The neuron model: An educational tool for evidence-based practice and interprofessional care
DOI:
https://doi.org/10.46542/pe.2022.221.424427Keywords:
Clinical decision, Evidence-based practice, Information, Interprofessional care, Neuron modelAbstract
Objective: The objective of the study was to assess the usefulness of the neuron model in educating how evidence-based drug information and interprofessional care interface.
Methods: The Neuron model of evidence-based practice and interprofessional care was introduced in an online session to a group of healthcare professionals at a United Arab Emirates (UAE) tertiary-level care hospital in March 2021. A Google Form survey was used to assess the usefulness of the neuron model.
Results: Among those who responded to the form, 90% of healthcare professionals said that the neuron model was useful. This agreement improved significantly (Wilcoxon Signed-Rank test p-value > 0.05), and persisted even after six months.
Conclusion: The healthcare professionals agreed that the neuron model was beneficial in visualising how evidence-based practice and interprofessional care interface with each other, integrate into the academic health system, and help identify areas of improvement for healthcare professionals.
References
Aronoff, N., Stellrecht, E., Lyons, A. G., Zafron, M. L., Glogowski, M., Grabowski, J., & Ohtake, P. J. (2017). Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience. Journal of the Medical Library Association: JMLA, 105(4), 376-384. https://doi.org/10.5195/jmla.2017.179
Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., & Qian, H. (2015). Promoting evidence-based practice through a research training program for point-of-care clinicians. The Journal of nursing administration, 45(1), 14-20. https://doi.org/10.1097/NNA.0000000000000151
Bridges, D., Davidson, R. A., Soule Odegard, P., Maki, I. V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical education online, 16(1), 6035, 1-10. https://doi.org/10.3402/meo.v16i0.6035
Christopherson, T. A., Troseth, M. R., & Clingerman, E. M. (2015). Informatics-enabled interprofessional education and collaborative practice: a framework-driven approach. Journal of Interprofessional Education & Practice, 1(1), 10-15. https://doi.org/10.1016/j.xjep.2015.03.002
Gresham-Anderson, J. L., Williamson, K. M., & Ayinagadda, S. (2020). An interprofessional approach to teaching evidence-based practice. Internet Journal of Allied Health Sciences and Practice, 18(1), 2, 1-10. https://doi.org/10.46743/1540-580X/2020.1843
Lehane, E., Agreli, H., O' Connor, S., Hegarty, J., Leahy Warren, P., Bennett, D., Blake, C., Burke, F., Corrigan, M., Drennan, J., Hayes, M., Heffernan, E., Horgan, F., Lynch, H., McVeigh, J., Müller, N., O'Keeffe, E., O'Rourke, N., O'Toole, E., O'Tuathaigh, C., Sahm, L., Savage, E. (2021). Building capacity: getting evidence-based practice into healthcare professional curricula. BMJ evidence-based medicine, 26(5), 246, 1-7. https://doi.org/10.1136/bmjebm-2020-111385
Lehane, E., Leahy-Warren, P., O'Riordan, C., Savage, E., Drennan, J., O'Tuathaigh, C., O'Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O'Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2019). Evidence-based practice education for healthcare professions: an expert view. BMJ evidence-based medicine, 24(3), 103–108. https://doi.org/10.1136/bmjebm-2018-111019
Nandiwada, D. R., & Kormos, W. (2018). Interprofessional Evidence-Based Practice Competencies: Equalizing the Playing Field. JAMA network open, 1(2), 103-108. http://dx.doi.org/10.1136/bmjebm-2018-111019
Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309-317. https://doi.org/10.1016/j.outlook.2010.09.001
Nyoni, C. N., Grobler, C., & Botma, Y. (2021). Towards Continuing Interprofessional Education: Interaction patterns of health professionals in a resource-limited setting. PloS one, 16(7), e0253491, 1-13. https://doi.org/10.1371/journal.pone.0253491
Olswang, L. B., & Goldstein, H. (2017). Collaborating on the development and implementation of evidence-based practices: Advancing science and practice. Evidence-Based Communication Assessment and Intervention, 11(3-4), 61-71. https://doi.org/10.1080/17489539.2017.1386404
Ritchison, L., & Embree, J. L. (2021). Professional Development of Interprofessional Evidence-Based Practice Education. The Journal of Continuing Education in Nursing, 52(5), 214-216. https://doi.org/10.3928/00220124-20210414-04
Schmidt, J., Gambashidze, N., Manser, T., Güß, T., Klatthaar, M., Neugebauer, F., & Hammer, A. (2021). Does interprofessional team training affect nurses' and physicians' perceptions of safety culture and communication practices? Results of a pre-post survey study. BMC health services research, 21(1), 1-10. https://doi.org/10.1186/s12913-021-06137-5
Stokke, K., Olsen, N. R., Espehaug, B., & Nortvedt, M. W. (2014). Evidence based practice beliefs and implementation among nurses: a cross-sectional study. BMC nursing, 13(1), 1-10. https://doi.org/10.1186/1472-6955-13-8
Thomas, D., Cooper, J. C., & Maas, M. (2020). Neuron Model of Interprofessional Education and Evidence-Based Practice. Innovations in Pharmacy, 11(3)15:1-3. https://doi.org/10.24926/iip.v11i3.3324
Thomas, D., de Sousa, I. C., Woods, D. J., Herman, R. A., & Baker, D. E. (2019). Drug Information Training for Pharmacists. In Clinical Pharmacy Education, Practice and Research (pp. 191-199). Elsevier. https://doi.org/10.1016/B978-0-12-814276-9.00013-1