Pub Date : 2025-12-01DOI: 10.1016/j.xjep.2025.100792
Hope McCarroll , Tiffany Sears Leach , Kelly Litton
Interprofessional education (IPE) is an opportunity for healthcare students to be practice ready and meaningfully contribute to a collaborative workforce. Occupational therapy (OT) and speech-language pathology (SLP) students explored the transformative potential of interprofessional education through a two-week Preschool Language Camp. This summer camp fostered the development of collaborative clinical skills through a thematic, literacy-based curriculum aimed at addressing the complex language and motor needs of preschool-aged children with disabilities. OT and SLP students worked together to plan, execute, and reflect on strategies for integrated therapy for children with disabilities. Debriefs with the OT and SLP students at the end of each day included the use of Huddle and written reflections to encourage students to develop, articulate, and share insights into their experiences. Outcomes highlighted substantial growth in interprofessional communication and teamwork skills, and mutual understanding of discipline-specific roles.
{"title":"Camp chronicles: The power of IPE collaboration between occupational therapy and speech-language pathology students","authors":"Hope McCarroll , Tiffany Sears Leach , Kelly Litton","doi":"10.1016/j.xjep.2025.100792","DOIUrl":"10.1016/j.xjep.2025.100792","url":null,"abstract":"<div><div>Interprofessional education (IPE) is an opportunity for healthcare students to be practice ready and meaningfully contribute to a collaborative workforce. Occupational therapy (OT) and speech-language pathology (SLP) students explored the transformative potential of interprofessional education through a two-week Preschool Language Camp. This summer camp fostered the development of collaborative clinical skills through a thematic, literacy-based curriculum aimed at addressing the complex language and motor needs of preschool-aged children with disabilities. OT and SLP students worked together to plan, execute, and reflect on strategies for integrated therapy for children with disabilities. Debriefs with the OT and SLP students at the end of each day included the use of Huddle and written reflections to encourage students to develop, articulate, and share insights into their experiences. Outcomes highlighted substantial growth in interprofessional communication and teamwork skills, and mutual understanding of discipline-specific roles.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100792"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-19DOI: 10.1016/j.xjep.2025.100786
Stephanie Au , Cheryl Wisseh , Alisa Wray , Tiffany Nielsen , Nana Entsuah-Boateng , Lindsay Holt , Mike Bueno , Katelynne Au , Candice Whealon
{"title":"Development and initial validation of the interprofessional clinical competency evaluation tool (ICET): A clinical evaluation tool used in student assessment of interprofessional collaboration competency","authors":"Stephanie Au , Cheryl Wisseh , Alisa Wray , Tiffany Nielsen , Nana Entsuah-Boateng , Lindsay Holt , Mike Bueno , Katelynne Au , Candice Whealon","doi":"10.1016/j.xjep.2025.100786","DOIUrl":"10.1016/j.xjep.2025.100786","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100786"},"PeriodicalIF":0.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-13DOI: 10.1016/j.xjep.2025.100783
Shirley Quach , Arden Azim , James Leung , Allison Sohanlal , Sarah Patterson , Bingxian Wang , Sarah Wojkowski
A pediatric pilot simulation for health profession students was offered as a 2-h workshop. This interprofessional educational (IPE) activity focused on interprofessional management of a youth who is agitated (YWA). The aim of the pilot was to improve students' comfort and preparedness for these situations. Enrolment was limited to 12 learners to maximize engagement, and 10 learners from five disciplines participated. To assess the pilot, learners were invited to complete surveys before and after the pilot simulation to share their experiences in engaging with patients and youths who were agitated. Likert median scores of learners' preparedness changed before and after the pilot, regarding their abilities to: 1) recognize signs of agitation (3.0 vs. 3.5, p = 0.06), maintain personal safety (2.5 vs 3.0, p = 0.008), de-escalate the situation (2.0 vs 3.0, p = 0.002) and work with other health professionals (3 vs 4, p = 0.02). On a 7-point global change scale, learners had a positive change in their comfort level to interact with a YWA, ranging 5 (somewhat better) to 7 (much better). Learners' feedback showed that the pilot simulation gave them opportunities to work on several IPE domains listed in the Canadian Interprofessional Health Collaboratives' IPE Competency framework (Team Communications, Collaborative Relationships, Collaborative Leadership and Team Functioning). This Pediatric Code White pilot simulation enhanced learners' overall comfort and preparedness for working with YWA after this pilot simulation, satisfying the learning objectives of the knowledge and skills domains, and addressing several IPE competency domains. Understanding and managing the psychosocial care of youth in healthcare environments are an important and can positively inform learners’ future practices.
