Formation in interprofessional education in nursing and medical students globally: scoping review

• Macías Inzunza, Lylian ; Rocco Montenegro, Víctor ^[1] ; Rojas Reyes, Jennifer ; Baeza Contreras, Marcela ; Arévalo Valenzuela, Carolina ; Munilla González, Viviana ^[1]
  1. [1] Universidad de Santiago de Chile

     Universidad de Santiago de Chile

     Santiago, Chile

     
• Localización: Investigación y educación en enfermería, ISSN-e 2216-0280, ISSN 0120-5307, Vol. 38, Nº. 2, 2020
• Idioma: inglés
• DOI: 10.17533/udea.iee.v38n2e06
• Títulos paralelos:
  • A formação em educação interprofissional em estudantes de enfermagem e medicina no mundo: scoping review
  • La formación en educación interprofesional en estudiantes de enfermería y medicina en el mundo: scoping review
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Objetivo. Conhecer o estado da arte, relacionado com a temática de Educação Interprofissional (EIP) na formação de estudantes de enfermagem e medicina, e o nível de evidência desenvolvido até o momento. Métodos. Revisão Sistemática exploratória, declarada como Scoping review pela Joanna Briggs Institute -JBI-, na qual se realizou uma busca em bases de dados de Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus e ERIC, limitando entre 2009-2019 utilizando os termos DeCS e MeSH de Interprofessional education, education research, healthcare professionals, nursing and medicine. Se selecionaram 39 artigos originais após de realizado o processo de crítica com os critérios de JBI. Resultados. Emergiram quatro núcleos temáticos: Experiências e percepções da aprendizagem interprofissional, Didáticas vinculadas à EIP, Indicadores empíricos relacionados com a EIP e Desenvolvimento de competências profissionais. O maior nível de evidência o apresentam os artigos sobre emprego de didáticas; pelo contrário, não se encontraram artigos que trataram temáticas relacionadas com a inclusão precoce de EIP nos currículos de enfermagem e medicina, sendo atualmente necessários para complementar o enfoque de atenção centrada no paciente. Conclusão. Os núcleos temáticos mostram que o nível de evidência da literatura é variado, embora na sua maioria de alcance descritivo, ressaltando o desenvolvimento de competências profissionais como resultado da educação interprofissional

  • español

    Objetivo. Conocer el estado del arte, relacionado con la temática de Educación Interprofesional (EIP) en la formación de estudiantes de enfermería y medicina, y el nivel de evidencia desarrollado hasta el momento. Métodos. Revisión Sistemática exploratoria, declarada como Scoping review por la Joanna Briggs Institute -JBI-, en la que se realizó una búsqueda en bases de datos de Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus y ERIC, entre 2009-2019 utilizando los términos DeCS y MeSH de Interprofessional education, education research, healthcare professionals, nursing y medicine. Se seleccionaron 39 artículos originales luego del proceso de crítica con los criterios de JBI. Resultados. Emergieron cuatro núcleos temáticos: Experiencias y percepciones del aprendizaje interprofesional, Didácticas vinculadas a la EIP, Indicadores empíricos relacionados con la EIP y Desarrollo de competencias profesionales. El mayor nivel de evidencia lo presentan los artículos sobre empleo de didácticas; por el contrario, no se encontraron artículos que trataran temáticas relacionadas con la inclusión temprana de EIP en los currículos de enfermería y medicina, pues son actualmente necesarios para complementar el enfoque de atención centrada en el paciente. Conclusión.Los núcleos temáticos muestran que el nivel de evidencia de la literatura es variado, aunque en su mayoría de alcance descriptivo, lo que resalta el desarrollo de competencias profesionales como resultado de la educación interprofesional.

  • English

    Objective. This work sought to know the state of the art related to the theme of Interprofessional Education (IPE) in the training of Nursing and Medical students and the level of evidence developed thus far.

    Methods. This was an exploratory systematic review, declared as scoping review by the Joanna Briggs Institute, JBI, in which a search was performed in Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 by using the DeCS and MeSH terms of Interprofessional education, education research, healthcare professionals, nursing and medicine, selecting 39 original articles after carrying out the review process with the criteria by the JBI.

    Results. Four thematic nuclei emerged: Experiences and perceptions of interprofessional learning, Didactics related with IPE, Empirical indicators related with IPE, and Development of professional skills. The highest level of evidence is presented by the articles dealing with didactics; on the contrary, no articles were found that dealt with topics related with early inclusion of IPE in the medical and nursing curricula, which are currently necessary to complement the focus of patient-centered care.

    Conclusion. The thematic nuclei show that the level of evidence in the literature is varied, although mostly descriptive in scope, highlighting the development of professional skills as a result of interprofessional education.

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