Pub Date : 2025-10-15DOI: 10.1016/j.xjep.2025.100775
Mary Grace Yousef , Jennifer Martin , Alisa Woods , Merri Leigh Johnson , Noralyn Pickens
Stroke rehabilitation inherently requires interprofessional collaboration. A health and wellness-focused, full-day Stroke Boot Camp offered a platform for students (n = 121) from four different professions and at various levels of training to work together on assessment and intervention for community-dwelling stroke clients and caregivers. Student learning and program objectives aligned with Interprofessional Education Collaborative competencies of values and ethics (specifically VE3), roles and responsibilities (RR1), and communication (C4). We evaluated our objectives using the Perception of Interprofessional Collaboration Model Questionnaire (PINCOM-Q) and the Creighton-Interprofessional Collaborative Evaluation (C-ICE). The program's quality improvement and client impact were evaluated through surveys and interviews. Results from the PINCOM-Q demonstrated an improved perception of motivation and organizational aspects of interprofessional teams; however, there was a reduction in professional power and group leadership after the Stroke Boot Camp. C-ICE scores were overall positive. Both measures highlighted areas for future IPE programming. Student feedback was instrumental in refining the program for future iterations. Clients and caregivers reported that the home health and wellness plans promoted healthy exercise and engagement in self-management activities.
{"title":"Stroke Boot Camp: A collaborative interprofessional educational activity for nursing, occupational, physical, and speech therapy students","authors":"Mary Grace Yousef , Jennifer Martin , Alisa Woods , Merri Leigh Johnson , Noralyn Pickens","doi":"10.1016/j.xjep.2025.100775","DOIUrl":"10.1016/j.xjep.2025.100775","url":null,"abstract":"<div><div>Stroke rehabilitation inherently requires interprofessional collaboration. A health and wellness-focused, full-day Stroke Boot Camp offered a platform for students (n = 121) from four different professions and at various levels of training to work together on assessment and intervention for community-dwelling stroke clients and caregivers. Student learning and program objectives aligned with Interprofessional Education Collaborative competencies of values and ethics (specifically VE3), roles and responsibilities (RR1), and communication (C4). We evaluated our objectives using the Perception of Interprofessional Collaboration Model Questionnaire (PINCOM-Q) and the Creighton-Interprofessional Collaborative Evaluation (C-ICE). The program's quality improvement and client impact were evaluated through surveys and interviews. Results from the PINCOM-Q demonstrated an improved perception of motivation and organizational aspects of interprofessional teams; however, there was a reduction in professional power and group leadership after the Stroke Boot Camp. C-ICE scores were overall positive. Both measures highlighted areas for future IPE programming. Student feedback was instrumental in refining the program for future iterations. Clients and caregivers reported that the home health and wellness plans promoted healthy exercise and engagement in self-management activities.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100775"},"PeriodicalIF":0.0,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361710","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 : 2025-10-11DOI: 10.1016/j.xjep.2025.100773
Laurel Daniels Abbruzzese , Bimpe Adenusi , Kathy Lee Bishop , Lydia Ann Thurston , Rita K. Adeniran , Phyllis Simon , Travis Threats , Olaide Oluwole-Sangoseni , Barbara Maxwell
Uncovering bias and strengthening one's position as an antiracist practitioner, educator, or advocate requires intentional critical self-reflection. This curricular resource describes a highly interactive workshop that explores the power and privilege embedded in medical hierarchies and social identities that can influence communication and culture in academic and healthcare settings. The workshop explored the historical underpinnings and impact of microaggressions in the healthcare setting, along with strategies for addressing these microaggressions when they arise. The workshop discussions focused on real-life scenarios, highlighting how interactive audience feedback technology can be an effective tool in examining micro-intervention approaches. As outlined in the literature, microaggression microinterventions illuminate these often-subtle forms of bias, neutralize their impact, educate those responsible, and provide avenues for external validation and support for those impacted. Organizations committed to creating equitable spaces for meaningful dialog and advocacy can utilize this workshop as a model to organize professional development opportunities and foster a sense of collective accountability.
