Instrumentos de avaliação de competências colaborativas na educação interprofissional: revisão integrativa da literatura

Autores

  • Camila Cristine Araújo de Oliveira Universidade do Estado do Rio Grande do Norte (UERN)
  • Marianna Gil de Farias Morais Universidade Federal do Rio Grande do Norte (UFRN)
  • Heloísa Freitas da Cunha Universidade Federal do Rio Grande do Norte (UFRN)
  • Betiane Fernandes da Costa Secretaria Municipal de Saúde
  • Gilmara Celli Maia de Almeida Universidade do Estado do Rio Grande do Norte (UERN)
  • Cristyanne Samara Miranda Holanda da Nóbrega Universidade do Estado do Rio Grande do Norte (UERN)
  • Jéssica Dantas de Sá Tinôco Universidade do Estado do Rio Grande do Norte (UERN)

DOI:

https://doi.org/10.1590/S1678-4634202450269950

Palavras-chave:

Relações interprofissionais, Educação interprofissional, Inquéritos e questionários, Avaliação educacional

Resumo

Educação Interprofissional (EIP) em saúde acontece quando duas ou mais profissões aprendem com, sobre e para a outra como forma de desenvolver a colaboração através de um processo de aprendizagem compartilhada, visando a melhorar a qualidade dos serviços prestados. A EIP proporciona o desenvolvimento de três importantes competências: comuns a todas as profissões; específicas de cada área profissional; e colaborativas. Nesse sentido, este estudo objetivou sintetizar o conhecimento existente na literatura acerca dos instrumentos de avaliação para mensurar competências colaborativas na EIP. Realizou-se uma revisão integrativa da literatura entre novembro e dezembro de 2020, nas bases de dados SCOPUS e Biblioteca Virtual em Saúde (BVS), para sintetizar o conhecimento produzido acerca dos instrumentos de avaliação usados na mensuração de competências colaborativas na EIP. Foi feito um compilado de 38 estudos. Observou-se uma grande variedade de escalas aplicadas, com destaque para a aplicação em estudantes (42,1%) e profissionais (39,5%), dentro de uma perspectiva interprofissional. Foram identificadas na literatura 29 escalas utilizadas para mensuração de competências colaborativas na EIP. Dessas, merecem destaque a Readiness for Interprofessional Learning, com maior representatividade entre as publicações (20,0%), além da Escala Jefferson de Atitudes em relação à Colaboração entre Médico e Enfermeiro (8,0%) e Assessment of Interprofessional Team Collaboration Scale (8,0%). Compilar a literatura acerca das principais escalas aplicadas possibilita a padronização no uso das escalas validadas e de alta confiabilidade. Dessa forma, facilita sua inserção em ambientes colaborativos, com vistas a mensuração e comparação dos estudos.

Downloads

Os dados de download ainda não estão disponíveis.

Biografia do Autor

  • Camila Cristine Araújo de Oliveira, Universidade do Estado do Rio Grande do Norte (UERN)

     cirurgiã-dentista pela Universidade do Estado do Rio Grande do Norte (UERN).

    Universidade do Estado do Rio Grande do Norte (UERN), Caicó, Rio Grande do Norte, Brasil 
  • Marianna Gil de Farias Morais, Universidade Federal do Rio Grande do Norte (UFRN)

    Médica pela Escola Multicampi de Ciências Médicas, Universidade Federal do Rio Grande do Norte (UFRN).

  • Heloísa Freitas da Cunha , Universidade Federal do Rio Grande do Norte (UFRN)

    médica pela Escola Multicampi de Ciências Médicas, UFRN.

  • Betiane Fernandes da Costa , Secretaria Municipal de Saúde

    mestre em ensino na saúde pela UFRN. Especialista em enfermagem em dermatologia pelas Faculdades Integradas de Patos. Graduada em enfermagem pela Universidade Potiguar (UnP), no Rio Grande do Norte.

