Journal of Interprofessional Education and Practice最新文献_第5页

Perceived use, effectiveness and barriers of interprofessional interventions in an integrated Canadian trauma system: A practice survey 加拿大创伤综合系统中跨专业干预的感知使用、有效性和障碍：一项实践调查

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-08-29 DOI: 10.1016/j.xjep.2025.100763

Alexandra Lapierre , Mélanie Bérubé , Valérie Turcotte , Marianne Giroux , Fabian Severino , Liane Boisvert , David Williamson , Éric Mercier , Andréane Richard-Denis , Lynne Moore

Background

Effective interprofessional collaboration (IPC) is crucial for trauma care, but professionals often work in silos, leading to fragmented care. Interprofessional interventions can enhance IPC and trauma care quality, but their implementation and stakeholders' preferences are not well understood. We aimed to assess the perceived use, effectiveness, and barriers of interprofessional interventions in an integrated trauma system.

Methods

We conducted a cross-sectional survey across level I to III trauma centers within a Canadian trauma system (n = 33). The survey was emailed to trauma program managers or medical directors, who forwarded it to their trauma committee members. The survey included 17 interprofessional interventions categorized into practice, education, and organization. Responses were analyzed using descriptive statistics and thematic analysis.

Results

79 % of trauma centers responded (n = 26/33), including 10 level I-II and 16 level III centers, with 1–9 participants per center (n = 76). The most commonly used interventions were practice-based, including patient-centered care (72 %), interprofessional protocols (70 %), and trauma team activation protocols (61 %). Educational interventions (13–28 %, e.g., simulation) and organizational interventions (4–58 %, e.g., specialized teams, clinical pathways) were less common. Highly effective interventions were primarily organizational (93–98 %, e.g., specialized teams), with some practice-based (92–95 %, e.g., debriefing) and one educational (91 %, simulation) intervention. Barriers included limited resources, time constraints, and team instability.

Conclusion

Our survey revealed variability in interprofessional interventions within a Canadian trauma system, with some perceived as highly effective but underutilized. We also identified barriers to implementation, guiding future efforts to improve trauma care through interprofessional strategies.

有效的跨专业合作（IPC）对创伤护理至关重要，但专业人员往往各自为政，导致护理支离破碎。跨专业干预可以提高IPC和创伤护理质量，但其实施和利益相关者的偏好尚不清楚。我们的目的是评估综合创伤系统中跨专业干预的感知使用、有效性和障碍。方法我们在加拿大创伤系统内的一至三级创伤中心进行了横断面调查（n = 33）。该调查通过电子邮件发送给创伤项目经理或医疗主任，他们将其转发给他们的创伤委员会成员。该调查包括17个跨专业干预措施，分为实践、教育和组织。使用描述性统计和专题分析对回复进行分析。结果79%的创伤中心有应答（n = 26/33），包括10个I-II级中心和16个III级中心，每个中心有1-9名参与者（n = 76）。最常用的干预措施是基于实践的，包括以患者为中心的护理（72%）、跨专业协议（70%）和创伤小组激活协议（61%）。教育干预（13 - 28%，如模拟）和组织干预（4 - 58%，如专业团队、临床途径）不太常见。高效干预主要是组织性干预（93% - 98%，如专业团队），还有一些基于实践的干预（92% - 95%，如汇报）和一种教育性干预（91%，模拟）。障碍包括有限的资源、时间限制和团队不稳定。结论：我们的调查揭示了加拿大创伤系统中跨专业干预的可变性，其中一些被认为是非常有效的，但未得到充分利用。我们还确定了实施的障碍，指导未来通过跨专业策略改善创伤护理的努力。

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引用次数: 0

Exploring interprofessional collaboration practices in dementia day centers 探索痴呆症日间中心的跨专业合作实践

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-08-28 DOI: 10.1016/j.xjep.2025.100764

Nomiki Karpathiou , Areti Efthymiou , Eleni Dimakopoulou , Xanthi Arampatzi , Evangelia-Antonia Efstratiadou , Panagiota Zoi , Paraskevi Sakka

Background

The growing prevalence of dementia due to population ageing has increased the demand for comprehensive, high-quality care. Interprofessional collaboration (IPC) has been shown to enhance outcomes for people with dementia, yet its implementation varies across settings. Dementia day centers provide a unique opportunity to examine IPC in practice within coordinated, multi-professional care environments.

