Journal of Interprofessional Education and Practice最新文献

英文中文

National Academies of Practice Announces Leadership Transition and 2025 Award Winners 美国国家实践学院宣布领导层过渡和2025年获奖者

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100745

Jess Campbell

引用次数: 0

National academies of practice position statement: Access to healthcare 国家实践学院立场声明：获得医疗保健

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100744

Melanie Bowzer

引用次数: 0

Contextualizing interprofessional competencies in the Balkans: Healthcare workers’ understanding of the concepts based on an existing framework and a self-report instrument 巴尔干地区跨专业能力的背景：基于现有框架和自我报告工具的保健工作者对概念的理解

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100787

Ruhija Hodza-Beganovic , Peter Berggren , Samuel Edelbring

This paper emphasizes adapting frameworks for interprofessional collaboration (IPC) from high-income settings to culturally distinct, resource-constrained regions. We adapted and validated the Interprofessional Education Collaborative (IPEC) competency framework within a Balkan healthcare context facing systemic, educational, and financial challenges. Frameworks such as IPEC may not fully capture contextual nuances in lower-middle-income countries (LMICs). Therefore, we examined how the IPEC framework could be culturally adapted for healthcare workers in the Balkans. A convergent mixed-methods design was employed, involving two interprofessional workshops and a follow-up survey. Healthcare workers from Bosnia and Herzegovina, Montenegro, and Kosovo participated in reflective discussions and prioritized competencies from the original 38-item IPEC instrument. The adapted instrument (IPEC-21B) was evaluated for psychometric reliability and contextual relevance and proved to be both valid and practical due to its shorter format. The instrument measured attitudes toward IPC and encouraged critical dialogue about hierarchy, communication, and shared roles, positioning it as both an assessment tool and a catalyst for professional learning. The results demonstrate how an adapted survey on IPC foster systemic thinking and professional development provides a tool for increased awareness. By retaining all core IPEC domains, IPEC-21B provides a tool for increasing awareness and developing interprofessional competencies in a way that aligns with local cultural and educational needs in settings with limited traditions of interprofessional practice. Tailoring an IPC instrument to local contexts enhances healthcare workers’ understanding of collaboration and may improve patient outcomes and care equity. The participatory adaptation process emphasizes embedding dialogue and shared understanding into interprofessional education and assessment in LMICs.

本文强调了在高收入环境中调整跨专业合作（IPC）框架以适应文化差异、资源受限的地区。我们在巴尔干地区面临系统、教育和财务挑战的医疗保健环境中调整并验证了跨专业教育协作（IPEC）能力框架。IPEC等框架可能无法完全捕捉中低收入国家（LMICs）的背景差异。因此，我们研究了如何使IPEC框架在文化上适应巴尔干地区的卫生保健工作者。采用融合混合方法设计，包括两次跨专业研讨会和一次随访调查。来自波斯尼亚和黑塞哥维那、黑山和科索沃的保健工作者参加了反思性讨论，并从最初的38个项目IPEC文书中确定了优先能力。改编的工具（IPEC-21B）被评估心理测量的可靠性和上下文相关性，并证明是有效的和实用的，由于其较短的格式。该工具衡量了对IPC的态度，并鼓励关于等级制度、沟通和共享角色的批判性对话，将其定位为评估工具和专业学习的催化剂。结果表明，对IPC的适应性调查如何促进系统思考和专业发展，为提高认识提供了工具。通过保留所有核心IPEC领域，IPEC- 21b提供了一个工具，以一种符合当地文化和教育需求的方式，提高意识和发展跨专业能力，在跨专业实践传统有限的情况下。根据当地情况定制IPC工具可以增强卫生保健工作者对协作的理解，并可能改善患者结果和护理公平性。参与式适应过程强调将对话和共同理解嵌入到中低收入国家的跨专业教育和评估中。

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引用次数: 0

Lessons from the 2025 National Academies Of Practice Keynote: “Strategic interprofessional Impact: Stories from the field” 2025年美国国家实践研究院年会主题演讲：“战略跨专业影响：来自实践领域的故事”

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100758

Teresa Wagner

引用次数: 0

Erratum regarding missing abstracts in previously published articles 关于先前发表的文章中缺少摘要的勘误

