List of Titles

Measuring students perceptions of interprofessional clinical placements: Development of the interprofessional clinical placement learning environment inventory

- Anderson, Amanda, Cant, Robyn, Hood, Kerry

Authors: Anderson, Amanda , Cant, Robyn , Hood, Kerry
Date: 2014
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 14, no. 5 (2014), p. 518-524
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Description: Pre-professional healthcare courses, including nursing, are increasingly focused on interprofessional learning and experimentation with clinical education in ‘training wards’. This involves students from at least two disciplines who, under supervision, are responsible for patients' care. There is no consensus on how students' clinical learning experiences in this context are evaluated. We report the development and testing of the Interprofessional Clinical Placement Learning Environment Inventory (ICPLEI) in the Australian context. A question set was developed to measure student's perceptions of key variables in an interprofessional clinical learning environment: orientation, supervision, roles, learning and autonomy. An expert nursing panel rated items for a Content Validity Index of .93. Reliability was tested with 38 students. After a 2-week interprofessional ward placement nursing, medical and allied health students (n = 38) rated their learning environment highly, with median responses 4 or 5 of five (mean total 83%). The scale was reliable with a Cronbach alpha of .80 and moderate item-to-total correlations for 22/26 items. The Interprofessional Clinical Placement Learning Environment Inventory is a reliable, feasible, fast to complete tool, suitable for use with pre-registration healthcare students in this setting. Further testing of the tool's psychometric properties is recommended.

Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork

- Hood, Kerry, Cant, Robyn, Baulch, Julie, Gilbee, Alana, Leech, Michelle, Anderson, Amanda, Davies, Kate

Authors: Hood, Kerry , Cant, Robyn , Baulch, Julie , Gilbee, Alana , Leech, Michelle , Anderson, Amanda , Davies, Kate
Date: 2014
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 14, no. 2 (2014), p. 117-122
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Description: Background: How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Methods: Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. Results: For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/ Collaboration, and were more positive about Professional Identity than medical students (p < .001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p < .001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p < .05). Conclusion: Overall, students' attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students' attitudes throughout the university degree.

Emergency and palliative care nurses' levels of anxiety about death and coping with death : A questionnaire survey

- Peters, Louise, Cant, Robyn, Payne, Sheila, O'Connor, Margaret, McDermott, Fiona, Hood, Kerry, Morphet, Julia, Shimoinaba, Kaori

Authors: Peters, Louise , Cant, Robyn , Payne, Sheila , O'Connor, Margaret , McDermott, Fiona , Hood, Kerry , Morphet, Julia , Shimoinaba, Kaori
Date: 2013
Type: Text , Journal article
Relation: Australasian Emergency Nursing Journal Vol. 16, no. 4 (2013), p. 152-159
Full Text: false
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Description: Background: Caring for dying patients and their families presents many challenges, and may be negatively affected by nurses' Fear of Death. This study investigates attitudes of emergency and palliative care nurses towards death and dying. Methods: A mixed methods design including questionnaire and interview, was utilised. This paper reports questionnaire results from the Death Attitude Profile-Revised Scale and coping skills. Results: Twenty-eight emergency nurses and 28 palliative care nurses from two health services participated. Nurses held low to moderate Fear of Death (44%), Death Avoidance (34%), Escape Acceptance (47%) and Approach Acceptance (59%). Emergency nurses reported higher death avoidance and, significantly lower coping skills than palliative care nurses. Both reported high acceptance of the reality of death (Neutral Acceptance 82%), and indicated they coped better with a patient who was dying than with, the patient's family. Conclusions: Nurses generally held positive attitudes towards death and dying. Participants could cope with caring for dying patients, but were significantly less comfortable coping with patients' family members. Nurses should be aware of the impact their attitude towards death may have on providing supportive nursing care for the dying. © 2013 College of Emergency Nursing Australasia Ltd.

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