scholarly journals IMPLEMENTATION OF INTERPROFESSIONAL COLLABORATIVE PRACTICE IN TYPE B TEACHING GENERAL HOSPITALS: A MIXED METHODS STUDY

2021 ◽  
Vol 10 (2) ◽  
pp. 162
Author(s):  
Nurul Aida Fathya ◽  
Christantie Effendy ◽  
Yayi Suryo Prabandari
Keyword(s):  
Mixed Methods ◽  
Interprofessional Education ◽  
Role Model ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Teaching Hospitals ◽  
Patient Centered ◽  
Interprofessional Communication ◽  
Team Collaboration ◽  
Depth Interviews

Background: The concept of patient centered health services encourages interprofessional collaboration practice (IPCP), including teaching hospitals. IPCP in teaching hospitals expected to be implemented properly as a role model for students. Students in academic stage are expected to understand the concept of interprofessional education (IPE) and apply IPCP concept during clinical practice. This study aimed to determine the implementation of IPCP and various factors related to IPCP in teaching hospitals.Methods: This study used a mixed methods-sequential explanatory design with the subjects of healthcare professionals at RSUD R Syamsudin SH recruited using systematic random sampling. The research began with collecting quantitative data to measure the implementation of IPCP using the Indonesian version of the Assessment of Interprofessional Team Collaboration Scale-II (AITCS-II), continued with collecting qualitative data with in-depth interviews to explored IPCP and various factors associated with its implementation.Results: A total of 320 respondents filled out the AITCS-II questionnaire and 11 participants were interviewed deeply. More than 66% of respondents had a good collaboration in each domain; 73,8% of respondents had a good collaboration in IPCP; profession background significantly contributed IPCP (p <0.05). Qualitative analysis was carried out with a semantic theme and obtained 3 themes: not ideal  IPCP implementation, perception of IPCP domains by healthcare professionals and barriers in implementing IPCP. Conclusion: The perception of IPCP that well implemented may resulted from improper understanding of IPCP. We still found barrier in implementing IPCP related to stereotypes, hierarchical culture, interprofessional communication and regulation.  

Fundamentals of Interprofessional Communication

2010 ◽  
pp. 90-103 ◽  
Author(s):  
Patricia Solomon ◽  
Sue Baptiste
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Role Model ◽  
Interprofessional Collaboration ◽  
Discussion Board ◽  
Self Awareness ◽  
Patient Centered ◽  
Interprofessional Communication ◽  
Faculty Facilitator ◽  
Centered Care

This chapter presents the development, implementation and evaluation of a module on interprofessional communication skills that incorporates principles of problem-based learning, delivered entirely online. Learners focus initially on foundational concepts of relationship and patient centered care, the importance of self awareness and understanding their own professional values and biases, progressing towards teamworking to develop common patient care goals. The module faculty facilitator is essential to role model and foster interprofessional collaboration. Qualitative content analyses of discussion board postings across 29 students, supplemented by small-scale in-depth interviews and a focus group, reveal they are able to learn interprofessional communication skills online. The 10 students who undertook both module components completed a project evaluation form: there was 85.6% agreement that the module taught them about interprofessional education and 92.9% agreement that their knowledge of other health professionals’ perspectives increased. An online module can support the development of communication skills, but is recommended as one component of an overall interprofessional education curriculum.

scholarly journals Attitudes and Behavior towards Interprofessional Collaboration among Healthcare Professionals in a Large Academic Medical Center

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 323
Author(s):  
Benjamin E. Ansa ◽  
Sunitha Zechariah ◽  
Amy M. Gates ◽  
Stephanie W. Johnson ◽  
Vahé Heboyan ◽  
...  
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Medical Center ◽  
Core Competencies ◽  
Academic Medical Center ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Academic Medical