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100780

引用次数: 0

National academies of practice welcomes the Public Health Academy 国家实践学院欢迎公共卫生学院

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100746

Melanie Bowzer

引用次数: 0

Addressing gaps in IPE faculty development: The Affiliate Faculty & Ambassador Program as a successful, scalable strategy 解决国际政治政治学院教师发展的差距：附属教师和大使计划是一个成功的、可扩展的战略

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100790

Alexandra Zagoloff , Bonnie Horgos , Sara North

Faculty development in interprofessional education (IPE) is critical to the future of collaborative workforce preparation. Unfortunately, faculty engagement, retention, and progressive development have traditionally faced significant challenges. To address these gaps, the University of Minnesota Center for Interprofessional Health describes its Affiliate Faculty & Ambassador (AFA) Program, serving as a change agent and call to action for models advancing this much-needed area. AFA Program development, evolution, and key quality improvements over the first three years are presented, offering a cohorted, three-tiered scaffolded professional development model for academic and clinical faculty. A total of 45 unique faculty, staff, and community health professionals from a wide variety of professions participated in the first three years of the program, representing 69 enrollments across the three program levels. Positive evaluation data, strong retention, and high-quality deliverables demonstrate success in supporting both individual and institutional IPE needs. One hundred percent of respondents said they would recommend the program to colleagues. Retention ranged from 86 % to 52 %, for years 1 and 2, respectively, with the second cohort being twice the size of the inaugural group. Across three years, participants contributed over 1000 h of IPE teaching and received 500+ hours of professional development. The AFA Program offers an accessible, progressive model leveraging a mutually beneficial framework that fills a gap in professional development and IPE-focused training while also allowing institutions to scale up experiences and maximize resources available, particularly for experiences requiring facilitation. Broad audiences can consider how this promising scalable model aligns with their vision for faculty development, as well as how faculty engagement could support their institutional IPE efforts and constituents, serving as a launch point for developing or refining IPE faculty development programming.

跨专业教育（IPE）的教师发展对协作劳动力准备的未来至关重要。不幸的是，教师的参与、保留和渐进式发展传统上面临着重大挑战。为了解决这些差距，明尼苏达大学跨专业健康中心描述了其附属教师大使（AFA）计划，作为变革推动者，呼吁采取行动，推动这一急需领域的模式。AFA项目的发展，演变，以及前三年的关键质量改进，为学术和临床教师提供了一个队列，三层支架的专业发展模型。来自各行各业的45名独特的教职员工和社区卫生专业人员参加了该计划的前三年，代表三个计划级别的69名注册人员。积极的评估数据、强大的留存率和高质量的交付成果表明，在支持个人和机构的IPE需求方面取得了成功。100%的受访者表示，他们会向同事推荐这个项目。第一年和第二年的学员保留率分别在86%至52%之间，第二届学员的规模是第一届学员的两倍。在三年中，参与者贡献了超过1000小时的IPE教学，并获得了500多个小时的专业发展。AFA项目提供了一个方便、渐进的模式，利用一个互利的框架，填补了专业发展和以ipe为重点的培训方面的空白，同时也使各机构能够扩大经验并最大限度地利用现有资源，特别是在需要促进的经验方面。广大受众可以考虑这个有前途的可扩展模式如何与他们对教师发展的愿景相一致，以及教师的参与如何支持他们的机构IPE工作和成员，作为开发或完善IPE教师发展规划的起点。

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引用次数: 0

Faculty-led interprofessional clinical experience with people experiencing homelessness: A curricular resource for community-based learning 以教师为主导的跨专业临床经验与无家可归的人：以社区为基础的学习课程资源

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100785

Emily Horvath , Emily J. Hawkins , Tina Gustin

This curricular resource addresses the critical need to prepare interprofessional healthcare students to provide unbiased, patient-centered care for vulnerable populations while developing interprofessional collaborative practice competencies. The educational intervention utilizes a faculty-led, student-run free clinic embedded within a community non-profit serving people experiencing homelessness (PEH). Students from multiple healthcare disciplines participate in at least one half-day (4-h) clinical experience working as an interprofessional team to provide direct patient care. The clinic experience aims to improve students' attitudes toward PEH, develop interprofessional competencies, and enhance understanding of negative social determinants of health. Student outcomes were measured using the Health Professionals' Attitudes Toward the Homeless Inventory (HPATHI) administered pre- and post-experience. Results demonstrated significant improvement in attitudes toward PEH with large effect sizes. The intervention resulted in more positive perceptions across 18 of 19 measured items. Resources needed include clinic space, faculty and students from multiple professions, faculty supervision from each discipline, basic medical supplies, and the adapted HPATHI assessment. This resource can be replicated by partnering with existing community organizations serving vulnerable populations and establishing interprofessional faculty leadership structures.