  • Gilmara Celli Maia de Almeida , Universidade do Estado do Rio Grande do Norte (UERN)

    professora Adjunto do Departamento de Odontologia da UERN.

  • Cristyanne Samara Miranda Holanda da Nóbrega, Universidade do Estado do Rio Grande do Norte (UERN)

    professora adjunto do Departamento de Enfermagem da UERN.

  • Jéssica Dantas de Sá Tinôco, Universidade do Estado do Rio Grande do Norte (UERN)

    professora adjunta do Departamento de Enfermagem da UERN.

Referências

AL-QAHTANI, Mona Faisal. Measuring healthcare students’ attitudes toward interprofessional education. Journal of Taibah University Medical Sciences, Al Madinah Al Munawwarah, v. 11, n. 6, p. 579-585, 2016. https://doi.org/10.1016/j.jtumed.2016.09.003

» https://doi.org/10.1016/j.jtumed.2016.09.003

BERDUZCO-TORRES, Nancy et al. Factors related to the differential development of inter-professional collaboration abilities in medicine and nursing students. Frontiers in Psychology, Brussels, v. 11, 2020. https://doi.org/10.3389/fpsyg.2020.00432

» https://doi.org/10.3389/fpsyg.2020.00432

BRASIL. Ministério da Educação. Resolução n. 3, de 20 de junho der 2014. Institui Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina e dá outras providências. Diário Oficial da União, Brasília, DF, 6 jun. 2014. Disponível em: http://portal.mec.gov.br/escola-de-gestores-da-educacao-basica/323-secretarias-112877938/orgaos-vinculados-82187207/20138-ces-2014 . Acesso em: 04 mar. 2023

» http://portal.mec.gov.br/escola-de-gestores-da-educacao-basica/323-secretarias-112877938/orgaos-vinculados-82187207/20138-ces-2014

CAIPE. The Centre for the Advancement of Interprofessional Education. Interprofessional education: today, yesterday and tomorrow. Fareham: CAIPE, 2002. Disponível em: https://www.caipe.org/resources/publications/caipe-publications/caipe-2002-interprofessional-education-today-yesterday-tomorrow-barr-h# . Acesso em: 04 mar. 2023

» https://www.caipe.org/resources/publications/caipe-publications/caipe-2002-interprofessional-education-today-yesterday-tomorrow-barr-h#

CASANOVA, Isis Alexandrina; BATISTA, Nildo Alves; RUIZ-MORENO, Lídia. Residência multiprofissional em saúde: percepção dos residentes sobre a educação interprofissional nas práticas colaborativas. In: CONGRESSO IBERO-AMERICANO EM INVESTIGAÇÃO QUALITATIVA (CIAIQ), 4., 2015, Aracaju. Anais […]. Aracaju: Universidade Tiradentes, 2015. p. 368-370. Desmembrar esta sigla.

COPENHAVER, Melissa; CRANDELL-WILLIAMS, Ann. A safe place: using clinical supervision groups to build interprofessional collaborative practice skills. Advances in Social Work, Indiana, v. 20, n. 2, p. 320-337, 2020. https://doi.org/10.18060/23318

» https://doi.org/10.18060/23318

DESHPANDE, Saee; RADKE, Usha. Impact of interprofessional education module on attitudes of health-care providers involved in maxillofacial rehabilitation: a cross-sectional study. Journal of Indian Prosthodontist Society, Alphen aan den Rijn, v. 17, n. 2, p. 136-141, 2017. https://doi.org/10.4103/0972-4052.203197

» https://doi.org/10.4103/0972-4052.203197

DOLORESCO, Fred et al. Pharmacy students’ standardized self-assessment of interprofessional skills during an objective structured clinical examination. American Journal of Pharmaceutical Education, Pennsylvania, v. 83, n. 10, p. 2142-2149, 2019. https://doi.org/10.5688/ajpe7439