Objectives

The study aimed to evaluate the extent to which professionals working in dementia day centers adhere to IPC standards and explore whether demographic and employment-related factors influence perceived adherence to these standards.

Methods

A questionnaire evaluating adherence to IPC standards was administered to 50 healthcare professionals. Multiple linear regression analysis was conducted to examine the association between adherence to IPC standards and participants' characteristics. The Friedman test was employed to compare the questionnaire's subscales and the Kruskal-Wallis test to compare perceived adherence to standards across demographic and employment-related subcategories. Responses to two open questions were analyzed using thematic analysis.

Results

Thirty-four professionals responded to the survey. Employment facility significantly contributed to the prediction of the regression model. Overall, participants had a positive perception of the adherence of clinical practices to IPC standards. Notably, role delineation was identified as a major IPC barrier.

Conclusion

This study supports the use of an IPC evaluation tool in day centers for identifying and addressing areas of low compliance to standards and maximize benefits for patients and healthcare professionals. IPC practices may vary across clinical settings even within the same organization.

由于人口老龄化，痴呆症的患病率不断上升，这增加了对全面、高质量护理的需求。专业间合作（IPC）已被证明可提高痴呆症患者的治疗效果，但其实施情况因环境而异。痴呆症日间中心提供了一个独特的机会，在协调的多专业护理环境中检查IPC的实践。本研究旨在评估痴呆日间中心工作的专业人员遵守IPC标准的程度，并探讨人口统计学和就业相关因素是否会影响对这些标准的遵守程度。方法对50名卫生保健专业人员进行IPC标准依从性评价问卷调查。采用多元线性回归分析来检验遵守IPC标准与参与者特征之间的关系。弗里德曼测试被用来比较问卷的子量表和Kruskal-Wallis测试来比较在人口统计和就业相关的子类别中对标准的遵守程度。对两个开放性问题的回答采用主题分析进行分析。结果34位专业人士参与了调查。就业便利对回归模型的预测有显著贡献。总体而言，参与者对临床实践遵守IPC标准有积极的看法。值得注意的是，角色划分被确定为主要的IPC障碍。结论：本研究支持在日托中心使用IPC评估工具来识别和解决不符合标准的领域，并最大限度地为患者和医疗保健专业人员带来好处。即使在同一组织内，IPC实践也可能因临床环境而异。

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引用次数: 0

Impact of an innovative curriculum on medical student preparedness for interprofessional practice 创新课程对医学生跨专业实习准备的影响

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-08-08 DOI: 10.1016/j.xjep.2025.100762

Andrew Brown , Dana Clifton , Catherine Hart , Tracy Truong , Samrat U. Das

Interprofessional education (IPE), defined by the World Health Organization as a process that “occurs when students from two or more professions learn about, from, and with each other”¹ is well-established as an important contributor to improving collaborative care and patient outcomes. However, strong evidence for specific interventions to foster IPE in the clinical setting is currently lacking. The goals of our curriculum are to expose medical students to the value of IPE and improve their knowledge about and attitudes towards the roles and responsibilities of other non-physician healthcare professionals in a real clinical environment.

Students identified two non-physician healthcare professionals involved in the care of patients they were responsible for, observed them in the clinical environment, and interviewed them. Students completed a pre- and post-curriculum survey including the Nebraska Interprofessional Education Attitudes Scale (NIPEAS). Wilcoxon signed rank test was used to compare responses and account for paired data. Student ability to correctly identify appropriate collaborators, as determined by the authors, was compared before and after the activity. All rotating students wrote individual and small group reflections during structured debrief sessions, and the session moderator documented highlights of these whole group sessions. Each debrief session was attended by at least four non-physician healthcare professionals who spoke about their roles and answered any questions from the medical students. A constant comparative multi-reviewer process was utilized for qualitative analysis to develop and finalize major themes.

