Pub Date : 2024-10-28DOI: 10.1080/13561820.2024.2407070
Sara Keel, Anja Schmid, Veronika Schoeb
Interprofessional meetings are crucial for achieving patient-centeredness in healthcare. Exactly how patient-centeredness is reached during these meetings remains underexamined. Adopting an Ethnomethodology and Conversation Analysis (hereafter EMCA) perspective, this contribution looks at video-recordings of interprofessional meetings in two distinct healthcare settings: rehabilitation and internal medicine. It aims to provide new insight into how investigations of patient-centeredness as a reflexive achievement allow us to better understand the organizational and relational efforts required to achieve it in practice. This contribution outlines how different healthcare contexts result in variety in the meeting frequency, duration, aims, participants, and agendas, which in turn means that the opportunities for patient-centeredness are not the same. But it also illustrates how patient-centeredness depends on the ways the various opportunities are seized and play out in the interprofessional interactions. It is therefore argued here that research on how patient-centeredness is reached in interprofessional meetings and the development of recommendations for enhancing it both require consideration of context-specific conditions and how participants adapt to and simultaneously modify them to achieve patient-centeredness in practice.
{"title":"Interprofessional meetings, organization, and interactive practices: the reflexive achievement of patient-centeredness.","authors":"Sara Keel, Anja Schmid, Veronika Schoeb","doi":"10.1080/13561820.2024.2407070","DOIUrl":"https://doi.org/10.1080/13561820.2024.2407070","url":null,"abstract":"<p><p>Interprofessional meetings are crucial for achieving patient-centeredness in healthcare. Exactly how patient-centeredness is reached during these meetings remains underexamined. Adopting an Ethnomethodology and Conversation Analysis (hereafter EMCA) perspective, this contribution looks at video-recordings of interprofessional meetings in two distinct healthcare settings: rehabilitation and internal medicine. It aims to provide new insight into how investigations of patient-centeredness as a reflexive achievement allow us to better understand the organizational and relational efforts required to achieve it in practice. This contribution outlines how different healthcare contexts result in variety in the meeting frequency, duration, aims, participants, and agendas, which in turn means that the opportunities for patient-centeredness are not the same. But it also illustrates how patient-centeredness depends on the ways the various opportunities are seized and play out in the interprofessional interactions. It is therefore argued here that research on how patient-centeredness is reached in interprofessional meetings and the development of recommendations for enhancing it both require consideration of context-specific conditions and how participants adapt to and simultaneously modify them to achieve patient-centeredness in practice.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-16"},"PeriodicalIF":1.9,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-14DOI: 10.1080/13561820.2024.2405981
Vikki Park, Dean Lising, Jill E Thistlethwaite, Anthony P Breitbach, Andrea L Pfeifle, Hossein Khalili
The COVID-19 pandemic impacted interprofessional education and collaborative practice (IPECP), and global educators collaborated to mitigate the impact. This report reflects the innovations of the global network InterprofessionalResearch.Global (IPR.Global), exploring adaptations and emerging practices in IPECP, and formation of the COVID-19 Taskforce. In response to widespread change and crisis in the pandemic, the Taskforce mobilized global collaboration by forming working groups which led to IPECP innovations through IPR.Global reports, publications, and knowledge forums. Tuckman's theory of group formation is used to explore interprofessional group structures and to understand how network members adapted and collaborated effectively through stages of group development. By leveraging the strengths of IPR.Global, an established global network, adaptations could be made to sustain IPECP in the pandemic, sharing and exploring experiences of emerging best practice through collaborations, group working and knowledge mobilization. Whilst the pandemic impacted IPECP across the world, global networks and teams were key to developing, advancing, and sustaining interprofessional innovations. Through exploring the lessons learned, future collaborations can consider how to promote knowledge mobilization, and sustainability within the global community of practice and advance IPECP by considering team formation theory.