为卫生专业学生提供了一个儿科试点模拟，作为一个2小时的讲习班。这是一项跨专业教育（IPE）活动，专注于对躁动青年（YWA）的跨专业管理。试点的目的是提高学生对这些情况的舒适度和准备。为了最大限度地提高参与度，报名人数限制在12名学习者，来自五个学科的10名学习者参与了研究。为了评估试点，学习者被邀请在试点模拟之前和之后完成调查，以分享他们与激动的患者和青少年接触的经验。学习者准备的Likert中位数得分在试点前后发生了变化，涉及他们的能力：1)识别躁动迹象（3.0 vs. 3.5, p = 0.06），维护个人安全（2.5 vs. 3.0, p = 0.008），缓和局势（2.0 vs. 3.0, p = 0.002）以及与其他卫生专业人员合作（3 vs. 4, p = 0.02）。在7分的全球变化量表中，学习者在与YWA互动的舒适度方面有了积极的变化，范围从5分（稍好）到7分（好得多）。学习者的反馈表明，试点模拟为他们提供了在加拿大跨专业健康合作组织的IPE能力框架（团队沟通、合作关系、合作领导和团队运作）中列出的几个IPE领域工作的机会。这个儿科白色代码试点模拟增强了学习者在这个试点模拟之后与YWA合作的整体舒适度和准备，满足了知识和技能领域的学习目标，并解决了几个IPE能力领域。在卫生保健环境中理解和管理青年的社会心理护理是一个重要的，可以积极地告知学习者未来的实践。
{"title":"Pediatric Code White! - Interprofessional collaboration in the management of youths who are agitated: a simulation pilot","authors":"Shirley Quach , Arden Azim , James Leung , Allison Sohanlal , Sarah Patterson , Bingxian Wang , Sarah Wojkowski","doi":"10.1016/j.xjep.2025.100783","DOIUrl":"10.1016/j.xjep.2025.100783","url":null,"abstract":"<div><div>A pediatric pilot simulation for health profession students was offered as a 2-h workshop. This interprofessional educational (IPE) activity focused on interprofessional management of a youth who is agitated (YWA). The aim of the pilot was to improve students' comfort and preparedness for these situations. Enrolment was limited to 12 learners to maximize engagement, and 10 learners from five disciplines participated. To assess the pilot, learners were invited to complete surveys before and after the pilot simulation to share their experiences in engaging with patients and youths who were agitated. Likert median scores of learners' preparedness changed before and after the pilot, regarding their abilities to: 1) recognize signs of agitation (3.0 vs. 3.5, p = 0.06), maintain personal safety (2.5 vs 3.0, p = 0.008), de-escalate the situation (2.0 vs 3.0, p = 0.002) and work with other health professionals (3 vs 4, p = 0.02). On a 7-point global change scale, learners had a positive change in their comfort level to interact with a YWA, ranging 5 (somewhat better) to 7 (much better). Learners' feedback showed that the pilot simulation gave them opportunities to work on several IPE domains listed in the Canadian Interprofessional Health Collaboratives' IPE Competency framework (<em>Team Communications, Collaborative Relationships, Collaborative Leadership</em> and <em>Team Functioning</em>). This <em>Pediatric Code White</em> pilot simulation enhanced learners' overall comfort and preparedness for working with YWA after this pilot simulation, satisfying the learning objectives of the knowledge and skills domains, and addressing several IPE competency domains. Understanding and managing the psychosocial care of youth in healthcare environments are an important and can positively inform learners’ future practices.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100783"},"PeriodicalIF":0.0,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-12DOI: 10.1016/j.xjep.2025.100782
Christina Esposito , Colette F.H. Stenz , Celeste Delap , Kate L. Jansen , Sharon Edwards , Alison De la Montaigne
Integrated care models are recommended for patients with brain injury due to multidisciplinary rehabilitation needs. A Collaborative Care Model (CCM) (i.e., behavioral health, occupational therapy, optometry, physical therapy, and speech-language pathology) for brain injury treatment that utilizes a Computer-Assisted Rehabilitation Environment (CAREN) system is a novel interprofessional approach. This report seeks to add to current literature on the use of CAREN systems with patients with TBI within a CCM. A case study provides proof of concept in integrated treatment of brain injury patients with the CAREN system, describing improvements in functional outcomes including gait, balance, and coping. Further evaluation of the model is warranted for a variety of brain injury presentations.
