Journal of Interprofessional Care最新文献

Allied health professionals often are not structurally involved in interprofessional collaboration with generalist primary care professionals for geriatric syndromes. Previously identified facilitators and barriers for interprofessional collaboration are predominantly outside the professionals' sphere of influence. We aimed to identify (in)effective behavioral patterns in interprofessional collaboration between allied health and generalist primary care professionals in older adult care to provide a perspective of action for all professionals to improve the effectiveness of collaboration. We used a combined inductive and deductive approach to thematic analysis on the transcripts of 24 semi-structured individual interviews. To characterize collaborative situations between Dutch allied health and other primary care professionals, we organized open codes into a game theoretical framework. Identified ineffective behavior patterns included using power to overrule allied health expertise, a lack of initiating collaboration, and go-alone behavior in conflicts. Initiating behavior, making expertise more explicit, involving a third-party professional, and compromising were identified as effective behavior. Balancing power and expertise and engaging third-party professionals in situations of conflicting preferences, expertise, or power levels potentially improves generalist-allied health collaboration. The game theoretical framework proved useful in analyzing collaborative interactions and could be an effective strategy to change behavior.

Taiwan's National Ten-year Long-term Care Plan 2.0 emphasizes interprofessional collaboration (IPC) in home health services. A suitable tool to assess IPC in Taiwan has been lacking. This study developed and validated the Chinese version of the Assessment of Interprofessional Team Collaboration Scale-II (C-AITCS-II), tailored for Taiwan's long-term care field. We used Brislin's back-translation method to ensure cultural and contextual alignment. Four translation experts created the initial tool; 10 gerontology experts refined it through consensus. The C-AITCS-II, comprising three subscales - Partnership, Cooperation, and Coordination-was validated with 201 home health service providers. Results showed strong test-retest reliability (intraclass correlation coefficient = .83) and internal consistency (Cronbach's α = .97). Construct validity was confirmed with factor loadings of .66-.95 and acceptable convergent and discriminant validity. The C-AITCS-II aligns with the original scale and demonstrates strong cultural adaptation, reliability, and validity - offering a valuable tool for assessing IPC in Taiwan.

No information is available on the validation of the Jefferson Scale of Attitudes Toward Interprofessional Collaboration in Spanish (JeffSATIC-S). Few studies have examined attitudes toward collaborative work among medical residents, and research focusing specifically on medical residents in Mexico is currently absent. We evaluated the validity and reliability of the JeffSATIC-S. We then examined attitudes toward interprofessional collaboration among medical residents and their associations with empathy, personality traits - including covert narcissism - and affective - cognitive dysregulation. All medical residents at a public tertiary care teaching hospital were invited to participate in the survey; 213 completed the anonymous online questionnaire (77% response rate). Exploratory factor and reliability analyses were performed. Partial Spearman's correlation coefficients (r_s) were calculated, adjusting for sex, age, specialty, and year of residence. The factor structure resembled the original instrument. Cronbach's alpha was 0.90 for working relationships and 0.73 for accountability. Empathy was significantly and positively correlated with the two domains (working relationships: r_s = 0.557; accountability: r_s = 0.495; p < .001). In contrast, aggression - hostility (r_s =  -0.212 and -0.241, respectively; p < .001) and affective - cognitive dysregulation (r_s=-0.328 and -0.347, respectively; p <0.001) were significantly negatively correlated. Covert narcissism, impulsive sensation seeking, and neuroticism-anxiety were significantly and negatively linked to accountability, but not to working relationships. The JeffSATIC-S is valid and reliable. Individual factors influence teamwork attitudes in different ways: some affect both working relationships and accountability, whereas others affect only the latter. Medical educators should anticipate interpersonal variability when designing training to enhance attitudes toward interprofessional collaboration. At the organizational level, teamwork-supportive cultures and learning environments should benefit all learners while accommodating additional support when needed.

