Journal of Interprofessional Care最新文献

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.

This umbrella review explores systematic reviews relating to interprofessional education implementation within the undergraduate, higher education health and social care context. The aim was to identify curriculum design factors underpinning holistic program level planning that may help to scaffold the integration of interprofessional competency development. The review was undertaken in alignment with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement and in accordance with recommendations outlined by the Joanna Briggs Institute. Electronic databases CINAHL Ultimate, MEDLINE, and ERIC were searched using the PICo strategy and keywords. The search generated 34 potential articles. Following the exclusion of duplicates and through screening out articles unrelated to the PICo framework, 17 full text systematic reviews were identified for inclusion exploring different aspects of IPE implementation within undergraduate, pre-registration education. The review and discussion generated design recommendations to be considered by higher education providers and curriculum planners aiming to implement sustainable interprofessional education practices.

This study examined the impact of an interprofessional preschool clinical practicum on graduate students' attitudes toward interprofessional education. The Preschool Amplification Interprofessional Collaboration (PAIC) is a semester-long clinical practicum between audiology and speech-language pathology graduate students, developed by clinical faculty in both disciplines. Fifteen graduate students collaborated in a preschool setting to provide services to two clients. They completed The Student Perception of Interprofessional Clinical Education - Revised (SPICE-R2) and supplementary survey questions as pre and post measures, which were compared through quantitative analysis. Written responses to reflective questions, completed at the end of the practicum, were analyzed thematically. Results showed a statistically significant increase in the group's SPICE-R2 responses related to Patient Outcomes from Collaboration. Qualitative analysis of written reflections revealed themes of greater understanding of roles/responsibilities of the other discipline, increased appreciation for collaboration, and learning of specific skills related to the other discipline. Intentional long-term clinical IPE experiences, such as this, may support students' openness to future interprofessional practice as they work together in a clinical setting. In this study, positive impacts were noted with respect to students' attitudes toward IPE. Students and professionals observed benefits to clients, which included consistent, efficient service delivery, and effective multi-disciplinary problem-solving in clients' natural learning environment. Future directions could include exploring the impact of this program on clients, their families, and the clinical faculty. Expanding the collaborative activities within the program will also be explored.

The impact of TeamSTEPPS in middle-income countries remains to be demonstrated. As a collaborative intervention, this article examines the results of a mixed-methods pretest/posttest study comparing the TeamSTEPPS program with the Emergency Simulated Scenarios and Teamwork Tools (EST) program - an adapted version of TeamSTEPPS - during emergency simulations. Conducted in October 2024 at the Clinical Skills Training Center of a top-tier teaching hospital, this exploratory study involved 10 residents and 20 nurses, with the sample size using standard calculation formula. The study employed the Big Five Personality Inventory and the General Self Efficacy Scale to assess personality, and the Team Emergency Assessment Scale to quantify team performance. The program effectiveness was comprehensively evaluated using the Training Satisfaction Questionnaire, the NASA Task Load Index, and the Readiness of Health Care Students for Interprofessional Learning. Semi-structured interviews were conducted using an interview guide reviewed by two experts. The results indicate that 93% of participants hope to take the same courses. All groups demonstrate positive readiness toward interprofessional learning (experimental: MD = 3.73; control: MD = 2.67; p < .01) and team performance (experimental: MD = 9.35; control: MD = 6.93; p < .01). Experimental group achieves higher knowledge test scores (experimental: MD = 9.13; control: MD = 7.53; p < .05) and lower cognitive loads (experimental: MD = 34.26; control: MD = 33.26). There is also a statistically significant improvement in self-efficacy in the experimental group (experimental: MD = 3.87; p < .01). An interesting finding is that teamwork performance can correlates with the leader's personality (correlation coefficients = 0.52; p < .05). Qualitative data reveal three themes: positive attitudes toward the training design; high acceptance of EST theory course; and improvement in the attitudes, skills, and knowledge. These findings suggest that the EST program can effectively equip residents and nurses to enhance team performance in emergency settings in China.

There are increasing concerns about the well-being of healthcare students and providers. We describe our university's innovative approach to mitigating poor well-being across multiple healthcare disciplines during an Interprofessional Education (IPE) Day. As part of IPE Day, university health faculty developed a competition where teams of students from health colleges and programs created a strategic vision for mental health and wellness in the workplace. Twelve teams participated (7-9 students/team; N = 95). To help with strategic vision, participants created Mind Maps and Rich Pictures using Appreciative Inquiry as a framework. Appreciative Inquiry is an evidence-based approach that emphasizes strengths rather than weaknesses to facilitate positive change at a systems level. Evaluations included "Shark Tank" judging and audience voting to determine the competition's winner. Findings demonstrated that themes developed across teams converged more than they diverged, showing consensus on the broad key factors, including communication, collaboration, and community. Our study highlighted the success of bringing students from multiple disciplines together to collaborate on creating solutions to improve workplace well-being, benefiting all healthcare professions.

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.

In this scoping review, we examined the role of artificial intelligence (AI) in enhancing interprofessional education and collaborative practice (IPECP) within healthcare settings. Drawing on the Canadian Interprofessional Health Collaborative "Competency Framework," the review investigated AI's capacity to support essential IPECP competencies, including team communication, relationship-focused care, role clarification, and collaborative leadership. A comprehensive literature search identified 15 studies published from 2010 onwards that explored various AI applications, such as virtual reality simulations, clinical decision support systems, and machine learning algorithms, aimed at fostering interprofessional teamwork and improving healthcare outcomes. Key findings suggest that AI could facilitate effective team communication, real-time decision-making, and interprofessional education by enabling consistent, evidence-based recommendations and personalized treatment plans. However, several barriers to AI adoption were noted, including clinician mistrust, data security concerns, and challenges integrating AI within existing healthcare infrastructure. These findings highlight the potential for AI to advance IPECP but underscore the need for further research explicitly aligned with targeted IPECP competencies. Addressing these barriers will be critical to integrating AI into standard team-based healthcare practices.

Interprofessional collaboration between physicians and nurses is a critical aspect of healthcare. The Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration (JSATPNC) is the most widely used instrument for assessing attitudes toward such collaboration. However, this scale has not been validated in Spain. This study aimed to translate and adapt the JSATPNC to the Spanish context and evaluate its psychometric properties. Following its translation and adaptation, the scale was administered to a sample of 205 primary care physicians and nurses. Construct validity was assessed using confirmatory factor analysis (CFA) and Rasch analysis. The CFA based on the original four-dimensional model demonstrated good fit indices (RMSEA = 0.053, RMSR = 0.037, CFI = 0.974, NNFI = 0.947) and suggested the possibility of a unidimensional model (MIREAL = 0.211). Rasch analysis indicated good fit, except for items 1 and 5. Internal consistency reliability was acceptable (Omega = 0.801 [95% CI: 0.734-0.823]). The Spanish version of the JSATPNC (JSATPNC-e) exhibits adequate psychometric properties in terms of construct validity and internal consistency reliability. This study provides the Spanish-speaking population with an adaptation of the most widely used instrument for evaluating interprofessional collaboration between nurses and physicians.

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.

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.