Jul 2026· The Journal of pharmacy· 0 citations· 21 references
TL;DR
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Abstract
Introduction: Current health sciences education is increasingly focused on the transition from traditional didactic methods to innovative pedagogical frameworks. While the introduction of interprofessional education (IPE) initiatives in Malaysian teaching hospitals has demonstrated success in fostering students' collaborative competencies, the broad implementation of IPE remains uneven. This study aimed to delve into pharmacy students’ experiences, perceptions, and recommendations on an IPE implementation activity during clinical attachments. Methods: A descriptive qualitative study was conducted using in-depth, semi-structured online interviews with the final year pharmacy students from Kulliyyah of Pharmacy, IIUM. Purposive sampling was used to recruit students who joined an IPE activity between March and May in 2024. The data collected via a validated guide during the interviews were analysed thematically to identify key patterns and themes. Coding was performed by two researchers, with initial coding was further AI-enhanced. Results and discussion: Seven final-year pharmacy students accepted the invitation to share their experiences, emerging four distinct themes namely; 1) curricular design and structural challenges, 2) role clarity & interprofessional understanding, 3) impact on learning & competency and 4) personal barriers and educational support. Ward rounds and bedside teaching were highly valued, though challenges included scheduling conflicts, limited exposure and inadequate case preparation. Supportive instructors and collaborative peer interactions recognised as key factors facilitating the learning process. Conclusion: Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
The findings revealed that participants had good knowledge, attitudes and practices regarding IPE, however, challenges such as limited exposure to other healthcare programmes, timetabling constraints and a lack of co-ordinated IPE activities should be addressed to inform future IPE practice.
M. Morule, Mhpe, S. Singh et al.· African Journal of Health Pr...· 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
Background: Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) are competency-based assessment methods used to evaluate clinical knowledge, psychomotor skills, communication, and professional competence in nursing education. Compared with traditional assessment methods, they offer greater objectivity, standardization, and reliability.
Objective: To explore undergraduate nursing students' perceptions and experiences regarding the use of OSCE and OSPE as clinical assessment methods in nursing education.
Methodology: A qualitative descriptive study was conducted among Bachelor of Science in Nursing students at Northwest Nursing College and NCS University System, Peshawar, Pakistan. Participants were recruited through purposive sampling based on prior OSCE and OSPE experience. Individual semi-structured interviews were conducted from March to April 2024 until data saturation was achieved. Interviews were audio-recorded, transcribed verbatim, translated into English, and analyzed using Braun and Clarke’s six-phase thematic analysis. Trustworthiness was enhanced through reflexive journaling, researcher triangulation, member checking, peer debriefing, and an audit trail.
Results: Eight undergraduate nursing students participated. Six major themes emerged: promotion of learning, development of clinical confidence, perceived limitations, examination-related stressors, coping strategies, and perspectives on grading. Participants considered OSCE and OSPE effective for promoting active learning, improving psychomotor skills, and enhancing clinical confidence. However, they reported challenges related to examination organization, limited resources, scheduling delays, examiner behavior, perceived grading inequities, and psychological stress. Students managed these challenges through preparation, self-confidence, and prior clinical exposure.
Conclusion: Undergraduate nursing students generally perceived OSCE and OSPE as valuable educational and assessment strategies that facilitate competency development and clinical preparedness. Nevertheless, concerns regarding examination logistics, transparency of grading, and examination-related stress require institutional attention.
Keywords: Clinical Competence, Nursing Education, Objective Structured Clinical Examination, Objective Structured Practical Examination, Pakistan, Qualitative Research, Undergraduate Nursing Students.
Iqdar Ali, Zabih Ullah, Afaq Riaz et al.· Journal of Saidu Medical Col...· 0 citations
Background. Simulation-based education (SBE) has expanded in Philippine health professions programs, particularly among state universities and colleges (SUCs) supported by national and institutional capacity-building initiatives. Despite this growth, limited local evidence describes how Filipino students experience and learn through simulation across varying institutional contexts.
