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Dolan S, Nowell L. Interprofessional Education Opportunities for Health Care Educators in the Practice Setting: An Integrative Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2024:00005141-990000000-00127. [PMID: 39190560 DOI: 10.1097/ceh.0000000000000573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/29/2024]
Abstract
INTRODUCTION Health care educators in the practice setting are responsible for providing education to frontline staff and require knowledge and skills to interact with interprofessional health care providers and teach content in an effective way. Interprofessional education opportunities for health care educators in the practice setting may be helpful in preparing educators to meet the needs of frontline staff, yet the extant state of literature on this topic has not been recently synthesized. In this integrative review, we aimed to explore what is known about interprofessional education opportunities offered to health care educators who are responsible for educating other health care professionals in practice settings and assess how these education opportunities were described and evaluated in the literature. METHODS We conducted an integrative literature review following the methodology put forth by Toronto and Remington. RESULTS Of the 3690 publications identified, 30 met our inclusion criteria. Overall, the publications lacked rigorous methodology. Education interventions varied in content, duration, and teaching strategies. Key findings were identified: (1) educator satisfaction and content relevance, (2) impact on knowledge, skills, and confidence, (3) impact on teaching practice, (4) impact on clinical practice, (5) impact on interprofessional competencies and attitudes, (6) challenges to implementing interprofessional education opportunities, and (7) facilitators to implementing interprofessional education opportunities. DISCUSSION Although interprofessional education opportunities for health care educators in the practice setting may be beneficial to educators and the frontline staff they serve, more rigorous research is needed to understand how these opportunities can influence teaching and clinical practice.
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Affiliation(s)
- Sara Dolan
- Dr. Dolan: Postdoctoral Scholar, Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada. Dr. Nowell: Associate Professor, Assistant Dean, Graduate Programs, Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
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Gronewold N, Mayer G, Müller Y, Levinson RT, Bruns B, Meyer AL, Rivinius R, Frey N, Kreusser MM, Schultz JH. Recognition of psychological comorbidity and psychotherapeutic treatment status of ventricular assist device patients. Artif Organs 2024. [PMID: 38984611 DOI: 10.1111/aor.14825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2024] [Revised: 06/17/2024] [Accepted: 06/27/2024] [Indexed: 07/11/2024]
Abstract
BACKGROUND Due to its high impact on quality of life and mental health, close monitoring and often psychotherapy is recommended for patients with a ventricular assist device (VAD). This study investigates the psychological comorbidity and the corresponding psychotherapeutic treatment situation of VAD patients. Special attention is also given to the professional perspective VAD team (assistant and senior cardiologists and specialized nurses). METHODS We conducted a cross-sectional observational study. Data from 50 VAD patients (mean age = 53.52, standard deviation = 13.82 years, 84.0% male) and their VAD team were analyzed. The presence of a psychological disorder was evaluated by structured clinical interviews for DSM-IV (SCID-I-Interviews). Patients answered a questionnaire regarding their current psychotherapeutic treatment status and their attitude towards psychotherapy. The VAD team answered a questionnaire about the patients' needs for psychotherapy and indicated whether they addressed this topic with the patient. Data were analyzed descriptively, by analysis of variance and t-test. RESULTS A total of 58% of VAD patients suffered from at least one significant psychological disorder, 79.3% of those were not in psychotherapy. The VAD team could not identify the patients who suffered from a psychological disorder (F = 1.90; p = 0.18). They perceived more need for psychotherapy than they addressed with their patients (T = 3.39; p < 0.001). CONCLUSIONS While there is a high psychological morbidity among VAD patients, only few receive psychotherapy. Psychological comorbidity is not easily detected by the VAD team. Standardized psychosocial care could be implemented by regular psychological assessments and further information of patients and their VAD teams.
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Affiliation(s)
- Nadine Gronewold
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Heidelberg, Germany
| | - Gwendolyn Mayer
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Heidelberg, Germany
| | - Yvonne Müller
- Department of Cardiology, University of Heidelberg, Heidelberg, Germany
- Department of Cardiac Surgery, University of Heidelberg, Heidelberg, Germany
| | - Rebecca T Levinson
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Heidelberg, Germany
| | - Bastian Bruns
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Heidelberg, Germany
- Department of Cardiology, University of Heidelberg, Heidelberg, Germany
- Institute of Experimental Cardiology, University of Heidelberg, Heidelberg, Germany
| | - Anna L Meyer
- Department of Cardiac Surgery, University of Heidelberg, Heidelberg, Germany
| | - Rasmus Rivinius
- Department of Cardiology, University of Heidelberg, Heidelberg, Germany
| | - Norbert Frey
- Department of Cardiology, University of Heidelberg, Heidelberg, Germany
| | | | - Jobst-Hendrik Schultz
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Heidelberg, Germany
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Petruzzi L, Smithwick J, Lee L, Delva J, Fox L, Wilkinson G, Vohra-Gupta S, Aranda M, Valdez C, Jones B. Community Health Work and Social Work Collaboration: Integration in Health Care and Public Health Settings: A Conceptual Framework. J Ambul Care Manage 2024; 47:187-202. [PMID: 38775666 DOI: 10.1097/jac.0000000000000498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2024]
Abstract
Community health worker (CHW) and social worker (SW) collaboration is crucial to illness prevention and intervention, yet systems often engage the 2 workforces in silos and miss opportunities for cross-sector alignment. In 2021, a national workgroup of over 2 dozen CHWs, SWs, and public health experts convened to improve CHW/SW collaboration and integration across the United States. The workgroup developed a conceptual framework that describes structural, systemic, and organizational factors that influence CHW/SW collaboration. Best practices include standardized training, delineated roles and scopes of practice, clear workflows, regular communication, a shared system for documentation, and ongoing support or supervision.