The COVID-19 pandemic exposed significant gaps in healthcare systems' preparedness and response capabilities including workforce coordination and collaborative practice. Although pandemic preparedness is often framed in terms of infrastructure and policy, the pandemic highlighted that health system responsiveness depends on how healthcare workers are educated and trained to collaborate, adapt, and make decisions. Healthcare workers operate within volatile, uncertain, complex, and ambiguous (VUCA) environments, necessitating new approaches to education and practice. In this scoping review we will examine how health professional education and education-linked practice initiatives adapted to the VUCA conditions of the COVID-19 pandemic, with particular focus on interprofessional education and collaborative practice (IPECP) as a mechanism for strengthening pandemic response. Following JBI scoping review methodology and PRISMA-ScR guidelines, seven electronic databases will be searched for literature published between January 2022 and 2025. Empirical studies examining educational adaptations and practice-embedded interprofessional strategies implemented during COVID-19 will be included. Two independent reviewers will conduct screening and data extraction, with findings synthesized narratively. IPECP and VUCA frameworks provide an analytical lens for examining identifying of educational and practice adaptations associated with coordinated healthcare responses. Findings are intended to enforce workforce resilience and future preparedness efforts. This protocol has been registered on OSF doi: https://doi.org/10.17605/OSF.IO/A6F3D.

Validating an interprofessional education and collaborative practice (IPECP) curriculum prior to implementation is uncommon. A sound empirical investigation involving external and internal participants considered four criteria: relevance, consistency, practicality, and effectiveness, as part of an educational design research process to assess whether the proposed curriculum content was valid for the South African healthcare higher education context. Participants provided quantitative input on the four criteria on a visual analog scale (0-100) and qualitative comments to suggest improvements to the proposed curriculum. Descriptive statistics and deductive thematic analysis were used for data analysis. The participants lauded the proposed curriculum. Relevance generated strong agreement and consensus (m = 99, IQR = 6.75), with a lower, but still adequate, rating and consensus for practicality (m = 85.5, IQR = 25.75). The consistency and effectiveness, rated across years of study and streams, indicated in ratings and consensus with an increase across years of study from the first to the last year. Of the streams, the proposed Research and Ethics stream appeared to be the most problematic with moderate consensus (m = 90, IQR = 19.75). Curriculum validation before implementation illuminated concerns requiring refinement and strengthening responsive strategies to ensure a tailored implementation of the proposed curriculum.

Interprofessional teams in primary care are vital for enhancing health outcomes, professional satisfaction, and equitable access to health services. However, the longitudinal evolution of high-performing teams remains underexplored, requiring interdisciplinary research. Preliminary mapping and operationalization of key constructs are recommended prior to conducting such research. This article outlines the development of the Optimizing Teams for Interprofessional Care in Primary Health Care (OPTIC-PHC) conceptual framework by a Canadian multidisciplinary research team. The objective of developing this framework is to guide a pan-Canadian longitudinal study on interprofessional primary care team evolution, defining key constructs to streamline research efforts. The participatory, multi-stage group concept mapping exercise involved 14 meetings with 30 researchers and policymakers across six steps: defining the focus questions; brainstorming and identifying concepts; constructing a preliminary map; initial team revision; identifying cross-links and developing the framework; and final framework revision. The framework comprises 19 concepts organized into 6 domains: 1) patient and community partnership and engagement; 2) individual perspectives, values, and beliefs; 3) team structure and organizational factors; 4) team collaboration and communication; 5) aligning with patient and community needs, and 6) external context. These concepts and domains delineate structural elements and processes to study in multidisciplinary longitudinal research to understand what drives IPCTs' evolution to meet patient and community needs over time. It serves as an initial tool for researchers studying IPCTs and teams that aim to advance IPCT models. Engagement of patients and caregivers can help refine the framework, ensuring its relevance and strengthening measurement strategies.

