Journal of Interprofessional Care最新文献

Interprofessional Training Wards (IPTWs) have become a future-oriented, effective form of interprofessional (IP) education. This paper focuses on the quantitative pre-post analysis of a mixed-methods evaluation study to assess the impact of 3-to-4-week placements on the first IPTW in Switzerland on students, facilitators, and patients. Outcomes for students and facilitators were measured using the University of the West of England Interprofessional Questionnaire (UWE-IP) for communication and teamwork skills as well as attitudes to collaborative learning and working, and the Fragebogen zur Arbeit im Team (FAT) to address team-development. Moreover, patient satisfaction was assessed, using a self-developed questionnaire. 63 students, 31 facilitators and 91 patients placed on the IPTW between 2018 and 2022 were included into the study, along with 71 healthcare professionals and 50 patients of the control-wards. UWE-IP and FAT were analyzed using Wilcoxon signed-rank test for pre-post-IPTW comparison and Kruskal-Wallis independent sample test for differences between post-IPTW and post-control. Mann-Whitney U-test was applied to determine differences in patient satisfaction between IPTW and control-ward. Statistically significant positive effects were seen pre-post IPTW for students and facilitators for two subscales of UWE-IP (Communication & Teamwork, and IP Relationship), as well as for FAT, with effect size up to r = 0.681. Control-ward staff scored significantly lower than post-IPTW participants on two UWE-IP subscales (IP Learning, and IP Relationship) and on FAT. Patient satisfaction exhibited non-significant difference across IPTWs and controls. In conclusion, IPTW-placement benefited students' and facilitators' interprofessional teamwork skills, while keeping patient satisfaction high.

Developing shared care plans (SCPs) helps bridge gaps caused by organizational fragmentation, enhancing continuity and quality in care for individuals with complex needs. The aim of this study was to identify conditions that hinder or facilitate the implementation of SCPs in the care of older adults from the perspective of professional caregivers. Data were derived through qualitative interviews with 19 professionals working in residential aged care facilities, home care centers, and health care centers in five municipalities in Sweden. Content analysis was applied to the interview transcripts and resulted in the following five categories: 1) conditions that hinder or facilitate interprofessional collaboration, 2) conditions that hinder or facilitate the establishment of SCPs, 3) SCPs are of significance in the organization and for collaboration, 4) SCPs are a support in professionals´ everyday work, and 5) SCPs have consequences and bearing for the older persons and their relatives. The establishment of SCPs offers a forum for professionals to handle problems that come with fragmentation and can contribute with positive outcomes to the care of older adults. Nevertheless, insufficient conditions for interprofessional collaboration and a poor implementation climate may hamper their implementation and use.

Interprofessional education (IPE) initiatives must be based on an explicit pedagogy to ensure the development of interprofessional competencies. This article critically examines the planning of IPE initiatives created by participants in the national faculty development course PET-Health Interprofessionality in Brazil. A mixed-methods sequential exploratory design was utilized to conduct a documentary analysis. The data was collected from 143 instances of IPE planning. Data analysis comprised descriptive statistics and qualitative content analysis. Our analysis revealed a trend in developing interprofessional competencies with inadequate attention to aligning these with common and specific professional competencies. While most plans referenced intricate methodologies and scenarios for IPE, they often lacked detailed explanations of how these strategies relate to developing interprofessional competencies. Few projects provided details concerning the format of their interprofessional initiative. The evaluation of interprofessional learning was a weak point across the proposals, highlighting a need for further scholarly attention. We conclude with a call for greater attention to faculty development efforts, emphasizing the intentional design of IPE for developing the interprofessional competencies needed to meet the challenges and demands of present and future healthcare.

The aim of this study was to examine the implementation of an interdisciplinary collaboration between health nurses and kindergarten pedagogues within a health promotion intervention designed to reduce health inequality among children. The collaboration took place during group- and play-based assessments of motor development in 4-year-olds. A total of 12 participant observations and 10 interviews (5 with health nurses and 5 with pedagogues), were used to explore the collaborative challenges and strengths. Through abductive analysis we examined four analytical themes: 1. The various roles assumed by the professions, 2. Their differences in motivation, 3. The professions' attitude toward each other and the collaboration, and 4. Diverse expectations regarding responsibility and follow up. These themes collectively offer insights into interdisciplinary collaboration in the context of health promotion and play-based assessments. The findings reveal differences in professional status and roles, with the health nurses assuming authoritative positions while the pedagogues adopt more assisting roles. Ambiguity regarding follow-up responsibilities furthermore emerges, potentially undermining the professionalism, empowerment and agency of the pedagogues. The study suggests future interventions to consider equity and professional recognition to enhance collaboration quality and implementation effectiveness.

During the COVID-19 pandemic, the world turned its attention to healthcare professionals: everyone's lifeline. Yet, in doing so, patterns of overwork and exhaustion of those professionals were fortified, resulting in some of the highest burnout rates the field has ever seen. The picture becomes increasingly complex as most healthcare professionals work in teams, and resilient individuals do not necessarily make resilient teams. As many healthcare professionals are taught to keep going - no matter what the obstacles are - resilience ensues, but at what cost? This discussion article argues that team resilience comes in two forms: adaptive and maladaptive. We discuss how teams' exchange patterns can result in negative cycles of performance, resulting in harm to the self, one's team, and others (such as patients). We follow this discussion up by putting forward three pillars of adaptive team resilience grounded in job burnout's facets, integrating literature on sense of calling, emotional contagion, and team adaptability. Moreover, we consider the pivotal role of the healthcare hierarchy in these processes, and how individuals of differential rank can approach these pillars. We end with a brief discussion on how to incorporate these pillars into organizational practices.