{"title":"Disrupting racial microaggressions: Microintervention strategies to improve culture and communication in interprofessional collaborative practice: A curricular short report","authors":"Laurel Daniels Abbruzzese , Bimpe Adenusi , Kathy Lee Bishop , Lydia Ann Thurston , Rita K. Adeniran , Phyllis Simon , Travis Threats , Olaide Oluwole-Sangoseni , Barbara Maxwell","doi":"10.1016/j.xjep.2025.100773","DOIUrl":"10.1016/j.xjep.2025.100773","url":null,"abstract":"<div><div>Uncovering bias and strengthening one's position as an antiracist practitioner, educator, or advocate requires intentional critical self-reflection. This curricular resource describes a highly interactive workshop that explores the power and privilege embedded in medical hierarchies and social identities that can influence communication and culture in academic and healthcare settings. The workshop explored the historical underpinnings and impact of microaggressions in the healthcare setting, along with strategies for addressing these microaggressions when they arise. The workshop discussions focused on real-life scenarios, highlighting how interactive audience feedback technology can be an effective tool in examining micro-intervention approaches. As outlined in the literature, microaggression microinterventions illuminate these often-subtle forms of bias, neutralize their impact, educate those responsible, and provide avenues for external validation and support for those impacted. Organizations committed to creating equitable spaces for meaningful dialog and advocacy can utilize this workshop as a model to organize professional development opportunities and foster a sense of collective accountability.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100773"},"PeriodicalIF":0.0,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319921","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 : 2025-10-10DOI: 10.1016/j.xjep.2025.100772
Kathryn Nunes, Nethra S. Ankam, Anne B. Mitchell, Brooke Salzman, Shreyas Chandragiri, Eleanor Matthews, Richard W. Hass, Maria Brucato
This mixed-methods study investigated the motivations and experiences of Health Mentors (HMs), community volunteers with chronic health conditions who participated in the Health Mentors Program at Thomas Jefferson University (HMP). During the 18-month three-module program, HMs work with interprofessional teams of healthcare students as they learn about teaming principles and experiences of patients living with chronic conditions. 73 HMs whose time volunteering for HMP ranged from 1 to 15 years completed a survey following module 2 in the Spring of 2020. The survey consisted of quantitative and qualitative questions regarding why they participate, their experiences with the program, and its impacts on them—if any. Directed content analysis was conducted on open-ended responses. Results from a mixed-method triangulation analysis indicated that when responding through a quantitative Likert scale, most HMs reported no changes to their health as a result of participating in HMP. However, through open-ended responses, approximately half of HMs shared that participating in HMP resulted in new or reinforced current understanding of their health or their ability to improve it. Reasons for volunteering for the program included: to support student learning, for their own enjoyment, and to benefit future patients. This study contributes to our understanding of HMs’ motivations for engaging with interprofessional education, which can inform the recruitment and retention of community volunteers for sustainability and design improvement of IPE programs.
{"title":"Experiences and motivations of community volunteers engaging with a longitudinal experiential interprofessional education program","authors":"Kathryn Nunes, Nethra S. Ankam, Anne B. Mitchell, Brooke Salzman, Shreyas Chandragiri, Eleanor Matthews, Richard W. Hass, Maria Brucato","doi":"10.1016/j.xjep.2025.100772","DOIUrl":"10.1016/j.xjep.2025.100772","url":null,"abstract":"<div><div>This mixed-methods study investigated the motivations and experiences of Health Mentors (HMs), community volunteers with chronic health conditions who participated in the Health Mentors Program at Thomas Jefferson University (HMP). During the 18-month three-module program, HMs work with interprofessional teams of healthcare students as they learn about teaming principles and experiences of patients living with chronic conditions. 73 HMs whose time volunteering for HMP ranged from 1 to 15 years completed a survey following module 2 in the Spring of 2020. The survey consisted of quantitative and qualitative questions regarding why they participate, their experiences with the program, and its impacts on them—if any. Directed content analysis was conducted on open-ended responses. Results from a mixed-method triangulation analysis indicated that when responding through a quantitative Likert scale, most HMs reported no changes to their health as a result of participating in HMP. However, through open-ended responses, approximately half of HMs shared that participating in HMP resulted in new or reinforced current understanding of their health or their ability to improve it. Reasons for volunteering for the program included: to support student learning, for their own enjoyment, and to benefit future patients. This study contributes to our understanding of HMs’ motivations for engaging with interprofessional education, which can inform the recruitment and retention of community volunteers for sustainability and design improvement of IPE programs.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100772"},"PeriodicalIF":0.0,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319920","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 : 2025-09-27DOI: 10.1016/j.xjep.2025.100771
Clare Carroll
Purpose
The implementation of evidence-based practices is important. This study explored how an evidence-informed model to support integrated working with children with disabilities could be used in interprofessional practice.