The increasing rates of comorbidities among patients and the complexity of care have warranted interprofessional collaboration (IPC) as an important component of the healthcare structure. An initial step towards assessing the effectiveness of collaboration requires the exploration of the attitudes and experience of healthcare professionals towards IPC. This online survey aimed to examine the attitudes of healthcare professionals working in a large public academic medical center toward IPC in patient care and the healthcare team, and their behavior and experience regarding IPC. The rankings, according to the perceived importance among the respondents, of the four Interprofessional Education Collaborative (IPEC) core competencies (values/ethics, roles/responsibilities, interprofessional communication, teams/teamwork) were assessed. There were strong but varying levels of consensus among healthcare professionals (N = 551) that IPC facilitates efficient patient care, improves patient problem-solving ability, and increases better clinical outcomes for patients. They acknowledged that IPC promotes mutual respect within the healthcare team and providers’ ability to make optimal patient care decisions. However, overall more than 35% of the respondents did not attend multidisciplinary education sessions (grand rounds, seminars, etc.), and about 23% did not participate in bedside patient care rounds. Interprofessional communication was ranked as the most important IPEC core competence. Although the attitude towards IPC among healthcare professionals is strongly positive, many healthcare professionals face challenges in participating in IPC. Institutional policies that facilitate interprofessional learning and interactions for this group of healthcare professionals should be formulated. Online distance learning and interactions, and simulation-enhanced interprofessional education, are options for addressing this barrier. Hospital administrators should facilitate conducive work environments that promote IPC, based on IPEC core competencies, and promote programs that address the challenges of IPC.

scholarly journals RECOMMENDATIONS OF THE DEVELOPMENT OF INTERPROFESSIONAL EDUCATION IN A FACULTY OF MEDICINE

2019 ◽  
Vol 8 (2) ◽  
pp. 97
Author(s):  
Hikmah Muktamiroh ◽  
Agneta Irmarahayu ◽  
Yuni Setyaningsih
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Group Discussion ◽  
Curriculum Evaluation ◽  
Teaching Staff ◽  
Interprofessional Communication ◽  
Interprofessional Learning ◽  
Academic Year ◽  
Depth Interviews ◽  
Analysis Of Teaching

 Background: In the Competence Standards of Indonesian Doctor (SKDI) which will ratify, interprofessional communicationand collaboration are competencies that Indonesian doctors mustown. Therefore, the implementation of interprofessional education (IPE) is a must for medical education institutions. Medical Faculty of the Universitas Pembangunan Nasional Veteran Jakarta (FK UPNVJ) has not specifically built the IPE module but has introduced aspects for interprofessional collaboration in the curriculum. Evaluation of the perceptions and readiness of students about IPE learning in students of academic year 2, 3 and 4 using the Indonesian version of The Interdisciplinary Education Perception Scale (IEPS) and Readiness for Interprofessional Learning Scale (RIPLS) showed that there were no differences in IEPS scores on student years 2nd and 3rd but decreased in 4th year students and the best RIPLS scores in the 3rd year and decreased in the 4th year. Against these results, intervention recommendations are needed to obtain results following the demands and expectations.Objectives: This study aims to obtain recommendations made based on disscussion and analysis of teaching staff of the FK UPNVJ about the results of evaluating perceptions and readiness of the FK UPNVJ at the academic stage.Methods: The research was a phenomenological qualitative research. Data collection through the opened-ended on Focus Group Discussion and in-depth interviews with teaching staff of the FK UPNVJ.Results: The teaching staff stated the importance of implementing interprofessional education by forming a curriculum. The curriculum must be more focused on interprofessional communication and collaboration since the academic stage. This implementation can be done well if get full support from the dean and the rector. The teacher staff, dean and rector’s commitment to the implementation of interprofessional education is the demand as well as the hope for the implementation of interprofessional educationConclusion: The obligation to implement interprofessional education is not natural, but it is not impossible. Several things can be done so that doctors graduating from FK UPNVJ can own communication and interprofessional collaboration competencies. 

scholarly journals Electronic patient record and its effects on social aspects of interprofessional collaboration and clinical workflows in hospitals (eCoCo): a mixed methods study protocol

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marina Beckmann ◽  
Kerstin Dittmer ◽  
Julia Jaschke ◽  
Ute Karbach ◽  
Juliane Köberlein-Neu ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Health Services ◽  
Healthcare Professionals ◽  
Social Research ◽  
Interprofessional Collaboration ◽  
Participant Observation ◽  
Patient Records ◽  
Electronic Patient Records ◽  
Daily Work ◽  
Network Analyses