Poor communication and teamwork contribute to preventable patient harm. Interprofessional high fidelity perioperative simulation allows participants to learn non-technical skills to improve patient safety. This scoping review identified the learning objectives, outcomes measured and evaluation tools for simulation-based education focused on non-technical skills delivered via interprofessional team training within the perioperative setting. A systematic search of MEDLINE, PsycINFO, ERIC, CINAHL, Web of Science, and ProQuest Dissertations and Theses Global was conducted in September 2024 using relevant keywords and corresponding MeSH terms. Articles were included if they involved interprofessional groups of perioperative simulation participants including surgery, anesthesia, and nursing (either in educational facilities and/or clinical settings) and focused on non-technical skills. Articles were independently assessed in title/abstract, full text, and extraction phases. From 3,595 identified publications, 27 studies were eligible from which 22 non-technical skills domains were identified and 44% of the studies utilized a validated instrument to evaluate non-technical skills. There remains limited adoption of validated tools that provide an objective appraisal of whole of team functioning. A compendium of non-technical skills domains and the development of team level appraisal instruments are recommended.

The COVID-19 pandemic triggered unprecedented challenges to the clinical education of healthcare students. Although alternative clinical placements were developed and introduced, it is unclear whether students successfully acquired interprofessional competencies required to be collaborative practice-ready healthcare workers. We examined interprofessional collaboration competency acquisition from adapted and alternative clinical placements that were made available to pre-qualification healthcare students during the COVID-19 pandemic. Information searches from online databases and supplementary sources identified 20 articles that met criteria. Student perceptions indicate that these alternative placements supported the learning of interprofessional collaboration competencies. Outcomes mapped against the updated Canadian Interprofessional Health Collaborative Competency Framework indicate that the most frequently reported interprofessional collaboration competency was team communication and the least reported were collaborative leadership and team differences/disagreements processing. Although gains in interprofessional collaboration competencies were reported across the studies, their methodological shortcomings make it difficult to determine whether alternative placements (e.g. online and telephone-based) were better or comparable to traditional placements (i.e. with face-to-face interactions), for interprofessional collaboration competency development. These findings suggest the need for further research assessing the effectiveness and sustainability of alternative placement models. A greater understanding of clinical placement alternatives could inform educational practices in future pandemics or other unprecedented events.

Interprofessional collaboration (IPC) is a pivotal approach in early intervention services internationally. Understanding the factors influencing IPC's implementation is crucial to enhancing its quality. This paper enriches international discourse with a study from the Asia-Pacific region. The study investigated IPC between early childhood education teachers and early intervention specialists designed to benefit children experiencing vulnerability who were attending Hong Kong kindergartens. A qualitative study was employed, with cultural-historical activity theory as the theoretical framework. Data were collected through semistructured interviews, participant observations, and documentation. A deductive - inductive - abductive approach was employed to analyze the data. Participants were 25 teachers and early intervention specialists from two kindergartens and two nongovernment organizations. Findings indicate that IPC practices were shaped by factors including market-driven policy approaches, the historical separation between education and early intervention services, and Chinese cultural values such as mianzi ;(face) and guanxi ;(relationships). Hierarchical structures and a culture of effectiveness acted as both constraints and affordances. The introduction of a new tool facilitated shifts in power dynamics and expansion of shared goals. This study highlights the analytical value of cultural-historical activity theory in illuminating how cultural and structural contradictions influence IPC and offers new insights for fostering collaboration in early childhood settings.

We investigated how medical and nursing students' perceptions of interprofessional teamwork and feedback orientations change as they transition from classroom to workplace learning. Participants were undergraduate 5th-year medical and 4th-year nursing students in the workplace phase of their training, enrolled in an interprofessional feedback intervention. At three time points (week 1 and 2 classroom; week 14 workplace), we measured students: Dual-role Feedback Orientation, Interprofessional Teamwork Valuing, and Definition of the Interprofessional Team. Analyses of variance were used to identify changes over time. Of the 538 (46%) students who responded in week 1, 65 followed up at the other two time points. Students consistently valued interprofessional teamwork and viewed feedback they received as important for their development. However, students' utility as feedback givers significantly dropped in the workplace. Self-efficacy in using and giving feedback was lower than other variables but stable over training phases. Accountability to give and use feedback increased in the classroom and was sustained in the workplace. The decline in feedback giver utility suggests a negative workplace effect, possibly due to a lack of opportunities to practice giving feedback. Future efforts should focus on supporting students in maintaining their interprofessional feedback skills during the transition from classroom to workplace.