Objective. This study explored undergraduate dentistry, medicine, and nursing students’ experiences of SBE in SUCs and examined how simulation influenced their learning and professional development.
Methods. An exploratory-descriptive qualitative study was conducted in three SUCs representing academic programs in which SBE ranged from newly implemented to well integrated. Purposive sampling recruited students with substantive participation in simulation activities. Eight focus group discussions (n = 47) were conducted using a semistructured guide informed by Kolb’s Experiential Learning Theory. Data were analyzed through inductive qualitative content analysis within a constructivist approach, with paired coding, iterative comparison, and team consensus to generate themes. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were followed in the writing of this paper.
Results. Across institutions, students described SBE as a structured, psychologically safe learning space that strengthened clinical reasoning, communication, teamwork, and reflective practice. Authenticity of scenarios, faculty facilitation, and structured debriefing were central to meaningful learning. Differences in institutional resources and program maturity influenced perceived realism and depth of engagement. Students highlighted simulation’s role in building confidence and bridging theory to practice within resource-variable contexts.
Conclusions. In Philippine SUCs, SBE supports experiential learning processes that enhance cognitive, affective, and collaborative competencies among undergraduate health professions students. Sustained institutional investment in faculty development, scenario design, and reflective debriefing is essential to ensure equitable and high-quality simulation implementation across diverse public higher education settings.
Jenniffer T. Paguio, PhD, RN, Aprille C. Banayat, MA (Nursing), RN, Aldin D. Gaspar, MSc, MHC, MN, RN et al.· Acta medica Philippina· 0 citations
This qualitative study explored first-year nursing students’ perceptions and challenges related to the use of role-play as a teaching strategy for enhancing therapeutic communication skills at the School of Nursing, Maldives National University. A phenomenological design was employed, and data were collected through two focus group discussions involving 13 first-year nursing students enrolled in the Bachelor of Nursing and Advanced Diploma in Nursing programmes. Data was analysed using Colaizzi’s phenomenological approach. Three themes emerged: experiences of role-play in enhancing communication skills, perceived improvements in therapeutic communication competencies, and challenges associated with role-play activities. Participants reported that role-play provided an engaging learning experience, increased confidence, and supported the application of theoretical knowledge to simulated clinical situations. Improvements in language competency and management of patient interactions were also noted, alongside the value of constructive educator feedback. Challenges included language barriers, anxiety, and self-consciousness during performance. Overall, role-play was perceived as an effective pedagogical strategy for developing therapeutic communication skills among first-year nursing students. Addressing identified challenges through supportive learning environments and structured assessment approaches may further enhance its effectiveness in nursing education.
Mariyam Hudha· The Maldives National Journa...· 0 citations
Patient partnership in health education promotes collaborative and humanistic care. In pharmacy education, however, this approach remains uncommon. We aimed to co‐construct and assess a teaching session on pain management and dispensing refusal, involving patients as full partners. A participatory approach was used. A first focus group (patients, educators, pharmacist, educational researcher, student) defined the curriculum's goals and key skills. A second focus group co‐developed a video of a dispensing refusal scenario. The final session, integrated into the third‐year pharmacy curriculum, used this video and Wooclap® for interaction. Student self‐efficacy and attitudes were assessed via pre/post‐questionnaires and focus group feedback. Interprofessional collaboration was analysed using D'Amour's framework. Students reported better knowledge of pain types and analgesic mechanisms, but also stronger soft skills: listening, non‐judgement, and patient support. They increasingly recognized the importance of explaining treatment and adapting strategies. The co‐construction process strengthened collaboration between team members. Patients contributed experiential knowledge to the teaching design and objectives, while professionals ensured alignment with academic standards. Interprofessional collaboration was classified as active. This pilot supports the feasibility and impact of involving patient partners in designing pharmacy education. The session improved both technical and relational competencies. Patient involvement helped shift from a provider‐centred to a partnership model. Future work should explore including patients as assessors in student evaluations, enabling them to co‐evaluate both knowledge and interpersonal skills in authentic scenarios.
M. Luc, G. Hache, Caroline Hache· Curriculum Journal· 0 citations