Abstract Background The need for and usage of electronic patient records within hospitals has steadily increased over the last decade for economic reasons as well as the proceeding digitalization. While there are numerous benefits from this system, the potential risks of using electronic patient records for hospitals, patients and healthcare professionals must also be discussed. There is a lack in research, particularly regarding effects on healthcare professionals and their daily work in health services. The study eCoCo aims to gain insight into changes in interprofessional collaboration and clinical workflows resulting from introducing electronic patient records. Methods eCoCo is a multi-center case study integrating mixed methods from qualitative and quantitative social research. The case studies include three hospitals that undergo the process of introducing electronic patient records. Data are collected before and after the introduction of electronic patient records using participant observation, interviews, focus groups, time measurement, patient and employee questionnaires and a questionnaire to measure the level of digitalization. Furthermore, documents (patient records) as well as structural and administrative data are gathered. To analyze the interprofessional collaboration qualitative network analyses, reconstructive-hermeneutic analyses and document analyses are conducted. The workflow analyses, patient and employee assessment analyses and classification within the clinical adoption meta-model are conducted to provide insights into clinical workflows. Discussion This study will be the first to investigate the effects of introducing electronic patient records on interprofessional collaboration and clinical workflows from the perspective of healthcare professionals. Thereby, it will consider patients’ safety, legal and ethical concerns and quality of care. The results will help to understand the organization and thereby improve the performance of health services working with electronic patient records. Trial registration The study was registered at the German clinical trials register (DRKS00023343, Pre-Results) on November 17, 2020.

scholarly journals THE EFFECT OF CONTECT, INPUT AND PROCESS IN ACHIEVING INTERPROFESSIONAL COMMUNICATION AND TEAMWORK COMPETENCES

2018 ◽  
Vol 7 (1) ◽  
pp. 34
Author(s):  
Nurul Fauziah ◽  
Mora Claramita ◽  
Gandes Retno Rahayu
Keyword(s):  
Interprofessional Education ◽  
Family Health ◽  
Document Analysis ◽  
Professional Communication ◽  
First Year ◽  
Study Program ◽  
Interprofessional Communication ◽  
Qualitative Research Design ◽  
Grand Design ◽  
Depth Interviews

Background: Interprofessional Education (IPE) is a process occurs when students from two or more professions learn about and from each other to enable effective collaboration and improve health outcomes. Faculty initiated the IPE program called Community and Family Health Care - interprofessional Education (CFHC-IPE) that began in 2013 with the aim to build the capacity of community, family medicine and interprofesional. This study aims to evaluate the effect of context, input and process towards the achievement of interprofessional competences.Method: This study was a qualitative research design using a case study evaluation Context-Input-Process-Product (CIPP). Respondents of this study are five-IPE CFHC managers, three heads of study program, 10 lecturers and 35 students from PSPD, PSIK and PSGK. Data collected through FGD, in-depth interviews and document analysis. FGD and in-depth interviews conducted using an interview guide while document analysis carried out on the grand design CFHC-IPE. Results: Context evaluation shows that the needs assessment has not been carried out. Input evaluation shows that the preparation of the grand design CFHC-IPE is not align and debriefing facilitators need to be added. There were gaps in the implementation of learning activities and assessment and program monitoring was inadequate. IPE competencies in the first year on the student of 2014 were not achieved. Conclusion: Inter-professional communication and teamwork competence on student of class 2014 at CFHC-IPE program in the first year was not achieved and influenced by the weaknesses in the content, inputs and processes aspects.

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

Providing Patient Centered Care for Adolescents with Chronic Conditions

2016 ◽  
Vol 6 (1) ◽  
pp. 22-29
Author(s):  
Nabeel Al-Yateem
Keyword(s):  
Young Adults ◽  
Healthcare Professionals ◽  
Transition Process ◽  
Healthcare Services ◽  
Adolescents And Young Adults ◽  
Study Phase ◽  
Patient Centered ◽  
Centered Care ◽  
Group Interviews ◽  
Depth Interviews

Background: It is well acknowledged that clear, structured healthcare services that are mutually developed between the patient and the healthcare professionals are likely to be of high quality, desirable, and effective. Such service should address the complexity of the illness-health experience in terms of the factors that influence it as well as the physical and psychosocial consequences on the patient. The required focus should be on treating the patient rather than just treating the disease.Objectives: To develop relevant and feasible care guidelines that may inform more competent and patient centered services for adolescents and young adults with chronic conditions.Methodology: A sequential exploratory mixed method design guided this study. The first qualitative phase employed in-depth interviews to explore the experiences of adolescents and young adults about the health services they were receiving. This was followed by focus group interviews with healthcare professionals to discuss the patients’ reported needs and to suggest interventions that would address them. Finally, a second quantitative phase was carried out through a survey to explore the views of a larger sample of service stakeholders about the relevance and feasibility of the suggested guidelines for clinical practice.Results: The in-depth interviews revealed four main themes, as follows: a current amorphous service, sharing knowledge, the need to be at the center of service, and easing the transition process to adulthood. The second study phase yielded 32 proposed guidelines that may contribute to more competent and patient centered health care.

