Journal of Interprofessional Care最新文献

This paper reports on the discriminative validity of the Interprofessional Collaborator Assessment Rubric (ICAR) as a tool for evaluating interprofessional collaboration skills. Direct observation is essential in medical residency training, enhancing clinical competence and educational quality. The study involved 50 medical faculty members from 11 Physical Medicine and Rehabilitation residency programs who evaluated 12 scripted videos depicting four performance levels - minimal, developing, competent, and mastery - using the ICAR. The videos featured six standardized interprofessional participants, facilitated by a third-year postgraduate medical resident, in an interprofessional team meeting. Participants rated the interprofessional skills observed across six dimensions and 31-items on the ICAR 5-point scale with a maximum score of 124. Results showed that the ICAR effectively distinguished between different performance levels, with statistically significant differences in ratings (p < .001). The mean scores for the videos were as follows: minimal competency = 34.54, developing competence = 70.23, competent = 92.75, and mastery = 121.3. The study highlights the ICAR's discriminative validity and ability to differentiate interprofessional skills accurately. Future researchers should explore enhancing faculty observation skills and reducing interrater variability. In conclusion, the ICAR is a promising tool for assessing interprofessional skills and supporting competency-based decision-making in residency training.

Approximately 83% of United States residents encounter trauma in their lifetimes, necessitating trauma-informed care education across all healthcare disciplines. Included in this is instruction and practice interviewing clients for trauma history. The University of Wisconsin-Madison's Nursing, Pharmacy, and Social Work faculties collaborated to create an interprofessional online simulation to enhance students' application of trauma-informed principles to clinical interviewing. The interprofessional format facilitated learning with, from, and about students across health profession programs. Development and refinement of the simulation were informed by program evaluation, incorporating feedback and outcomes from three iterations. Pre- and post-surveys using a combination of Likert-type scale and open-ended items were used to collect evaluation data. One hundred and seventy-seven students out of 223 (79% response rate) completed both surveys and were included in the analysis. Findings indicate that virtual, low-fidelity simulation - incorporating discussion, role-play, and debriefing - can advance students' understanding of trauma-informed principles and skills in interviewing for trauma, while also promoting interprofessional competencies. Students valued the opportunity to practice clinical interviewing for trauma in a low-stakes, safe environment, and to learn through peer observation. Future considerations involve exploring different delivery methods, reexamining optimal placement of the simulation within each program's curricula, and extending participation to other health disciplines.

Interprofessional collaboration is an essential competency for healthcare professionals, and escape rooms have emerged as an innovative strategy to enhance teamwork and communication. The purpose of this scoping review was to identify and summarize how escape rooms are used in the teaching and enhancement of interprofessional collaboration skills. We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Review (PRISMA-ScR) guidelines. A search of five databases, Scopus®, Web of Science®, CINAHL Complete®, MEDLINE® and PsychINFO® was conducted for all articles until 1 January 2024. The review included 15 studies, mostly from the USA, involving a total of 2,434 participants across various healthcare professions. Key findings indicated significant improvements in group cohesion, communication, understanding of team roles, and interprofessional skills. Escape rooms can be an effective pedagogical tool in enhancing interprofessional competencies among healthcare students and professionals. Further research is needed to explore the sustainability of skills gained over time through escape rooms and to refine assessment methods.

A positive attitude between nurses and physicians toward interprofessional collaboration (IPC) enhances patient outcomes, job satisfaction, and the overall quality of healthcare services. This study aimed to examine the attitudes of physicians and nurses toward IPC in a public hospital and a private hospital in Cyprus. Data were collected using the Jefferson Scale of Attitudes Toward Nurse-Physician Collaboration questionnaire from a convenience sample of 573 healthcare professionals, including 79 physicians (13.8%) and 494 nurses (86.2%). The results showed that nurses had significantly more positive attitudes toward collaboration than physicians, with mean scores of 53.4 and 49.7, respectively (p < .001). Analysis of the four subscales revealed the following: Care vs. Treatment: Nurses reported higher positive attitudes compared to physicians (11 vs. 10, p < .001); Nurses' Autonomy: Physicians scored higher than nurses (11.3 vs. 10.9, p = .005); Physician Dominance: Nurses exhibited more positive attitudes than physicians (6.1 vs. 4.2, p < .001). Although both nurses and physicians demonstrated positive attitudes toward IPC, nurses appear more favorable to the concept. These findings underline the importance of integrating IPC-focused education into the training programs for both nurses and physicians, as this could foster more positive attitudes and ultimately enhance collaboration in healthcare settings.

Effective community support for individuals with schizophrenia requires robust interprofessional collaboration between occupational therapy and mental health social work services. Differences in professional training may lead to variable assessments of patients' living conditions, influencing the effectiveness of collaborative care. This cross-sectional study aimed to explore differences in assessments between 109 occupational therapy students (OTS) and 72 mental health social work students (MHSWS). The participants assessed video-based scenarios depicting the living conditions of individuals with schizophrenia. Network analysis compared the assessment structures and examined how their professional training influenced evaluations. Logistic regression identified significant discriminative factors, including b152 (emotional function), b180 (experience of self and time), d155 (acquiring skills), d570 (looking after one's health), d845 (acquiring, maintaining, and terminating a job), and e460 (societal attitude), with an accuracy of 84.3%. OTS emphasized d240 (handling stress and other psychological demands) and b140 (attention functions), whereas MHSWS focused on d230 (carrying out daily routines) and d570, highlighting distinct professional perspectives. This study underscores recognizing and integrating different professional perspectives in interprofessional collaboration. Educational programs should leverage the unique strengths of each discipline to enhance collaborative care for individuals with schizophrenia.

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.

Models of leadership which emphasize collaboration, common goals, and fluidity rather than position are essential to interprofessional practice. Shared leadership in team-based practice helps to improve patient safety and outcomes and to enhance professionals' wellbeing. Developing future health professionals who incorporate these concepts into their work with colleagues and patients is a crucial component of interprofessional education. Assessing students' acquisition of these concepts is paramount and can be important not only in assessing student learning but also in program evaluation and improvement. The framework of our two-year longitudinal interprofessional education curriculum incorporated the seven pillars of servant leadership as a new lens for interprofessional practice. At the end of the curriculum, students from three academic health science colleges completed reflections as a summative assessment. This paper reports the results of a qualitative analysis of these students' reflections using the seven pillars as coding categories to determine the curriculum's effectiveness. All seven pillars of servant leadership were represented in the student reflections demonstrating the acquisition of shared leadership competencies. Importantly, the three pillars most frequently occurring across all reflective statements were compassionate collaborator, skilled communicator, and puts people first. Foresight was the leadership pillar that appeared the least in student reflections. Evaluation of student written reflections as a summative assessment is useful in determining students' acquisition of leadership skills and can be used as part of a continuous improvement process as well as for identifying weaker areas in the curriculum.

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.

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.