Method
Fifty-one professionals completed a survey during interprofessional training focused on understanding and exploring relationship building between professionals and families. Analysis involved descriptive statistics and qualitative content analysis.
Results
The professionals shared how they expect families to demonstrate participation in intervention and what the theoretical model means in their local context. The model, Stages2Engage, could provide a framework for engagement and collaborative working with families and be used to reflect on relationships.
Discussion
This research indicates that the exploration stage of implementation research is fundamental to understand the perspectives of the people who will use the model. However, further exploration is required to guide the implementation of the model, and to learn from the team after time to reflect on the training.
{"title":"Exploring the implementation of the Stages2Engage model to support collaborative relationships with families: interprofessional views","authors":"Clare Carroll","doi":"10.1016/j.xjep.2025.100771","DOIUrl":"10.1016/j.xjep.2025.100771","url":null,"abstract":"<div><h3>Purpose</h3><div>The implementation of evidence-based practices is important. This study explored how an evidence-informed model to support integrated working with children with disabilities could be used in interprofessional practice.</div></div><div><h3>Method</h3><div>Fifty-one professionals completed a survey during interprofessional training focused on understanding and exploring relationship building between professionals and families. Analysis involved descriptive statistics and qualitative content analysis.</div></div><div><h3>Results</h3><div>The professionals shared how they expect families to demonstrate participation in intervention and what the theoretical model means in their local context. The model, Stages2Engage, could provide a framework for engagement and collaborative working with families and be used to reflect on relationships.</div></div><div><h3>Discussion</h3><div>This research indicates that the exploration stage of implementation research is fundamental to understand the perspectives of the people who will use the model. However, further exploration is required to guide the implementation of the model, and to learn from the team after time to reflect on the training.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100771"},"PeriodicalIF":0.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145265841","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 : 2025-09-27DOI: 10.1016/j.xjep.2025.100765
Jane Topolovec-Vranic , Melanie Dissanayake , Kathryn Chalklin , Sarah Dimmock , Samantha Davie , Sonya Canzian
The novel Interprofessional Patient Care Needs Assessment Tool (IPPCNAT) was designed to characterize unit level patient care needs from a health disciplines lens. This work describes the implementation of the IPPCNAT at an acute care inpatient hospital in Toronto, Canada. The IPPCNAT was completed by health discipline clinicians from 12 in-scope units. Clinicians were invited to a computer lab during the assessment days to complete the spreadsheet-based tool and findings were compiled into an interactive dashboard. The IPPCNAT was completed by 94 clinicians representing six disciplines, capturing data on 360 unique patients at one time point. The IPPCNAT summarized unit staffing levels, factors complicating patient care delivery, acuity of patient care needs, types of patient care needs on the unit, possible unmet care needs from the health discipline perspective, and why needs were not being met. The data enabled conversation about potential gaps in staffing, mitigation opportunities, and opportunities for budget investment. Implementation of the IPPCNAT is feasible and effective in acute care settings. The tool can provide a description of patient care needs from an interprofessional lens and help identify gaps and opportunities for optimization of staffing models.