In intensive care units (ICUs), various healthcare professions work together in interprofessional teams to deliver high-quality, effective care. These teams and their teamwork practices have implications for staff retention, burnout, and wellbeing, as well as patient safety and care outcomes. However, the United Kingdom's (UK) annual National Health Service (NHS) Staff Survey indicates that reported rates of high-quality teamwork are waning. Interventions to enhance teamwork are therefore crucial, yet in the NHS there is still no consistent approach to training teams. This protocol reports on the qualitative methodology we will employ to understand the factors that influence interprofessional teamwork practices in UK ICUs with a view to developing an evidence-based intervention. Methods consist of a rapid ethnography carried out across a minimum of five different hospitals with ICUs in England, coupled with interviews of health professionals. This in-depth approach will provide the opportunity to observe how different professionals interact with one another, their perceptions of these interactions, and the factors that influence collaborative work. In doing so, we aim to gain a comprehensive and contemporary understanding of ICU team working dynamics in the post-pandemic space. With this knowledge, we will collaborate with healthcare professionals to co-develop an interprofessional toolkit to improve teamwork to ultimately enhance staff wellbeing and improve patient outcomes.

Interprofessional collaboration among health professionals is increasingly recognized as best practice in assessing and supporting autistic children, however limited research has explored whether this collaboration is being practiced. This study explored parents' experiences of interprofessional collaboration between health professionals involved with the assessment and support of their autistic children. Seventeen parents of autistic children participated in semi-structured interviews exploring their unique experiences of health professional collaboration. Six themes were developed inductively using reflexive thematic analysis. Parents suggested that health professionals are taking a siloed and staggered approach to the assessment of autistic children. When providing support to autistic children, parents reported health professionals had variable understanding of others' roles, with minimal direct communication across practices, often limited by time and funding. The parents identified the importance of collaboration between the health professionals and school teachers, but identified several barriers to the implementation of supports in the school setting recommended by the health professionals. Overall, parents perceived themselves as their child's case manager, facilitating professionals' collaboration. This study's findings suggest the need for a review of systems and processes to better support interprofessional collaboration between health professionals, along with schools, in the assessment and support of autistic children.

Indigenous communities worldwide experience inequalities in healthcare systems and face profound challenges in accessing equitable care. To bridge these gaps and deliver culturally safe healthcare, healthcare practitioners require appropriate education. Interprofessional education learning activities can facilitate understanding of beneficial and collaborative approaches to Indigenous health. This study explored the depth, breadth, and nature of existing literature on educational strategies used while teaching Indigenous health approaches within interprofessional education. The scoping review was guided by the Joanna Briggs Institute's methodology and considered all forms of English-language evidence with any publication date; it included quantitative, qualitative, mixed-method studies, and gray literature. Six databases were searched along with hand searching and reference list scanning. Sources were screened, extracted using a data extraction form, and analyzed quantitatively and qualitatively. The information was summarized using a summary of results table and a narrative summary. Of 1486 sources, 45 were included following a full-text review. An array of educational strategies informed by various theories and cultural concepts were extracted. Although the content of each learning activity was often unique to the local Indigenous community, many of the foundational theories and concepts were similar across cultures. The findings highlight the importance of partnering meaningfully with Indigenous individuals and communities in educational activity creation and delivery to enhance the quality of learning and learner satisfaction. These findings can contribute to developing culturally safe interprofessional healthcare services for Indigenous communities and guide the development of Indigenous health-related interprofessional education learning activities.

Allied health clinical educators (AHCEs) are vital to health professional student education and clinical education is often expected in a job role. Communities of practice (CoPs) may be a strategy to meet educator learning needs. A rapid review was conducted to determine the structures, purposes, and outcomes of AHCE CoPs, and barriers or enablers of participation in CoPs. A systematic electronic search of three peer-reviewed literature databases (1/1/1998 to 10/7/23) and gray literature search were conducted. Data were extracted using a purposively designed form and synthesized descriptively. One peer-reviewed paper and four unpublished reports were included. CoPs aimed to provide a platform for knowledge creation and resources. Most were single-discipline specific and conducted virtually with occasional face-to-face meetings. Evaluation of CoPs was limited: one paper reported the impact of a CoP on CE skills and confidence. Outputs included documentation and clinical reasoning tools, resource repositories and training packages. Enablers included having a facilitator, and an online platform for resource sharing. Lack of support by management limited participation. While published research on CoPs in AHCE is scarce, communities are growing informally within local health networks, predominantly online. Further research is indicated to evaluate effectiveness of CoPs and make the most of this opportunity for interprofessional collaboration and practice.

Collaboration between occupational therapists and speech-language pathologists is crucial in stroke rehabilitation to effectively manage the complex challenges patients often experience after stroke. This article describes a two-hour, case-based interprofessional education (IPE) stroke workshop that required 67 graduate occupation therapy (OT) and speech-language pathology (SLP) students to collaboratively solve a case study related to stroke. Students used a survey to self-assess their interprofessional collaborative practice before and after participating in the workshop and completed a reflection journal. Results of Wilcoxon signed-rank tests showed a significant improvement in interprofessional collaborative competence following participation in the IPE stroke workshop. Students' reflection journals supported the survey ratings and discussed learning and applying skills related to interprofessional collaborative practice. Students overwhelmingly expressed interest in engaging interprofessional collaborative practice and sought more interprofessional learning opportunities. The current study offers a practical method for implementing IPE for cohorts of OT and SLT students.