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Affiliation(s)
- Liana Petruzzi
- Author Affiliations: Dell Medical School at the University of Texas at Austin, Austin, Texas (Drs Petruzzi, Valdez, and Jones); Center for Community Health Alignment, Arnold School of Public Health, University of South Carolina, Columbia, South Carolina (Mss Smithwick and Fox); Knowledge Transfer Exchange Strategies, LLC, Corona, California (Dr Lee); Center for Innovation in Social Work Health, Boston University School of Social Work, Boston, Massachusetts (Dr Delva and Mr Wilkinson); Steve Hicks School of Social Work at the University of Texas at Austin, Austin, Texas (Drs Vohra-Gupta, Valdez, and Jones); Suzanne Dworak-Peck School of Social Work, University of Southern California, Los Angeles, California (Dr Aranda)
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Cleary E, Bloomfield J, Frotjold A, Schneider C. A realist synthesis of interprofessional patient safety activities and healthcare student attitudes towards patient safety. J Interprof Care 2024; 38:346-376. [PMID: 37525993 DOI: 10.1080/13561820.2023.2238772] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 06/29/2023] [Indexed: 08/02/2023]
Abstract
Interprofessional education (IPE) has been used for instilling a positive safety culture within healthcare, yet what interventions work to change healthcare student attitudes and how improved patient safety outcomes are best achieved with this intervention, is unclear and challenging to evaluate. A realist synthesis was undertaken to ascertain how, why, and in what circumstances IPE activities result in a positive change to student attitudes to patient safety. Database searches of CINAHL, MEDLINE, Scopus, and Eric were undertaken in April 2022 to identify relevant studies. Synthesis with a realist framework of analysis, coupled with the development of a program theory was conducted to identify interactions among contexts, intervention, mechanisms, and outcomes (CIMO). Twenty-three articles eligible for inclusion articulated environments in which varied contexts, interventions, and mechanisms were activated to influence student attitudes to patient safety. Findings from this realist synthesis informs awareness into the methods of delivering and evaluating IPE activities and offers new perspectives for educators in planning and evaluating future IPE from a collaborative and positive safety culture perspective.
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Affiliation(s)
- Elizabeth Cleary
- University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Jacqueline Bloomfield
- University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Astrid Frotjold
- University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Carl Schneider
- University of Sydney School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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Nagel DA, Penner JL, Halas G, Philip MT, Cooke CA. Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review. BMC MEDICAL EDUCATION 2024; 24:139. [PMID: 38350938 PMCID: PMC10863283 DOI: 10.1186/s12909-024-05114-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Accepted: 01/30/2024] [Indexed: 02/15/2024]
Abstract
BACKGROUND Interprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings. METHODS We conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services Abstracts. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats. RESULTS The 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature - primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction. CONCLUSION Few educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.
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Affiliation(s)
- Daniel A Nagel
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada.
| | - Jamie L Penner
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Gayle Halas
- Rady Chair in Interprofessional Collaborative Practice, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Mark T Philip
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Carol A Cooke
- Neil John Maclean Health Sciences Library, University of Manitoba, Winnipeg, Canada
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Guraya SS, Umair Akhtar M, Sulaiman N, David LR, Jirjees FJ, Awad M, Al Kawas S, Hassan Taha M, Haider M, Maria Dias J, Kodumayil SA, Dash NR, Al-Qallaf A, Hasswan A, Salmanpour VA, Guraya SY. Embedding patient safety in a scaffold of interprofessional education; a qualitative study with thematic analysis. BMC MEDICAL EDUCATION 2023; 23:968. [PMID: 38110914 PMCID: PMC10729414 DOI: 10.1186/s12909-023-04934-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Accepted: 12/04/2023] [Indexed: 12/20/2023]
Abstract
BACKGROUND Regardless of a proliferation of interest in reducing unsafe practices in healthcare, threats to patient safety (PS) remain high. Moreover, little attention has been paid towards the role of interprofessional education (IPE) in enhancing PS. This qualitative study was conducted to unfold the insights of the senior medical, dental and health sciences students at the University of Sharjah (UoS) in the United Arab Emirates (UAE) about PS in an online IPE-based workshop. METHODS This inductive thematic analysis study was conducted on senior medical and health students at the Colleges of Medicine, Dental Medicine, Health Sciences, and Pharmacy of UoS. During an online workshop, students discussed plausible solutions for four real practice-based clinical scenarios with elements of unsafe healthcare practices. During the breakout rooms, the students exhibited high level of articulation and proactively participated in discussions. The data from the online workshop were transcribed and then coding, categorizing, and labelling of recurrent themes were carried out. Multiple individual deliberations, consolidation, incorporation of the identified preliminary themes, and merging and reorganizing sub-themes led to a final thematic framework. RESULTS This work delved into the perspectives of 248 students regarding teamwork, communication, problem-solving, and other aspects concerning PS in interprofessional settings in an online workshop. The iterative process of data transcription, curating and qualitative analysis surfaced 32 codes. Later, the inductive themaric analysis yielded five themes with distinct yet interconnected nested subthemes in the context of PS in IPE settings. These themes of information sharing and grounding (problem-solving, social skills), maintaining communication (clinical reasoning, shared mental model), executing interprofessional activities (collaborative practice, collaboration scripts), professional cognitive abilities (cognitive maturity, metacognition), and negotiating professional identities (systematic change, socio-economic scaffolding) emerged as fundamental pillars for enhancing PS in healthcare. CONCLUSION Our study demonstrated the outcome of an innovative and team-based workshop which embedded PS within a scaffold of IPE environment. This research calls for incorporation of the emerging areas of clinical reasoning, problem solving, collaborative practice, and shared mental model into medical curricula for structured IPE in improving PS domains in medical education. These findings underscore the need for multifaceted dimensions of IPE imperatives for cultivating collaborative competence.
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Affiliation(s)
- Shaista Salman Guraya
- Royal College of Surgeons Ireland, Medical University of Bahrain, Busaiteen, Bahrain
| | - Muhammad Umair Akhtar
- Royal College of Surgeons Ireland, Medical University of Bahrain, Busaiteen, Bahrain
| | - Nabil Sulaiman
- College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Leena R David
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | | | - Manal Awad
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sausan Al Kawas
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | | | - Mohamed Haider
- College of Pharmacy, University of Sharjah, Sharjah, United Arab Emirates
| | | | - Shada Aysha Kodumayil
- Royal College of Surgeons Ireland, Medical University of Bahrain, Busaiteen, Bahrain
| | - Nihar Ranjan Dash
- College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Amal Al-Qallaf
- Royal College of Surgeons Ireland, Medical University of Bahrain, Busaiteen, Bahrain
| | - Ahmed Hasswan
- College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Bornman J, Louw B. Leadership Development Strategies in Interprofessional Healthcare Collaboration: A Rapid Review. J Healthc Leadersh 2023; 15:175-192. [PMID: 37641632 PMCID: PMC10460600 DOI: 10.2147/jhl.s405983] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 07/19/2023] [Indexed: 08/31/2023] Open
Abstract
Background Contemporary healthcare practitioners require leadership skills for a variety of professional roles related to improved patient/client outcomes, heightened personal and professional development, as well as strengthened interprofessional collaboration and teamwork. Objective/Aim The aim of this study is to systematically catalogue literature on leadership in healthcare practice and education to highlight the leadership characteristics and skills required by healthcare practitioners for collaborative interprofessional service delivery and the leadership development strategies found to be effective. Methods/Design A rapid review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) diagram shows that the 11 databases, yielded 465 records. A total of 147 records were removed during the initial screening phase. The remaining 318 records were uploaded onto Rayyan, an online collaborative review platform. Following abstract level screening, a further 236 records were removed with 82 records meeting the eligibility criteria at full text level, of which 42 were included in the data extraction. The Mixed Methods Appraisal Tool (MMAT) was used for quality appraisal. Results Results showed variability in methodologies used, representing various healthcare disciplines with a range in population size (n = 6 to n = 537). Almost half of the results reported on new programs, with interprofessional collaboration and teamwork being the most frequently mentioned strategies. The training content, strategies used as well as the length of training varied. There were five outcomes which showed positive change, namely skills, knowledge, confidence, attitudes, and satisfaction. Conclusion This rapid review provided an evidence-base, highlighted by qualitative, quantitative, and mixed methods research, which presents distinct opportunities for curriculum development by focusing on both content and the methods needed for leadership programs. Anchoring this evidence-base within a systematic search of the extant literature provides increased precision for curriculum development.