{"title":"Leveraging the strengths of a global network to adapt and sustain interprofessional education and collaborative practice during the COVID-19 pandemic.","authors":"Vikki Park, Dean Lising, Jill E Thistlethwaite, Anthony P Breitbach, Andrea L Pfeifle, Hossein Khalili","doi":"10.1080/13561820.2024.2405981","DOIUrl":"https://doi.org/10.1080/13561820.2024.2405981","url":null,"abstract":"<p><p>The COVID-19 pandemic impacted interprofessional education and collaborative practice (IPECP), and global educators collaborated to mitigate the impact. This report reflects the innovations of the global network InterprofessionalResearch.Global (IPR.Global), exploring adaptations and emerging practices in IPECP, and formation of the COVID-19 Taskforce. In response to widespread change and crisis in the pandemic, the Taskforce mobilized global collaboration by forming working groups which led to IPECP innovations through IPR.Global reports, publications, and knowledge forums. Tuckman's theory of group formation is used to explore interprofessional group structures and to understand how network members adapted and collaborated effectively through stages of group development. By leveraging the strengths of IPR.Global, an established global network, adaptations could be made to sustain IPECP in the pandemic, sharing and exploring experiences of emerging best practice through collaborations, group working and knowledge mobilization. Whilst the pandemic impacted IPECP across the world, global networks and teams were key to developing, advancing, and sustaining interprofessional innovations. Through exploring the lessons learned, future collaborations can consider how to promote knowledge mobilization, and sustainability within the global community of practice and advance IPECP by considering team formation theory.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.9,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-10DOI: 10.1080/13561820.2024.2407073
Sherryn Evans, Nicole Shaw, Catherine Ward, Gary D Rogers
Interprofessional education (IPE) aims to prepare health professional students with the knowledge, attitudes and skills required for collaborative healthcare practice. Although positive outcomes have been documented at the completion of university-based IPE experiences, or longitudinally across health care degrees, the literature is unclear on how university-based IPE influences graduate practice. This study therefore explores how health professional graduates experience interprofessional interactions in practice and how these may be connected to their university-based IPE experiences. Interviews with seven health professional graduates who had participated in an 11-week IPE course as part of their pre-licensure degrees were analyzed using interpretative phenomenological analysis. The participants were able to articulate instances of effective and less effective collaboration from their professional experiences, making sense of these experiences with explicit reference to the themes of role understanding, collaborative working relationships, interprofessional communication, patient-centered care and contextual influences; all ideas introduced in their university-based IPE. They connected their understanding of roles, collaborative working relationships and interprofessional communication explicitly to their prior university-based IPE, identifying these learnings as foundational knowledge. This connection was not as explicit for patient-centered care and contextual issues. These findings highlight the critical importance of IPE in preparing health professionals for high-quality contemporary practice.
{"title":"From classroom to collaboration: how pre-graduation interprofessional learning shapes health professional graduates' interactions in practice.","authors":"Sherryn Evans, Nicole Shaw, Catherine Ward, Gary D Rogers","doi":"10.1080/13561820.2024.2407073","DOIUrl":"https://doi.org/10.1080/13561820.2024.2407073","url":null,"abstract":"<p><p>Interprofessional education (IPE) aims to prepare health professional students with the knowledge, attitudes and skills required for collaborative healthcare practice. Although positive outcomes have been documented at the completion of university-based IPE experiences, or longitudinally across health care degrees, the literature is unclear on how university-based IPE influences graduate practice. This study therefore explores how health professional graduates experience interprofessional interactions in practice and how these may be connected to their university-based IPE experiences. Interviews with seven health professional graduates who had participated in an 11-week IPE course as part of their pre-licensure degrees were analyzed using interpretative phenomenological analysis. The participants were able to articulate instances of effective and less effective collaboration from their professional experiences, making sense of these experiences with explicit reference to the themes of role understanding, collaborative working relationships, interprofessional communication, patient-centered care and contextual influences; all ideas introduced in their university-based IPE. They connected their understanding of roles, collaborative working relationships and interprofessional communication explicitly to their prior university-based IPE, identifying these learnings as foundational knowledge. This connection was not as explicit for patient-centered care and contextual issues. These findings highlight the critical importance of IPE in preparing health professionals for high-quality contemporary practice.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.9,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-12DOI: 10.1080/13561820.2024.2395989
Dana C Ross,Nancy McCallum,Aysha Butt,Annie K Truuvert,David Rojas,Sophie Soklaridis,Simone Vigod
The shortage of adequately trained healthcare providers (HCPs) able to treat adults who have experienced childhood interpersonal trauma (CIT) is a pressing concern. This study explored HCPs' training needs for a trauma-focused psychoeducational group intervention and the potential barriers and facilitators to accessing such training. Three 1-hour focus group sessions were conducted with HCPs (n = 17) from two urban and one rural community healthcare organization serving diverse populations in Ontario, Canada, including under-housed people, women struggling with mental health and addiction, and LGBTQ+ populations. On average, participants had 2.4 years in their current role and 18.1 years of mental health field experience. Thematic analysis revealed key findings: a strong clinical need for trauma services, accessible training programs, and broadly applicable interventions relevant for diverse populations. Notably, participants emphasized the clinical advantages and increased accessibility of a virtual training programs focused on psychoeducational treatment interventions, particularly within community-based healthcare settings. This study highlights the potential of a virtual psychoeducational training programs for HCPs to address this critical gap in healthcare provision for individual with CIT. It also underscores the need to move beyond training program development and focus on implementation and sustainability of interventions in clinical practice.
