Journal of Interprofessional Care最新文献

We explored enablers and mechanisms of optimal team function within rural hospital teams, and the impact of these factors on health service sustainability in British Columbia. The data were drawn from interviews and focus groups with healthcare providers and administrators (n = 169) who participated in the Rural Surgical Obstetrical Networks (RSON) initiative to support low-volume rural surgical and obstetrical services in British Columbia, Canada. The 5-year programme (2018-2022) provided evidence-based system interventions across eight rural sites with the objective of providing sustainable, quality health services to meet population needs. To explore the impact of RSON interventions on local team function, we performed a scoping review, to assess the current literature surrounding enablers of effective rural hospital teamwork. Through inductive thematic analysis of interview data, we identified five enablers of good team function at RSON sites, including emphasis on local leadership, shared direction, commitment to sustainability, respect and solidarity among colleagues, and meaningful communication. The RSON project led to a shift in team culture in participating sites, improved team function, and contributed to improved clinical processes and patient outcomes. The findings have implications for rural health policy and practice in British Columbia and other jurisdictions with similar health service delivery models and geographic contexts.

This report introduces a narrative reflection from an interprofessional team who developed and delivered a workshop for clinical educators aimed at enhancing students' interprofessional collaborative practice for patient care. This innovative project focused on educators' role modeling of interprofessional rapport. We report our narrative reflections, highlighting how we embedded creativity into both the workshop and these reflections and how we as researchers value rapport in working together. Using dialogue and creative methods, we provide brief details of the workshop, and share our insights around its development, implementation, and evaluation. Integral to the workshop was our previous research identifying interprofessional rapport as key to interprofessional collaborative practice. We extended this previous research to draw on what we observed as the unrealized potential for developing students' interprofessional collaborative practice by focusing on clinical educators' role modeling of interprofessional rapport in the context of work-integrated learning. We share our experiences and perceptions of the workshops through our reflections to highlight the importance of rapport for authenticity across the project, including responding to vulnerability, maintaining momentum, supporting critical reflections, and nurturing our connections.

Antenatal care constitutes an integral component of high-quality maternity care, prominently contingent upon the proficient interprofessional collaboration between midwives and obstetricians, the main care providers. Evaluation of interprofessional collaboration requires valid and reliable measurement tools. We report on the development of a questionnaire measuring interprofessional collaboration between midwives and obstetricians in antenatal care, with an emphasis on testing face validity and enhancing item quality through cognitive interviews. Nine cognitive interviews with six midwives and six obstetricians were conducted. Directed content analysis was employed to analyze and code the data. Tourangeau's model of cognitive processing was used to identify problems. Seventy-three percent of the 52 problems identified were related to the comprehension process, 15% to the decision process, 10% to the response process, and one to the retrieval process. Additionally, three instances of problems with item order emerged as an issue during the interviews. The questionnaire was revised based on the interview results. By employing cognitive interviewing, the study succeeded in identifying problems that may not have been detected otherwise, thus enhancing item quality and face validity of a newly developed questionnaire. The pilot version is now ready for piloting and psychometric testing to assess the instrument's construct validity and reliability.

The current healthcare context is characterized by increasing care complexity, chronic illnesses, an aging population, and staff shortages. In this setting, care quality is strongly linked to the ability of healthcare workers from various professions to collaborate efficiently and cohesively. Trust is widely regarded as a crucial prerequisite for effective teamwork, yet it can be compromised by multiple factors. This qualitative study, employing phenomenological and critical incidents approaches, aims to better understand the phenomenon of interprofessional trust and to explore its main determinants and consequences. Interprofessional trust is primarily described as a positive expectation that a colleague will act professionally and prioritize patient needs. Several factors contribute to its development: the quality and regularity of relationships, individual attitudes, and organizational factors such as an interdisciplinary culture, horizontal management, and sufficient staffing. Interprofessional trust influences professionals' psychological safety, job satisfaction, self-efficacy, and sense of meaning at work. It is also considered to enhance interprofessional collaboration, teamwork efficiency, care quality, and patient well-being and safety. This article presents a detailed model of the dynamics of trust and its importance in the context of interprofessional teams and networks.