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Affiliation(s)
- Juan Bornman
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, Gauteng, South Africa
| | - Brenda Louw
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, Gauteng, South Africa
- Department Audiology and Speech-Language Pathology, East Tennessee State University, Johnson City, TN, USA
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Vi L, Jiwa MI, Lunsky Y, Thakur A. A systematic review of intellectual and developmental disability curriculum in international pre-graduate health professional education. BMC MEDICAL EDUCATION 2023; 23:329. [PMID: 37170246 PMCID: PMC10176941 DOI: 10.1186/s12909-023-04259-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 04/13/2023] [Indexed: 05/13/2023]
Abstract
BACKGROUND Despite the increasing global population of individuals with intellectual and developmental disabilities (IDD), this population remains especially vulnerable to health disparities through several factors such as a lack of access to sufficient medical care and poor determinants of health. To add, numerous studies have shown that healthcare professionals are still insufficiently prepared to support this population of patients. This review synthesizes the literature on current pre-graduate IDD training programs across healthcare professions with the goal of informing the creation of evidence-based curricula. METHODS Four major databases were searched for current pre-graduate IDD training interventions for healthcare professionals. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis flow diagram and the Best Evidence Medical Educations systematic review guide were used to frame our collection and analysis. RESULTS Of the 8601 studies screened, 32 studies were identified, with most studies involving medical students (50%). Of note, 35% of studies were interprofessional. Most interventions utilized multiple pedagogical methods with a majority including clinical experiences (63%) followed by theoretical teaching (59%). Kirkpatrick levels showed 9% were level 0, 6% were level 1, 31% were level 2A, 31% were level 2B, 19% were level 3, 3% were level 4A, and none were level 4B. CONCLUSIONS There is a paucity of formally evaluated studies in pre-graduate health professional IDD education. As well, there are a lack of longitudinal learning opportunities and integration into formal curriculum. Strengths identified were the use of multimodal approaches to teaching, including interprofessional approaches to optimize team competencies.
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Affiliation(s)
- Lisa Vi
- University of Toronto, Temerty Faculty of Medicine, Toronto, ON, Canada.
| | - Muhammad Irfan Jiwa
- Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Yona Lunsky
- Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, Toronto, ON, Canada
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Anupam Thakur
- University of Toronto, Temerty Faculty of Medicine, Toronto, ON, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, Toronto, ON, Canada
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
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Rider EA, Chou C, Abraham C, Weissmann P, Litzelman DK, Hatem D, Branch W. Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres. BMJ Open 2023; 13:e069466. [PMID: 37076167 PMCID: PMC10124268 DOI: 10.1136/bmjopen-2022-069466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/21/2023] Open
Abstract
OBJECTIVES Interprofessional (IP) collaboration and effective teamwork remain variable in healthcare organisations. IP bias, assumptions and conflicts limit the capacity of healthcare teams to leverage the expertise of their members to meet growing complexities of patient needs and optimise healthcare outcomes. We aimed to understand how a longitudinal faculty development programme, designed to optimise IP learning, influenced its participants in their IP roles. DESIGN In this qualitative study, using a constructivist grounded theory approach, we analysed participants' anonymous narrative responses to open-ended questions about specific knowledge, insights and skills acquired during our IP longitudinal faculty development programme and applications of this learning to teaching and practice. SETTING Five university-based academic health centres across the USA. PARTICIPANTS IP faculty/clinician leaders from at least three different professions completed small group-based faculty development programmes over 9 months (18 sessions). Site leaders selected participants from applicants forecast as future leaders of IP collaboration and education. INTERVENTIONS Completion of a longitudinal IP faculty development programme designed to enhance leadership, teamwork, self-knowledge and communication. RESULTS A total of 26 programme participants provided 52 narratives for analysis. Relationships and relational learning were the overarching themes. From the underlying themes, we developed a summary of relational competencies identified at each of three learning levels: (1) Intrapersonal (within oneself): reflective capacity/self-awareness, becoming aware of biases, empathy for self and mindfulness. (2) Interpersonal (interacting with others): listening, understanding others' perspectives, appreciation and respect for colleagues and empathy for others. (3) Systems level (interacting within organisation): resilience, conflict engagement, team dynamics and utilisation of colleagues as resources. CONCLUSIONS Our faculty development programme for IP faculty leaders at five US academic health centres achieved relational learning with attitudinal changes that can enhance collaboration with others. We observed meaningful changes in participants with decreased biases, increased self-reflection, empathy and understanding of others' perspectives and enhanced IP teamwork.
