Remodeling Interprofessional Collaboration Through a Nurse-for-a-Day Shadowing Program for Medical Residents

A physician-physiotherapist collaborative model in a family medicine teaching clinic

Canadian Medical Education Journal ◽

10.36834/cmej.43318 ◽

2018 ◽

Vol 9 (4) ◽

pp. e120-122

Author(s):

Simon Deslauriers ◽

Marie-Eve Toutant ◽

Caroline Laberge ◽

Annie St-Pierre ◽

François Desmeules ◽

...

Keyword(s):

Family Medicine ◽

Musculoskeletal Disorders ◽

Interprofessional Collaboration ◽

Medical Residents ◽

Prise En Charge ◽

Collaborative Model ◽

Teaching Clinic ◽

Musculoskeletal Education ◽

Collaborative Activities ◽

Teaching Clinics

Persons with musculoskeletal disorders frequently seek care in family medicine clinics. However, musculoskeletal education provided in medical schools is often considered insufficient. The implementation of a collaborative model that integrates physiotherapists into teaching clinics may benefit the musculoskeletal training of medical residents. This paper describes a model developed in a family medicine teaching clinic by examining the interprofessional educational and collaborative activities implemented in this model. The model allowed to provide physiotherapy services, involve the physiotherapist in the training of family medicine residents and enhance interprofessional collaboration, particularly for the management of persons with musculoskeletal disorders._____Les personnes ayant des troubles musculosquelettiques consultent fréquemment en cliniques de médecine de famille. Cependant, l’enseignement musculosquelettique dispensé dans les programmes de médecine est souvent considéré comme insuffisant. L’implantation d’un modèle de collaboration qui intègre les physiothérapeutes aux cliniques d’enseignement pourrait améliorer la formation des médecins résidents. Cet article décrit un modèle développé dans une clinique d’enseignement en médecine familiale en examinant les activités interprofessionnelles d’éducation et de collaboration implantées dans ce modèle. Le modèle a permis d’offrir des services de physiothérapie, d’impliquer le physiothérapeute dans la formation des médecins résidents et d’améliorer la collaboration interprofessionnelle, particulièrement pour la prise en charge des personnes ayant des troubles musculosquelettiques.

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Spotlight on the Clinician in the Life Participation Approach to Aphasia: Balancing Relationship-Centered Care and Professionalism

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00025 ◽

2020 ◽

Vol 5 (2) ◽

pp. 414-424

Author(s):

Rochelle Cohen-Schneider ◽

Melodie T. Chan ◽

Denise M. McCall ◽

Allison M. Tedesco ◽

Ann P. Abramson

Keyword(s):

Social Workers ◽

Therapeutic Relationship ◽

Interprofessional Collaboration ◽

Opportunity To Learn ◽

Subjective Experiences ◽

Speech Language Pathologists ◽

Self Disclosure ◽

Centered Care ◽

High Standards ◽

Therapeutic Encounter

Background Speech-language pathologists make clinical decisions informed by evidence-based theory and “beliefs, values and emotional experiences” ( Hinckley, 2005 , p. 265). These subjective processes, while not extensively studied, underlie the workings of the therapeutic relationship and contribute to treatment outcomes. While speech-language pathologists do not routinely pay attention to subjective experiences of the therapeutic encounter, social workers do. Thus, the field of social work makes an invaluable contribution to the knowledge and skills of speech-language pathologists. Purpose This clinical focus article focuses on the clinician's contribution to the therapeutic relationship by surfacing elements of the underlying subjective processes. Method Vignettes were gathered from clinicians in two community aphasia programs informed by the principles of the Life Participation Approach to Aphasia. Results and Discussion By reflecting on and sharing aspects of clinical encounters, clinicians reveal subjective processing occurring beneath the surface. The vignettes shed light on the following clinical behaviors: listening to the client's “whole self,” having considerations around self-disclosure, dealing with biases, recognizing and surfacing clients' identities, and fostering hope. Speech-language pathologists are given little instruction on the importance of the therapeutic relationship, how to conceptualize this relationship, and how to balance this relationship with professionalism. Interprofessional collaboration with social workers provides a rich opportunity to learn ways to form and utilize the benefits of a strong therapeutic relationship while maintaining high standards of ethical behavior. Conclusion This clinical focus article provides speech-language pathologists with the “nuts and bolts” for considering elements of the therapeutic relationship. This is an area that is gaining traction in the field of speech-language pathology and warrants further investigation.

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Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig10-2018-0020 ◽

2019 ◽

Vol 4 (5) ◽

pp. 971-976

Author(s):

Imran Musaji ◽

Trisha Self ◽

Karissa Marble-Flint ◽

Ashwini Kanade

Keyword(s):

Interprofessional Education ◽

Interprofessional Collaboration ◽

Evaluation Model ◽

Implementation Strategies ◽

Future Research ◽

Successful Implementation ◽

Interprofessional Practice ◽

Translational Model ◽

Key Stakeholders ◽

Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

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Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-10007 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1410-1421

Author(s):

Erica Ellis ◽

Mary Kubalanza ◽

Gabriela Simon-Cereijido ◽

Ashley Munger ◽

Allison Sidle Fuligni

Keyword(s):

Los Angeles ◽

Training Program ◽

Interprofessional Education ◽

Clinical Training ◽

Interprofessional Collaboration ◽

Communication Disorders ◽

Outreach Program ◽

State University ◽

Diversity And Inclusion ◽

Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig9.3 ◽

2017 ◽

Vol 2 (9) ◽

pp. 3-9 ◽

Cited By ~ 3

Author(s):

Kristina M. Blaiser ◽

Mary Ellen Nevins

Keyword(s):

Young Children ◽

Professional Practice ◽

Hard Of Hearing ◽

Service Providers ◽

Interprofessional Collaboration ◽

The Self ◽

Self Awareness ◽

Collaborative Practices ◽

Interprofessional Teams ◽

Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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International Interprofessional Collaboration: The Benefits of Global Networking

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig17.73 ◽

2017 ◽

Vol 2 (17) ◽

pp. 73-82

Author(s):

Deborah Ross-Swain ◽

Beryl Fogel ◽

Elaine Fogel Schneider

Keyword(s):

Interprofessional Collaboration ◽

Board Of Education ◽

Speech Language Pathologists ◽

Educational Exchange ◽

National Board ◽

Medical Practitioners

This article summarizes and highlights the benefits of international interprofessional collaboration amongst speech-language pathologists (SLPs). The California Speech-Language and Hearing Association (CSHA) was invited by the National Board of Education of Finland to participate in an academic/educational exchange with educators, SLPs, and medical practitioners. SLPs globally are experiencing shared interests, practice issues, training challenges, outreach opportunities and limitations, shortages, interprofessional collaboration and education challenges and successes, and the desire to network and learn from each other. This article will describe the benefits of academic/educational exchange opportunities for our profession and possible outcomes for global networking.

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