» https://doi.org/10.5688/ajpe7439

DOW, Alan W. et al. An exploratory study of an assessment tool derived from the competencies of the interprofessional education collaborative. Journal of Interprofessional Care, London, v. 28, n. 4, p. 299-304, 2014. https://doi.org/10.3109/13561820.2014.891573

» https://doi.org/10.3109/13561820.2014.891573

DURKIN, Anne E.; FEINN, Richard S. Traditional and accelerated baccalaureate nursing students’ self-efficacy for interprofessional learning. Nursing Education Perspectives, Pennsylvania, v. 38, n. 1, p. 23-28, 2017. https://doi.org/10.1097/01.NEP.0000000000000101

» https://doi.org/10.1097/01.NEP.0000000000000101

EDELBRING, Samuel; DAHLGREN, Madeleine Abrandt; WIEGLEB EDSTRÖM, Desiree. Characteristics of two questionnaires used to assess interprofessional learning: psychometrics and expert panel evaluations. BMC Medical Education, London, v. 18, 40, 2018. https://doi.org/10.1186/s12909-018-1153-y

» https://doi.org/10.1186/s12909-018-1153-y

FREIRE FILHO, José Rodrigues et al. Attitudes towards interprofessional collaboration of primary care teams participating in the ‘More Doctors’ (Mais Médicos) Program. Revista Latino-Americana de Enfermagem, Ribeirão Preto, v. 26, e3018, 2018. https://doi.org/10.1590/1518-8345.2731.3018

» https://doi.org/10.1590/1518-8345.2731.3018

GELLIS, Zvi D. et al. Evaluation of interprofessional health care team communication simulation in geriatric palliative care. Gerontology and Geriatrics Education, Pennsylvania, v. 40, n. 1, p. 30-42, 2019. https://doi.org/10.1080/02701960.2018.1505617

» https://doi.org/10.1080/02701960.2018.1505617

GRAY, Cara; CUNNINGHAM, Robin; KOLOMER, Stacey. It’s time to go! unfolding interprofessional simulations to promote health team communications. Advances in Social Work, Indiana, v. 20, n. 2, p. 338-354, 2020. https://doi.org/10.18060/23615

» https://doi.org/10.18060/23615

HARUTA, Junji; OZONE, Sachiko; GOTO, Ryohei. Factors for self-assessment score of interprofessional team collaboration in community hospitals in Japan. Family Medicine and Community Health, London, v. 7, n. 4, e000202, 2019. Disponível em: https://doi.org/10.1136/fmch-2019-000202

» https://doi.org/10.1136/fmch-2019-000202

HASNAIN, Memoona et al. Development and validation of a tool to assess self-efficacy for competence in interprofessional collaborative practice. Journal of Interprofessional Care, London, v. 31, n. 2, p. 255-262, 2017. https://doi.org/10.1080/13561820.2016.1249789

» https://doi.org/10.1080/13561820.2016.1249789

HELLMAN, Therese et al. Preliminary testing of the swedish version of the Assessment of Interprofessional Team Collaboration Scale (AITCS-S). Journal of Interprofessional Care, London, v. 30, n. 4, p. 499-504, 2016. https://doi.org/10.3109/13561820.2016.1159184

» https://doi.org/10.3109/13561820.2016.1159184

HIGGINS, Julian PT; GREEN, Sally. Cochrane handbook for systematic reviews of interventions version 5.1.0 [updated March 2011]. The Cochrane Collaboration, 2011. Disponível em: https://www.handbook.cochrane.org . Acesso em: 04 mar. 2023.

» https://www.handbook.cochrane.org

JAFARY, Seyed Meysam et al. Relationship between differentiation of self and attitude towards physician-nurse relationship in hospitals (Isfahan/Iran). Iranian Journal of Nursing and Midwifery Research, Mumbai, v. 22, n. 4, p. 262-266, 2017. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5590353/ . Acesso em: 2 maio 2024.

