Journal of Interprofessional Care最新文献

Existing interprofessional education assessment tools generally lack an observer-based evaluation approach to assess individual student performance within a team. We investigated the Interprofessional Education Collaborative (IPEC) Competency Assessment Tool for Individual Students (ICATIS) to evaluate individual student IPEC competency during an interprofessional case activity in a didactic classroom-based course using trained observers. Five observers reviewed videos of pharmacy (n = 65), dental (n = 35), and dental hygiene (n = 15) students collaborating on an interprofessional case activity. All 115 participating students were evaluated using the ICATIS. Observers rated students on pre-selected IPEC competencies as competent, developing, or minimal. Students completed self-evaluations on the same IPEC competencies. ICATIS ratings were shared with the evaluated student. The most frequent rating given was "competent" (38%), then "developing" (32%), and "minimal" (9%). Student self-evaluations were frequently higher than evaluators' ratings. Participating students and evaluators were surveyed for their perspectives on ICATIS. Students overall had positive opinions about the ICATIS evaluations received and provided suggestions for improvement. The ICATIS efficiently evaluated individual student interprofessional competency in the interprofessional activity across health profession programs, addressing a gap in observer-based evaluations of individual IPEC competencies.

Collaboration is essential for delivering high-quality, person-centered care to individuals with osteoarthritis. Despite its recognized benefits, studies have shown that many osteoarthritis patients do not receive effective collaborative care, leading to fragmented service delivery, inadequate referrals, and suboptimal person-centered outcomes. The purpose of this qualitative study was to explore and describe osteoarthritis patients' experiences of person-centered care, and how these experiences shaped their perceptions of collaboration. Data were collected using three focus group discussions (n = 14). The interview guide was informed by a thorough literature review and a pilot focus group, and included topics on professional support, patient involvement, and facilitators and barriers to collaborative practice. A criterion sampling technique was used to recruit osteoarthritis patients. Six themes were identified through thematic analysis, following Braun and Clarke's six-step framework: (a) a holistic approach to healthcare, (b) professionals have equal responsibilities, (c) developing connections during healthcare provision, (d) trust in the expertise and decision-making of professionals, (e) patient-driven healthcare, and (f) feeling heard and connected in care. Exploration of key collaborative components and their link to person-centered care is necessary to direct the development of improvement strategies to strengthen collaborative practice and the patient's experience.

Interprofessional education (IPE) improves health outcomes and is increasingly required by accreditation bodies for health professionals. Concurrently, telemedicine has become a popular method for providing healthcare. However, its implementation highlights disparities within underserved populations. The Improving Care Access and Realizing Equity (ICARE) Program was developed as a unique eight-week curriculum combining IPE, telemedicine, translator services, and partnership with underserved communities. This manuscript describes the impact of ICARE on IPE core competencies among 215 participating students from across a large academic health center. Most of the students were female (151), with a mean age of 26 years. These students represented a diverse array of fields - medicine (110), public health (51), nursing (40), biomedical informatics (11), biomedical science (2), and dentistry (1). We used the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), comparing pretest and posttest scores. Results revealed a significant improvement in posttest mean ICCAS scores (SD) of 5.60 (19.40) with p-value ≤.0001. Ultimately, students increased their perceived competency in collaboration, roles and responsibilities, collaborative patient-family-centered care, and team functioning.