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Affiliation(s)
- Elizabeth A Rider
- Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
- Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA
| | - Calvin Chou
- Department of Medicine, University of California San Francisco, San Francisco, California, USA
| | - Corrine Abraham
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia, USA
| | - Peter Weissmann
- Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota, USA
| | - Debra K Litzelman
- Department of Medicine, Regenstrief Institute, Indianapolis, Indiana, USA
- Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - David Hatem
- Department of Medicine, University of Massachusetts T H Chan School of Medicine, Worcester, Massachusetts, USA
| | - William Branch
- Medicine, Emory University, Atlanta, Georgia, USA
- Medicine, Emory Clinic, Atlanta, Georgia, USA
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Prasitanarapun R, Kitreerawutiwong N. The development of an instrument to measure interprofessional collaboration competency for primary care teams in the district health system of health region 2, Thailand. BMC PRIMARY CARE 2023; 24:55. [PMID: 36849902 PMCID: PMC9972642 DOI: 10.1186/s12875-023-02013-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Accepted: 02/20/2023] [Indexed: 06/03/2023]
Abstract
BACKGROUND Evidence shows that interprofessional collaboration (IPC) practice contributes to the quality of health care. However, there are limited instruments to assess IPC in providing primary care in the district health system (DHS) in Thailand. The aim of this study is to develop a valid and reliable instrument to assess the IPC competency of primary care team members in DHSs. METHODS This study was designed as an exploratory mixed methods study. In the qualitative phase, 37 participants, including policymakers, practitioners, and academics with experience in primary care, were involved. Data were analysed using thematic analysis, and trustworthiness was verified by triangulation and peer debriefing. In the quantitative phase, content validity, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability were conducted, and the final version of the questionnaire was evaluated with 497 participants. RESULTS The findings showed an I-CVI range of 0.86-1.00 and S-CVI/UA = 0.87 for 49 items with a 5-point Likert scale. EFA suggested six factors: 1) collaborative teamwork, 2) population- and community-centred care, 3) communication and mutual respect, 4) clarification of roles and responsibilities, 5) interprofessional reflection, and 6) interprofessional values and mixed skills. In the CFA results, the model fit indices were acceptable (CFI = 0.99, RMSEA = 0.049, SRMR = 0.043) or slightly less than the goodness-of-fit values (GFI = 0.84). All subscales showed acceptable Cronbach's alpha values with a range of 0.86-0.94. CONCLUSIONS The developed IPC competency instrument was confirmed its validity and reliability that contributes to assessing the IPC competency of primary care teams in DHSs. This information provides evidence to support tailored intervention to promote the IPC competency of primary care team work to achieve a common goal.
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Affiliation(s)
- Raphiphaet Prasitanarapun
- Faculty of Public Health, Naresuan University, Muang District, Phitsanulok Province, Thailand
- Boromarajonani College of Nursing, Uttaradit, Faculty of Nursing, Praboromarajchanok Institute, Ministry of Public Health, Nonthaburi, Thailand
| | - Nithra Kitreerawutiwong
- Faculty of Public Health, Naresuan University, Muang District, Phitsanulok Province, Thailand.
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Bray M, Heruc G, Byrne S, Wright ORL. Collaborative dietetic and psychological care in Interprofessional Enhanced Cognitive Behaviour Therapy for adults with Anorexia Nervosa: a novel treatment approach. J Eat Disord 2023; 11:31. [PMID: 36849895 PMCID: PMC9972764 DOI: 10.1186/s40337-023-00743-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 02/02/2023] [Indexed: 03/01/2023] Open
Abstract
Clinical practice guidelines for anorexia nervosa (AN) and atypical anorexia nervosa recommend treatment from a team including a mental health professional and a dietitian. To date, however, AN treatment models such as Enhanced Cognitive Behaviour Therapy (CBT-E) seldom include dietitians and have low to moderate treatment efficacy. Given interprofessional approaches to healthcare have been shown to improve treatment outcomes and enhance patient and clinician satisfaction, formalising collaborative dietetic and psychological treatment may be a feasible strategy to improve treatment outcomes and the patient and clinician experience of treatment. Moreover, malnutrition is a serious consequence of AN, and dietitians are considered experts in its diagnosis and treatment. This paper proposes a novel treatment approach, Interprofessional Enhanced Cognitive Behaviour Therapy (CBT-IE), an adaptation of CBT-E where dietitians deliver content related to malnutrition and dietary restraint and mental health professionals deliver content related to cognitive and behavioural change. The rationale for developing CBT-IE, treatment structure, and future research directions is discussed.
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Affiliation(s)
- Megan Bray
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia.
| | - Gabriella Heruc
- Eating Disorders and Nutrition Research Group (ENRG), School of Medicine, Western Sydney University, Penrith, Australia
| | | | - Olivia R L Wright
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia
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Shinkaruk K, Carr E, Lockyer JM, Hecker KG. Exploring the development of interprofessional competence and professional identity: A Situated Learning Theory study. J Interprof Care 2022; 37:613-622. [DOI: 10.1080/13561820.2022.2140129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Affiliation(s)
- Kelly Shinkaruk
- Department of Anesthesiology, Perioperative, and Pain Medicine, Faculty of Medicine, Cumming School of Medicine, University of Calgary, T2N 4Z6, Calgary, AB, Canada
| | - Eloise Carr
- Faculty of Nursing, PF3238 Professional Faculties Building, 2500 University Drive NW, University of Calgary, T2N 1N4, Calgary, AB, Canada
| | - Jocelyn M Lockyer
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Dr NW, T2N 4Z6, Calgary, AB, Canada
| | - Kent G. Hecker
- Department of Veterinary Clinical and Diagnostic Sciences, Faculty of Veterinary Medicine, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, T2N 4Z6, Calgary, AB, CANADA
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Paterson C, Toohey K, Bacon R, Kavanagh PS, Roberts C. What Are the Unmet Supportive Care Needs of People Affected by Cancer: An Umbrella Systematic Review. Semin Oncol Nurs 2022:151353. [DOI: 10.1016/j.soncn.2022.151353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2022] [Revised: 09/16/2022] [Accepted: 10/12/2022] [Indexed: 11/24/2022]
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Hamilton LA, Borja-Hart N, Choby BA, Spivey CA, Shelton CM. Impact of a stroke interprofessional simulation on health professional students. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:938-948. [PMID: 36055702 DOI: 10.1016/j.cptl.2022.07.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 06/02/2022] [Accepted: 07/13/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The objective was to describe the interprofessional stroke simulation delivered across three campuses with seven types of health professions students and the impact the activity had on the students. METHODS An interprofessional stroke simulation event was completed with pharmacy, medical, nursing, physician assistant, occupational therapy, physical therapy, and speech pathology students across a multi-site campus. Pre-activity, demographic information was requested including age, gender, discipline, year in respective program, number of experiences in prior interprofessional events, and comfort working with other health care professionals. The survey was repeated after the session and gathered free-text responses on whether learners gained information on working together, if they learned about the roles of other health care workers, and if they found the session useful. RESULTS A total of 1820 health care professional students completed the simulation activity over four years. Of those students, 1035 (57%) completed the pre-survey, and 884 (49%) completed the post-survey. From the post-survey results, 91.5% of participants felt that they learned how health care disciplines can work together. Also, 87% of participants felt more comfortable working with learners from other professions. Most participants agreed the session was useful (77.1%) and rated it as moderately to extremely effective (81.8%). CONCLUSIONS Interprofessional sessions with health care professional students are beneficial for learning new information about other professions and enhancing comfort levels in working with interprofessional groups. The interprofessional simulation improved the comfort level of students working with other health care professional students and should be considered in professional student curricula.
