination, and partnership. In a similar vein, participants showed a high degree of perceived efficacy in achieving community health objectives. Additionally, the results showed a positive correlation between perceived efficacy and interdisciplinary collaboration, indicating that more effective collaboration is associated with greater perceived efficacy in community health outcomes. To improve healthcare delivery in community settings, our findings highlight the need to strengthen collaborative behaviors through structured programs, policy support, communication training, and curriculum.
Irish Camille Besina, J. J. Dela Merced· International Journal of Nur...· 0 citations
Observational insights contributed to refining educational practices and advancing interprofessional education initiatives while preparing OT students for their transition from campus to community.
Elizabeth W. Crampsey, Shelley Cohen Konrad, Debra Ford· Open Journal of Occupational...· 0 citations
Introduction Interprofessional collaboration between nurses and physicians is essential for effective patient care, safe clinical workflows, and patient-centered outcomes. Despite its importance, interprofessional knowledge is insufficiently integrated into German medical education, potentially limiting students’ readiness for collaborative practice and their understanding of professional roles in clinical settings. This study explored how medical students perceive nurses’ work, nursing-related learning experiences, and interprofessional collaboration and Role Understanding within undergraduate medical education. Methods Fourteen medical students (1st–6th year) at the University of Magdeburg participated in semi-structured interviews recruited using purposive sampling to ensure variation across study years. Transcripts were analyzed using Mayring’s qualitative content analysis to identify categories and themes. Analytical rigor was ensured through independent coding and interdisciplinary validation in a research workshop. Results Seven themes were identified: Interprofessional Collaboration and Role Understanding, First Clinical Experiences, Nursing During the Practicum, Nursing-Related Learning Experiences During Medical School, Desired Nursing-Related Learning Experiences, Importance of Nursing, and Patient Well-being. The mandatory nursing practicum emerged as a key formative experience shaping early interprofessional role understanding. Students reported variability in supervision and structure, alongside limited curricular integration of nursing content. While interprofessional collaboration was considered essential, participants expressed uncertainty regarding nursing roles and responsibilities and emphasized the need for structured opportunities for interprofessional and nursing-related learning, including clinical skills, communication, and management of complex patient situations. Conclusion Medical students’ perceptions of nursing are strongly shaped by early and variably structured clinical experiences, particularly the nursing internship. The findings suggest that current medical curricula insufficiently support the systematic development of interprofessional role understanding. The structured integration of nursing-related learning experiences and explicit teaching about nursing roles, nursing-related practical skills and clinical workflows into medical education may strengthen interprofessional collaboration and support patient-centered care.
Lukas Valerius, Jonathan Hagedorn, Christian Albert et al.· Frontiers in Medicine· 0 citations
Sustainable IPL requires organizational structures that enable regular interaction among professionals, inclusive team cultures, and collaborative leadership that ensures that learning continues even as staff members change, and that essential knowledge is retained in hospital-based clinical practice, so that patients receive care based on their needs.
Kristina Åhlund, A. Johnsson, Maria Rönnerhag· PLoS ONE· 0 citations