Statistically significant improvements occurred in 9 of 19 NIPEAS items in the post-curriculum survey compared to pre-curriculum. Following the IPE curriculum, students were better able to identify appropriate collaborators in patient care. To explore potential ways to improve patient care and outcomes, the qualitative analysis identified key themes from the debrief sessions following the implementation of the interprofessional education curriculum. These themes included the diversity of expertise, collaborative care, mutual respect, comprehensive or holistic care, and a deeper understanding of roles. Additional themes highlighted the importance of improved communication, an environment conducive to learning, innovation, inclusivity, and the challenges inherent in these processes.

跨专业教育（IPE）被世界卫生组织定义为“来自两个或两个以上专业的学生相互了解、相互学习和相互学习”的过程，它被公认为是改善协作护理和患者治疗效果的重要贡献者。然而，目前缺乏在临床环境中促进IPE的具体干预措施的有力证据。我们课程的目标是让医学生接触到IPE的价值，并提高他们对其他非医生医疗保健专业人员在真实临床环境中的角色和责任的知识和态度。学生们确定了两名参与他们负责的病人护理的非医师医疗保健专业人员，在临床环境中观察他们，并采访他们。学生们完成了课前和课后调查，包括内布拉斯加州跨专业教育态度量表（NIPEAS）。使用Wilcoxon符号秩检验来比较反应并解释配对数据。在活动前后比较了学生正确识别作者确定的合适合作者的能力。所有轮班学生都在结构化的汇报会议上写了个人和小组的反思，会议主持人记录了整个小组会议的亮点。每次汇报会议至少有四名非医师保健专业人员参加，他们讲述了自己的角色，并回答了医学生提出的任何问题。在定性分析中采用了持续的比较多审稿人程序，以制定和确定主要主题。与课前相比，在课程后调查的19个nipea项目中，有9个项目有统计学上的显著改善。学习IPE课程后，学生能够更好地在病人护理中找到合适的合作者。为了探索改善患者护理和结果的潜在方法，定性分析从跨专业教育课程实施后的汇报会议中确定了关键主题。这些主题包括专业知识的多样性、合作护理、相互尊重、全面或整体护理以及对角色的更深入理解。其他主题强调了改善沟通、有利于学习、创新、包容的环境以及这些过程中固有挑战的重要性。

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引用次数: 0

Investigating Interprofessional Education (IPE) Faculty Development Programs within United States IPE Centers 调查跨专业教育（IPE）教师发展计划在美国IPE中心

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-07-22 DOI: 10.1016/j.xjep.2025.100761

Cheryl Babin , Yasser Salem , Beth Davis

Purpose

Interprofessional education (IPE) faculty development is vital for fostering IPE and collaborative practice initiatives. To our knowledge, there are no original research studies that describe the IPE faculty development in U.S. IPE Centers. The purpose of this study is to identify, describe, and expand the knowledge on IPE faculty development programs occurring within current IPE Centers in the U.S. through evidence-based research.

Methods

An electronic survey was distributed by email to 185 contacts for IPE Centers listed on the National Center for Interprofessional Practice and Education website. Descriptive statistics were performed on all closed-ended questions. The authors identified respondents’ open-ended comments and major thematic areas.

Results

Out of 169 deliverable emails, 70 responded to the survey and 57 met the inclusion criteria and completed the survey. Thirty-seven respondents (65 %) indicated that their institution/organization have a central IPE office and have dedicated staff/personnel. Thirty-eight respondents (67 %) reported that their institution/organization has an IPE faculty development program/activities. Almost all respondents (94 %) reported including training in the IPEC Core Competency areas. Length, format, and assessment results were varied.

Conclusions

This study provides valuable insights about IPE faculty development programs in the U.S. that may guide existing and developing IPE faculty development programs. The findings highlight the importance of institutional/organizational support, coordination mechanisms, and the need for standardized assessments in advancing the goals of IPE. Authors provide recommendations that may enhance the development, implementation, and sustainability of IPE faculty development.