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Affiliation(s)
- Leslie A Hamilton
- University of Tennessee Health Science Center College of Pharmacy, 1924 Alcoa Highway, Box 117, Knoxville, TN 37920, United States.
| | - Nancy Borja-Hart
- University of Tennessee Health Science Center College of Pharmacy, 301 S. Perimeter Park, Suite 220, Nashville, TN 37211, United States.
| | - Beth A Choby
- University of Tennessee Health Science Center College of Medicine, 920 Madison Ave, Suite 700, Memphis, TN 38164, United States.
| | - Christina A Spivey
- Oregon Health & Science University, 3181 S.W. Sam Jackson Park Road, MC: L349, Portland, OR 97239, United States.
| | - Chasity M Shelton
- Department of Clinical Pharmacy and Translational Science, University of Tennessee Health Science Center College of Pharmacy, 881 Madison Ave., Room 233, Memphis, TN 38163, United States.
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B Allen B, H Schiller J, J Roberts S, G Allen S, K Morgan H, Malone A. Collaboration in interprofessional teams: A needs assessment of factors that impact new resident physicians. J Interprof Care 2022; 37:392-399. [PMID: 35880787 DOI: 10.1080/13561820.2022.2094902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
Many resident physicians struggle with effective interprofessional collaboration (IPC), but characterization of their challenges is not well known. This study examines gaps in IPC skills for graduating medical students entering residency. A needs assessment was completed to evaluate factors that impact resident physicians' ability to effectively collaborate with other healthcare professionals. This study included online surveys of 123 recent medical school graduates, 21 semi-structured interviews of residency program directors, and 3 focus groups of healthcare professionals who interacted with residents. Survey results were analyzed for means and narratives from surveys, interviews, and focus groups were analyzed for themes. We found that graduates felt they did not have a strong understanding of other providers' roles and did not feel well prepared to handle conflict with other providers or navigate interprofessional team dynamics. Themes emerging from narrative data generally aligned with the Interprofessional Education Collaborative core competencies including understanding team roles, communicating effectively, and working effectively in a team, but these interviews also elucidated an additional theme, overcoming system barriers. Data from this work can inform curricula in preparation for the transition to residency. The authors also offer an educational framework for learning effective IPC as a new team member.
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Affiliation(s)
- Brittany B Allen
- Department of Pediatrics, University of Michigan Medical School, MI, United States
| | - Jocelyn H Schiller
- Department of Pediatrics, University of Michigan Medical School, MI, United States
| | - Suni J Roberts
- Department of Obstetrics and Gynecology, University of Michigan Medical School, MI, United States
| | - Steven G Allen
- Department of Radiation Oncology, University of Michigan Medical School, MI, United States
| | - Helen K Morgan
- Departments of Obstetrics and Gynecology And; Learning Health Sciences, University of Michigan Medical School, MI, United States
| | - Anita Malone
- Department of Obstetrics and Gynecology, University of Michigan Medical School, MI, United States
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Haruta J, Goto R. Factors associated with interprofessional competencies among healthcare professionals in Japan. J Interprof Care 2022; 37:473-479. [PMID: 35880788 DOI: 10.1080/13561820.2022.2099818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
We aimed to explore factors associated with interprofessional competencies among healthcare professionals in Japan. From June to October 2020, we conducted a cross-sectional survey via a validated self-administered web-based questionnaire using the Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC). We recruited participants from an e-mail list. The questionnaire asked about JASSIC, basic demographic information, whether they had undertaken pre- and post-licensure interprofessional education (IPE), and administrative experience; as well as an organizational climate scale, including "Plan, Do, See" factor for management (PDS factor), and the "Do" factor in a leader-centered direction for people who work unwillingly. Factors associated with the total JASSIC score as interprofessional competencies were determined using multiple regression analysis. We analyzed data from 560 participants with an average age of 41.0 years, comprising 132 nurses, 127 doctors, and 120 social workers. The median of the total JASSIC score was 72/90 (range: 66-78). On multiple regression analysis, total JASSIC score was significantly associated with age, PDS factor, administrative experience, pre-licensure IPE, and pos-licensure IPE. These findings emphasize the importance of pre- and post-licensure IPE, and administrative experience for improving interprofessional competencies in Japan.
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Affiliation(s)
- Junji Haruta
- Medical Education Center, School of Medicine, Keio University, Tokyo, Japan.,Department of Primary Care and Medical Education, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Ryohei Goto
- Department of Family Medicine, General Practice and Community Health Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
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Paraskevopoulos E, Avraamides M, Bamidis PD, Dobel C, Gilou S, Ioannou CI, Kikidis D, Mazurek B, Schlee W, Shimi A, Vellidou E. Utilizing Co-Creative Principles to Develop an E-Learning Platform for Interprofessional Training on Tinnitus: The Erasmus+ Project Tin-TRAC. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:8323. [PMID: 35886168 PMCID: PMC9318809 DOI: 10.3390/ijerph19148323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 07/04/2022] [Accepted: 07/05/2022] [Indexed: 02/04/2023]
Abstract
Tinnitus treatment, diagnosis and management across Europe varies significantly. The lack of national clinical guidelines for tinnitus management in most European countries and the absence of a common language across all disciplines involved is reflected in the diversification of healthcare practices. Interprofessional Training for Tinnitus Researchers and Clinicians (Tin-TRAC) is an Erasmus+ project that aims to develop common educational ground in the form of an e-Learning platform, co-created by patients, researchers and clinicians, which is able to unify tinnitus diagnosis and treatment strategies across Europe. A pan-European thematic educational platform integrating the best practices and latest research achievements with regard to tinnitus diagnosis and management has the potential to act as a facilitator of the reduction of interdisciplinary and interregional practice diversification. A detailed analysis of the educational needs of clinicians and researchers across disciplines will be followed by the co-creative development of the curriculum. Reusable learning objects will incorporate the training contents and will be integrated in an open e-Learning platform. Tin-TRAC envisions that its output will answer the need to create a common language across the clinicians and researchers of different disciplines that are involved in tinnitus management, and reduce patients' prolonged suffering, non-adherence and endless referral trajectories.
