Journal of Interprofessional Care最新文献

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 One peer-reviewed paper and four unpublished reports were included.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.

This scoping review explores the concepts of integrated healthcare, interprofessional collaboration, and healthcare funding within the context of primary and allied healthcare. A systematic database, internet, and manual search of included article reference lists sought published and gray literature. From an initial 8,122 papers, a total of 63 met the inclusion criteria and were assessed using a three-stage narrative synthesis that sought to meaningfully account for the complexity and heterogeneity of the included papers: (1) Preliminary analysis involved data extraction and mapping of key themes, including article, integration, collaboration, and funding characteristics; (2) Robustness evaluation involved critically appraising the methodological quality of the literature using the Crowe Critical Appraisal Tool, and the Johns Hopkins Nursing Evidence-based Practice Research Evidence Appraisal Tool, and Non-Research Evidence Appraisal Tool; and (3) Relationship exploration found that most primary and allied healthcare services still operate under fee-for-service funding arrangements that discourage the delivery of integrated collaborative, coordinated, and complex care, instead encouraging traditional siloed and hierarchical approaches that are linked to workload, remuneration, and job satisfaction inequalities between primary and allied healthcare professions. Future research exploring sustainable blended funding models that encourage greater collaboration and integration among primary and allied healthcare is needed.

The aim of this paper is to describe a research process of actively engaging stakeholders using co-design in the development of interprofessional education and a health intervention program targeting stroke prevention. Stakeholders included potential patients, healthcare professionals, and healthcare experts/researchers. Collaborating through co-design can be utilized in developing primary healthcare interventions including educational strategies for interprofessional learning. In this paper, an intervention in primary healthcare (Make My Day) will be used to illustrate how co-design was applied, partly as a method for developing educational resources together with stakeholders, and partly by engaging interprofessional healthcare teams in adapting intervention materials to address the needs of groups more specifically at risk of stroke in local contexts. There is a need to actively involve stakeholders, build on user experiences, and integrate interprofessional knowledge in the design and evaluation of health interventions. However, there is a lack of detailed accounts about how this can be accomplished. This study illustrates collaborative research process components and thus contributes with knowledge about how co-design methods can be applied in health intervention design as well as in interprofessional education within primary healthcare settings.

The main goal of interprofessional education (IPE) is to improve services and the quality of care for patients, their families, and communities. Enabling different professional learners, or others with relevant care roles, to learn together, is expected to advance care delivery. For both pre and post-registration learning, it therefore follows that listening to and working with service users is essential to underpin interprofessional learning. We completed a scoping review to identify how service users were involved in the design, delivery, and management of IPE. We searched the literature from the rise of curriculum alignment for IPE in 2000 to 2023, we identified 13 papers. Our analysis of these 13 papers showed that pre-registration students appreciated learning from service users' experiences of care but often the user input was not combined with a deeper appreciation for what this means for effective interprofessional practice. Post-qualified clinical teams involved service users in the design and development of services, often with care and support. Theoretical understandings about service user involvement in IPE for how learning took place or to explain the concepts involved, were limited. Where service users were involved in IPE, there was often little support with little attention to the skills of interprofessional facilitation. Theoretically informed research on the involvement of the service users voice in IPE requires further consideration.

There is a growing interest in understanding the conditions that facilitate and hinder well-functioning interprofessional collaborations in healthcare. However, important knowledge gaps persist regarding the significance of context conditions and how different professional groups contribute to mediating conditions. To address these gaps, we conducted a mixed-method single-case study using surveys, interviews, and observations. Specifically, we examined how personal workers (PWs) and therapists experienced and mediated conditions during a crucial period of their collaboration in rehabilitation pathways in Danish home care. The findings show that the professional groups experienced different context conditions as poor and, based on their experiences, used distinct strategies to mediate these conditions. The therapists used "Monitoring," "Educating," "Building Relationships," and "Retaining Tasks & Advocating." The PWs used "Gaming the System," "Cutting Corners," and "Keeping Old Habits." The findings further suggest that the professional groups' experience and mediation of the conditions contributed to how the collaboration functioned, maintaining and disrupting it. The study contributes to the literature and practice by offering valuable insights into the pivotal role of context conditions and professionals' agency in interprofessional collaborations. These insights can help inform researchers and practitioners in their efforts to improve the conditions for interprofessional collaborations in healthcare.