{"title":"Implementation of the interprofessional patient care needs assessment tool in 12 acute-care inpatient units","authors":"Jane Topolovec-Vranic , Melanie Dissanayake , Kathryn Chalklin , Sarah Dimmock , Samantha Davie , Sonya Canzian","doi":"10.1016/j.xjep.2025.100765","DOIUrl":"10.1016/j.xjep.2025.100765","url":null,"abstract":"<div><div>The novel Interprofessional Patient Care Needs Assessment Tool (IPPCNAT) was designed to characterize unit level patient care needs from a health disciplines lens. This work describes the implementation of the IPPCNAT at an acute care inpatient hospital in Toronto, Canada. The IPPCNAT was completed by health discipline clinicians from 12 in-scope units. Clinicians were invited to a computer lab during the assessment days to complete the spreadsheet-based tool and findings were compiled into an interactive dashboard. The IPPCNAT was completed by 94 clinicians representing six disciplines, capturing data on 360 unique patients at one time point. The IPPCNAT summarized unit staffing levels, factors complicating patient care delivery, acuity of patient care needs, types of patient care needs on the unit, possible unmet care needs from the health discipline perspective, and why needs were not being met. The data enabled conversation about potential gaps in staffing, mitigation opportunities, and opportunities for budget investment. Implementation of the IPPCNAT is feasible and effective in acute care settings. The tool can provide a description of patient care needs from an interprofessional lens and help identify gaps and opportunities for optimization of staffing models.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100765"},"PeriodicalIF":0.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361557","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 : 2025-09-25DOI: 10.1016/j.xjep.2025.100768
Jong Yi Foo , Ginny Si Min Quek , Sharna Si Ying Seah , Chong Yau Ong , Junjie Aw , Yu Xian Loo
{"title":"Factors affecting Inter-Professional Collaboration (IPC) in a Community Hospital (CH) in Singapore using measurement by Collaborative Practice Assessment Tool (CPAT)","authors":"Jong Yi Foo , Ginny Si Min Quek , Sharna Si Ying Seah , Chong Yau Ong , Junjie Aw , Yu Xian Loo","doi":"10.1016/j.xjep.2025.100768","DOIUrl":"10.1016/j.xjep.2025.100768","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100768"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219131","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 : 2025-09-25DOI: 10.1016/j.xjep.2025.100770
Dimitri A. Parra , Linda M. Jones
Background
Successful interprofessional teamwork is fundamental for safe and high-quality healthcare. Teamwork enablers and barriers have been studied in settings such as operating rooms but there are few studies in interventional radiology. Relevant factors include communication, stress, and clinical complexity.
Objectives
To determine factors influencing teamwork in a paediatric interventional radiology team, compare them with the existing literature, and identify improvement opportunities.
Materials and methods
A qualitative case study was performed. Data was gathered using semi-structured interviews, followed by a validated online survey. Registered nurses, medical radiation technologist, physicians and administrative staff were included. An inductive approach was utilized to perform a thematic analysis, assisted by the NVivo 12 data organization software.
Results
All professional groups were represented in 17 interviews and 20 survey replies. Seven themes were identified: functional teamwork; communication; stress and patient complexity; learning opportunities; processual complexities; organizational support; and hierarchy. Teamwork enablers were adequate team function, collegiality, and collaboration; and barriers were communication issues, stress, and lack of feedback. Improvement opportunities included team building activities and interprofessional learning. There were differences in the perception of team performance in different professional groups, with registered nurses having the lower perception of communication.
Conclusion
Factors influencing teamwork found in the paediatric interventional radiology team studied were similar to those reported in the literature for the operating rooms including, communication, collaboration, stress, and hierarchy. Awareness of these factors is crucial for patient safety, job satisfaction, productivity, and team function. Different professional groups have diverse perceptions and challenges. Teamwork improvement strategies require multilayer interventions at the personal, team and institutional level.
{"title":"Factors influencing teamwork in a paediatric interventional radiology team","authors":"Dimitri A. Parra , Linda M. Jones","doi":"10.1016/j.xjep.2025.100770","DOIUrl":"10.1016/j.xjep.2025.100770","url":null,"abstract":"<div><h3>Background</h3><div>Successful interprofessional teamwork is fundamental for safe and high-quality healthcare. Teamwork enablers and barriers have been studied in settings such as operating rooms but there are few studies in interventional radiology. Relevant factors include communication, stress, and clinical complexity.</div></div><div><h3>Objectives</h3><div>To determine factors influencing teamwork in a paediatric interventional radiology team, compare them with the existing literature, and identify improvement opportunities.</div></div><div><h3>Materials and methods</h3><div>A qualitative case study was performed. Data was gathered using semi-structured interviews, followed by a validated online survey. Registered nurses, medical radiation technologist, physicians and administrative staff were included. An inductive approach was utilized to perform a thematic analysis, assisted by the NVivo 12 data organization software.</div></div><div><h3>Results</h3><div>All professional groups were represented in 17 interviews and 20 survey replies. Seven themes were identified: functional teamwork; communication; stress and patient complexity; learning opportunities; processual complexities; organizational support; and hierarchy. Teamwork enablers were adequate team function, collegiality, and collaboration; and barriers were communication issues, stress, and lack of feedback. Improvement opportunities included team building activities and interprofessional learning. There were differences in the perception of team performance in different professional groups, with registered nurses having the lower perception of communication.</div></div><div><h3>Conclusion</h3><div>Factors influencing teamwork found in the paediatric interventional radiology team studied were similar to those reported in the literature for the operating rooms including, communication, collaboration, stress, and hierarchy. Awareness of these factors is crucial for patient safety, job satisfaction, productivity, and team function. Different professional groups have diverse perceptions and challenges. Teamwork improvement strategies require multilayer interventions at the personal, team and institutional level.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100770"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219603","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}
Healthcare professionals' perspectives on interprofessional collaboration differ, although structured organisational environments and professional relationships remain essential for quality healthcare. We aimed to determine healthcare professionals' perspectives regarding interprofessional collaboration in tertiary hospitals in Gauteng, South Africa. Healthcare professionals older than 18 participated in this cross-sectional survey, conducted in Tshwane district. Snowball sampling recruited registered healthcare professionals who worked more than a week at the participating hospitals. A Google link with a consent form and questionnaire was shared with departmental heads to share with their co-workers; 77 people completed the questionnaires. All ethical principles were followed. Statistical Package for Social Science version-27 analysed data. A five-point Likert scale determined perspectives of healthcare professionals’ level of collaboration. A signed-rank test determined the significant difference between hospitals' personal and organisational factors. The participants perceived personal relationships among healthcare professionals as better than the organisational environment in interprofessional collaboration. The organisational environment requires improvement for better collaboration.
