Journal of Interprofessional Education and Practice最新文献

Speech-language pathologists (SLPs) treat speech, language, social communication, cognitive-communication, and swallowing disorders in a variety of patients and practice settings. Given the complexity and wide range of conditions that SLPs treat, it is critical that physicians understand SLPs' role and scope of practice. This curricular initiative, the speech-language pathology clinical experience (SLPCE), aimed to improve second-year medical students' (MS2s’) self-reported ability to identify when to consult and attitudes towards collaboration with SLPs.

MS2s participated in a 2-h interprofessional clinical observation experience in inpatient and/or ambulatory settings. During the SLPCE students shadowed SLPs during their patient encounters and were encouraged to review the role of an SLP on the interprofessional care team, reasons for referral, and patient management SLPs provide. Program effectiveness was assessed via post-experience 5-point Likert scale surveys and free response questions administered to two academic years of MS2s and one year of SLPs. The SLPCE resulted in a significant increase in students' self-reported ability to identify when it would be beneficial to consult an SLP and over 90% of students reported the experience made them more likely to consult in the future. Ninety-nine percent of students felt the experience should be continued for future MS2s. All responding SLP preceptors agreed that MS2s demonstrated general knowledge about the SLP scope of practice by the end of the session. Few studies have addressed medical student education regarding the roles and responsibilities of SLPs. Overall, this study demonstrates that a brief curricular experience, requiring limited resources outside of a manageable time commitment, is effective in improving MS2s’ ability to identify when to consult and intentions to collaborate with SLPs in the future.

Intellectual humility (IH), characterized by four dimensions (open-mindedness, intellectual modesty, engagement, and corrigibility) could promote interprofessional education (IPE) and collaboration (IPC). As this is an understudied concept, we aimed to examine IH differences among various health professional students. Modified surveys assessed student perspectives of IPE/IPC and simultaneously incorporated IH-related themes. Student IH levels (overall and by each IH dimension) were compared by profession. Surveys were completed by 290 students (75 pharmacy, 179 medical, and 36 physician assistant [PA]). Mean IH scores differed across professions, with medical students scoring lowest on most items. When categorized into 4 IH dimensions, significant differences were found across professions on measures of open-mindedness, intellectual modesty, and engagement (p < 0.05) with PA students scoring significantly higher than medical students. Pharmacy students scored higher than medical students only on engagement. This exploratory analysis found probable differences in IH levels among health professional students based on their perspectives on IPE/IPC.

Introduction

Despite the growing presence of physiotherapy private practitioners within Australia's health care workforce, little is known about their perspectives of interprofessional collaborative practice (IPCP). The aim of this study was to explore the facilitators of IPCP from the perspective of Australian physiotherapy private practitioners.

Methods

Semi-structured interviews were conducted with 28 physiotherapists and 64 h of observation was completed in 10 private practice sites in Queensland, Australia. Interview and observation data were pooled and analysed using reflexive thematic analysis.

Results

Data analysis produced four main themes and three sub-themes that characterised physiotherapists’ perspectives on the facilitators of IPCP: (a) close physical proximity (integrated team membership; co-location; interior architecture); (b) technological advancements; (c) complex client presentations; and (d) positive professional reputation.

Conclusion

This study provides valuable insights into the facilitators of IPCP from the perspective of physiotherapy private practitioners. Emphasising close physical proximity of multiple health practitioners, leveraging technological innovations, recognising the value of IPCP for clients with chronic and complex care needs, and cultivating positive professional reputations can promote effective IPCP for physiotherapy private practitioners. The findings from this research may be used to guide the development of innovative strategies that will support robust and sustainable models of IPCP in the physiotherapy private practice setting.

Inter-professional education has been identified as a core theoretical pillar for improving learners’ non-technical skills (NTS) and consequently promoting safe patient handover in clinical practice. However, specific handover education, especially in an authentic interprofessional fashion, is rare. Contributing factors include pragmatic and logistical elements, which can potentially be addressed through virtual delivery. We developed a virtual inter-professional handover education programme for undergraduate healthcare students, based on a classroom-based version that we designed and piloted previously. The workshop used interactive large and small group activities to develop understanding of the reasons for poor handover, its implications for patient safety and the skills to undertake structured, focused handover. It specifically included exercises which emphasised the differences between single-profession and interprofessional handover and how miscommunication may arise and lead to errors. The workshop was delivered using Blackboard Learn, Microsoft Teams (version 12) and Vevox (November 2021 version) and based on materials which are readily available in the public domain. 37 students from four professions attended the workshop, which was evaluated using both in-workshop assessment and formal research elements. Handover knowledge and skills, attitudes towards inter-professional handover and confidence in giving and receiving handover increased following the workshop; in addition, students enjoyed taking part and were keen to apply their learning in practice. Content analysis of individual interviews also provides insights into how and why students learned and suggests that the underpinning SECTORS model is appropriate for explaining NTS acquisition in theoretical learning settings, as well as practice. Workshop delivery was both cost and resource effective.