{"title":"Interprofessional treatment of brain injury utilizing a Computer Assisted Rehabilitation Environment (CAREN): A short report","authors":"Christina Esposito , Colette F.H. Stenz , Celeste Delap , Kate L. Jansen , Sharon Edwards , Alison De la Montaigne","doi":"10.1016/j.xjep.2025.100782","DOIUrl":"10.1016/j.xjep.2025.100782","url":null,"abstract":"<div><div>Integrated care models are recommended for patients with brain injury due to multidisciplinary rehabilitation needs. A Collaborative Care Model (CCM) (i.e., behavioral health, occupational therapy, optometry, physical therapy, and speech-language pathology) for brain injury treatment that utilizes a Computer-Assisted Rehabilitation Environment (CAREN) system is a novel interprofessional approach. This report seeks to add to current literature on the use of CAREN systems with patients with TBI within a CCM. A case study provides proof of concept in integrated treatment of brain injury patients with the CAREN system, describing improvements in functional outcomes including gait, balance, and coping. Further evaluation of the model is warranted for a variety of brain injury presentations.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100782"},"PeriodicalIF":0.0,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-31DOI: 10.1016/j.xjep.2025.100781
Tara Sharpp , Laura Gaeta
Background
Interprofessional education (IPE) is integral to training the new population of health practitioners who will provide care for the aging population in the United States.
Aim
The purpose of this study was to compare the effectiveness of an IPE activity focused on care of older adults for Nursing, Audiology, Communication Sciences, Gerontology, and Health Science students using three online modalities (synchronous, asynchronous, and bichronous).
Design
A quasi-experimental design was used to compare the three groups of online modalities.
Setting
Health professions faculty and programs within a large public university in the Western United States.
Participants
177 students in combined classes (nursing, audiology, gerontology, health science, and speech language pathology) over three terms.
Methods
Students participated in an IPE activity in one of three online modalities and completed pretest and posttest measures on knowledge of care of older adults and attitude toward IPE.
Results
Knowledge quiz scores significantly improved in all three groups (synchronous: t = −2.586, 2-sided p = 0.013; asynchronous: t = −4.129, 2-sided p < 0.001; bichronous: t = −3.748, 2-sided p < 0.001). Students also demonstrated increased attitudes toward working in teams in the IPAS subscale in the posttest in all three groups. ANOVA and Kruskal Wallis tests demonstrated no statistically significant differences in the knowledge quiz or IPAS subscale between the three modality groups. The qualitative analysis of the open-ended evaluation question supported the quantitative findings that all three modalities effectively improved attitudes toward IPE.
Conclusions
The findings indicate that healthcare students can effectively learn to collaborate within an interprofessional team on a case study for older adults. Similar benefits across modalities suggest that diverse online formats can equally facilitate effective learning among healthcare students. Nursing and health professions faculty can provide effective interprofessional education activities in a variety of online modalities.