{"title":"The perspectives of healthcare professionals regarding interprofessional collaboration among three tertiary hospitals in the Tshwane district, Gauteng","authors":"Nontembiso Magida , Kirsten Hellberg , Charmari Kotze , Kgopotso Mathume , Thuto Molapo , Lara Moolman , Bianke Schoeman , Marien Alet Graham","doi":"10.1016/j.xjep.2025.100769","DOIUrl":"10.1016/j.xjep.2025.100769","url":null,"abstract":"<div><div>Healthcare professionals' perspectives on interprofessional collaboration differ, although structured organisational environments and professional relationships remain essential for quality healthcare. We aimed to determine healthcare professionals' perspectives regarding interprofessional collaboration in tertiary hospitals in Gauteng, South Africa. Healthcare professionals older than 18 participated in this cross-sectional survey, conducted in Tshwane district. Snowball sampling recruited registered healthcare professionals who worked more than a week at the participating hospitals. A Google link with a consent form and questionnaire was shared with departmental heads to share with their co-workers; 77 people completed the questionnaires. All ethical principles were followed. Statistical Package for Social Science version-27 analysed data. A five-point Likert scale determined perspectives of healthcare professionals’ level of collaboration. A signed-rank test determined the significant difference between hospitals' personal and organisational factors. The participants perceived personal relationships among healthcare professionals as better than the organisational environment in interprofessional collaboration. The organisational environment requires improvement for better collaboration.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100769"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219130","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 : 2025-09-24DOI: 10.1016/j.xjep.2025.100766
Elizabeth Ulanowski , Megan Danzl , Jenny Branson , Alyssa Patton , Alex Thompson , Lisa Popson , Katie Starr
Background
There is no research exploring music therapy and physical therapy co-treatment in Huntington's disease (HD).
Purpose
This qualitative descriptive study describes a music therapy and physical therapy co-treatment approach for individuals with late stage HD.
Method
Ten individuals in a long-term care facility were evaluated by a Physical Therapist (PT) and Music Therapist-Board Certified (MT-BC) with a follow-up of functional movements under 3 conditions: physical therapy, physical therapy with simple rhythmic cue, and physical therapy with melodic rhythmic cue. Participant observations and semi-structured interviews with the PT and MT-BC were conducted and analyzed.
Discussion
Two themes emerged: 1) two parts make a whole (subthemes: novice versus expert, knowledge of the other, interprofessional respect, professional comfort zone), 2) symbiotic interactions (subthemes: collaborative goal-directed preparation, co-direction of intervention, co-treatment cueing).
Conclusions
This work illuminates the value of a PT and MT-BC interprofessional collaboration with the late stage HD population in long-term care and identifies key variables for patient care and future research.
