Journal of Interprofessional Care最新文献

Interprofessional collaborative practice (IPCP) is essential. Its development in the early career stage remains underexplored, particularly in Asia, where hierarchical cultures and limited interprofessional education. Understanding these gaps is critical for curriculum design and workplace strategies. This study assessed IPCP among early-career doctors and nurses in Thailand using the Interprofessional Collaborative Competency Attainment Survey (ICCAS), together with questionnaires on perceived barriers and training needs. Nurses reported significantly higher ICCAS scores across all domains (mean 3.65 vs 3.26, p < .001), with the most significant gap observed in roles and responsibilities (Hedges' g = 0.77). Doctors more often cited systemic and organizational barriers, while nurses emphasized role clarity and communication challenges. Despite their higher competence ratings, nurses expressed greater demand for additional training, with more than 90% reporting needs across most domains. These patterns persisted after adjustment for demographic factors, suggesting that disparities are influenced by professional pathways rather than background alone. The findings indicate that nurses enter practice with stronger collaborative habits, whereas doctors face early pressures that constrain engagement in team-based care. Addressing these gaps requires integrated interventions. Simulation-based training, structured mentorship, and shared learning can strengthen competencies early. Adequate organizational support is critical for the long-term sustainability of IPCP.Trial registration: TCTR20240313001 (Thai Clinical Trials Registry) registered Mar 13, 2024.

Interprofessional education (IPE) is recognized globally as essential for preparing healthcare students to collaborate effectively in practice. A critical but underexplored aspect of IPE is the development of an interprofessional identity. However, many curricula still prioritize competency-based outcomes, creating a gap in addressing identity formation. The University of the Western Cape employed an IPE passport to develop students' interprofessional identity. We aimed to evaluate whether the IPE passport effectively develops and assesses students' interprofessional identity. Using a document analysis design, IPE student guides, booklets, and rubrics were systematically assessed through a four-step methodology against the Interprofessional Socialisation Framework and the IPE passport's activities were assessed against Rubric Interprofessional Identity Development's criteria. Findings revealed a disconnect between competency-focused assessment and identity-focused outcomes, highlighting the need for intentional scaffolding of identity development throughout the curriculum. In response, an IPE Passport model is proposed, integrating Interprofessional Entrustable Professional Activities and combining analytic and holistic rubrics to support identity-based assessment. This approach reframes assessment as not only measuring what students can do, but also who they are becoming as collaborative practitioners. This study demonstrates how theoretically grounded tools can guide institutions in embedding interprofessional identity development into IPE curricula, particularly in resource-constrained contexts.

Simulation-enhanced interprofessional education (IPE-sim) improves students' interprofessional collaboration skills. During the debriefing phase, students analyze and reflect on their performance to develop the collaborative skills required for effective teamwork. Although IPE-sim has become increasingly common in health professional education, interprofessional debriefing after IPE-sims lacks clarity. This scoping review was guided by the Joanna Briggs Institute's scoping review methodology and aimed to expound empirical research on IPE in a healthcare context, focusing on debriefing in IPE-sim. A systematic search of Ovid MEDLINE, CINAHL, Embase, and Google Scholar was undertaken between April and May 2024. A total of 17 articles were included. Three themes were identified. The first theme highlights how healthcare students learn through interprofessional reflection during debriefing. The second focuses on the importance of structuring the interprofessional debriefing process. Finally, the third theme emphasizes the facilitator's role in supporting a learning environment for interprofessional debriefing. Debriefing allows students to develop their professional identities and dual roles in interprofessional teamwork, with facilitators playing a crucial role. Future researchers should examine how interprofessional debriefing can best be designed and aligned with established competency frameworks to optimize identity development and collaborative practice in healthcare education.