目的跨专业教育（IPE）教师的发展对于促进IPE和合作实践的主动性至关重要。据我们所知，目前还没有关于美国国际政治经济学中心师资发展的原创研究。本研究的目的是通过基于证据的研究，识别、描述和扩展当前美国国际政治经济学中心的国际政治经济学教师发展项目的知识。方法通过电子邮件向国家跨专业实践与教育中心网站上列出的185个IPE中心的联系人发送电子调查。对所有封闭式问题进行描述性统计。作者确定了受访者的开放式评论和主要主题领域。结果在169封可发送邮件中，70封回复了调查，57封符合纳入标准并完成了调查。37名受访者（65%）表示，他们的机构/组织有一个中央IPE办公室，并有专门的员工/人员。38名受访者（67%）表示，他们所在的机构/组织有国际政治政治学院教师发展项目/活动。几乎所有的受访者（94%）都报告了IPEC核心能力领域的培训。长度、格式和评估结果各不相同。本研究为美国国际政治政治学院教师发展项目提供了有价值的见解，可以指导现有的和正在发展的国际政治政治学院教师发展项目。研究结果强调了机构/组织支持、协调机制的重要性，以及在推进国际政治经济学目标方面进行标准化评估的必要性。作者提供的建议，可能会加强发展，实施和可持续发展的国际政治政治学院师资队伍。

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引用次数: 0

Identifying barriers in post-concussion clinical management and interprofessional collaboration among healthcare providers in New Mexico: A descriptive report 确定新墨西哥州医疗保健提供者之间脑震荡后临床管理和跨专业合作的障碍：一份描述性报告

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-07-19 DOI: 10.1016/j.xjep.2025.100760

Allyssa K. Memmini , Kevin M. Schroeder , Sara L. Nottingham , Todd W. Hynson , Heidi H. Rogers , UNM IPE Research Group

Background

Concussion is a major public health concern affecting millions of youth, adolescent, and young adults annually. Many concussion consensus guidelines recommend use of interprofessional collaborations to support continuity of care. Despite advancements in concussion literature, there are limited studies investigating concussion training and management among interprofessional healthcare providers in consideration of patient- and clinic-specific barriers, all of which may hinder successful post-concussion management.

Objective

To a) compare concussion training, roles and responsibilities of interprofessional healthcare providers in New Mexico (NM) and b) identify barriers to providing post-concussion care.

Methods

An electronic survey was administered to interprofessional healthcare providers across NM from May–November 2023 (N = 73; with n = 42 included in the final analyses).

Results

Participants indicated they used a multi-modal approach to acquire concussion training, with a majority providing care for concussions resulting from motor vehicle accidents, sport, and/or recreational activities. Moreover, the lowest levels of interprofessional collaboration were centered in partnership and coordination. Lastly, qualitative analyses yielded several representative examples of the five of Social Determinants of Health (SDoH).

Conclusion

Our study highlights the unique SDoH of residents in NM which may influence concussion disclosure and/or compliance. Additional research is warranted to evaluate strategies to enhance interprofessional collaborative concussion management in consideration of SDoH.

背景：脑震荡是一个主要的公共卫生问题，每年影响数百万青年、青少年和年轻人。许多脑震荡共识指南建议使用跨专业合作来支持护理的连续性。尽管脑震荡文献有所进步，但考虑到患者和临床特定障碍，对跨专业医疗保健提供者的脑震荡培训和管理的研究有限，所有这些障碍都可能阻碍脑震荡后成功的管理。目的：a)比较新墨西哥州（NM）的脑震荡培训、跨专业医疗保健提供者的角色和责任；b)确定提供脑震荡后护理的障碍。方法于2023年5 - 11月对跨专业医疗服务提供者进行电子调查(N = 73；n = 42纳入最终分析)。结果参与者表示，他们采用了多模式的方法来获得脑震荡训练，其中大多数为机动车事故、运动和/或娱乐活动引起的脑震荡提供护理。此外，专业间合作的最低水平集中在伙伴关系和协调方面。最后，定性分析得出了五个健康社会决定因素的几个代表性例子。结论我们的研究强调了NM居民独特的SDoH可能会影响脑震荡的披露和/或依从性。考虑到SDoH，需要进一步的研究来评估加强跨专业协作脑震荡管理的策略。