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Affiliation(s)
- Evangelos Paraskevopoulos
- Department of Psychology, University of Cyprus, Nicosia 1678, Cyprus; (M.A.); (A.S.)
- Laboratory of Medical Physics and Digital Innovation, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (P.D.B.); (S.G.)
| | - Marios Avraamides
- Department of Psychology, University of Cyprus, Nicosia 1678, Cyprus; (M.A.); (A.S.)
- CYENS—Centre of Excellence, Nicosia 1016, Cyprus;
| | - Panagiotis D. Bamidis
- Laboratory of Medical Physics and Digital Innovation, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (P.D.B.); (S.G.)
| | - Christian Dobel
- Department of Otorhinolaryngology, Jena University Hospital, Friedrich Schiller University, 07743 Jena, Germany;
| | - Sotiria Gilou
- Laboratory of Medical Physics and Digital Innovation, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece; (P.D.B.); (S.G.)
| | | | - Dimitris Kikidis
- Department of Otolaryngology, Hippocrateion Hospital, National and Kapodistrian University of Athens, 15772 Athens, Greece;
| | - Birgit Mazurek
- Tinnitus Center, Charité—Universitätsmedizin Berlin, 10117 Berlin, Germany;
| | - Winfried Schlee
- Department of Psychiatry and Psychotherapie, University of Regensburg, 93053 Regensburg, Germany;
| | - Andria Shimi
- Department of Psychology, University of Cyprus, Nicosia 1678, Cyprus; (M.A.); (A.S.)
| | - Eleftheria Vellidou
- Institute of Communication and Computer Systems (ICCS), 10682 Athens, Greece;
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Development and Psychometric Testing of a Taiwanese Team Interactions and Team Creativity Instrument (TITC-T) for Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137958. [PMID: 35805617 PMCID: PMC9265448 DOI: 10.3390/ijerph19137958] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 06/24/2022] [Accepted: 06/27/2022] [Indexed: 02/01/2023]
Abstract
Background: How well team members work together can be affected by team interactions and creativity. There is no single instrument for measuring both variables in healthcare education settings in Taiwan. The purpose of this study is to develop an instrument to measure team interactions and team creativity for Taiwanese nursing students. Methods: A 34-item team interactions and team creativity self-report instrument was developed for nursing students in Taiwan (TITC-T). Items consisted of statements about how a participant perceived their team members’ constructive controversy, helping behaviors, communication, and creativity. Nursing students (n = 275) were recruited from two campuses of a science and technology university to examine the psychometric properties of the TITC-T. The reliability and psychometric properties were evaluated. Results: The Cronbach’s alpha was 0.98. The confirmatory factor analysis resulted in a one-dimensional factor structure that fit well with the model (Comparative Fit Index = 0.995, Tucker Lewis Index = 0.908, Root Mean Square Error of Approximation = 0.098). Conclusions: The TITC-T is a valid and reliable tool for evaluating team interactions and team creativity for students enrolled in nursing programs in Taiwan.
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Krug K, Bossert J, Möllinger S, Deis N, Unsöld L, Siegle A, Villalobos M, Hagelskamp L, Jung C, Thomas M, Wensing M. Factors related to implementation of an interprofessional communication concept in thoracic oncology: a mixed-methods study. Palliat Care 2022; 21:89. [PMID: 35614425 PMCID: PMC9134656 DOI: 10.1186/s12904-022-00977-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 05/16/2022] [Indexed: 11/17/2022] Open
Abstract
Background An innovative patient-centred interprofessional communication concept with advanced lung cancer patients (Heidelberg Milestone Communication Approach, MCA) has been developed and implemented. Role changes and interprofessional communication are challenging in a busy outpatient oncology service. The aim of the study was to present attitudes to interprofessional collaboration of professions in thoracic oncology during the implementation of MCA and to explore factors and experiences healthcare team members associate with its implementation. Methods In a longitudinal study, 3 of the 4 subscales of the validated German translation of the University of the West of England Interprofessional Questionnaire (UWE-IP-D) were collected prior to implementation of MCA (t0) with follow-up data collections at 4 months (t1), 10 months (t2) and 17 months (t3). Descriptive analysis included calculating subscale sum scores and categorizing each subscale into positive, neutral and negative attitudes. Interviews and focus groups on implementation and interprofessional collaboration in the context of MCA were conducted with healthcare staff. The topics were analysed deductively, guided by the Professional Interactions factor of the Tailored Implementation for Chronic Diseases (TICD) framework. Results The survey with 87 staff (44 nurses, 13 physicians, 12 psycho-social staff, 7 therapists, and 11 others) participating at least once found heterogeneous attitudes. ‘Communication and Teamwork’ and ‘Interprofessional Relationships’ were characterized by primarily positive attitudes. Neutral attitudes to ‘Interprofessional Interaction’ were indicated by the majority of respondents. There were no differences between collection times. Fifteen staff members participated in the interviews and focus groups. The main interprofessional interaction factors associated with implementation concerned the knowledge of the MCA and the impact of the intervention on team roles, on information sharing and on transfer processes between wards. Adaptive processes led to a shift in the perception of responsibilities and interprofessional collaboration. Conclusions Positive experiences and potential shortfalls in the implementation were observed. Future introductions of interprofessional communication concepts require further activities which should address the attitudes of healthcare professionals towards interprofessional care. Trial registration DRKS00013469 / Date of registration: 22/12/2017. Supplementary Information The online version contains supplementary material available at 10.1186/s12904-022-00977-6.
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Muirhead L, Kaplan B, Childs J, Brevick I, Cadet A, Ibraheem Muhammad Y, Kemp L, Coffee-Dunning K, Echt KV. Role Reversal: In-Situ Simulation to Enhance the Value of Interprofessional Team-Based Care. J Nurs Educ 2022; 61:595-598. [PMID: 35533075 DOI: 10.3928/01484834-20220417-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Effective interprofessional team-based care relies critically on understanding and valuing the role of each team member. Using role reversal with multiple levels of interprofessional education trainees, we developed an in-situ simulation learning experience to enhance team-based care coordination. METHOD A mixed-methods approach was used to examine participants' readiness, perceived value, and attitude toward interprofessional learning using in-situ simulation in the context of role reversal. RESULTS Data collected to explore the attitudes related to collaboration in solving a complex clinical case revealed that trainees valued the interprofessional educational (IPE) experience, perceived simulation-based learning as conducive to understanding professional roles, and recognized the value of a team-based approach to Veteran-centered care. CONCLUSION In-situ simulation using role reversal provides a rich and practical approach for IPE implementation where interdisciplinary role appreciation and team-based care can be promoted. [J Nurs Educ. 2022;61(X):XXX-XXX.].
