Abstract
This paper proposes a tentative theoretical model (PINCOM) and a measure of mental health and school professionals' perception of interprofessional collaboration (IPC). The model is based on twelve constructs derived from a pilot study, organizational and social psychology. The main aim of the model is to capture central aspects of IPC. A forty-eight item self-report questionnaire (PINCOM-Q) was designed to explore professionals' perceptions of IPC. The sample (n=134) included professionals who worked in primary care, specialist services and in elementary schools. Exploratory factor analyses and reliability testing were conducted to reduce the large number of variables in the questionnaire. RESULTS INDICATE THAT CENTRAL ASPECTS OF IPC IN THE CONTEXT OF SERVICE DELIVERY AND CASE WORK ARE: interprofessional climate, organizational culture, organizational aims, professional power, group leadership and motivation. Preliminary empirical testing of the questionnaire demonstrated that it is possible to measure perceptions of IPC, with reasonable levels of construct validity and reliability. Further, revision of the questionnaire is discussed to make it fit for use in large scale studies with the purpose of enhancing (a) the validity of the PINCOM model, and (b) the quality of mental health services that are based on IPC.
Highlights
Since the term collaboration seems to carry many meanings, it should be of high relevance to investigate how professionals perceive the phenomenon of collaboration
This paper proposes a tentative theoretical model (PINCOM) and a measure of mental health and school professionals’ perception of interprofessional collaboration (IPC)
Results indicate that central aspects of IPC in the context of service delivery and case work are: interprofessional climate, organizational culture, organizational aims, professional power, group leadership and motivation
Summary
Since the term collaboration seems to carry many meanings, it should be of high relevance to investigate how professionals perceive the phenomenon of collaboration. Many authors in the field, for example NaarKing, Siegel, Smyth and Simpson w23x, claim that there is a paucity of systematic assessment of collaborative disciplinary programs and the services they provide a substantial body of medical literature endorses the importance of collaborative disciplinary approaches in assessment and management of children with special health care needs. Some studies have used perception or attitudes as a theoretical point of departure w27– 31x Still, these studies focus mainly on interprofessional education and how professionals perceive each other as professionals. These studies focus mainly on interprofessional education and how professionals perceive each other as professionals They deal only partly and indirectly with the phenomenon of collaboration in a clinical context. The investigation of how professionals perceive collaboration as a phenomenon was approached by the development of a questionnaire
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