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引用次数: 0

Opportunities to improve the medical education experience in an interprofessional educational Setting: An application of concept mapping 在跨专业教育环境中改善医学教育经验的机会：概念图的应用

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-07-19 DOI: 10.1016/j.xjep.2025.100759

Motahareh Tavakolikashi , Lesley B. Gordon , Melissa I. Zelaya , Patricia White , Kalli Varaklis , Mohammad Khasawneh , Yong Wang , Sarah Hallen

Background

The Interprofessional Partnership to Advance Care and Education (iPACE™) model was developed and piloted on an Internal Medicine (IM) unit at Maine Medical Center to promote interprofessional care and education. Although there were many benefits of this care model, residents had multiple concerns that limited model acceptance. Concept Mapping (CM) was identified to further explore, understand, and address these concerns.

Objectives

CM was applied to explore IM resident and faculty perceptions of what would make IP experiences, such as iPACE™, more valuable to increase their acceptability.

Methods

Sixty-four IM faculty and residents were recruited. They completed the following statement: “Interprofessional educational experiences, such as iPACE™, add more value to medical education when _______”. Following the CM steps, the study utilized 2 online surveys and 2 focus groups.

Results

Response rates for two surveys were 38 % and 23 % and focus groups were capped at 15 participants. The 43 generated statements were grouped into 5 clusters and participants named them as follows: (1) Building systems that promote efficiency, (2) Values patient/care team wellbeing, (3) Dynamic and engaging interprofessional team rounds, (4) Supportive education integrated into daily experience for all, and (5) Setting expectations for experiential and formal education. Cluster 1 was rated as having highest importance with an average of 4.5/5 and statements in this cluster focused on resources and processes that make rounds more efficient, flexible, and effective.

Conclusion

This study suggests that IM residents and faculty value IP educational experiences when there is faculty buy-in and when they minimize perceived care inefficiencies and administrative burdens.

促进护理和教育的跨专业伙伴关系（iPACE™）模式在缅因州医学中心的内科（IM）部门开发和试点，以促进跨专业护理和教育。虽然这种护理模式有很多好处，但住院医生有多种顾虑，限制了这种模式的接受。概念映射（CM）被确定为进一步探索、理解和处理这些关注点。目的：本研究旨在探讨如何使iPACE™等知识产权体验更有价值，从而提高其可接受性。方法招募64名IM教师和住院医师。他们完成了以下声明：“跨专业教育经验，如iPACE™，为医学教育增加了更多价值，当_______ ”。遵循CM步骤，该研究使用了2个在线调查和2个焦点小组。结果两项调查的回复率分别为38%和23%，焦点小组的参与者上限为15人。生成的43个陈述被分成5组，参与者将其命名为：(1)建立提高效率的系统，(2)重视患者/护理团队的福祉，(3)充满活力和参与的跨专业团队轮次，(4)将支持性教育融入所有人的日常体验，以及(5)设定体验和正规教育的期望。第1组被评为最重要的，平均得分为4.5/5，该组中的陈述侧重于使回合更高效、更灵活和更有效的资源和流程。结论本研究表明，当有教师参与时，当他们最大限度地减少感知到的护理效率低下和行政负担时，住院医师和教师更重视知识产权教育经验。

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引用次数: 0

Arts-based approaches in interprofessional education: A scoping review 跨专业教育中以艺术为基础的方法：范围审查

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-05-22 DOI: 10.1016/j.xjep.2025.100757

Craig E. Slater, Lian Y. Wong, Robin Newman

Background

Arts-based education approaches utilize visual, literary, and performing arts to foster learning in non-artistic disciplines. In the health professions, arts-based education has been used to develop key knowledge, skills, and attitudes for health professional practice. Specifically, in interprofessional education (IPE) curricula, it has been used to develop competence in interprofessional collaborative practice.

Methods

A scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Scoping Review (PRISMA-ScR) guidelines was conducted to identify how arts-based education has been implemented in IPE curricula. A search strategy was implemented in four databases, and articles were reviewed by independent reviewers.

