Journal of Interprofessional Education and Practice最新文献

Purpose

This paper describes lessons learned from the implementation and evaluation of a cross-training event that was held in response to continuing education needs expressed by stakeholders of health, social, justice and public safety sectors regarding individuals who experience multiple exclusion homelessness.

Method

The intersectoral training was documented through the administration of online questionnaires on cross-sector practices, clinical vignettes, an appreciation questionnaire in addition to the use of a Lessons Learned framework through the planning, implementation and evaluation phases.

Discussion

The results indicate no significant differences before and after the training on the participants' knowledge of one's and others' roles and responsibilities, available resources and helpful practices, but a significant improvement in the perceived benefits of cross-sector practice in terms of knowledge and understanding of other contexts of practice and other actors' interventions.

Conclusions

The Lessons Learned framework was useful to identify factors supporting the implementation of cross-sector training. Structural and systemic factors, such as silos between research and practice, and tensions between social justice and public safety roles, emerged as barriers to cross-sector learning.

Background

In high-stakes contexts, sporting organisations commonly employ interprofessional healthcare teams. Yet, it is currently unclear how team-oriented teaching and learning might be structured to help deliver superior outcomes in athlete health and performance.

Purpose

To explore whether interprofessional education (IPE) currently exists within a high-stakes interprofessional practice (IPP) environment and how a learning community of athlete-focused health care practitioners inform and develop their own practice.

Method

An explorative qualitative, single case study was conducted, the unit of analysis being a Danish premiere league football club's health care team.

Results, discussion and conclusions

A thematic analysis of semi-structured interview data revealed that IPE exists mainly as an informal/hidden curriculum. Key educational competencies were developed through a community of practice with IPP; mainly through peer learning and mentorship activities. These findings highlight an underdeveloped and potentially important area of focus for interprofessional education and practice in the context of elite athletic health and performance practice.

Introduction

Delays to care and treatment in emergency departments (EDs) can lead to medical errors that harm patients. To optimize ED outcomes, indicators exist that define time frames within which patients should be assessed, receive care, and be discharged and they include time to triage, time to physician assessment (PIA), and time to discharge. The purpose of this study was to examine the relationship between temporal TMS and medical errors as delays to care in EDs. Methods: A nonexperimental, quantitative, cross-sectional, and correlational research design was used to study the relationship between differences in IP team membership due to shift work schedules (i.e., TMS) and medical errors as patient outcomes within EDs. Fifteen EDs and urgent care centres (referred collectively as EDs) located in the province of Manitoba, Canada were selected for this study. Results: medical errors occurred at each ED but to different extents; ED teams had low temporal stability; TMS and medical errors were not statistically significant, but worked experience captured by the individual team competence index (ITCI) decreased time to physician and length of stay was. TMS had a negative moderating effect on ITCI and neither TMS nor ITCI were statistically significant when patient volumes and levels of acuity were controlled. In contrast, when team size was controlled, TMS had a large effect size on time to physician. Conclusion: low TMS was not a significant factor in medical errors measured as delays to care but probably related to other organizational factors and team dynamics.

In the United States the most common female malignancy is breast cancer.1, 2 Standard of care for women with breast cancer will lead them to radiation therapists and physical therapists for treatment.³ The need for these professions to understand each other's roles and responsibilities (RR) is important to provide collaborative quality care to the patient.4, 5, 6, 7, 8, 9, 10, 11 Using interprofessional education (IPE) involving case studies that treat patients with breast cancer can create a direct discussion on each other's RR.4, 5 A face to face classroom setting was implemented to conduct this IPE. Physical therapy (n = 59) and radiation therapy (n = 10) students completed a pre-IPE survey before meeting for the 1 h IPE session. After the IPE session, a post-IPE survey was completed. The objective for this IPE was to allow for greater understanding of each other's RR. Comparing the pre-IPE and post-IPE survey using Wilcoxon Signed Rank Test demonstrated that both physical therapy students and radiation therapy students achieved a better understanding of each other's RR.

The experiential learning environment offers an ideal opportunity for students to observe and develop their interprofessional competencies. However, it is unclear whether interprofessional concepts are integrated into experiential learning in ways that are tangible and identifiable to the students. This study aimed to gain understanding of which elements of interprofessional collaboration in experiential learning environments are observed by students from various professions during experiential rotations; which of those are most valuable to student learning and which could be improved; in what ways students see interprofessional collaboration in practice impacting learners, provider teams, communities, and health systems; and whether student perceptions of the impacts of interprofessional collaboration align with one or more Interprofessional Education Collaborative (IPEC) competency areas and/or components of the Triple/Quadruple Aim. Results demonstrate that students perceive impacts related most often to their individual lens and to patient care and are less frequently focused on system-level observations. Intentional and innovative efforts must be made by academic programs, interprofessional education programs, experiential placement sites, and health professions accreditors to make the impacts on care systems, cost of care, communities, and populations more explicit in the experiential learning environment in pursuit of the Triple Aim.