{"title":"Qualitative focus group study of interprofessional healthcare providers to inform the development of a virtual psychoeducational training program for the treatment of childhood interpersonal trauma.","authors":"Dana C Ross,Nancy McCallum,Aysha Butt,Annie K Truuvert,David Rojas,Sophie Soklaridis,Simone Vigod","doi":"10.1080/13561820.2024.2395989","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395989","url":null,"abstract":"The shortage of adequately trained healthcare providers (HCPs) able to treat adults who have experienced childhood interpersonal trauma (CIT) is a pressing concern. This study explored HCPs' training needs for a trauma-focused psychoeducational group intervention and the potential barriers and facilitators to accessing such training. Three 1-hour focus group sessions were conducted with HCPs (n = 17) from two urban and one rural community healthcare organization serving diverse populations in Ontario, Canada, including under-housed people, women struggling with mental health and addiction, and LGBTQ+ populations. On average, participants had 2.4 years in their current role and 18.1 years of mental health field experience. Thematic analysis revealed key findings: a strong clinical need for trauma services, accessible training programs, and broadly applicable interventions relevant for diverse populations. Notably, participants emphasized the clinical advantages and increased accessibility of a virtual training programs focused on psychoeducational treatment interventions, particularly within community-based healthcare settings. This study highlights the potential of a virtual psychoeducational training programs for HCPs to address this critical gap in healthcare provision for individual with CIT. It also underscores the need to move beyond training program development and focus on implementation and sustainability of interventions in clinical practice.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"26 1","pages":"1-10"},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-12DOI: 10.1080/13561820.2024.2395984
Peter Scal,Brian Sick,Christine Arenson,Sara E North
Best practices have not yet been established in the interprofessional education (IPE) literature to guide the ideal dose and duration of IPE experiences across the curriculum. As such, the content, structure, and delivery format of IPE offerings vary significantly across institutions. The University of Minnesota had the rare opportunity to evaluate learner-perceived collaborative competency outcomes due to the transition of its centrally offered introductory IPE course. Data were collected consistently, longitudinally, and for a high volume of learners and professions across two IPE course models applied within the same academic institution. Retrospective analysis of pre-post interprofessional collaborative competency scores collected for over 5,000 learners from 17 health profession degree programs demonstrated nearly identical self-reported competency attainment for both a 12- and 4-hour introductory IPE offering, assessed using the ICCAS tool over the course of 5-year format transition. If student-reported competency attainment is the same following an introductory IPE experience regardless of the dosage, then academic IPE programs may be better positioned by decreasing their introductory emphasis and instead focus their resources on exploring innovative workplace-based and competency-based IPE strategies in line with contemporary recommendations. Further studies are needed to explore the implications of and next steps in this line of research.
{"title":"Rethinking IPE duration: a five-year comparative analysis of competency development across two introductory IPE course models.","authors":"Peter Scal,Brian Sick,Christine Arenson,Sara E North","doi":"10.1080/13561820.2024.2395984","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395984","url":null,"abstract":"Best practices have not yet been established in the interprofessional education (IPE) literature to guide the ideal dose and duration of IPE experiences across the curriculum. As such, the content, structure, and delivery format of IPE offerings vary significantly across institutions. The University of Minnesota had the rare opportunity to evaluate learner-perceived collaborative competency outcomes due to the transition of its centrally offered introductory IPE course. Data were collected consistently, longitudinally, and for a high volume of learners and professions across two IPE course models applied within the same academic institution. Retrospective analysis of pre-post interprofessional collaborative competency scores collected for over 5,000 learners from 17 health profession degree programs demonstrated nearly identical self-reported competency attainment for both a 12- and 4-hour introductory IPE offering, assessed using the ICCAS tool over the course of 5-year format transition. If student-reported competency attainment is the same following an introductory IPE experience regardless of the dosage, then academic IPE programs may be better positioned by decreasing their introductory emphasis and instead focus their resources on exploring innovative workplace-based and competency-based IPE strategies in line with contemporary recommendations. Further studies are needed to explore the implications of and next steps in this line of research.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"27 1","pages":"1-8"},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interprofessional education (IPE) is a teaching method that improves collaboration and communication across health professions. There are consistent reports of poor interprofessional collaboration and communication between conventional health professionals and traditional and complementary medicine (TCM) professions. The application of IPE within courses that provide training in TCM requires close examination. This research aimed to identify the state of the art in IPE in TCM teaching. A scoping review was conducted. Thirteen databases were searched to identify citations up to March 2021. Thirty articles were selected after filtering for relevance against the inclusion criteria. The included articles were categorized into four a priori categories: Knowledge and Attitudes of students and professionals about TCM and IPE; Competencies of IPE in TCM; Teaching about TCM using IPE and Challenges and Opportunities for IPE in TCM. Nineteen of the included articles reported empirical research and primarily presented the evaluation of IPE activities within TCM courses or workshops; six studies consisted of texts with propositions and theoretical analyses; and five were case/experiential reports of IPE and TCM interventions, with or without evaluation of results. The studies report all health science students (undergraduate and graduate) exposed to IPE demonstrate a decrease in prejudice and an increase in knowledge about TCM. A sense of partnership developed through the collaborative competencies common to IPE and TCM and integrated care of patients. IPE in the context of TCM has been used for fostering integrative health care through the collaborative work of professional teams. Implementing IPE in TCM teaching requires inclusion in the curriculum, primarily undergraduate and research training.