{"title":"Comparison of three online modalities of an interprofessional education case study activity","authors":"Tara Sharpp , Laura Gaeta","doi":"10.1016/j.xjep.2025.100781","DOIUrl":"10.1016/j.xjep.2025.100781","url":null,"abstract":"<div><h3>Background</h3><div>Interprofessional education (IPE) is integral to training the new population of health practitioners who will provide care for the aging population in the United States.</div></div><div><h3>Aim</h3><div>The purpose of this study was to compare the effectiveness of an IPE activity focused on care of older adults for Nursing, Audiology, Communication Sciences, Gerontology, and Health Science students using three online modalities (synchronous, asynchronous, and bichronous).</div></div><div><h3>Design</h3><div>A quasi-experimental design was used to compare the three groups of online modalities.</div></div><div><h3>Setting</h3><div>Health professions faculty and programs within a large public university in the Western United States.</div></div><div><h3>Participants</h3><div>177 students in combined classes (nursing, audiology, gerontology, health science, and speech language pathology) over three terms.</div></div><div><h3>Methods</h3><div>Students participated in an IPE activity in one of three online modalities and completed pretest and posttest measures on knowledge of care of older adults and attitude toward IPE.</div></div><div><h3>Results</h3><div>Knowledge quiz scores significantly improved in all three groups (synchronous: t = −2.586, 2-sided p = 0.013; asynchronous: t = −4.129, 2-sided p < 0.001; bichronous: t = −3.748, 2-sided p < 0.001). Students also demonstrated increased attitudes toward working in teams in the IPAS subscale in the posttest in all three groups. ANOVA and Kruskal Wallis tests demonstrated no statistically significant differences in the knowledge quiz or IPAS subscale between the three modality groups. The qualitative analysis of the open-ended evaluation question supported the quantitative findings that all three modalities effectively improved attitudes toward <span>IPE</span>.</div></div><div><h3>Conclusions</h3><div>The findings indicate that healthcare students can effectively learn to collaborate within an interprofessional team on a case study for older adults. Similar benefits across modalities suggest that diverse online formats can equally facilitate effective learning among healthcare students. Nursing and health professions faculty can provide effective interprofessional education activities in a variety of online modalities.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100781"},"PeriodicalIF":0.0,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-27DOI: 10.1016/j.xjep.2025.100778
Teresa Wagner , Kate Taylor
Background
Older adults can have low health literacy due to cognitive decline impacting their abilities to promote health and self-manage disease even in young older adults. These barriers can extend to advanced care planning (ACP) decisions.
Purpose/methods
UNT Health purposefully obtained Age-Friendly designation to optimize care in the Center for Older Adults (COA). Nursing partnered with public health's health literacy expert to incorporate health literacy principles in age-friendly care providing an innovative nurse-led ACP service for our patient population.
Results/discussion
From 2019 to 2021, ACP services increased by 400 % for eligible patients aged 65 years or older. Revenue from ACPs increased, demonstrating practice financial value. Provider referrals were encouraged at annual wellness visits and other interactions with patients.
Conclusion
This nurse-led intervention for health literate advance care planning supports innovation for nurses who want to lead healthcare transformation. This project provides a replicable model for health literacy-driven, nurse-led care delivery.
