ABSTRACT
AIM/OBJECTIVE: To describe and analyse the use of a station within an OSCE to assess interprofessional competence performance in undergraduate nursing students. The specific objectives were: - To measure the students' level of competence performance in relation to the interprofessional competences Roles and Responsibilities, Communication and Teamwork. - To determine inter-observer concordance in the assessment of the interprofessional competences. BACKGROUND: Teamwork competencies are key to improving patient safety and avoiding medical errors. Today, healthcare professionals work in interdisciplinary teams. To foster a culture of safety, some of the measures that can be taken at the individual, team and organisational levels include fostering clear communication among team members, knowledge of respective roles and functions, and deepening team functioning through respect and trust in judgement and capabilities. The World Health Organization recommends starting to develop these competencies in university studies, through interprofessional education. There are numerous programmes in universities all over the world, but more research is needed on the assessment of interprofessional education activities, preferably through objective methods. Competency performance can be assessed by an external evaluator, in a simulated environment, with the Objective Structured Clinical Examination, which is widely used in nursing. DESIGN: Cross-sectional study. METHODS: 63 second-year nursing undergraduate students completed an interprofessional competencies station within an 8-station OSCE. Communication, Roles and Responsibility and Teamwork competences were assessed. The Interprofessional Collaborator Assessment Rubric (ICAR) was used as a model to assess the performance of students. Inter-observer concordance analysis was performed using the kappa coefficient and the concordance rate. RESULTS: 92.1% of students reached a good level in communication competence, 88.9% in roles and responsibility competence, and 55.6% in teamwork competence. The global concordance rate was 83.8%, and the kappa coefficient was 0.67. CONCLUSIONS: Most students have demonstrated interprofessional competence performance at a good level. However, the inter-observer concordance obtained for some of the items was not as expected. The assessment of interprofessional competencies, as it deals mainly with relational and communicative aspects, requires greater preparation both in terms of the specification of assessment items and in agreement between examiners.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Clinical Competence , Communication , Cross-Sectional Studies , Humans , Interprofessional RelationsABSTRACT
Objetivos: determinar el grado de conocimiento de una serie de mitos relacionados con la salud y el grado de credibilidad que éstos tienen en una población de alumnos universitarios de primer curso de distintas carreras,en la Facultad de Ciencias de la Salud de la Universidad Europea de Madrid. Material y métodos: estudio descriptivo transversal en el curso académico2009-2010 sobre una población de alumnos de primer curso de Grado de Enfermería, Grado de Odontología y Grado de Fisioterapia. Se utilizó un cuestionario estructurado de elaboración propia que conteníapreguntas sobre 10 mitos relacionados con la salud, además de variables sociodemográficas. Se calcularon índices de estadística descriptiva y para el análisis bivariante se utilizó la χ2 , la t de Student y ANOVA.Resultados: participaron 149 alumnos en el estudio (50 de Enfermería,54 de Fisioterapia y 45 de Odontología). Su edad media fue de 19,7 años, siendo el 57% mujeres. En lo relacionado con los mitos planteados manifestaron conocer una media de 7 (DE: 1,7) y consideraban que eran ciertos una media de 4,5 (DE:1,6). La única variable que se asoció con mayor conocimiento de mitos fue el sexo (femenino), mientras que tener más edad y el haber trabajado en el ámbito de la salud se asoció con un mayor porcentaje de mitos en los que creían.Conclusiones: los mitos relacionados con la salud son conocidos porlos futuros sanitarios antes de comenzar sus estudios y la mayoría son considerados como ciertos. Es importante transmitir a los alumnos de Ciencias de la Salud que han de contrastar el fundamento científico de toda aquella información oral que reciban o a través de la red (AU)
Objectives: to determine the level of knowledge held on a series of health-related myths and their degree of credibility in a population composed of first cycle university students from different academic programs,in the school of health sciences of the European University of Madrid. Material and methods: cross-sectional descriptive study during the2009-2010 school year using a population composed of first cycle Nursing, Dentistry and Physical Therapy university students. A self-elaborated structured questionnaire that contained questions on 10 health-relatedmyths and sociodemographic variables was used. Descriptive statistical indexes were calculated and χ2, Students t test and ANOVA were utilizedfor the bivariate analysis.Results: 149 students participated in the study (50 from Nursing School,54 from Physical Therapy and 45 from Dentistry). Their mean age was19,7 years, and 57% were women. In regards to the myths presented,the students reported being aware of an average of 7 (SD: 1,7) and considered an average of 4,5 (SD: 1,6) to be true. The only variable associated with a greater knowledge of myths was sex (female), while being older and having worked in the health field were associated with a larger percentage of believed myths.Conclusions: future healthcare professionals are aware of health myths prior to starting their studies and most of these myths are considered to be true. It is important to explain to Health Sciences students that they should contrast the scientific basis of all information received by word of mouth or on the Internet (AU)