{"title":"Interprofessional education in traditional and complementary medicine: a scoping review.","authors":"Janaina Carneiro de Camargo,Mirelle Finkler,Juliana Praxedes Campagnoni,Mariana Cabral Schveitzer,Marta Verdi,Amie Steel,Fernando Hellmann","doi":"10.1080/13561820.2024.2395978","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395978","url":null,"abstract":"Interprofessional education (IPE) is a teaching method that improves collaboration and communication across health professions. There are consistent reports of poor interprofessional collaboration and communication between conventional health professionals and traditional and complementary medicine (TCM) professions. The application of IPE within courses that provide training in TCM requires close examination. This research aimed to identify the state of the art in IPE in TCM teaching. A scoping review was conducted. Thirteen databases were searched to identify citations up to March 2021. Thirty articles were selected after filtering for relevance against the inclusion criteria. The included articles were categorized into four a priori categories: Knowledge and Attitudes of students and professionals about TCM and IPE; Competencies of IPE in TCM; Teaching about TCM using IPE and Challenges and Opportunities for IPE in TCM. Nineteen of the included articles reported empirical research and primarily presented the evaluation of IPE activities within TCM courses or workshops; six studies consisted of texts with propositions and theoretical analyses; and five were case/experiential reports of IPE and TCM interventions, with or without evaluation of results. The studies report all health science students (undergraduate and graduate) exposed to IPE demonstrate a decrease in prejudice and an increase in knowledge about TCM. A sense of partnership developed through the collaborative competencies common to IPE and TCM and integrated care of patients. IPE in the context of TCM has been used for fostering integrative health care through the collaborative work of professional teams. Implementing IPE in TCM teaching requires inclusion in the curriculum, primarily undergraduate and research training.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"62 1","pages":"1-13"},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-12DOI: 10.1080/13561820.2024.2395970
Laura W White,Kimberly G Smith,Carolyn Bates,Blair Saale,Dahye Choi,Shawn M Drake,Tara Thompson,Tara M Davis
This report describes an innovative interprofessional education collaborative practice (IPCP) experience for rehabilitation professions students using a unique on-campus camp model through a community-academic partnership. Throughout the three-day camp, known as the Bright Ideas TBI Camp, interprofessional student groups deliver tailored health and wellness services to individuals with disabilities due to traumatic brain injury and their caregivers. Initial program evaluation suggests that this camp model offers an effective IPCP experience for students while addressing community health needs. Further outcome evaluation is needed to determine the impact of the camp on students' development of IPCP competencies and health outcomes of clients and caregivers.
{"title":"The Bright Ideas TBI Camp: fostering innovation in interprofessional education and collaborative practice for traumatic brain injury by students in rehabilitation professions.","authors":"Laura W White,Kimberly G Smith,Carolyn Bates,Blair Saale,Dahye Choi,Shawn M Drake,Tara Thompson,Tara M Davis","doi":"10.1080/13561820.2024.2395970","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395970","url":null,"abstract":"This report describes an innovative interprofessional education collaborative practice (IPCP) experience for rehabilitation professions students using a unique on-campus camp model through a community-academic partnership. Throughout the three-day camp, known as the Bright Ideas TBI Camp, interprofessional student groups deliver tailored health and wellness services to individuals with disabilities due to traumatic brain injury and their caregivers. Initial program evaluation suggests that this camp model offers an effective IPCP experience for students while addressing community health needs. Further outcome evaluation is needed to determine the impact of the camp on students' development of IPCP competencies and health outcomes of clients and caregivers.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"118 1","pages":"1-7"},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-12DOI: 10.1080/13561820.2024.2395971
Sofia Hemle Jerntorp,Elisabeth Carlson,Malin Axelsson,Anna Carin Aho,Jenny Jakobsson
Interprofessional education aims to foster healthcare students' ability to collaborate in interprofessional teams with the patients at the center of care as active participants. However, little is known about how patients experience this collaboration. Therefore, this study aimed to explore patients' experiences of being involved in the interprofessional team of healthcare students at a clinical training ward in Sweden. A descriptive design with a qualitative approach was used. Data were collected through semi-structured individual interviews with 22 patients. Braun and Clarke's reflexive thematic analysis was used. The main finding was that patients were only included as passive participants. Although most patients wanted to be involved, they were hindered due to their health condition or excluded from care planning and decision-making. The patients needed family members' support to be involved. However, this need was not recognised by the interprofessional team of healthcare students. Patient involvement must be highlighted as an important component of interprofessional education initiatives. Further research is needed to explore family members' perspectives on involvement in interprofessional training ward settings.