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Nyoni CN, Dyk LHV, Botma Y. Clinical placement models for undergraduate health professions students: a scoping review. BMC MEDICAL EDUCATION 2021; 21:598. [PMID: 34863178 PMCID: PMC8642754 DOI: 10.1186/s12909-021-03023-w] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 11/08/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. OBJECTIVES This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. DESIGN A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. RESULTS Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. CONCLUSIONS As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.
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Affiliation(s)
- Champion N Nyoni
- School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.
| | - Lizemari Hugo-Van Dyk
- School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
| | - Yvonne Botma
- School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
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Blakeney EAR, Owen JA, Ottis E, Brashers V, Summerside N, Haizlip J, Dyer C, Hall L, Zierler BK. Measuring the Impact of the National Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) on the Implementation of Interprofessional Education and Interprofessional Collaborative Practice. ACTA ACUST UNITED AC 2021; 24. [PMID: 34734129 DOI: 10.1016/j.xjep.2021.100442] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Background In order to prepare current and future educators and clinicians to lead interprofessional education (IPE) and interprofessional collaborative practice (IPCP), faculty and staff need training in collaborative approaches to developing, implementing, assessing, and sustaining high quality IPE across the interprofessional learning continuum. The Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) is a 3.5-day program designed to develop expert IPE teams through interactive workshops, coaching, and the development and implementation of an IPE or IPCP (IPECP) project for their home institutions. Purpose The purpose of this research was to assess the impact of the T3-ITDP on the development and implementation of IPECP projects by participating teams. Methods The T3-ITDP impact survey was created and administered to collect data on the scope and impact of participant teams' projects, including learner and project outcomes, training methods, dissemination plans, assessment strategies, and teams' intentions to continue working together beyond the initial project. With human subject's approval, we invited 55 T3-ITDP participant teams to complete the impact survey. These teams were at least one year post-completion of the in-person portion of the program and thus had time to initiate their IPECP projects. Results Forty-one (74.5%) teams responded to the survey. Of those teams, 31 (76%) used T3-ITDP content and/or approaches to develop their IPECP projects that targeted learners across the interprofessional learning continuum. Sustainability of IPECP projects was supported through several mechanisms, including institutional support or incorporating IPECP activities into existing courses. Almost half of the teams worked together on new projects, and 74% of teams planned to repeat a newly developed activity. Discussion & Conclusions Results of the T3-ITDP impact survey demonstrated that team-based, project-focused professional development catalyzed the development, implementation, and sustainment of new IPECP projects at academic and community institutions throughout the U.S.
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Affiliation(s)
| | - John A Owen
- School of Nursing, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | | | - Valentina Brashers
- School of Nursing and School of Medicine, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | | | - Julie Haizlip
- School of Nursing and Department of Pediatrics, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | - Carla Dyer
- Department of Medicine, University of Missouri School of Medicine, Columbia, MO
| | - Les Hall
- University of South Carolina School of Medicine, Columbia, SC
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Trivedi SP, Kopp Z, Williams PN, Hupp D, Gowen N, Horwitz LI, Schwartz MD. Who is Responsible for Discharge Education of Patients? A Multi-Institutional Survey of Internal Medicine Residents. J Gen Intern Med 2021; 36:1568-1575. [PMID: 33532957 PMCID: PMC8175511 DOI: 10.1007/s11606-020-06508-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 12/17/2020] [Indexed: 10/22/2022]
Abstract
BACKGROUND Safely and effectively discharging a patient from the hospital requires working within a multidisciplinary team. However, little is known about how perceptions of responsibility among the team impact discharge communication practices. OBJECTIVE Our study attempts to understand residents' perceptions of who is primarily responsible for discharge education, how these perceptions affect their own reported communication with patients, and how residents envision improving multidisciplinary communication around discharges. DESIGN A multi-institutional cross-sectional survey. PARTICIPANTS Internal medicine (IM) residents from seven US residency programs at academic medical centers were invited to participate between March and May 2019, via email of an electronic link to the survey. MAIN MEASURES Data collected included resident perception of who on the multidisciplinary team is primarily responsible for discharge communication, their own reported discharge communication practices, and open-ended comments on ways discharge multidisciplinary team communication could be improved. KEY RESULTS Of the 613 resident responses (63% response rate), 35% reported they were unsure which member of the multidisciplinary team is primarily responsible for discharge education. Residents who believed it was either the intern's or the resident's primary responsibility had 4.28 (95% CI, 2.51-7.30) and 3.01 (95% CI, 1.66-5.71) times the odds, respectively, of reporting doing discharge communication practices frequently compared to those who were not sure who was primarily responsible. To improve multidisciplinary discharge communication, residents called for the following among team members: (1) clarifying roles and responsibilities for communication with patients, (2) setting expectations for communication among multidisciplinary team members, and (3) redefining culture around discharges. CONCLUSIONS Residents report a lack of understanding of who is responsible for discharge education. This diffusion of ownership impacts how much residents invest in patient education, with more perceived responsibility associated with more frequent discharge communication.
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Affiliation(s)
- Shreya P Trivedi
- Department of Population Health, New York University School of Medicine, New York, NY, USA.