{"title":"Nurse & public health partnership for health literate advance care planning","authors":"Teresa Wagner , Kate Taylor","doi":"10.1016/j.xjep.2025.100778","DOIUrl":"10.1016/j.xjep.2025.100778","url":null,"abstract":"<div><h3>Background</h3><div>Older adults can have low health literacy due to cognitive decline impacting their abilities to promote health and self-manage disease even in young older adults. These barriers can extend to advanced care planning (ACP) decisions.</div></div><div><h3>Purpose/methods</h3><div>UNT Health purposefully obtained Age-Friendly designation to optimize care in the Center for Older Adults (COA). Nursing partnered with public health's health literacy expert to incorporate health literacy principles in age-friendly care providing an innovative nurse-led ACP service for our patient population.</div></div><div><h3>Results/discussion</h3><div>From 2019 to 2021, ACP services increased by 400 % for eligible patients aged 65 years or older. Revenue from ACPs increased, demonstrating practice financial value. Provider referrals were encouraged at annual wellness visits and other interactions with patients.</div></div><div><h3>Conclusion</h3><div>This nurse-led intervention for health literate advance care planning supports innovation for nurses who want to lead healthcare transformation. This project provides a replicable model for health literacy-driven, nurse-led care delivery.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100778"},"PeriodicalIF":0.0,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To address the growing need for telemedicine experience and interprofessional collaboration among early learners, an Interprofessional Education (IPE) Huddle was developed and integrated into a telemedicine-based outpatient clinic. This clinic serves patients at risk for geographic healthcare disparities post-hospital discharge. The IPE Huddles provided pre-encounter discussions on-site at the clinic just prior to a patient encounter. The Huddles facilitated team-based planning and allowed students to contribute to patient care during virtual visits. Participants from diverse health professions were assessed via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) and a telemedicine exposure survey. Results demonstrated significant improvement in interprofessional competencies and highlighted the value of interprofessional collaboration in virtual clinical settings.
Format
Our experience was delivered in a clinical setting with a small group of learners completing structured huddle discussions.
{"title":"The post-hospitalization huddle: An interprofessional education model for clinical telemedicine","authors":"Jessica Thayer , Brett Miller , Marcelino Mederos Liriano , Kathryn L. Hoffman , Jesse Thompson , Gina Baugh , Jenna Sizemore","doi":"10.1016/j.xjep.2025.100774","DOIUrl":"10.1016/j.xjep.2025.100774","url":null,"abstract":"<div><div>To address the growing need for telemedicine experience and interprofessional collaboration among early learners, an Interprofessional Education (IPE) Huddle was developed and integrated into a telemedicine-based outpatient clinic. This clinic serves patients at risk for geographic healthcare disparities post-hospital discharge. The IPE Huddles provided pre-encounter discussions on-site at the clinic just prior to a patient encounter. The Huddles facilitated team-based planning and allowed students to contribute to patient care during virtual visits. Participants from diverse health professions were assessed via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) and a telemedicine exposure survey. Results demonstrated significant improvement in interprofessional competencies and highlighted the value of interprofessional collaboration in virtual clinical settings.</div></div><div><h3>Format</h3><div>Our experience was delivered in a clinical setting with a small group of learners completing structured huddle discussions.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100774"},"PeriodicalIF":0.0,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-17DOI: 10.1016/j.xjep.2025.100777
Susan Stoikov , Cate Fitzgerald , Susan Waller , Kassie Shardlow
Introduction
Health professional student engagement in interprofessional learning (IPL) activities on clinical placements is reported to enhance student readiness to meet the needs of consumers. There is currently limited understanding of how frequently students participate in IPL within health care settings.
Purpose
The study had three objectives. Firstly, investigate whether allied health students participated in identified interprofessional collaborative practice (IPCP) activities and identified interprofessional education (IPE) activities on clinical placement. Secondly, identify the frequency of their participation in these activities and thirdly whether variation in participation in IPE and IPCP occurred across metropolitan and non-metropolitan health services and clinical practice areas.
Method
An evidence-informed survey was designed via a modified Delphi process and administered to allied health students during their last week of placement within the final years of their degrees. Data were analysed via descriptive statistics and non-parametric analysis.
Results
A total of 223 allied health students participated in the study with most students reporting that they participated in IPCP (96.9 %) and/or an IPE activity (93.7 %) at least once per placement. However, participation in specific IPCP and IPE activities is infrequent. Variability in the frequency of participation in IPCP and IPE was evidenced across clinical practice areas and geographical locations with participation higher in non-metropolitan localities.
Conclusion
Clinical placements offer allied health students opportunities for IPCP and IPE, but the frequency of participation is low. Enhancing supervisor support and collaboration across stakeholders could be key to improving student engagement in IPE and IPCP across geographical locations and clinical practice areas.