» https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5590353/

JOANNA BRIGGS INSTITUTE. JBI levels of evidence. Adelaide: JBI, 2013. Disponível em: https://jbi.global/sites/default/files/2019-05/JBI-Levels-of-evidence_2014_0.pdf . Acesso em: 04 mar. 2023.

» https://jbi.global/sites/default/files/2019-05/JBI-Levels-of-evidence_2014_0.pdf

KIM, Seung Jae et al. Investigating the effects of interprofessional communication education for medical students. Korean Journal of Medical Education, Seul, v. 31, n. 2, p. 135-145, 2019. https://doi.org/10.3946/kjme.2019.125

» https://doi.org/10.3946/kjme.2019.125

KLEMENC-KETIS, Zalika; MAKIVIĆ, Irena; SUSIC, Antonija Poplas. The development and validation of a new interprofessional team approach evaluation scale. PLoS ONE, San Francisco, v. 13, n. 8, e0201385, 2018. https://doi.org/10.1371/journal.pone.0201385

» https://doi.org/10.1371/journal.pone.0201385

KOTTORP, Anders e t al. Instrument refinement for measuring self-efficacy for competence in interprofessional collaborative practice: development and psychometric analysis of IPECC-SET 27 and IPECC-SET 9. Journal of Interprofessional Care, London, v. 33, n. 1, p. 47-56, 2019. https://doi.org/10.1080/13561820.2018.1513916

» https://doi.org/10.1080/13561820.2018.1513916

LI, Zhewei; SUN, Yihan; ZHANG, Yang. Adaptation and reliability of the Readiness for Inter Professional Learning Scale (RIPLS) in the Chinese health care students setting. BMC Medical Education, London, v. 18, 309, 2018. https://doi.org/10.1186/s12909-018-1423-8

» https://doi.org/10.1186/s12909-018-1423-8

LOCKEMAN, Kelly S. et al. Refinement of the ipec competency self-assessment survey: results from a multi-institutional study. Journal of Interprofessional Care, London, v. 30, n. 6, p. 726-731, 2016. https://doi.org/10.1080/13561820.2016.1220928

» https://doi.org/10.1080/13561820.2016.1220928

MARCUSSEN, Michael et al. Interprofessional clinical training in mental health improves students’ readiness for interprofessional collaboration: a non-randomized intervention study. BMC Medical Education, London, v. 19, n. 27, 2019. https://doi.org/10.1186/s12909-019-1465-6

» https://doi.org/10.1186/s12909-019-1465-6

MCDEVITT, Sara; PASSI, V. Evaluation of a pilot interprofessional education programme for eating disorder training in mental health Services. Irish Journal of Psychological Medicine, Dublin, v. 35, n. 4, p. 289-299, 2018. https://doi.org/10.1017/ipm.2015.61

» https://doi.org/10.1017/ipm.2015.61

MINK, Johanna et al. The impact of an interprofessional training ward on the development of interprofessional competencies: study protocol of a longitudinal mixed-methods study. BMC Medical Education, London, v. 19, n. 48, 2019. https://doi.org/10.1186/s12909-019-1478-1

» https://doi.org/10.1186/s12909-019-1478-1

MORRISON, Jill. ABC of learning and teaching in medicine: evaluation. BMJ, London, v. 326, p. 385-387, 2003. https://doi.org/10.1136/bmj.326.7385.385

» https://doi.org/10.1136/bmj.326.7385.385

MULVANEY, Elizabeth A. et al. Improving the interprofessional practice, knowledge, and skills of health professions students through an interactive course in gerontology. Advances in Social Work, Indiana, v. 20, n. 2, p. 184-203, 2020. https://doi.org/10.18060/23682

» https://doi.org/10.18060/23682

NAGGE, Jeff J.; LEE-POY, Michael F.; RICHARD, Cynthia L. Evaluation of a unique interprofessional education program involving medical and pharmacy students. American Journal of Pharmaceutical Education, Pennsylvania, v. 81, n. 10, p. 80-86, 2017. https://doi.org/10.5688/ajpe6140