Background

Communication and collaboration are essential for high-quality patient care, especially in the context of global pandemics.

Purpose

This study explored doctors’ knowledge-sharing behaviors in a local community hospital and the techniques they use to overcome communication barriers across functional boundaries.

Method

This study used a qualitative research design over three phases. Phases I (documentation review) and II (non-participatory observations) were iterative and informed the conceptualization of semi-structured interviews in Phase III. Through purposeful, non-random sampling, 14 doctors were recruited. Data were interpreted using thematic analysis, resulting in four emergent themes.

Discussion

The findings revealed that (1) communication skills allowed doctors to ensure accurate interpretation when collaborating across functions, (2) organizational culture and leadership influenced knowledge-sharing behaviors and reflective learning across the organization, and (3) social conversation benefited working relationships, creating personal communication channels.

Conclusions

A social pragmatic approach helps doctors overcome communication barriers when collaborating with other healthcare professionals.

The Rural and Underserved Service Track (TRUST) is a two-year, co-curricular, interprofessional program composed of students from medicine, nursing, pharmacy, and social work. Students participate in eight learning retreats, where students, healthcare professionals, patients, and faculty discuss the care needs of underserved populations, as well as ten service-learning activities, where students lead and deliver healthcare related activities to an audience of underserved community members. Each learning retreat consists of the following components: pre-retreat assignment, introductory presentation, panel discussion, clinical skill, and case study. Service activities are all student-led and cover a variety of topics, from affording medications to working with patients who have intellectual and developmental disabilities. TRUST has seven objectives, with the overall goal of training students to have the skills necessary to work on interprofessional teams and provide compassionate healthcare to diverse, underserved patient populations.

The purpose of this manuscript is to describe the ways in which students perceived TRUST's learning objectives and to assess how the learning objectives supported their future clinical practice. Assessments were collected from students at multiple points throughout the TRUST program, including post-retreat assessments. Four-hundred and seventy-eight quotes were retrospectively analyzed from students' post-retreat assessments and ascribed to components of the learning retreat and learning objectives. Quotes were most often attributed to the retreat as a whole (38.3%) and the panel discussions (25.5%). More than half of all student quotes (58.4%) were ascribed to TRUST learning objectives, with “ethics and cultural sensitivity” (26.5%), “interprofessional team” (22.5%), “current and emerging health issues” (19.0%), and “barriers to care” (17.1%) occurring the most frequently, suggesting that these areas are likely the most impactful for students and represent a surrogate for achievement of learning objectives. Although prospective data is needed, early findings suggest that this novel interprofessional program has had a positive impact on students, faculty, and the community.

Background

It is believed that positive interactions and exchanges of information within a healthcare team contribute to good quality care in any context. In Indonesia, there may be limitations on interaction and information exchange because of the hierarchical structure of organizations. Culture, hierarchy, and perceived rank affect how individuals behave and interact among professions in healthcare teams. This study aimed to identify the perceptions of each profession on the practice of inter-professional collaboration in their respective work units.

Method

The study was conducted among health care practitioners involved in antibiotic use in hospitals. Data were collected using the Collaborative-Practice Assessment Tool (CPAT) questionnaire of eight domains (53 questions). The correlation coefficient value for the 53 questions was >0.3, with a significance level of 5%. The reliability of the CPAT questionnaire was good, with Cronbach's alpha of 0.977.

Result

There were 261 respondents. The perception scores of each profession about inter-professional collaboration were 3.55–3.82. The domain that had the highest score was ‘the relationship between members'; and the lowest scores was ‘decision-making and conflict management’. A statistically significant difference was found in the perception towards the practice of inter-professional collaboration between pharmacists and other professions.

Conclusion

Perceptions of inter-professional collaboration of each profession in hospitals differ. Communication between professions in distributing tasks and roles when interacting is needed so that each profession can contribute optimally.

The study aimed to identify the effectiveness of using art therapy (drawing) in alleviating feelings of anxiety and depression among a sample of Princess Noura University students, females (the study sample consisted of eighteen students in the third year (basic education) at the College of Designs and Arts. Their median age was 18 years old and suffering from high feelings of anxiety and depression. With art therapy, the results showed a statistically significant difference between the educational study achievement grades of the sample members before and after the therapy. Moreover, there is an improvement in the scale of “feeling anxious and depressed” with the using of art therapy (drawing). In conclusion, it is recommended in clinical and hospital settings, painting art therapy with psychiatric patients of anxiety and depression could produce a good benefit in improving non-verbal communication between patients and the on-side medical team, helping with their treatment and enhancing the moods therefore decrease the needs for medications.