Background

Healthcare students must learn how to collaborate with colleagues from different professional backgrounds and organisational units. Research has showed what students themselves think they gain from interprofessional education. Less is known about what knowledge students share when doing interprofessional education.

Purpose

This paper aims to study students’ knowledge sharing when working together as an interprofessional team at an interprofessional training ward.

Method

The study was conducted using a focused ethnographic approach. Field observations were carried out at two different interprofessional training wards. Fieldnotes, drawings and informal interviews constitute data. Data was analysed iteratively with ‘practice architectures’ as theoretical lens.

Discussion/conclusion

We found that students share knowledge in different ways during ward rounds, at the student team room and during the reflection session. The ward rounds are more formal and structured; at the student team room, things are buzzing; and the reflection session is weary.

Few career paths are as mentally, physically, and emotionally exhausting as a career in healthcare. Due to the nature of the job responsibilities, healthcare professionals often sacrifice their own wellbeing for the sake of their patients. The COVID-19 pandemic has asked an even greater sacrifice from healthcare professionals and continues today with little end in sight. The majority of healthcare workers report that stress has a negative impact on their work, which can ultimately manifest in poor patient outcomes and decreased work satisfaction. As stewards of wellbeing, it is imperative that healthcare professionals prioritize self-care and find their own individualized way(s) to manage stress. Building resilience, which is the ability to adapt to traumatic or adverse events in a positive manner, can help decrease anxiety, depression, and burnout. Resilience also helps healthcare professionals re-establish meaning in both their professional and personal lives, and has been proven to improve patient safety and job satisfaction. Complementary and integrative modalities treat the whole person by focusing on the physical, emotional, social, economic, and spiritual needs of the individual. Techniques such as meditation, progressive muscle relaxation, 4-7-8 breathwork, acupressure, aromatherapy, and Jin Shin Jyutsu have been used with great success in the workplace setting to help build resilience. Such techniques offer options for stress reduction and can decrease feelings of work-related burnout. These techniques can be used in real time at the moment of a stressful event. They may also help reduce stress when used prior to, or at the end of a workday. Consistent practice can reduce the feelings of stress that contribute to compassion fatigue and burnout. These integrative health modalities do not require any additional tools or extensive training. They are easy to learn and perform, and can be easily incorporated into a daily practice to encourage stress reduction and promote wellbeing.

Prior to 2020, healthcare professionals in the United States already had high rate of burnout. Since 2020, the COVID-19 pandemic created an urgent need for public health measures to effectively mitigate its negative health impacts. Despite these measures including vaccination, masking, handwashing, and physical distancing, people continue to be affected by post-COVID conditions (PCC) or newly acquired infections. Promoting one's well-being and self-care, especially the methods that promote one's relaxation and immune functions will serve as valuable tools among all healthcare practitioners and educators. For example, Kanpumasatsu, a skin rubdown using a dry towel, is simple to instruct, safe, and a cost-containing self-care approach that has the potential to promote relaxation and improve one's immune functions. At the present moment, the evidence is limited and the mechanism of how kanpumasatsu improves immune functions has not been clearly documented. However, this author postulates this superficial massage causes the skin to stretch and enhances the lymphatic flow beneath the skin in a mechanism similar to that of lymphatic drainage massage. While the limited evidence of the health benefits of kanpumasatsu is available today, there is a potential for creating and enhancing instructional resources, conducting research and practice through awareness of kanpumasatsu among interprofessional educators and practitioners as a pilot self-care program to prevent burnout.

Background

Interprofessional education (IPE) is a required component of health professional education in order to produce effective collaborators prior to entering the work force. Little data focus on the use of IPE clinics to assess patient or caregiver satisfaction with or perceptions of interprofessional care in pediatric ambulatory care.

Purpose

To determine caregiver satisfaction in a student-led, IPE pediatric gastroenterology (GI) clinic.

Method

Caregivers completed an optional survey to assess satisfaction with and perception of IPE care.

Discussion

Analysis included 160 survey responses. The responses were overwhelmingly positive with 100% of caregivers ‘Very happy/satisfied’ with the care of their child and 87% of respondents preferred team-based care to seeing a sole provider. Caregivers perceived the care received to be thorough, time-saving, and valuable.

Conclusions

Caregivers are mostly satisfied with a pediatric IPE clinic. More studies are required to assess IPE effects on patient outcomes and caregiver satisfaction in the pediatric ambulatory care setting.

Health care professionals have long regarded social contacts as a means for information or resources for patients and clients; however, new research in the field of relational neuroscience demonstrates how social connectedness is vital to human health and wellbeing. Social isolation and loneliness are viewed as risk factors that outpace common behavioral risk factors such as smoking, poor diet, lack of exercise and obesity. Health care professionals can learn to facilitate discussions and practice self-care strategies to strengthen connectedness, particular for those at-risk for social isolation and loneliness. Human beings are not only hardwired for close relationships, but when these falter or are limited, humans lose an essential means for accessing self-regulation, gaining an inner sense of safety, tapping into creative problem solving, and experiencing wholeness and enriched lives.