{"title":"Allied health student engagement in interprofessional education and collaborative practice on profession-specific clinical placements","authors":"Susan Stoikov , Cate Fitzgerald , Susan Waller , Kassie Shardlow","doi":"10.1016/j.xjep.2025.100777","DOIUrl":"10.1016/j.xjep.2025.100777","url":null,"abstract":"<div><h3>Introduction</h3><div>Health professional student engagement in interprofessional learning (IPL) activities on clinical placements is reported to enhance student readiness to meet the needs of consumers. There is currently limited understanding of how frequently students participate in IPL within health care settings.</div></div><div><h3>Purpose</h3><div>The study had three objectives. Firstly, investigate whether allied health students participated in identified interprofessional collaborative practice (IPCP) activities and identified interprofessional education (IPE) activities on clinical placement. Secondly, identify the frequency of their participation in these activities and thirdly whether variation in participation in IPE and IPCP occurred across metropolitan and non-metropolitan health services and clinical practice areas.</div></div><div><h3>Method</h3><div>An evidence-informed survey was designed via a modified Delphi process and administered to allied health students during their last week of placement within the final years of their degrees. Data were analysed via descriptive statistics and non-parametric analysis.</div></div><div><h3>Results</h3><div>A total of 223 allied health students participated in the study with most students reporting that they participated in IPCP (96.9 %) and/or an IPE activity (93.7 %) at least once per placement. However, participation in specific IPCP and IPE activities is infrequent. Variability in the frequency of participation in IPCP and IPE was evidenced across clinical practice areas and geographical locations with participation higher in non-metropolitan localities.</div></div><div><h3>Conclusion</h3><div>Clinical placements offer allied health students opportunities for IPCP and IPE, but the frequency of participation is low. Enhancing supervisor support and collaboration across stakeholders could be key to improving student engagement in IPE and IPCP across geographical locations and clinical practice areas.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100777"},"PeriodicalIF":0.0,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-17DOI: 10.1016/j.xjep.2025.100779
Federica Mesca , Cinzia Storace
Purpose
The research explores the role of the social workers within a hospital setting, focusing on their essential contribution to enhancing the overall patient experience and optimising the care pathway.
Through a thorough analysis of the tasks and responsibilities of the social worker in the hospital environment, this study demonstrates how the presence and intervention of the social worker are indispensable in addressing the multiple social, emotional, and practical needs of patients.
Materials and methods
This research analysis explores the essential and indispensable role of the hospital social worker through an in-depth investigation of their activities over the past three years, from 2021 to 2023, using data derived from patients' social records. The role of hospital social workers is considered fundamental for several reasons: emotional support and assistance, services coordination, needs assessment and treatment planning, advocacy and rights defence, and child protection.
Results
The results indicate that the activities of the hospital social worker are not only necessary but also increasing to meet the growing needs of patients and their families in complex hospital settings.
Conclusions
This research confirms the essential role of the social worker in the hospital setting in promoting integrated health and the overall well-being of the patient. Collaboration between the social worker and the medical team proves crucial in addressing the multiple challenges that patients may encounter during the hospital care pathway.