» https://doi.org/10.5688/ajpe6140

ONAN, Arif et al. A test adaptation of the modified readiness for inter-professional learning scale in Turkish. Indian Journal of Pharmaceutical Education and Research, Bangalore, v. 51, n. 2, p. 207-215, 2017. https://doi.org/10.5530/ijper.51.2.26

» https://doi.org/10.5530/ijper.51.2.26

PEDUZZI, Marina. Educação interprofissional para o desenvolvimento de competências colaborativas em saúde. In: TOASSI, Ramona Fernanda Ceriotti (org.). Interprofissionalidade e formação na saúde: onde estamos?. Porto Alegre: Rede Unida, 2017. p. 40-48.

QIAN, Xin et al. Analysis of daily goal sheets on physician-nurse collaboration attitude. Annals of Palliative Medicine, Hong Kong, v. 9, n. 1, p. 1-7, 2020. https://doi.org/10.21037/apm.2019.12.06

» https://doi.org/10.21037/apm.2019.12.06

RANDITA, Amanda Boy Timor; WIDYANDANA, Widyandana; CLARAMITA, Mora. IPE-COM: A pilot study on interprofessional learning design for medical and midwifery students. Journal of Multidisciplinary Healthcare, Auckland, v. 12, p. 767-775, 2019. https://doi.org/10.2147/JMDH.S202522

» https://doi.org/10.2147/JMDH.S202522

REEVES, Scott; HEAN, Sarah. Why we need theory to help us better understand the nature of interprofessional education, practice and care. Journal of Interprofessional Care, London, v. 27, n. 1, p. 1-3, 2013. https://doi.org/10.3109/13561820.2013.751293

» https://doi.org/10.3109/13561820.2013.751293

REINHOLD, Martina Ingeborg; OTIENO, Sango; BACON-BAGULEY, Theresa. Integrating interprofessional experience throughout a first-year physician assistant curriculum improves perceptions of health care providers. Journal of Interprofessional Education and Practice, Nebraska, v. 6, p. 37-43, 2017. https://doi.org/10.1016/j.xjep.2016.12.001

» https://doi.org/10.1016/j.xjep.2016.12.001

ROMIJN, Anita et al. Interprofessional collaboration among care professionals in obstetrical care: are perceptions aligned? BMJ Quality and Safety, London, v 27, n. 4, p. 279-286, 2018. https://doi.org/10.1136/bmjqs-2016-006401

» https://doi.org/10.1136/bmjqs-2016-006401

ROOPNARINE, Rohini; BOEREN, Ellen. Applying the Readiness for Interprofessional Learning Scale (RIPLS) to Medical, Veterinary and Dual Degree Master of Public Health (MPH) students at a private medical institution. PLoS ONE, San Francisco, v. 15, n. 6, e0234462, 2020. https://doi.org/10.1371/journal.pone.0234462

» https://doi.org/10.1371/journal.pone.0234462

SAKAI, Ikuko et al. Development of a new measurement scale for interprofessional collaborative competency: the Chiba Interprofessional Competency Scale (CICS29). Journal of Interprofessional Care, London, v. 31, n. 1, p. 59-65, 2017. https://doi.org/10.1080/13561820.2016.1233943

» https://doi.org/10.1080/13561820.2016.1233943

SAN-MARTÍN, Montserrat et al. Empatía, habilidades de colaboración interprofesional y aprendizaje médico permanente en residentes españoles y latinoamericanos que inician los programas de formación médica especializada en España: resultados preliminares. Atención Primaria, Madrid, v. 49, n. 1, p. 6-12, 2017. https://doi.org/10.1016/j.aprim.2016.02.007

» https://doi.org/10.1016/j.aprim.2016.02.007

SCHMITZ, Connie C. et al. The Interprofessional Collaborative Competency Attainment Survey (ICCAS): A replication validation study. Journal of Interprofessional Care, London, v. 31, n. 1, p. 28-34, 2017. https://doi.org/10.1080/13561820.2016.1233096