Results

Twenty-five articles met inclusion criteria. Drama/theatre, photography, and painting were the most common mediums used. Arts-based education was employed to develop students’ knowledge, skills, and attitudes in a range of domains; most commonly, interprofessional collaboration, communication skills, and understanding the experience of others.

Conclusion

Arts-based education appears to have distinct value in developing skills and attitudes that enhance relationship-building with clients and other practitioners. Further research is needed to determine the effectiveness of arts-based approaches in developing knowledge, skills, and attitudes necessary for interprofessional collaborative practice.

基于艺术的教育方法利用视觉、文学和表演艺术来促进非艺术学科的学习。在卫生专业领域，以艺术为基础的教育被用来培养卫生专业实践的关键知识、技能和态度。具体而言，在跨专业教育（IPE）课程中，它已被用于培养跨专业合作实践的能力。方法根据系统评价和荟萃分析范围评价（PRISMA-ScR）指南的首选报告项目进行范围评价，以确定艺术教育在国际政治经济学课程中的实施情况。在四个数据库中实施搜索策略，并由独立审稿人对文章进行审查。结果25篇文章符合纳入标准。戏剧/戏剧、摄影和绘画是最常用的媒介。以艺术为基础的教育被用来发展学生在一系列领域的知识、技能和态度；最常见的是跨专业合作、沟通技巧和理解他人的经验。结论：以艺术为基础的教育在培养技能和态度方面具有独特的价值，可以增强与客户和其他从业人员的关系。需要进一步的研究来确定以艺术为基础的方法在培养跨专业合作实践所需的知识、技能和态度方面的有效性。

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引用次数: 0

An interprofessional education and practice curriculum for occupational therapy and speech language pathology graduate students to support writing in schoolchildren 为职业治疗和言语语言病理学研究生提供跨专业教育和实践课程，以支持学童的写作

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-05-02 DOI: 10.1016/j.xjep.2025.100756

Ruth Segal , Vikram N. Dayalu , Karen Hoover , Anthony D. Koutsoftas

The importance of interprofessional education (IPE) for health science students is well established and while many programs offer graduate students opportunities to gain knowledge across professions, there are fewer opportunities to gain clinical skills across professions. This curricular resource describes the curriculum for Project Write to Learn (PWTL), an interprofessional graduate training program for preparing occupational therapists (OT) and speech language pathologists (SLP) to improve written expression in schoolchildren with specific learning disabilities (SLD). The curriculum was designed to be administered by an interprofessional pair of instructors (one OT and one SLP faculty) and provided to an interprofessional cohort of OT and SLP graduate students across one academic year. There were three program outcomes that were targeted through five units of study each with unique learning objectives aligned with the program outcomes. Assessment procedures included ongoing assessment of coursework using instructor designed rubrics, surveys of interprofessional readiness and practice from research literature, and case study presentations at state conferences. Evaluation of outcomes utilized rubrics for assignments and presentations at state conferences, descriptive analyses of surveys, and coding of responses to open-ended questions. The PWTL curriculum provided an IPE experience that connected knowledge and skill gained from respective programs toward a common goal of supporting students with SLD in writing, the impact of which was demonstrated through increases on measures of readiness for interprofessional practice. A resource manual and suggested adaptations are provided to meet unique facilitators and barriers across programs.

跨专业教育（IPE）对健康科学学生的重要性是公认的，尽管许多项目为研究生提供了跨专业获得知识的机会，但跨专业获得临床技能的机会却很少。本课程资源描述了“写作学习计划”（PWTL）的课程，这是一个跨专业的研究生培训计划，旨在为职业治疗师（OT）和语言病理学家（SLP）做好准备，以改善有特殊学习障碍（SLD）学童的书面表达。课程被设计为由一对跨专业的讲师（一个OT和一个SLP教师）管理，并在一个学年中提供给OT和SLP研究生的跨专业队列。通过五个学习单元，有三个项目成果，每个学习单元都有与项目成果相一致的独特学习目标。评估程序包括使用教师设计的标准对课程作业进行持续评估，调查研究文献中的跨专业准备和实践情况，以及在州会议上进行案例研究报告。结果评估使用了作业和国家会议报告的规则、调查的描述性分析和对开放式问题的回答进行编码。PWTL课程提供了一种IPE经验，将从各个项目获得的知识和技能联系起来，以实现支持SLD学生写作的共同目标，其影响通过增加跨专业实践的准备措施来证明。提供了一份资源手册和建议的调整，以满足各项目之间独特的促进因素和障碍。

