Visual analysis of research about interprofessional education of nursing

doi:10.3760/cma.j.cn115259-20230206-00102

Abstract

Abstract: Objective Visualization analysis of major hotspots, and research trends of interprofessional education (IPE) in the field of nursing. Methods Systematically search the core ensemble of literature in the Web of Science database, and apply Citespace software to analyze the distribution characteristics, research hotspots and trends of IPE literature within the nursing field. Results A total of 644 articles were published in IPE research in nursing from 2013 to 2022, distributed across 133 journals 900 research institutions from 48 countries. The research hotspots were IPE, nursing students, teamwork, collaboration and attitude, with preparation and tools as emerging research directions. The study was divided into 3 phases of preliminary attempts from 2013 to 2016, theoretical research from 2016 to 2019, and competence development and model innovation from 2019 to 2022. Conclusions Nursing IPE research is unevenly distributed regionally, the interprofessional training of nursing students is a current research hotspot, with research frontiers focusing on the pre-preparation and teaching model.

Key words: Nursing, Interprofessional education, Research hotspots, Visual analysis

CLC Number:

Wang Hui, Zhou Lihua, Li Ziye, Yan Xueqing. Visual analysis of research about interprofessional education of nursing[J]. Chinese Journal of Medical Education, 2023, 43(8): 570-573.

References

[1] Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of theeffects of interprofessional education: BEME Guide No. 39[J]. Med Teach, 2016,38(7):656-668. DOI: 10.3109/0142159X.2016.1173663.
[2] Paradis E,Pipher M, Cartmill C, et al. Articulating the ideal: 50 years of interprofessional collaboration in Medical Education[J]. Med Educ, 2017,51(8):861-872. DOI: 10.1111/medu.13331.
[3] Learning together to work together for health. Report of a WHO Study Group onMultiprofessional Education of Health Personnel: the Team Approach[J]. World Health Organ Tech Rep Ser, 1988,769:1-72.
[4] 李云玲, 李姗姗, 李意等. 跨专业教育在医护教学中的应用进展[J].牡丹江医学院学报,2020,41(4):163-166. DOI:10.13799/j.cnki.mdjyxyxb.2020.04.045.
[5] 李雯颖. 跨专业教育在护理教学中的应用进展[J].护理学报,2018,25(4):27-31. DOI:10.16460/j.issn1008-9969.2018.04.027.
[6] 陈悦, 陈超美, 刘则渊, 等. CiteSpace知识图谱的方法论功能[J].科学学研究,2015,33(2):242-253. DOI: 10.3969/j.issn.1003-2053.2015.02.009.
[7] 陈睿, 刘义兰, 吴松梅, 等. 基于citespace的国内护理人文关怀研究的可视化分析. 护士进修杂志, 2019, 34(14):1276-1282. DOI: 10.16821/j.cnki.hsjx.2019.14.006.
[8] 陈悦,陈超美,胡志刚,等.引文空间分析原理与应用.北京:科学出版社,2014:76.
[9] Labrague LJ, McEnroe-Petitte DM, Fronda DC, et al. Interprofessional simulation in undergraduate nursing program: an integrative review[J]. Nurse Educ Today, 2018,67:46-55. DOI: 10.1016/j.nedt.2018.05.001.
[10] Roepke A, D'Ambrosia S, Harmon M, et al. Does it make a difference? exploring the value of combining public health and nursing education. J Prof Nurs, 2021, 37(2):261-267. DOI: 10.1016/j.profnurs.2020.12.007.
[11] Hays LH, Beverly C. Leadership, health systems and policy: Doctoraleducation and integrated clinical application[J]. J Prof Nurs, 2021,37(2):281-285. DOI: 10.1016/j.profnurs.2020.12.009.
[12] Iyasere CA, Wing J, Martel JN, et al. Effect of increased interprofessional familiarity on team performance, communication, and psychological safety on inpatient medical teams: a randomized clinical trial[J]. JAMA Intern Med, 2022,182(11):1190-1198. DOI: 10.1001/jamainternmed.2022.4373.
[13] Sheffer Hilel G, Drach-Zahavy A, Endevelt R. The paradoxical effects of professional stereotypes on the quality of care by interprofessional teams: the contingent effects of team faultlines, team stereotypes, and championship behaviors[J]. Front Psychol, 2023,14:1135071. DOI: 10.3389/fpsyg.2023.1135071.
[14] vanDiggele C, Roberts C, Burgess A, et al. Interprofessional education: tips for design and implementation[J]. BMC Med Educ, 2020,20(Suppl 2):455. DOI: 10.1186/s12909-020-02286-z.
[15] Rutherford-Hemming T, Lioce L. State of interprofessional education in nursing: A systematic review. Nurse Educ, 2018, 43(1):9-13. DOI: 10.1097/NNE.0000000000000405.
[16] Mahlknecht A, Krisch L, Nestler N, et al. Impact of training and structured medication review on medication appropriateness and patient-related outcomes in nursing homes: results from the interventional study intherAKT. BMC Geriatr, 2019, 19(1):257. DOI: 10.1186/s12877-019-1263-3.
[17] Kara P, Karaçay Yłkar S, Çerçer Z, et al. Perception and readiness for inter-professional education of health discipline students: A cross-sectional study. Nurse Educ Today, 2022, 112:105333. DOI: 10.1016/j.nedt.2022.105333.
[18] Visser C,Ket J, Croiset G, et al. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature[J]. BMC Med Educ, 2017,17(1):77. DOI: 10.1186/s12909-017-0909-0.