Leadership for the Integration of Comprehensive Care and Interprofessional Collaboration

2015 ◽  
Vol 8 (1) ◽  
pp. 43-48
Author(s):  
Patricia L. Starck ◽  
Laura L. Rooney
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Leadership Skills ◽  
Comprehensive Care ◽  
Patient Centered Medical Home ◽  
Patient Centered ◽  
Doctor Of Nursing Practice ◽  
Interprofessional Team ◽  
System A ◽  
Level 2

The clinically prepared Doctor of Nursing Practice (DNP) professional is uniquely prepared to integrate the concepts of comprehensive care with interprofessional collaboration. Leadership skills and team-based competencies can shift the academic paradigm from educating in silos to interprofessional education, thereby addressing the problems originating from a fragmented health care system. A successful nurse-managed clinic accredited as a Level 2 patient-centered medical home, under the leadership of a DNP professional, is described. Interprofessional team training in comprehensive care is then described in a piloted program known as the Deans’ Honors Colloquium.

scholarly journals IPEC’s core competency 2 roles and responsibilities: What more do we need to implement these?

2019 ◽  
Vol 9 (7) ◽  
pp. 46 ◽  
Author(s):  
Joann C. Harper
Keyword(s):  
Health Care Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Core Competency ◽  
Barriers To Learning ◽  
Interprofessional Communication ◽  
Specific Content ◽  
Roles And Responsibilities ◽  
Value Ethics

The Interprofessional Education Collaborative (IPEC) has published guidelines to promote interprofessional collaboration. These guidelines are encompassed in four core competency sets. The core competencies are: Core 1: Value/Ethics, Core 2: Roles and Responsibilities, Core 3: Interprofessional Communication and Core 4: Teams and Teamwork. IPEC has outlined sub-competencies for each, which can be interpreted as a compilation of principles, behaviors, precepts and competencies. Together they serve to promote direction for interprofessional collaboration amongst health care professionals. However, the compilation may need more explanation to guide education and practice. Though the sub-competencies described in each core overlap in their application, specifically, Core 2: Roles and Responsibilities is explored for its underpinnings. The literature to date reflects educational delivery modes, but specific content is sparse, and not in the totality of the representative sub-competencies. Much of the literature omits the background that creates the context, and the content for, our deeper understanding of the principles. Therefore, important information is missing that underpins the competency statement set to teach and to learn these sub-competencies. The aim was to identify principles and applicable content to both support learning and to address barriers to learning, which may be essential to implement the sub-competency statements. The sub-competencies independent of further elucidation are unlikely to yield the comprehension needed for implementation and discernible actions that prompt interprofessional collaborative success.

scholarly journals Interprofessional communication: How do we do it?

2018 ◽  
Vol 9 (4) ◽  
pp. 48
Author(s):  
Joann C. Harper ◽  
Mary D. Kracun
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Core Competency ◽  
Professional Associations ◽  
Institute Of Medicine ◽  
Healthcare Outcomes ◽  
Interprofessional Communication ◽  
Methodical Approach ◽  
The Uk

Interprofessional education in preparation for the skills to execute teams and teamwork through interprofessional collaboration has been publicized and mandated by several professional associations through accreditation standards. The prerequisite is emphasized by the National Academy of Medicine (formerly the Institute of Medicine) as a mantra for successful healthcare outcomes. In response, the Interprofessional Education Collaborative (known as IPEC) published core competencies in 2011 with an update in 2016. While these statements are not each independently expressed in measurable terms, they stand as a compendium to guide interprofessional collaboration. To date, the literature does not reflect a comprehensive approach to explicating or interpreting these to be embraced more readily. Further, the literature to enlighten student education outstrips the literature to illuminate faculty education, though we acknowledge the work of the National Center for Interprofessional Practice and Education to inspire faculty education through a variety of platforms. Though the IPEC publications represent seminal work in the US, built on earlier work from the UK and others, its translation for faculty education applying a straight-forward, orderly, and methodical approach has not been done. Our attempt was to take one of the four (“4”) IPEC core competencies, Core Competency 3: Interprofessional Communication, and describe its underpinnings in a systematic way as another tool for faculty education. It may open the door to further expound on each competency statement to employ IPEC competencies within a healthcare community that includes students, faculty and post graduate professionals.

Sign in / Sign up

Export Citation Format

Share Document