Safe management of deteriorating patients requires the specialty skills of multiple disciplines working together, otherwise known as interprofessional practice. Teamwork and interprofessional practice competencies are necessary for interprofessional practice, yet acute care settings continue to primarily offer siloed discipline-specific continuing education. Simulation-based interprofessional education provides healthcare professionals with the opportunity to engage in interprofessional practice, build relationships within the team, and improve communication and teamwork skills across multidisciplinary teams. A pre-posttest study was designed using the Jefferson Teamwork Observation Guide to evaluate the effectiveness of simulation-based interprofessional education on teamwork functionality. Healthcare professionals' observations of interprofessional practice competencies were measured pre- and post-immersive mixed reality deteriorating patient scenarios. Nurses, allied health, and medical officers working in four wards within an acute healthcare setting were invited to participate in the study. From 124 participants, data analysis of 52 post-intervention, matched pairs revealed a statistically significant increase in the overall JTOG score at post-intervention (p =  < .001), with a moderate effect size (d = .37). Median scores showed an increase from pre- to post-intervention for all disciplines; however, statistically significant increase in the overall Jefferson Teamwork Observation Guide score (p = .001) was only found for the discipline of nursing. Statistically significant increases were also found for the nursing discipline across four subscales: roles and responsibilities (p = .013), communication (p =  < .001), values and ethics (p =  < .001), and teamwork (p = .004), with moderate effect sizes. The results from this study provide evidence that an interprofessional education program using immersive mixed reality technology can positively influence nurses' interprofessional practice competencies to identify, escalate, and manage the deteriorating patient. Further research is required to explore the impact on allied health and improve engagement with medical officers.

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.

In shared decision-making (SDM) with families facing complex problems, interprofessional decision-making is an essential part of providing appropriate care yet complicated by the differing perspectives and responsibilities of professionals involved. To strengthen interprofessional decision-making often multidisciplinary teams, such as Specialist Integrated care Teams (SITs), are organized. Since little is known on how interprofessional decision-making is practiced in this setting, this study explores facilitators and barriers of interprofessional decision-making within SITs and with other care services. We gathered perspectives of families, professionals, and organizational managers of SITs by 43 semi-structured interviews and conducted 40 observations of SITs multidisciplinary team meetings. Reflexive Thematic Analysis was applied to analyze the transcripts both deductively and inductively. Four categories of facilitators and barriers for interprofessional decision-making within SITs (on the professional, team, and organizational level) and with other care services were formulated: (1) organizing decision-making, (2) dealing with differing opinions, (3) motivation for interprofessional decision-making, and (4) embedding interprofessional decision-making in SDM with families. In SDM with families facing complex problems, professionals and services need to balance decision-making both in multidisciplinary teams and with other care services, considering a formal organization of decision-making, integrating professional perspectives, and keeping the family in the center of decision-making.

Interprofessional collaboration (IPC) is widely promoted as a strategy to improve healthcare quality and integration. However, IPC's impact is difficult to evaluate due to its multidimensional, context-dependent nature. Existing approaches to IPC impact evaluation are fragmented, often favoring quantitative metrics or qualitative insights that lack comparability. Consequently, more insight is needed into how to evaluate IPC impact. We used Group Concept Mapping, a mixed-methods approach, to explore expert perspectives on IPC impact evaluation in community-based care. The findings revealed three key perspectives - added-value, methodological, and conceptual/organizational - emphasizing the need for a balanced approach combining quantitative (e.g. outcomes, cost-effectiveness) and qualitative methods (e.g. storytelling, monitoring). Experts emphasized that IPC evaluation must balance measurability with contextual flexibility to capture complexity and remain practical. Across perspectives, experts perceived a clear gap between the perceived importance of demonstrating IPC impact and the feasibility of doing so in everyday practice, highlighting structural and organizational barriers. Our findings underscore the need for structured yet adaptable IPC evaluation models that incorporate both outcome-based assessment and in-depth contextual understanding. Future researchers should focus on developing integrative frameworks that support evidence-based evaluation and accommodating the dynamic nature of IPC in practice.

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.

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.

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.