Literature Review: Interprofessional Training Ward at University

This literature review examines the impact of interprofessional training wards on the development of interprofessional competencies in healthcare education. The study addresses the need for collaborative practice to improve patient care and overcome challenges in healthcare. The review explores the use of keywords like 'inter-professional training ward,' 'medical education,' and 'inter-professional competencies' to search relevant literature from online journal repositories. The findings highlight the limitations of current research, including the perspective of students, the randomization of interventions, and the small population sizes used in studies. The review concludes by emphasizing the importance of interprofessional collaboration for quality patient care and the benefits of interprofessional education in reducing prejudices and promoting professional development. The research question focuses on how interprofessional education benefits the development of interprofessional competencies at the ward level through practical work. The review also explores elements of the interprofessional ward experience affecting feelings of relatedness, competence, and autonomy.

Running head: LITERATURE REVIEW
Literature Review
Name of the Student:
Name of the University:
Author Note:

1LITERATURE REVIEW
1. Research problem
In order to meet the needs of the patients, adequate health care needs of the students
need to be provided for the purpose of collaborative practice during the undergraduate education.
It is important to highlight that inter-professional collaborative practice is necessary to maintain
a high level pf patient care. It has also been known that collaboration, leadership, teamwork, and
communication is consistently important to overcome to the challenges in the healthcare.
However, it is important note that competencies are insufficiently developed and addresses
within the nursing and medical curricula and this case is similar even for the health care
professionals (Mink et al., 2019). Thus, to meet the future requirements and the various
challenges in the healthcare, the undergraduate curricula must focus on acquiring knowledge that
will be augmented by the competency based education. This will help the student to achieve the
patient centred inter-professional collaborative practice and the profession specific goals. The
readiness for the purpose of the inter-professional learning decreases over time because the
experience based learning is majorly relevant for the educational strategies, competency
development. This provide the opportunity to learn the inter-professional collaborative practice
(Creswell, 2012).
Step 2: Systematic literature search
For the purpose of the systematic literature, the research problem selected for the study is
the impact of inter-professional training ward on the development of the inter-professional
competencies. The literature review is based on this research problem and the keywords selected
for this study was explicitly used in the conducting the literature search.

2LITERATURE REVIEW
The key words selected used for conducting the search are: inter-professional training
ward, medical education, nursing education, inter-professional competencies, inter-professional
competencies, inter-professional collaborative practice, inter-professional education.
Online journal repositories are explicitly used to search literature by using the specific
keywords. The search strategy used in searching the items/keywords include the following:
 The keywords were inserted into the BMC medical education online journal
search area.
 The responses or the search results were filtered using the more specific keywords
like interprofessional training ward and the interprofessional education.
 The articles or the journals found are then used for conducting the literature
review.
A systematic literature search is also conducted in ERIC because the exclusive peer
reviewed journals can be found in this online repository, along with it the journals can also be
downloaded and read as per convenience.
Step 3: Article selection
Darlow, B., Brown, M., Gallagher, P., Gray, L., McKinlay, E., Purdie, G., ... & Pullon, S. (2018).
Longitudinal impact of interprofessional education on attitudes, skills and career
trajectories: a protocol for a quasiexperimental study in New Zealand. BMJ open, 8(1),
e018510.
Mink, J., Mitzkat, A., Mihaljevic, A., Trierweiler-Hauke, B., Götsch, B., & Schmidt, J. et al.
(2019). The impact of an interprofessional training ward on the development of