{"title":"A qualitative exploration of music therapy and physical therapy co-treatment: Joining forces to treat individuals with late-stage Huntington's disease","authors":"Elizabeth Ulanowski , Megan Danzl , Jenny Branson , Alyssa Patton , Alex Thompson , Lisa Popson , Katie Starr","doi":"10.1016/j.xjep.2025.100766","DOIUrl":"10.1016/j.xjep.2025.100766","url":null,"abstract":"<div><h3>Background</h3><div>There is no research exploring music therapy and physical therapy co-treatment in Huntington's disease (HD).</div></div><div><h3>Purpose</h3><div>This qualitative descriptive study describes a music therapy and physical therapy co-treatment approach for individuals with late stage HD.</div></div><div><h3>Method</h3><div>Ten individuals in a long-term care facility were evaluated by a Physical Therapist (PT) and Music Therapist-Board Certified (MT-BC) with a follow-up of functional movements under 3 conditions: physical therapy, physical therapy with simple rhythmic cue, and physical therapy with melodic rhythmic cue. Participant observations and semi-structured interviews with the PT and MT-BC were conducted and analyzed.</div></div><div><h3>Discussion</h3><div>Two themes emerged: 1) two parts make a whole (subthemes: novice versus expert, knowledge of the other, interprofessional respect, professional comfort zone), 2) symbiotic interactions (subthemes: collaborative goal-directed preparation, co-direction of intervention, co-treatment cueing).</div></div><div><h3>Conclusions</h3><div>This work illuminates the value of a PT and MT-BC interprofessional collaboration with the late stage HD population in long-term care and identifies key variables for patient care and future research.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100766"},"PeriodicalIF":0.0,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219069","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 : 2025-09-23DOI: 10.1016/j.xjep.2025.100767
Aleysha K. Martin , Theresa L. Green , Alexandra L. McCarthy , P Marcin Sowa , E-Liisa Laakso
Transdisciplinary models of care combine clinical knowledge and skills from multiple disciplines and can help healthcare teams reorganise and optimise service delivery. However, there are many factors that could impact the success of transdisciplinary initiatives. The aim of the study was to understand factors impacting the implementation of a transdisciplinary stroke assessment by allied health professionals. A mixed-method exploratory design was used. Surveys, focus groups and individual interviews were completed at multiple time points. Data analysis was completed in two stages. First, key survey results were descriptively summarised for presentation in focus groups and interviews. Second, inductive content analysis was completed with NVivo 12 Plus software. Patient experience with the assessment was related to repetition, length, and thoroughness. Staff were satisfied with using the transdisciplinary assessment due to workload-sharing benefits. The main reasons for team trust were the consistency of assessment administration and results (i.e., trust in each other), perceived benefits of the transdisciplinary assessment (i.e., trust in the assessment), and facilitators such as prospective conversations about trust. Staff confidence in their own and other's ability to safely and effectively use the transdisciplinary assessment was linked to competence and supported by training, observation of colleagues, and familiarity with assessment tasks. The study provides important insights that could inform the planning and implementation of future transdisciplinary approaches in healthcare settings.
{"title":"Patient and staff perceptions of transdisciplinary stroke assessment: Insights into experience, team trust, and confidence in each other from a mixed method study","authors":"Aleysha K. Martin , Theresa L. Green , Alexandra L. McCarthy , P Marcin Sowa , E-Liisa Laakso","doi":"10.1016/j.xjep.2025.100767","DOIUrl":"10.1016/j.xjep.2025.100767","url":null,"abstract":"<div><div>Transdisciplinary models of care combine clinical knowledge and skills from multiple disciplines and can help healthcare teams reorganise and optimise service delivery. However, there are many factors that could impact the success of transdisciplinary initiatives. The aim of the study was to understand factors impacting the implementation of a transdisciplinary stroke assessment by allied health professionals. A mixed-method exploratory design was used. Surveys, focus groups and individual interviews were completed at multiple time points. Data analysis was completed in two stages. First, key survey results were descriptively summarised for presentation in focus groups and interviews. Second, inductive content analysis was completed with NVivo 12 Plus software. Patient experience with the assessment was related to repetition, length, and thoroughness. Staff were satisfied with using the transdisciplinary assessment due to workload-sharing benefits. The main reasons for team trust were the consistency of assessment administration and results (i.e., trust in each other), perceived benefits of the transdisciplinary assessment (i.e., trust in the assessment), and facilitators such as prospective conversations about trust. Staff confidence in their own and other's ability to safely and effectively use the transdisciplinary assessment was linked to competence and supported by training, observation of colleagues, and familiarity with assessment tasks. The study provides important insights that could inform the planning and implementation of future transdisciplinary approaches in healthcare settings.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100767"},"PeriodicalIF":0.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219070","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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