- Department of Medicine, Beth Israel Deaconess Medical Center, 550 Brookline Avenue, Boston, MA, 02215, USA.
| | - Zoe Kopp
- Department of Medicine, University of California San Francisco School of Medicine, San Francisco, CA, USA
| | - Paul N Williams
- Department of Medicine, Lewis Katz School of Medicine at Temple University, Philadelphia, PA, USA
| | - Derek Hupp
- Department of Medicine, University of Iowa, Iowa, IA, USA
| | - Nick Gowen
- Department of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR, USA
| | - Leora I Horwitz
- Department of Population Health, New York University School of Medicine, New York, NY, USA
| | - Mark D Schwartz
- Department of Population Health, New York University School of Medicine, New York, NY, USA
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Lindblad TL. Ethical Considerations in Clinical Supervision: Components of Effective Clinical Supervision Across an Interprofessional Team. Behav Anal Pract 2021; 14:478-490. [PMID: 34150460 DOI: 10.1007/s40617-020-00514-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/11/2020] [Indexed: 10/22/2022] Open
Abstract
Within the practices of behavior analysis, education, occupational therapy, physiotherapy, speech-language pathology, and other health professions, professional practice focuses on each discipline's ethics, assessment, and treatment practices. However, maximizing outcomes for some clients is achieved only by combining the strengths of multiple disciplines to include all the competencies required for comprehensive client care. Thus, understanding and acquiring the core competencies for working collaboratively within an interprofessional framework is essential for working together effectively to garner the best outcomes for clients. Furthermore, the interprofessional team clinical supervisor has the added responsibility of ensuring optimal client outcomes while managing a diverse group of professionals, each with their own set of perspectives, clinical training, and evidence-based practices. In many areas of applied practice, the behavior analyst assumes the role of interprofessional clinical supervisor, which necessitates additional training in collaboration, supervision of allied professionals, and ethics. Successful interprofessional and collaborative working relationships require a number of key competencies and subcompetencies as outlined by the Interprofessional Education Collaborative, as well as knowledge of others' ethical and professional codes and/or guidelines for professional conduct, along with additional training and resources in the navigation and handling of ethical dilemmas among disparate team members. Working together and maintaining professional relationships within an interdisciplinary team are fraught with barriers and issues that may impede collaboration. The interprofessional team clinical supervisor requires various strategies, processes, and resources to enable them to navigate challenges and assist the team in working cohesively to achieve more positive client outcomes.
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van der Gulden R, Haan NDSD, Greijn CM, Looman N, Tromp F, Dielissen PW. Interprofessional education and collaboration between general practitioner trainees and practice nurses in providing chronic care; a qualitative study. BMC MEDICAL EDUCATION 2020; 20:290. [PMID: 32883272 PMCID: PMC7469346 DOI: 10.1186/s12909-020-02206-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Accepted: 08/22/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Effective interprofessional collaboration (IPC) is essential for the delivery of chronic care. Interprofessional education (IPE) can help support IPC skills. This makes IPE interesting for GP practices where chronic care is delivered by GPs together with practice nurses, especially for GP trainees who have to learn to collaborate with practice nurses during their training. The aim of this study is to gain insights in how IPE and IPC occur between GP trainees and practice nurses during the delivery of chronic care in GP training practices. METHODS We conducted a qualitative research using semi structured focus groups and interviews with GP trainees, practice nurses and GP supervisors. All respondents were primed to the subject of IPE as they had followed an interprofessional training on patient-centred communication. The verbatim transcripts of the focus groups and interviews were analysed using thematic analysis. RESULTS Despite the overall positive attitude displayed by respondents towards IPE and IPC, the occurrence of IPE and IPC in GP training practices was limited. Possible explanations for this are impeding factors such as limited knowledge, prejudice, lack of role models and a hierarchical organisational structure. Contributing to IPE and IPC use was the integration of IPE in daily practice, e.g. via recurring scheduled meetings. CONCLUSION We found a limited occurrence of IPE and IPC in GP training practices. Our results show a discrepancy between respondents enthusiasm for IPE and IPC and their actual behaviour. IPE activities have to be initiated in GP training practices, otherwise, despite good intentions, IPE and IPC will be ineffective.
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Affiliation(s)
- R van der Gulden
- Department of Primary and Community care, Radboud university medical centre, P.O. Box 9101, 6500, HB, Nijmegen, The Netherlands
| | - N D Scherpbier-de Haan
- Department of Primary and Community care, Radboud university medical centre, P.O. Box 9101, 6500, HB, Nijmegen, The Netherlands
| | - C M Greijn
- Department of Primary and Community care, Radboud university medical centre, P.O. Box 9101, 6500, HB, Nijmegen, The Netherlands
| | - N Looman
- Department of Primary and Community care, Radboud university medical centre, P.O. Box 9101, 6500, HB, Nijmegen, The Netherlands
| | - F Tromp
- Department of Primary and Community care, Radboud university medical centre, P.O. Box 9101, 6500, HB, Nijmegen, The Netherlands
| | - P W Dielissen
- Department of Primary and Community care, Radboud university medical centre, P.O. Box 9101, 6500, HB, Nijmegen, The Netherlands.
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Quatrara B, Brashers V, Baernholdt M, Novicoff W, Schlag K, Haizlip J, Plews-Ogan M, Kennedy C. Enhancing interprofessional education through patient safety and quality improvement team-training: A pre-post evaluation. NURSE EDUCATION TODAY 2019; 79:105-110. [PMID: 31112845 DOI: 10.1016/j.nedt.2019.05.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2019] [Revised: 04/14/2019] [Accepted: 05/08/2019] [Indexed: 06/09/2023]
Affiliation(s)
- Beth Quatrara
- University of Virginia School of Nursing and Center for Academic Strategic Partnerships for Interprofessional Research and Education, 225 Jeanette Lancaster Way, Charlottesville, VA 22903-3388, United States of America.
| | - Valentina Brashers
- University of Virginia School of Nursing and Center for Academic Strategic Partnerships for Interprofessional Research and Education, 225 Jeanette Lancaster Way, Charlottesville, VA 22903-3388, United States of America
| | - Marianne Baernholdt
- Virginia Commonwealth University School of Nursing, Langston Center for Quality, Safety and Innovation, 1100 East Leigh Street, Richmond, VA 23298-0567, United States of America
| | - Wendy Novicoff
- Public Health Sciences at the University of Virginia, and Research in Quality and Patient Safety, 100 Hospital Drive, Charlottesville, VA 22908, United States of America
| | - Katherine Schlag
- Department of Medicine Quality Program, University of Virginia School of Medicine, 100 Hospital Drive, Charlottesville, VA 22908, United States of America
| | - Julie Haizlip
- University of Virginia School of Nursing, 225 Jeanette Lancaster Way, Charlottesville, VA 22903-3388, United States of America; University of Virginia School of Medicine and Center for Academic Strategic Partnerships for Interprofessional Research and Education, 100 Hospital Drive, Charlottesville, VA 22908, United States of America
| | - Margaret Plews-Ogan
- Department of General Medicine at the University of Virginia School of Medicine, 100 Hospital Drive, Charlottesville, VA 22908, United States of America
| | - Christine Kennedy
- Academic Programs at the University of Virginia School of Nursing, 225 Jeanette Lancaster Way, Charlottesville, VA 22903-3388, United States of America
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