This study explores how undergraduate health professions students develop their professional roles through participation in the StudentBEST2 acute care simulation. This interdisciplinary initiative, involving students from biomedical laboratory science, nursing, paramedicine, and radiography, aims to strengthen interprofessional communication and collaboration in high-pressure healthcare settings. The simulation scenarios (i.e. trauma care, patient transfer, and contrast-induced allergic reactions) mirrored real-world acute care situations. A qualitative design was used, involving four focus group interviews with 22 students conducted post-simulation. Thematic analysis revealing two overarching themes: characteristics of professional identity formation and the uniqueness of the interprofessional learning environment. Students' reflections revealed varying levels of preparedness, with paramedic students generally feeling more confident. However, the simulation facilitated open communication, role negotiation, and mutual respect, contributing to identity development and collaborative competence. Facilitators played a key role in fostering a safe and inclusive learning environment, while structured debriefings deepened students' self-awareness and insight into interprofessional dynamics. This study contributes novel insights into how acute care simulation can serve as a formative arena for shaping professional role and identity in interprofessional health professions education. The findings have important implications for the design of curricula and facilitator training, particularly in fostering psychologically safe learning spaces. While the study offers rich qualitative insights, limitations include sample imbalance and the absence of long-term follow-up. Future research should explore the durability of these learning outcomes over time and in different institutional or cultural contexts.

Interprofessional collaboration (IPC) and one of its facets, interprofessional clinical decision-making (IPCDM), are considered approaches to improve the quality of care and satisfaction of healthcare professionals in intensive care units (ICUs). Patient care in ICUs is characterized by frequent decision-making processes and technical devices. We conducted a scoping review to gain insight into the state of research on technical devices and IPCDM of nurses and physicians in ICUs. We systematically searched four databases for peer-reviewed publications and followed these up with extensive citation tracking. No article explicitly focuses on how technical devices shape IPCDM. The need for a greater emphasis on the role of technical devices in shaping IPCDM using mixed-method and qualitative research methodologies framed by sociomaterial theories is highlighted.

This study aimed to investigate the intragroup conflict in a community-based interprofessional education program. After completing three weeks' program, items of group atmosphere (Trust, Respect, and Openness) and intragroup conflict (Relationship, Task, and Process) were compared between students who stayed at villages during the program (stay-community IPE program, n = 237) and students who commuted to villages (commute-community IPE program, n = 184). We found relationship and task conflict in students with the stay-community IPE program, but respect and process conflict in students with the commute-community IPE program. Whereas overall relationships between atmosphere and conflict were correlated negatively, trust was positively correlated with process conflict. This new knowledge may improve our understanding of interprofessional interaction in the community-based interprofessional education.

This study examines the tensions encountered by an interprofessional team collaborating to design an arts-based theater intervention in a rehabilitation setting. A qualitative focus group with 13 participants, including clinicians, patient participants, researchers, and theater professionals, identified five key tensions: defining the intervention (physicality vs. intellectualization), roles of clinicians (defined vs. transversal), objectives of the intervention (therapeutic vs. theatrical), modality of the intervention (individual vs. group), and target population (specific vs. general). These findings underscore the challenge of balancing disciplinary expertise with innovation in collaborative settings. Reflective practices can help navigate these tensions, fostering integration of creative and clinical approaches. Future research should examine how such dynamics shape collaboration across diverse contexts.

Comprehensible interprofessional (IP) communication is a key element for effective collaboration. Focussing on person-centeredness in healthcare, healthcare providers such as registered nurses (RN), general practitioners (GP), and therapists (TH) should ensure transparency in patient-related information to promote safety and satisfaction. In Germany, IP communication is challenging, especially in home care. This survey constitutes the quantitative sub-study of the mixed-methods study interprof HOME and aims to describe the situation of IP communication focussing on the home care setting. We surveyed RNs, GPs, THs, persons receiving home care (PRHC) and relatives (RL) in Germany. Data were analyzed descriptively. 244 participants (PRHC/RL n = 38; RN n = 75; GP n = 39; TH n = 92) took part in the survey (response rates: RN: 12%; GP: 6%; TH: 28%; response rate from PRHC/RL not determinable due to indirect recruitment). Results show that PRHC/RLs are dissatisfied (45%) with the collaboration between RNs and GPs and feel their efforts only seldom served their well-being (50%). Interventions to promote IP communication favored by RNs, GPs and THs included interprofessional case conferences or joint home visits. Overall, healthcare providers are open for improvement. Nevertheless, they are critical for the implementation of the interventions, e.g. due to lack of time resources.

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.