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引用次数: 0

Preliminary empirical validation of the framework for evaluation of interprofessional education and collaboration: A mixed-methods multi-level model 跨专业教育与合作评估框架的初步实证验证：一个混合方法的多层次模型

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-04-14 DOI: 10.1016/j.xjep.2025.100753

Matthew Kerry, Patricia Schwärzler, Marion Huber

This study brings latent-variable measurement to bear on mixed-methods, multi-level data examining a newly developed model of interprofessional education (IPE). A cross-sectional design with n = 206 students and faculty from five health professions was used to assess participants two weeks after a clinical IPE training. A multilevel model comprising quantitative self-reports, qualitative-interviews, and administrative patient data is used to examine structural relations between theoretical constructs. Results supported training's positive effect on IPvariables, including facilitator competencies, as well as patient satisfaction. Qualitative codings were also generally supported, such that “hindering factors” exhibited negative relations on interprofessional (IP) variables, facilitator competencies, and patient satisfaction, whereas “promoting factors” exhibited positive effects on said variables. Findings contribute to preliminary empirical validation of a newly developed IPE/collaboration (C) evaluation framework. Future testing will require new data from both qualitative and quantitative methods, as well as from multilevels of analysis.

本研究将潜在变量测量引入到混合方法、多层次数据检验的跨专业教育新模型中。在临床IPE培训两周后，采用横断面设计对来自五个卫生专业的n = 206名学生和教师进行评估。多层模型包括定量自我报告，定性访谈和行政病人数据被用来检查理论结构之间的结构关系。结果支持培训对IPvariables的积极影响，包括引导者能力和患者满意度。定性编码也普遍得到支持，例如“阻碍因素”在跨专业（IP）变量、引导者能力和患者满意度上表现为负相关，而“促进因素”在上述变量上表现为正相关。研究结果有助于对新开发的IPE/collaboration (C)评估框架进行初步实证验证。未来的测试将需要来自定性和定量方法以及多层次分析的新数据。

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引用次数: 0

Exploring locus of control and vicarious trauma in therapeutic service providers 探讨治疗服务提供者的控制点与替代性创伤

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-04-12 DOI: 10.1016/j.xjep.2025.100755

Brittany Stahnke , Morgan Cooley , Bridget Schneiderman Tuttle , Heather Thompson

The primary purpose of this study is to examine whether there is a relationship between locus of control and vicarious trauma among a sample of therapeutic service providers across fields of counseling, social work, marriage and family, and psychology. The secondary purpose is to examine whether demographic characteristics (age, years of practice, and type practice setting) were associated with vicarious trauma. This study utilized data from a sample of 172 therapeutic service providers from various locations in the United States; practitioners were surveyed to explore locus of control and vicarious trauma. Results indicated that locus of control was associated with levels of vicarious trauma. Those in agency settings, as opposed to private practice, were more at risk of vicarious trauma. Furthermore, it was found that older practitioners reported a higher level of locus of control and lower vicarious trauma. Implications for preventive programs, policy changes, and the need to explore differences across disciplines are discussed.

本研究的主要目的是探讨在心理咨询、社会工作、婚姻家庭和心理学领域的治疗服务提供者样本中，控制点与替代性创伤之间是否存在关系。第二个目的是检查人口统计学特征（年龄、实践年数和类型实践环境）是否与替代创伤有关。这项研究利用了来自美国不同地区的172名治疗服务提供者的样本数据；对从业人员进行调查，探讨控制点和替代性创伤。结果表明，控制点与替代性创伤程度相关。与私人诊所相比，那些在代理机构工作的人更容易遭受间接创伤。此外，我们发现年龄较大的从业人员报告了更高水平的控制点和更低的替代创伤。对预防方案的影响，政策的变化，需要探索跨学科的差异进行了讨论。

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