{"title":"Patients' experiences of involvement at a clinical training ward: a qualitative interview study.","authors":"Sofia Hemle Jerntorp,Elisabeth Carlson,Malin Axelsson,Anna Carin Aho,Jenny Jakobsson","doi":"10.1080/13561820.2024.2395971","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395971","url":null,"abstract":"Interprofessional education aims to foster healthcare students' ability to collaborate in interprofessional teams with the patients at the center of care as active participants. However, little is known about how patients experience this collaboration. Therefore, this study aimed to explore patients' experiences of being involved in the interprofessional team of healthcare students at a clinical training ward in Sweden. A descriptive design with a qualitative approach was used. Data were collected through semi-structured individual interviews with 22 patients. Braun and Clarke's reflexive thematic analysis was used. The main finding was that patients were only included as passive participants. Although most patients wanted to be involved, they were hindered due to their health condition or excluded from care planning and decision-making. The patients needed family members' support to be involved. However, this need was not recognised by the interprofessional team of healthcare students. Patient involvement must be highlighted as an important component of interprofessional education initiatives. Further research is needed to explore family members' perspectives on involvement in interprofessional training ward settings.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"41 1","pages":"1-9"},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-11DOI: 10.1080/13561820.2024.2395966
Irene J M Muller-Schoof,Miranda Snoeren,Marjolein E A Verbiest,Katrien G Luijkx
Research has shown that interprofessional collaboration (IPC) and education (IPE) may potentially lead to better care for residents in nursing homes, but their implementation is challenging. This study evaluates the implementation of a co-designed IPE program and investigates what and how healthcare students learn and what factors influence their learning. A mixed-methods approach was used to evaluate three cases, with student participation in the IPE (n = 72). The study comprised pre- and posttests, focus groups, and interviews (n = 54). The results indicate that students developed their interprofessional skills and person-centered practice, as confirmed by both the students and educators in the interviews. Additionally, the findings suggest that others also learned from the program. The study emphasizes the influence of workplace learning culture, resources, organizational infrastructure for IPC, and educators' embeddedness in the care organization on learning outcomes. The findings suggest that IPE is stimulated and accelerated by existing IPC and can stimulate or accelerate existing IPC. As the enabling factors are interrelated, addressing them simultaneously on all organizational levels may result in the faster development of an IPE-ready organization.
{"title":"Evaluation of an interprofessional educational program in nursing home practice: a mixed methods multiple-case study.","authors":"Irene J M Muller-Schoof,Miranda Snoeren,Marjolein E A Verbiest,Katrien G Luijkx","doi":"10.1080/13561820.2024.2395966","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395966","url":null,"abstract":"Research has shown that interprofessional collaboration (IPC) and education (IPE) may potentially lead to better care for residents in nursing homes, but their implementation is challenging. This study evaluates the implementation of a co-designed IPE program and investigates what and how healthcare students learn and what factors influence their learning. A mixed-methods approach was used to evaluate three cases, with student participation in the IPE (n = 72). The study comprised pre- and posttests, focus groups, and interviews (n = 54). The results indicate that students developed their interprofessional skills and person-centered practice, as confirmed by both the students and educators in the interviews. Additionally, the findings suggest that others also learned from the program. The study emphasizes the influence of workplace learning culture, resources, organizational infrastructure for IPC, and educators' embeddedness in the care organization on learning outcomes. The findings suggest that IPE is stimulated and accelerated by existing IPC and can stimulate or accelerate existing IPC. As the enabling factors are interrelated, addressing them simultaneously on all organizational levels may result in the faster development of an IPE-ready organization.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"19 1","pages":"1-11"},"PeriodicalIF":2.7,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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