Journal of Interprofessional Care最新文献

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.

SBAR (Situation, Background, Assessment and Recommendation) is a structured method developed for communicating critical information that requires immediate action. In 2016 the SBAR tool was introduced at the Amalia Children's Hospital in the Netherlands to improve communication between healthcare workers. Despite formal training and the introduction of aids to facilitate implementation, observed adherence to the tool was low. A qualitative study was undertaken to study the use of SBAR by pediatric residents and nurses in the non-acute clinical care setting of an academic children's hospital. Semi-structured focus group sessions were conducted and qualitatively analyzed using a constructed coding template to search for facilitators and barriers in the use of SBAR by different professionals. We found professionals' use of SBAR was influenced by departmental, cultural, and individual factors. Important themes for effective implementation and use of SBAR in an interprofessional setting, like situation dependency, learning climate and professional identity had not been addressed during the initial implementation. To facilitate SBAR's use it is important to identify professionals' needs to use the tool effectively, to take into account how tasks and responsibilities are perceived by different professions, and to stimulate interprofessional feedback and role modeling.

Interprofessional collaboration is vital in the context of service delivery for children with physical disabilities. Despite the established importance of interprofessional collaboration and an increasing focus on research on this topic, there is no overview of the research. A scoping review was conducted to explore current knowledge on interprofessional collaboration for children with physical disabilities from the point of view of the actors involved. The steps of this review included identifying a research question, developing a protocol, identifying relevant research, selecting studies, summarizing and analyzing the data, and reporting and discussing the results. Through databases and studies from hand-searches, 4,688 records were screened. A total of 29 studies were included. We found that four themes: communication, knowledge, roles, and culture in interprofessional collaboration illustrate current knowledge on the topic. Interprofessional collaboration for children with physical disabilities is shown to be composed of these four themes, depending on the actors involved. Interprofessional collaboration is affected by how these four themes appear; they mainly act as barriers and, to a lesser extent, as facilitators for interprofessional collaboration. Whether and how the themes appear as facilitators need further exploration to support innovation of interprofessional collaboration.

Interprofessional care coordinators informally collaborate across sectors to facilitate care of patients with multimorbidity and social complexity, such as in the case of ill-housed persons at hospital discharge. The complexity of homeless patients demands research on cross-sector collaborative interventions like medical respite, a cross-sector transitional care model. Relational Coordination (RC) and exploratory social network analysis were used to assess the cross-sector collaboration of a medical respite network (N = 15 organizations), by comparing administrative (n = 20) and frontline care coordinator (n = 41) behavior. Five elements of cross-sector collaboration were measured: collaboration frequency, communication, relationships, coordinating mechanisms, and role attributes. Data were collected by semi-structured interviews and surveys; analyzed with UCINet and RC indexing. Collaboration across sectors was evident in all network organizations. Administrative representatives were more connected than frontline (cohesion 0.95; 0.77). Both showed weak RC scores (<3.5 out of 5.0), value on accurate communication, problem-solving communication, and shared goals. Organizations with coordinating mechanisms (shared meetings, contracts, etc.) showed higher centrality and RC scores. Our study suggests ties between administrative and frontline workers and coordinating mechanisms optimize cross-sector collaboration in interprofessional teams. Intraorganizational behavioral differences between administrators and frontline care coordination professionals denote the need for further research individual provider attribute (sector, role, education, licensure) impact.

National and international organizations are increasingly focused on interprofessional education in health-related fields to address complex and emerging health issues. One public health concern is the impact of adverse childhood experiences (ACEs). At one public university in Appalachia, faculty of nursing, public health, and social work collaborated to develop an interprofessional course at the undergraduate and graduate levels that focus on ACEs, trauma, and resiliency literature as well as interprofessional collaboration and evidence-based prevention and treatment. In this paper, the faculty detail the approach undertaken to develop this interprofessional course, lessons learnt and key resources.

Interprofessional collaboration among health professionals is increasingly recognized as best practice in assessing and supporting autistic children, however limited research has explored whether this collaboration is being practiced. This study explored parents' experiences of interprofessional collaboration between health professionals involved with the assessment and support of their autistic children. Seventeen parents of autistic children participated in semi-structured interviews exploring their unique experiences of health professional collaboration. Six themes were developed inductively using reflexive thematic analysis. Parents suggested that health professionals are taking a siloed and staggered approach to the assessment of autistic children. When providing support to autistic children, parents reported health professionals had variable understanding of others' roles, with minimal direct communication across practices, often limited by time and funding. The parents identified the importance of collaboration between the health professionals and school teachers, but identified several barriers to the implementation of supports in the school setting recommended by the health professionals. Overall, parents perceived themselves as their child's case manager, facilitating professionals' collaboration. This study's findings suggest the need for a review of systems and processes to better support interprofessional collaboration between health professionals, along with schools, in the assessment and support of autistic children.

Primary health care services are responsible for preventive measures to optimize child development in the first years of life. In Denmark, these services are shared between general practitioners and municipality health visitors. National guidelines mandate collaboration between these professionals but in reality, they work in parallel. We aimed to explore how professionals experience collaboration and communication regarding children with professional concern about their wellbeing. Seventeen semi-structured interviews were conducted with general practitioners, and health visitors. Both professions considered closer collaboration to be important in meeting children's needs. Barriers to collaboration and communication included differing legal obligations, Information Technology-systems (IT), lack of financial incentives, lack of mutual professional acknowledgment and respect, and absence of routines for sharing knowledge. The traditional division of responsibilities between physicians and nurses in which all professionals involved in preventive child health care are acculturated seems to impede collaboration based on unequal professional status. IT infrastructure needs to support information sharing and structures to support informal meetings between professionals are warranted to support more collaborative practice.

Interprofessional trust is essential for effective team-based care. Medical students are transient members of clinical teams during clerkship rotations and there may be limited focus on developing competency in interprofessional collaboration. Within a pediatric clerkship rotation, we developed a novel simulation activity involving an interprofessional conflict, aiming to foster trusting interprofessional relationships. Active participants included a nurse educator and a medical student participant, with additional students using a checklist to actively observe. The debrief focused on teaching points related to interprofessional competencies and conflict resolution. Students completed a written evaluation immediately following the simulation. Descriptive statistics were used to analyze Likert-type scale questions. Conventional content analysis was used to analyze open-ended responses. Two hundred and fourteen students participated in the simulation between June 2018-June 2019. Most students indicated that the simulation was effective (86%) and improved their confidence to constructively manage disagreements about patient care (88%). Students described anticipated changes in practice including developing their role on the interprofessional team as a medical student, developing a shared mental model, and establishing a shared goal. Our findings suggest that simulation-based learning may present an opportunity for developing interprofessional trust in academic health centers.