Journal of Interprofessional Education and Practice最新文献

Department of Veterans Affairs (VA) home-based primary care (HBPC) is an intensive primary care program in which interdisciplinary teams care for patients with complex, chronic medical and social needs in their homes. HBPC teams consist of multiple disciplines, perform complex, interdependent tasks, coordinate care with other providers to meet patient needs. Relational coordination (RC) is a mutually reinforcing process of communicating and relating that provides the information-processing capacity to coordinate complex, interdependent tasks. In this mixed-methods study, we examined RC within home-based primary care teams (HBPC), and between clinic-based primary care providers and HBPC team members. RC was assessed by a cross-sectional survey of 33 HBPC team members and semi-structured interviews with 14 HBPC and 10 clinic-based PCPs were conducted to explicate findings. Survey results showed strong RC within HBPC teams but gaps in timely communication and shared knowledge among HBPC teams and clinic-based PCPs. These gaps may underlie confusion and frustration over the role of HBPC and what types of patients should get HBPC care. Interview data suggest that functional specialization and lack of face-to-face interactions may have hindered the development of strong RC. Interventions that promote boundary spanning may improve RC between HBPC teams and clinic based primary care.

Importance

In order to operationalize the quadruple aim, it is imperative to understand how to best provide mental health services. Medical trainess experience high rates of depression, anxiety, and suicidality during their training; however, barriers often prohibit utilization and access to mental health services.

Objective

This quality improvement project aimed to increase utilization and improve access to mental health services in medical training.

Method

An anonymous Qualtrics survey was used to assess if new pathways had decreased barriers to access and utilization. In addition, a comparision of ultization data was analyized.

Main outcome

In comparing the utilization data of the first three months of the academic calendar year from 2018 to 2019 shows a 42% increase in number of residents/fellows accessing the mental health services. The primary barrier to access is lack of time.

Results

Four primary themes were identified as barriers to care: lack of time, impact of career, confidentiality, and stigma.

Discussion

This project has tremendous importance due to the high national rates of depression, anxiety, and suicidality for residents and fellows. It documents the barriers and need for new ways to outreach and provide direct mental health services which best fit this population.

The formal incorporation of health professionals to collaborate with teachers is still incipient worldwide. This study analyses the role of speech and language therapists, occupational therapists, psychologists, and kinesiologists working in Schools Integration Programmes in Chile via professional training, educational context characteristics, and the prevailing working conditions for these professionals. A sequential study with a mixed exploratory design was carried out. Interviews (N = 52) and a survey (N = 474) were conducted using respondent-driven sampling. The results of both phases converge, indicating that the role defined for these professionals by policy does not respond to inclusive schools' needs. The participants indicate that professional training is clinical and does not meet the needs of students and schools (48%), that the time dedicated to administrative functions should be regulated because it takes time away from intervention (95%), and that there is a need to promote inclusion within schools (94%). These difficulties affect these professionals’ practice, and imply essential considerations for the implemented policy, universities and schools. The contributions of this study are pioneering and may promote new research in this field, which is still scarce worldwide.

Purpose

Single-point rubrics (SPRs) have received little research attention to date. Using an argument-based approach to validation from a functional validation perspective, we collected and assessed validity evidence for the use of a single-point rubric to support teaching and learning in an interprofessional course.

Methods

Surveys and focus group interviews were conducted with students (N = 141; 4) and course facilitators (N = 15; 3) to gather both parties’ perceptions of whether the single point rubric was able to assist in providing formative, narrative feedback, whether the feedback supported interprofessional student learning, and whether this method of providing feedback was deemed acceptable.

Results

The majority of students and facilitators surveyed and interviewed agreed that the single point rubric supported student learning via narrative feedback, that the rubrics were completed appropriately, and that the feedback provided via the rubrics was acceptable to students. Facilitators indicated that the rubric helped them craft narrative feedback in a time-efficient manner.

