scholarly journals Interprofessional Education: Students' Learning of Joint Patient Care

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Anita Carin Gudmundsen ◽  
Bente Norbye ◽  
Madeleine Abrandt Dahlgren ◽  
Aud Obstfelder
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Knowledge Bases ◽  
Patient Treatment ◽  
Professional Collaboration ◽  
Sociocultural Learning Theory ◽  
Education Students ◽  
Sociocultural Learning ◽  
Audio Recordings

This study examines how patient care is developed in meetings between students of occupational therapy, physiotherapy, nursing and medicine who are allowed to shape their own interprofessional collaboration. We conduct a thematic interpretative analysis of audio recordings and observations from the meetings and informal talks with the students. The analysis draws on traditions in sociocultural learning theory that deal with interaction on something in common between actors with different knowledge bases and the consequences of this interaction. The analysis showed that the students developed collaboration in patient care by sharing, assessing and determining professional knowledge of patients’ health conditions collectively. In conclusion, we argue that the students learned to use a multiprofessional knowledge base in the design of patient treatment when they were given responsibility to create the collaboration themselves. This demonstrates that students can be encouraged to independently develop professional collaboration in patient care within interprofessional education. Corrected and republished 22.12.2019.

scholarly journals Inter-Professional Collaboration and Patient Mortality: Protocol for a Systematic Review and Meta-Analysis

2020 ◽  
Vol 10 (1) ◽  
pp. 15-22
Author(s):  
Sandesh Pantha ◽  
Martin Jones ◽  
Richard Gray
Keyword(s):  
Patient Care ◽  
Systematic Reviews ◽  
Interprofessional Collaboration ◽  
Data Extraction ◽  
Meta Analysis ◽  
Public Health Practice ◽  
Direct Patient Care ◽  
Professional Collaboration ◽  
Evidence Based Care ◽  
Effective Public Health

Inter-professional collaboration is a process in which health professionals from different disciplines work together, sharing their ideas and opinions to plan evidence-based care. Nurses and doctors spend most of their time providing direct patient care. Therefore, effective interprofessional collaboration may be important in ensuring safe and effective patient care. There are no systematic reviews that have evaluated the association between nurse–doctor collaboration and patient outcomes in medical and surgical settings. We will conduct a systematic search of five key databases MEDLINE, EMBASE, PsycInfo, CINAHL, and the Cochrane register. We will include observational and experimental research that tests the association between levels of inter-professional collaboration and medical and surgical inpatient mortality. Two reviewers will independently conduct title and abstract, full-text screening, and data extraction. The Effective Public Health Practice (EPHPP) tool will be used to determine the quality of the included studies. If sufficient studies are available, we will undertake a meta-analysis. The protocol is registered with the international prospective register of systematic reviews (PROSPERO-CRD42019133543).

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.

Advancing medical education: connecting interprofessional collaboration and education opportunities with integrative medicine initiatives to build shared learning

2016 ◽  
Vol 13 (4) ◽  
Author(s):  
Kate Templeman ◽  
Anske Robinson ◽  
Lisa McKenna
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Integrative Medicine ◽  
Interprofessional Education ◽  
Medical Curriculum ◽  
Interprofessional Collaboration ◽  
Healthcare Team ◽  
Structured Interviews ◽  
Grounded Theory Method

AbstractBackgroundImproved teamwork between conventional and complementary medicine (CM) practitioners is indicated to achieve effective healthcare. However, little is known about interprofessional collaboration and education in the context of integrative medicine (IM).MethodsThis paper reports the findings from a constructivist-grounded theory method study that explored and highlighted Australian medical students’ experiences and opportunities for linking interprofessional collaboration and learning in the context of IM. Following ethical approval, in-depth semi-structured interviews were conducted with 30 medical students from 10 medical education faculties across Australian universities.ResultsMedical students recognised the importance of interprofessional teamwork between general medical practitioners and CM professionals in patient care and described perspectives of shared responsibilities, profession-specific responsibilities, and collaborative approaches within IM. While students identified that limited interprofessional collaboration currently occurred in the medical curriculum, interprofessional education was considered a means of increasing communication and collaboration between healthcare professionals, helping coordinate effective patient care, and understanding each healthcare team members’ professional role and value.ConclusionsThe findings suggest that medical curricula should include opportunities for medical students to develop required skills, behaviours, and attitudes for interprofessional collaboration and interprofessional education within the context of IM. While this is a qualitative study that reflects theoretical saturation from a selected cohort of medical students, the results also point to the importance of including CM professionals within interprofessional collaboration, thus contributing to more person-centred care.

scholarly journals DOCENT: A Direct Observation Clinical Experience with feedback iN real-Time (DOCENT)

2021 ◽  
Author(s):  
Alison S. Clay ◽  
Erin R. Leiman ◽  
Brent Jason Theiling ◽  
Yao Song ◽  
Blanca Iris Padilla ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
Patient Care ◽  
Real Time ◽  
Clinical Experience ◽  
Direct Observation ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Severity Of Illness ◽  
Learning Climate ◽  
Great Opportunity