{"title":"The invaluable contribution of the social worker in hospital settings: Analysis of needs, interventions, and outcomes","authors":"Federica Mesca , Cinzia Storace","doi":"10.1016/j.xjep.2025.100779","DOIUrl":"10.1016/j.xjep.2025.100779","url":null,"abstract":"<div><h3>Purpose</h3><div>The research explores the role of the social workers within a hospital setting, focusing on their essential contribution to enhancing the overall patient experience and optimising the care pathway.</div><div>Through a thorough analysis of the tasks and responsibilities of the social worker in the hospital environment, this study demonstrates how the presence and intervention of the social worker are indispensable in addressing the multiple social, emotional, and practical needs of patients.</div></div><div><h3>Materials and methods</h3><div>This research analysis explores the essential and indispensable role of the hospital social worker through an in-depth investigation of their activities over the past three years, from 2021 to 2023, using data derived from patients' social records. The role of hospital social workers is considered fundamental for several reasons: emotional support and assistance, services coordination, needs assessment and treatment planning, advocacy and rights defence, and child protection.</div></div><div><h3>Results</h3><div>The results indicate that the activities of the hospital social worker are not only necessary but also increasing to meet the growing needs of patients and their families in complex hospital settings.</div></div><div><h3>Conclusions</h3><div>This research confirms the essential role of the social worker in the hospital setting in promoting integrated health and the overall well-being of the patient. Collaboration between the social worker and the medical team proves crucial in addressing the multiple challenges that patients may encounter during the hospital care pathway.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100779"},"PeriodicalIF":0.0,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-17DOI: 10.1016/j.xjep.2025.100776
Maria Sebastião, Falk Hajo Hoffmann, Christiane Waizner, Sara Wheeler, Thomas Kühlein
Background
Interprofessional collaboration, case conferences being one form of it, can create effective and high-quality healthcare. Outside of hospitals, case conferences are less established. Our study aimed to explore how different nurses, physiotherapists, pharmacists, physicians and patients assess case conferences and whether case conferences could be a potential form of care in the future.
Methods
A qualitative study design was chosen with interviews with patients (n = 13), nurses (n = 4), physiotherapists (n = 2), pharmacists (n = 2), general practitioners (GPs) and other disciplines (n = 7) and focus group discussions with GPs (n = 7). For data analysis, a qualitative content analysis using a deductive-inductive approach was performed.
Results
The participants viewed case conferences as mostly positive, with GPs expressing the most critical views. Especially multimorbid, geriatric patients, as well as chronically ill patients with complex clinical needs, would benefit. Lack of time, high costs, lack of remuneration and coordination were described as challenges. Most participants favoured an online format and GPs saw the best feasibility of interprofessional case conferences with patients in nursing homes. Most patients preferred to participate in the case conferences.
Conclusions
Establishing new care models appears essential to counteract the growing imbalance between an ageing population and a lack of staff in the healthcare sector. Participants named numerous doubts and barriers, reflecting that it is currently unclear whether case conferences really save resources and how they are paid for.
{"title":"Interprofessional case conferences as a future model of care: Opportunities, barriers and ideas for implementation – A qualitative study with patients, nurses, physiotherapists, pharmacists and physicians","authors":"Maria Sebastião, Falk Hajo Hoffmann, Christiane Waizner, Sara Wheeler, Thomas Kühlein","doi":"10.1016/j.xjep.2025.100776","DOIUrl":"10.1016/j.xjep.2025.100776","url":null,"abstract":"<div><h3>Background</h3><div>Interprofessional collaboration, case conferences being one form of it, can create effective and high-quality healthcare. Outside of hospitals, case conferences are less established. Our study aimed to explore how different nurses, physiotherapists, pharmacists, physicians and patients assess case conferences and whether case conferences could be a potential form of care in the future.</div></div><div><h3>Methods</h3><div>A qualitative study design was chosen with interviews with patients (n = 13), nurses (n = 4), physiotherapists (n = 2), pharmacists (n = 2), general practitioners (GPs) and other disciplines (n = 7) and focus group discussions with GPs (n = 7). For data analysis, a qualitative content analysis using a deductive-inductive approach was performed.</div></div><div><h3>Results</h3><div>The participants viewed case conferences as mostly positive, with GPs expressing the most critical views. Especially multimorbid, geriatric patients, as well as chronically ill patients with complex clinical needs, would benefit. Lack of time, high costs, lack of remuneration and coordination were described as challenges. Most participants favoured an online format and GPs saw the best feasibility of interprofessional case conferences with patients in nursing homes. Most patients preferred to participate in the case conferences.</div></div><div><h3>Conclusions</h3><div>Establishing new care models appears essential to counteract the growing imbalance between an ageing population and a lack of staff in the healthcare sector. Participants named numerous doubts and barriers, reflecting that it is currently unclear whether case conferences really save resources and how they are paid for.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100776"},"PeriodicalIF":0.0,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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