» https://doi.org/10.1080/13561820.2016.1233096

SHIMMURA, Keiko; TADAKA, Etsuko. Development of an interprofessional collaboration competency scale for children with medical complexity. BMJ Open, London, v. 8, n. 6, e019415, 2018. https://doi.org/10.1136/bmjopen-2017-019415

» https://doi.org/10.1136/bmjopen-2017-019415

SIMKO, Lynn Coletta et al. Students’ perspectives on interprofessional teamwork before and after an interprofessional pain education course. American Journal of Pharmaceutical Education, Pennsylvania, v. 81, n. 6, p. 104, 2017. https://doi.org/10.5688/ajpe816104

» https://doi.org/10.5688/ajpe816104

SPENCER, Lyle M.; SPENCER, Signe M. Competence at work: model for superior performance. New York: Wiley, 1993.

SUMIYOSHI, Tomoko et al. Learning outcomes of interprofessional collaboration among medical and nursing students in Japan. Journal of Interprofessional Education and Practice, Nebraska, v. 21, 100377, 2020. https://doi.org/10.1016/j.xjep.2020.100377

» https://doi.org/10.1016/j.xjep.2020.100377

ULIYAH, Musrifatul et al. Dataset on nurses’ perception and practice of inter-professional collaboration at muhammadiyah hospitals, Indonesia. Data in Brief, Amsterdam, v. 31, p. 105863, 2020. https://doi.org/10.1016/j.dib.2020.105863

» https://doi.org/10.1016/j.dib.2020.105863

WETZEL, Angela. Critical synthesis package: Jefferson scale of attitudes toward physician-nurse collaboration. MedEdPORTAL, Washington, DC, v. 9, p. 9631, 2013. https://doi.org/https://doi.org/10.15766/mep_2374-8265.9631

» https://doi.org/10.15766/mep_2374-8265.9631

WHITTEMORE, Robin; KNAFL, Kathleen. The integrative review: updated methodology. Journal of Advanced Nursing, Oxford, v. 52, n. 5, p. 546-553, 2005. https://doi.org/https://doi.org/10.1111/j.1365-2648.2005.03621.x

» https://doi.org/10.1111/j.1365-2648.2005.03621.x

WONG, Eric et al. Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases. BMC Medical Education, London, v. 16, p. 273, 2016. https://doi.org/10.1186/s12909-016-0797-8

» https://doi.org/10.1186/s12909-016-0797-8

ZAMJAHN, John B. et al. Increasing awareness of the roles, knowledge, and skills of respiratory therapists through an interprofessional education experience. Respiratory Care, Texas, v. 63, n. 5, p. 510-518, 2018. https://doi.org/10.4187/respcare.05869

» https://doi.org/10.4187/respcare.05869

Downloads

Publicado

2024-09-02

Edição

v. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa

Seção

Artigos

Licença

Copyright (c) 2024 Educação e Pesquisa

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

A publicação do artigo em Educação e Pesquisa implica, automaticamente, por parte do(s) autor(es) a cessão integral e exclusiva dos direitos autorais da primeira edição para a revista, sem quaisquer honorários.

Após a primeira publicação, os autores têm autorização para assumir contratos adicionais, independentes da revista, para a divulgação do trabalho por outros meios (ex.: repositório institucional ou capítulo de livro), desde que citada a fonte completa, com as referências da mesma autoria e dos dados da publicação original.

As ideias e opiniões expressas no artigo são de exclusiva responsabilidade do autor, não refletindo, necessariamente, as opiniões da revista.

Como Citar

Instrumentos de avaliação de competências colaborativas na educação interprofissional: revisão integrativa da literatura. (2024). Educação E Pesquisa, 50, e269950. https://doi.org/10.1590/S1678-4634202450269950