本课程资源解决了准备跨专业医疗保健学生的关键需求，为弱势群体提供公正的，以患者为中心的护理，同时发展跨专业合作实践能力。教育干预利用了一个由教师领导、学生经营的免费诊所，该诊所嵌入了一个社区，为无家可归的人提供服务。来自多个医疗保健学科的学生参加至少半天（4小时）的临床经验，作为一个跨专业团队提供直接的患者护理。临床经验旨在改善学生对PEH的态度，发展跨专业能力，并加强对健康的负面社会决定因素的理解。学生的结果是用卫生专业人员对无家可归者的态度量表（HPATHI）来衡量的，该量表在经历前和经历后都进行了管理。结果显示对PEH的态度有显著改善，且效应量大。干预在19个测量项目中的18个项目中产生了更积极的看法。所需资源包括诊所空间、来自多个专业的教师和学生、每个学科的教师监督、基本医疗用品和适应的HPATHI评估。这种资源可以通过与现有的为弱势群体服务的社区组织合作和建立跨专业的教师领导结构来复制。

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引用次数: 0

Cultivating interprofessional wisdom: An evaluation of the American Interprofessional Health Collaborative mentoring program 培养跨专业的智慧：对美国跨专业健康合作指导计划的评估

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100788

Aline H. Saad , Melissa Zarn , Caitlin E. Rukat , Kaisa Syväoja

Mentoring serves as an essential tool to facilitate the growth and development of healthcare educators engaged in interprofessional practice and education (IPE). The American Interprofessional Health Collaborative (AIHC), in collaboration with the National Center for Interprofessional Practice and Education, developed the AIHC mentoring program. This study reports on the perceived effectiveness of the program in meeting its objectives and assesses if participation supported achieving participants' personal goals. The AIHC mentoring program is a year-long virtual program that comprises three components including self-reflection and goal setting, one-on-one meetings between mentors and mentees, and quarterly cohort meetings. At the conclusion of the program, mentors and mentees completed the same 16-question survey assessing each of the program's components. Between 2019 and 2024, 80 healthcare educators participated in the program, of which 26 (32 %) served as mentors and 54 (68 %) were mentees. The top three areas mentors felt they could provide the most support in were building an IPE program (81 %), curriculum development (69 %), and learner assessment and research/scholarship (58 %). The three highest listed needs for IPE support among mentees were in curriculum development (50 %), research/scholarship (48 %), and program evaluation (43 %). A total of 38 of 80 participants completed the post-program evaluation survey (48 % response rate). Participants completely agreed that the program met its objectives while effectively supporting their achievement of set goals particularly through regular mentor/mentee meetings.

指导是促进从事跨专业实践和教育（IPE）的医疗保健教育工作者成长和发展的重要工具。美国跨专业健康合作组织（AIHC）与国家跨专业实践与教育中心合作，制定了AIHC指导计划。本研究报告了该计划在实现其目标方面的感知有效性，并评估参与是否支持实现参与者的个人目标。AIHC指导项目是一个为期一年的虚拟项目，包括三个部分：自我反思和目标设定、导师和学员之间的一对一会议、季度队列会议。在项目结束时，导师和学员完成了同样的16个问题的调查，评估了项目的每个组成部分。在2019年至2024年期间，80名医疗保健教育工作者参加了该计划，其中26名（32%）担任导师，54名（68%）担任学员。导师认为他们可以提供最多支持的前三个领域是建立IPE项目（81%）、课程开发（69%）和学习者评估和研究/奖学金（58%）。学员对国际政治经济学支持的三个最高需求是课程开发（50%）、研究/奖学金（48%）和项目评估（43%）。80名参与者中有38人完成了项目后评估调查（48%的回复率）。参与者完全同意该计划达到了其目标，同时有效地支持他们实现既定目标，特别是通过定期的导师/学员会议。

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引用次数: 0

National academies of practice's member survey on workplace mental health and well-being 国家实践学会的成员对工作场所心理健康和幸福的调查

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100784

Neil J. MacKinnon, Preshit N. Ambade

引用次数: 0

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Journal of Interprofessional Education and Practice

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