Many refugees suffer from post-traumatic stress disorder (PTSD), influenced by traumatic experiences and post-migration stressors, including unemployment. This complexity calls for person-centered care (PCC) and interprofessional collaboration across sectors. In this qualitative study we aimed to understand what refugees and professionals from two sectors value about participating in cross-sector network meetings to coordinate and agree on shared plans for PTSD treatment and assessing employability. We conducted interviews with 24 unemployed refugees, 10 physicians, and 20 municipal employment case workers. Results from our thematic analysis demonstrated that all participants appreciated the value of coordinating care and agreeing on next steps. However, the meetings were not void of power dynamics. The refugees valued the physicians being health advocates and preferred the physicians to explain mental health challenges. Equally, the employment case workers looked to the physicians to validate the experiences of the refugees. The physicians thus played a central role in helping refugee patients and employment case workers come to a mutual understanding and way forward. Our results suggest that interprofessional collaboration across sectors supports PCC by fostering trust-building and holistic understanding. However, PCC is also challenged by interprofessional collaboration due to the validated information and documentation required by organizational practices.

This study aims to explore the perceptions of junior nurses and junior doctors toward their interpersonal interactions with healthcare professionals in an acute regional hospital setting. A qualitative descriptive method was used. Data were collected by individual semi-structured interviews which were audio-recorded. Participants included junior nurses (n = 6) and junior doctors (n = 4), registered within 3 months to 2 years, and employed at a large regional health service in Victoria, Australia. Data were analyzed using content analysis. Four main themes were identified. First, junior nurses and junior doctors value working as part of an interprofessional healthcare team. Feeling respected by interprofessional team members leads to improved job satisfaction. Second, preparatory education for nurses and doctors' lacks focus on interprofessional communication, including role play simulations. Third, the healthcare system in which junior nurses and junior doctors are employed is strained with heavy workloads, hindering their capacity to engage in effective interprofessional communication. Finally, positive interprofessional interactions inform collaborative approaches, which leads to provision of quality care and improvement in patient outcomes. In contrast, safe and timely patient care can be compromised by poor interprofessional communication. Junior nurses and doctors value opportunities for interprofessional collaboration. However, their capacity to engage with other healthcare professionals may be impeded by hierarchy, lack of confidence, workload demands and inadequate training. Nurses and doctors require specific training in preparatory training programs related to interprofessional communication skills.

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.

Despite the abundance of studies on Interprofessional Education and Collaborative Practice (IPECP) and the integration of competencies into health curricula, there appears to be a lack of understanding of the development of ethical competencies for interprofessional teamwork.The objective of this scoping review was to examine how collaborative competence in values/ethics is characterized and developed within IPECP, along with an understanding of researchers' recommendations. A comprehensive search of nine databases was conducted for the period between 2011 and 2025, encompassing a total of 52 studies. The review identified several key findings, including: focus on IPEC Core Competences; an emphasis on certain values/ethics sub-competencies; the identification of conflicts related to professional hierarchy; and a range of approaches to developing ethical competence through educational strategies. The review highlights challenges in fostering ethical competence in IPECP, noting progress and limitations.

Interprofessional collaboration and trusting parent-professional relationships can be key to delivering interprofessional care to meet the needs of expectant and new parents in vulnerable positions. This, however, presents challenges. This study aimed to gain deeper understanding of how and under what circumstances trusting parent-professional relationships develop and work within interprofessional team-based care for this group, from the professionals' perspectives. Realist evaluation was undertaken based on 14 semi-structured, realist interviews with midwives and health visitors and 11 observations. Multiple interrelated mechanisms were identified including patient/family-centered care, timely and relevant interprofessional involvement in care, gentle interprofessional bridging, transparency of intervention roles and purposes, and relational continuity. Good interprofessional collaboration was a primary condition for these mechanisms. Developed, trusting relationships supported parents' engagements with interprofessional care and constituted a supportive safety net that promoted parenting skills and coping abilities. We identified harmful mechanisms: distanced encounters, uncertainty of interprofessional involvement, and compromising the safe space. These mechanisms caused distrust and disengagement. Ensuring trusting parent-professional relationships within interprofessional team-based care demands each professional involved competently engages in relational work and interprofessional collaboration. Uncontrollability is thus influenced regarding interpersonal connection and potentially gives an explanation when trust-building efforts fail.