Abstract Background Observation of student skills is essential for accurate assessment of entrustment and competence. Time spent directly observing students in patient care must balance with the need to serve adequate numbers of patients and, in some instances, revenue generation. Clinical education may also be hampered by a negative learning climate. The authors created a Direct Observation Clinical Experience with feedback iN real Time (DOCENT) clinic with patients from the Emergency Department (ED) to provide care for low-acuity patients while observing student care to determine the best location for the clinic and interprofessional education opportunities. Methods Patient number, chief complaints, estimated severity of illness (ESI), and use of radiology resources were logged. ESI, length of stay (LOS), and satisfaction were monitored for non-inferiority to ED patients. Student evaluations collected information on amount of direct observation, quality of feedback, learning climate and both peer-to-peer and interprofessional teaching. Results Musculoskeletal (MSK) complaints were the most common category of complaints. Patient LOS in DOCENT was shorter than for ED patients (mean 4.5 vs. 6.4 hours, p < 0.0001). DOCENT patient satisfaction was higher than ED patient satisfaction. Patients with higher ESI could be seen when the clinic was located closer to the ED. Over 90% of students reported receiving constructive and reinforcing feedback and 100% reported a positive learning climate. Conclusions Creation of a DOCENT clinic in the ED provided an enriched student experience without compromising patient care. The high rates of MSK complaints provided great opportunity for interprofessional collaboration with physical therapy.

scholarly journals Rural Homecare Nurses’ Challenges in Providing Seamless Patient Care in Rural Japan

2020 ◽  
Vol 17 (24) ◽  
pp. 9330
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Takuji Katsube ◽  
Chiaki Sano
Keyword(s):  
Patient Care ◽  
Information Sharing ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Working Relationships ◽  
Hospital Nurses ◽  
Cultural Backgrounds ◽  
Roles And Responsibilities ◽  
Care Workers ◽  
The Government

Homecare nurses manage patients with extreme homecare dependence through interprofessional collaboration. The quality of the collaboration depends on situations, and the difficulties of homecare nurses are complicated in rural settings because of a few healthcare resources. This study determined rural homecare nurses’ difficulties during interprofessional collaboration in providing seamless patient care. Focus groups, followed by one-on-one interviews, were conducted with 13 rural homecare nurses working in rural Japan. Using thematic analysis, four themes were extracted: collaboration with physicians, the collaboration with the government, the collaboration with care workers, and the collaboration among hospital nurses. Rural homecare nurses have difficulties in their working relationships with other professionals, with vague definitions of each professional’s roles and responsibilities, and with information-sharing. Interprofessional education and information-sharing should respect rural professional and cultural backgrounds. Respect can accomplish mutual understanding among professional care, leading to seamless patient care in rural home care.

scholarly journals Differences in Pre-licensure Interprofessional Learning: Classroom Versus Practice Settings

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Judy E. Anderson ◽  
Christine Ateah ◽  
Pamela Wener ◽  
Wanda Snow ◽  
Colleen Metge ◽  
...  
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Control Group ◽  
Practice Setting ◽  
Interprofessional Learning ◽  
Interprofessional Teamwork ◽  
Cochrane Reviews ◽  
Leadership Changes ◽  
Health Canada

AbstractBackground: Health Canada and Cochrane reviews indicate a need for rigorous outcome testing following interprofessional learning, particularly in practice settings. This led to research questioning whether knowledge, attitudes, perceptions, values, and skills regarding collaborative patient care improve after interprofessional learning in classroom and practice settings based on the degree of exposure to interprofessional learning compared to a control group.Methods and Findings: Pre-licensure students from seven health-profession programs were assigned to three groups: Control (no intervention), Education (classroom-based interprofessional learning), and Full-Participant (classroom-based and practice-based interprofessional learning). They were later surveyed to assess outcomes. Immersion at an interprofessional practice setting had a greater impact on scores than classroom-based interprofessional education. Both interventions significantly improved attitudes, perceptions, knowledge, and skills related to interprofessional collaboration. Only immersion improved the perceived importance of sharing leadership. Changes after the education intervention persisted at five-month follow-up.Conclusions: Interprofessional learning in classroom and practice settings positively impacted participants' knowledge, attitudes, perceptions and values, and skills regarding interprofessional teamwork. Use of a longitudinal study with a control group provided evidence that pre-licensure interprofessional learning would increase awareness of the need to collaborate. Findings encourage longerterm study of how interprofessional learning in various settings could improve how future practitioners approach patient care.

scholarly journals Interprofessional Care of Emergency Department Doctors and Pharmacists: Crossing a Collaboration Chasm

2020 ◽  
Vol 11 (2) ◽  
pp. 12
Author(s):  
Jumana Al-Salloum ◽  
Dixon Thomas ◽  
Ghada AlAni ◽  
Baljinder Singh
Keyword(s):  
Emergency Department ◽  
Patient Care ◽  
Interprofessional Education ◽  
Administrative Support ◽  
Interprofessional Collaboration ◽  
Role Clarity ◽  
Patient Centeredness ◽  
The Public ◽  
Interprofessional Care ◽  
Article Type

Role clarity of emergency department doctors and pharmacists is essential to provide collaborative care. Evidence is available that interprofessional care of doctor-pharmacist collaboration improves patient care in emergency settings. Pharmacists need to improve their knowledge and skill in emergency practice to be more productive and sought after. Team dynamics, training, and administrative support are critical. Interprofessional collaboration should not be programmed to fail for the short-term convenience of any profession. With more considerable effort from different stakeholders, once a collaborative system is established that will sustain improved patient care and the public trust of healthcare. Crossing a collaboration chasm takes time and effort. Interprofessional education should be built-in essential competencies to be collaborative with role clarity, teamwork, better communication, and ultimately patient-centeredness.   Article Type: Commentary

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

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.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

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.

Sign in / Sign up

Export Citation Format

Share Document