3LITERATURE REVIEW
interprofessional competencies: study protocol of a longitudinal mixed-methods study.
BMC Medical Education, 19(1).
Oosterom, N., Floren, L. C., Ten Cate, O., & Westerveld, H. E. (2018). A review of
interprofessional training wards: Enhancing student learning and patient outcomes.
Medical teacher, 1-8.
Thistlethwaite, J. E. (2015). Interprofessional education: implications and development for
medical education. Educación Médica, 16(1), 68-73.
Visser, C. L., Kusurkar, R. A., Croiset, G., ten Cate, O., & Westerveld, H. E. (2018). Students’
motivation for interprofessional collaboration after their experience on an IPE ward: A
qualitative analysis framed by self-determination theory. Medical teacher, 1-9
Step 4: Research question
The research problem of all the articles that are used in this study: The limitation detected
in the study can be presented in the following ways:
 The interprofessional ward experience is only taken into account from the
perspective of the students and it necessarily does not include the ways through
which the students will be acting in the future and they have no objective (Visser
et al., 2013).
 The allocation of the interprofessional intervention was done at random and this is
a limitation associated with the instruments that are used in the measurements of
the interprofessional outcomes. Some of the planned analyses lacked the
sufficient power. There will be difference in terms of exposure through the ones
that were involved with participation and lack of participation. The other factors

4LITERATURE REVIEW
that have influenced the graduates include the career choices, attitudes that have a
confound analyses (Darlow et al., 2018).
 Thirdly, the majority of the studies have included a small population or have
included the students of a single healthcare institute that lack the generalization of
the result. This is one of the research gap in majority of the studies.
Introduction
Interprofessional collaboration is a must for the quality of the care rendered to the
patients. In the present day condition, the problems in healthcare is highly dependent on the
interprofessional teamwork. Several studies and reports have indicated that interprofessional
education is highly important towards the integration of the interprofessional education into the
education of the healthcare professionals. This helps the students to work in a challenging and
complex environment. The increasing complexity into the healthcare system can be considered
as an incentive for the inter-professional, whereas it is important to mention that the
collaboration in itself remains a challenging process in which the process of a team compete with
the performances at the personal level (Visser et al., 2018). While it is vital to mention that the
students from the other professions are incapable of learning from the responsibilities, roles and
the perspectives during their regular rotation in a clinical ward. Therefore, it requires an
appropriate and effective interprofessional education. The students must be made responsible for
the real patients within their own profession and will combine the interprofessional goals along
with the learning goals. Thus, trainings need to be provided by the trained supervisors and it will
be done under strict supervision. The students that have limited experience must be focusing on
the mono-professional skills and this will make the students feel comfortable with the training
procedure and also with the other competencies, for example the interprofessional

5LITERATURE REVIEW
communication. Structured interprofessional patient care meetings will be aimed towards the
having a professional contribution and will have a perspective that will lack intimidation. It is
important to mention that it is always a difficult thing to include a new curriculum within the
course work. Studies have indicated that the inclusion of interprofessional education into the
curriculum have proved to be difficult with issues emanating from the logistical and the
timetables. However, it is important to mention that accreditation bodies have included the
interprofessional education learning outcomes as a medical curriculum (Thistlethwaite, 2015).
Placing the interprofessional training ward not only addresses the interprofessional
competencies at the theoretical level but also helps in preparing the health professionals at the
undergraduate level. This is done in real life setting so as to improve the patient care. Similarly,
it has been identified that the collaborative model can be helpful in optimising the usage of
several professional skills through a high quality, safe and well-coordinated patient care.
Interprofessional practice is specifically important for the populations that have an increased
prevalence towards the multi-morbidity and long term conditions (Darlow et al., 2018). The
complex health care needs also meeting a collaborative and a coordinated involvement of the
healthcare professionals. It is highly praised that the healthcare practice helps in reduces the
occurrence of error, improves the safety provisions through the better communication and at the
same time increases professional respect and trust. The interprofessional occurs when the
professionals learn from a single discipline and at the same time also from the other healthcare
professionals. Thus, it proposes an improvement towards the collaborative practice. For the
purpose of improving the educational strategies, he interprofessional competencies needs to be
described and identified (Oosterom et al., 2018). The interprofessional education seems to be
effective during the undergraduate programs as it helps in the reduction of prejudices.

6LITERATURE REVIEW
Furthermore, it also helps in the reduction of the prejudices and also in the professional
development of identity (Mink et al., 2019). The research question of this study will include:
how the interprofessional education will be beneficial towards the development of the
interprofessional competencies. The interprofessional training will occur at the ward level and
also through the practical work. The other research questions that are framed for the study
include: which elements of the interprofessional ward experience affected the feelings of
relatedness, competence, and autonomy?