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Clinical-Based Interprofessional Education for Prelicensure Nursing Students: A Systematic Literature Review
Anna Peeler1,2, Jennifer Luk1, Jesse Gordon1
1Johns Hopkins University School of Nursing, Baltimore, Maryland.
Background:
Interprofessional education (IPE) is an essential component of nursing education that allows students to collaborate with health professionals from different disciplines. This review identifies models of clinical-based IPE for nursing students and explores methods of evaluation.
Method:
Studies included targeted prelicensure nursing students in the United States, evaluated clinical-based IPE activities, and included pre- and postquantitative evaluation of student outcomes. Framework analysis was used to examine the domains of IPE activities addressed.
Results:
Eighteen studies were included. All of the studies reported at least one improved self-reported outcome. All IPE activities addressed the teamwork domain, 13 (72.2%) addressed the communication domain, 10 (55.6%) addressed the roles domain, and 8 (44.4%) addressed the values domain. Five (27.8%) activities addressed all domains.
Conclusion:
Evidence shows that clinical-based IPE improves self-reported nursing student outcomes, better preparing them to enter the workforce, collaborate with other professions, and deliver high-quality patient care.
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