Conclusions

The evidence supports the use of the single point rubric for teaching and learning. The findings suggest that the use of an SPR is an effective and time-efficient approach to provide narrative feedback at multiple checkpoints during an interprofessional course. Implications for the adoption and implementation of the SPR are discussed.

Diabetes self-management necessitates an interprofessional approach, whereby members of the healthcare team reinforce patient education to ensure confidence and effective care. While insulin is administered by needle and syringe in the inpatient setting, patients at our institution may be prescribed insulin for self-administration via pen device upon discharge, necessitating that nurses be confident in providing patient education on the proper use of such devices. To address this educational need, pharmacists at our institution worked collaboratively with nurses and nurse educators to develop a nursing education module intended to improve nursing confidence and knowledge of insulin self-administration via pen device. A multi-modal educational approach, encompassing a didactic in-service presentation coupled with a hands-on demonstration and optional simulation assessment were utilized, in accordance with findings from previous studies. Change in learner confidence, knowledge and performance were measured. This interactive education module was found to be effective at improving nursing staff knowledge of key aspects associated with proper use of insulin via pen. This module can be replicated on other units or by other institutions seeking to improve patient education on self-administration of insulin via pen.

Interprofessional learning and collaboration are essential for successful patient care. We describe an interprofessional education (IPE) event between Doctor of Physical Therapy (DPT) and Bachelor of Science in Nursing (BSN) students focused on increasing students' readiness and self-efficacy for interprofessional learning. First-year DPT and junior level BSN students in their first upper-level nursing semester participated in the IPE event. DPT students peer taught BSN students about safe patient transfers, assistive device management, and safe gait patterns for patient mobilization. A pre-post survey using the Readiness for Interprofessional Learning Scale (RIPLS) and Self-efficacy for Interprofessional Experiential Learning (SEIEL) outcome measures assessed changes in students' readiness and self-efficacy toward interprofessional learning. A statistically significant (p < 0.001) improvement in RIPLS score (pre: 81.8 ± 7.4, post: 85.2 ± 7.6), and SEIEL scores (pre: 123 ± 22.7, post: 141.8 ± 16.1) were found. This IPE event improved students' readiness and self-efficacy toward interprofessional learning.

Purpose

This paper focuses on leadership in interprofessional healthcare practice in general; and the readiness of both healthcare management trainees in healthcare management programs and certified human resource management professionals to facilitate and/or lead interprofessional healthcare practice in particular. The authors identify and analyze consensus among two panels made up of 20 healthcare professionals and 35 healthcare management educators. The analysis covers the role human resource (HR) professionals should play in interprofessional healthcare practice (IPHP) and the competencies that both healthcare management trainees and human resource managers should possess in order to facilitate thetransformation of healthcare organizations from professional to interprofessional practice. Authors also assess the readiness of healthcare management education trainees and certified human resource management professionals to lead IPHP.

Design/methodology/approach: This study adopted a cross-sectional design to guide the documentation and assessment of participants’ responses using a modified delphi technique, a nominal technique, and extant literature. Inductive and deductive methods in combination with open, axial, and selective coding were utilized to determine and analyze emerging consensus from the panel of experts.

Findings

There is a convergent of emergent themes on perceived roles and competencies for IPHP leadership from both the panel of healthcare professionals and the panel of healthcare management educators. The themes are also relevant to both organizational change variables and barriers to IPHP, documented in the literature. There is a gap between perceived roles and recommended competencies and the following: the standards for both the Society of Human Resource Management (SHRM) professional certifications, Commission on theAccreditationof Healthcare Management Education (CAHME) accreditation, recommended core competencies by the Interprofessional Education Collaborative(IPEC), and the degree of interprofessional education penetration in healthcare education programs. These findings underscore the deficit in interprofessional healthcare practice leadership readiness among healthcare management trainees and human resource professionals. Authors make specific recommendations on IPHP leadership for healthcare management training and human resource professional preparation.