This study aimed to validate an Indonesian version of the teaching questionnaire measuring the competencies of interprofessional education (IPE) facilitators and the characteristics of good clinical educators described by Kerry et al. (2021). A cross-cultural adaptation was developed and consisted of the following steps: forward-backward translation, content validity index measurement, cognitive interviews and a pilot study to measure content validity and reliability, exploratory factor analysis (EFA) to identify the new dimensionality, and confirmatory factor analysis (CFA) to confirm the measurement model. The pilot study results confirmed that the Indonesian version of the questionnaire assessing teaching competencies had good internal consistency (ω= .74 for the competencies of facilitators and ω= .88 for the characteristics of good clinical educators). The questionnaire was then administered to 209 clinical educators from five health professions. The EFA revealed two factors for the competencies (ω1= .86, ω2 = .70) and one factor for the characteristics of good IPE clinical educators (ω= .90). The CFA showed that the proposed model had a good fit with the observed data with (chi-square test: p > .05; CMIN/df, TLI, CFI, GFI, and AGFI were within the expected ranges; and RMSEA approximately .05).

Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®) is a strategy for improving communication and team climate in hospitals. While it shows promise, it remains an untested tool among health care professional teams. A cross-sectional design with survey methodology was implemented. We scrutinized the psychometric properties of the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ) and Teamwork Perceptions Questionnaire (T-TPQ) among 301 health care professionals in Thailand. This study follows an instrument testing design guided by two phases: I) Translation phase and II) Psychometric properties testing. A content validity index (CVI), confirmatory factor analysis (CFA), and McDonald's omega were conducted. The study presents confirmatory factor analyses and descriptive data. Both the T-TAQ and T-TPQ are self-administered questionnaires consisting of 27 and 32 items, respectively, utilizing a five-point Likert scale to assess five key components: Team structure, Leadership, Situation monitoring, Mutual support, and Communication. Psychometric evaluations indicated good internal consistency and validity for these instruments among Thai health care professionals, with McDonald's omega values ranging from 0.68 to 0.89 for T-TAQ and 0.85 to 0.95 for T-TPQ. Confirmatory factor analysis supported the construct validity of both the Thai T-TAQ and T-TPQ. The T-TAQ and T-TPQ prove to be reliable and valid instruments. The scale can be effectively utilized as a tool for assessing Thai health professionals' teamwork attitudes and perceptions.

This study employs a clustering approach to assess the readiness for interprofessional education (IPE) among students enrolled in health-related study programs in Albania. Among a sample of 1470 students, complete data were available for 1383 participants, while 87 cases had missing data. Three distinct clusters were identified using hierarchical clustering analysis based on age and readiness domains: Teamwork (TW) and Professional Practice Identity (PPI). The average scores for TW and PPI were 4.4 ± 0.51 and 4.3 ± 0.51, respectively. Cluster A, consisting of 123 students, exhibited lower scores in both domains and a higher proportion of male students, while Clusters B (846 students) and C (414 students) demonstrated greater readiness for IPE and a higher representation of female students. These findings highlight varying perceptions and values associated with IPE across genders and health-related study programs, emphasizing the necessity for tailored and gender-aware IPE-enhancing interventions. Furthermore, our research underscores the importance of introducing IPE early in the healthcare curriculum and utilizing student clustering to tailor interventions, thus laying the foundation for broader research endeavors. Future studies are recommended to delve deeper into these results and assess the effectiveness of tailored interventions based on this approach in fostering readiness for IPE.

Improving outcomes and the integration of diabetes care for adults is a National Health Service ambition. In north east Essex, United Kingdom, an innovative interprofessional community-based diabetes service (North East Essex Diabetes Service (NEEDS)) was developed to provide a single point of access and continuity of care across an integrated, interprofessional care pathway. The aim was to evaluate how NEEDS was embedded into Primary Care, and gain insight into how it works from the perspective of staff delivering the service and from those receiving care. A mixed methods approach was used. Retrospective data from GP surgeries involved in NEEDS were analyzed. Online surveys (n = 21) and focus groups (workforce n = 23; service users n = 6) were conducted. A clear pathway of diabetes care across an integrated, interprofessional care system was demonstrated. Standard care processes and patient outcomes were higher than those recorded for other GP surgeries across England. Service users reported that they received support with more control over their care. The workforce reported a reduction in bureaucracy, blurring of professional boundaries, and thus autonomy to develop the service. The "virtual ward" provided a true interprofessional team approach. Patients and the workforce reported feeling empowered, demonstrating a holistic high-quality approach to patient care.