Interprofessional Team Collaboration Research Articles

INTERPROFESSIONAL SKILLS AND CULTURAL AWARENESS OF STUDENTS CARING FOR OLDER ADULTS WITH MULTIPLE CHRONIC CONDITIONS

Based on rapidly increasing numbers of older adults and growing populations of culturally diverse citizens, we developed and provided an interprofessional education program for graduate nursing and social work students that focused on the delivery of care to older adults and veterans with multiple chronic conditions. The students participated in multiple activities together over a year long period. Activities included an introductory IPE day with all students together and simulated patient cases that had required roles for the students’ specialties. Knowledge and skills of interprofessional collaborative practice were measured with the Interprofessional Self Assessment Competencies (IPEC) and Assessment of Interprofessional Team Collaboration Scale (AITCS). We also measured attitudes toward cultural differences using the Cultural Awareness Scale (CAS). The entire project was repeated a second year with a second cohort of students. Overall, our students were better able to understand and work collaboratively with other health care professionals after participating in this program. Regarding cultural awareness, both NP and SW students were more aware of and comfortable with cultural differences after participating in the program. After one year of experience, we wanted to know more about our students’ skills and attitudes. Focus groups were added to the design to dive deeper into the students’ perceptions about which activities were most impactful and recommendations for future IPE activities. This paper will describe these data and implications for future planning of more effective interprofessional and cultural programming for students caring for older adults and veterans.

Factors for self-assessment score of interprofessional team collaboration in community hospitals in Japan

ObjectiveInterprofessional collaboration is considered an important strategy in overcoming the complex issues associated with healthcare outcomes. A nationwide, community-based integrated care system developed for the care of older people in...

Translation and cross-cultural adaptation of the Japanese version of the Assessment of Interprofessional Team Collaboration Scale-II (J-AITCS-II).

This article was migrated. The article was marked as recommended. Introduction: Several countries have developed interprofessional competency frameworks for interprofessional collaboration (IPC) that have the potential to improve healthcare processes and outcomes. However, there is no consensus on the assessment of IPC in clinical practice. The Assessment of Interprofessional Team Collaboration Scale-II (AITCS-II) is a validated questionnaire used to measure IPC among team members. Methods: We translated the original AITCS into Japanese according to the Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures and verified its reliability and cultural adaptability. Healthcare staff at a hospital and welfare facilities with multiple departments were asked to complete the Japanese version of the AITCS. Results: The data of 558 responses were analyzed. Factor analysis of the Japanese version of the AITCS-II identified two factors: "Patient-centered collaborative care" and "Teamwork among healthcare professionals" with a Cronbach's α > 0.7 for all items and subscales. Discussion: The identified factors differed from those in the original questionnaire, which may be warranted considering the differences in the relationship between patients and healthcare professionals in Japan compared to Western countries. The Japanese version of the AITCS-II (J-AITCS-II) is a reliable and valid questionnaire, and further research should confirm its robustness and usefulness for improving IPC.

ST-Elevation Myocardial Infarction: A Simulation Case for Evaluation of Interprofessional Performance in a Hospital.

Introduction Interprofessional collaboration between units in a hospital is essential in order to reach desired time for primary percutaneous intervention (PCI) in acute ST-Segment Elevation Myocardial Infarction (STEMI) cases. We developed a simulation to engage various medical and nonmedical staff in interprofessional and interunit team collaboration. Method We used a scenario in this simulation. Beginning in the emergency department, it detailed a 50-year-old male presenting with progressive chest pain since 7 hours before admission. The emergency team directly examined the patient, and STEMI diagnosis was made, followed by sending the patient to the cardiac catheterization laboratory to undergo primary PCI. A resuscitation kit was required for the simulation. An evaluation sheet was prepared to evaluate every step of patient management. Three judges observed the simulation. At the end of the simulation, debriefing was done, and recommendation for the simulation was discussed. Besides medical activities during patient management, interprofessional communication, administration activities, consultations, and handover process were also evaluated. Results The team achieved the appropriate door-to-electrocardiogram (ECG) time in 8 minutes, but overall target was delayed since door-to-skin puncture time was reached in 110 minutes. Some factors that contributed to these conditions were long waiting time during patient admission, several attempts for telephone consultation to the cardiologist, and prolonged admission process in the cardiac catheterization laboratory. Conclusions The simulation was well received by both participant and our institution, stating that it is a valuable resource for developing interdisciplinary learning program. This simulation also contributed to the development of the clinical pathway, STEMI protocol, in our institution.

Creation of nurse-specific integrated interprofessional collaboration and team-efficiency scenario/video improves trainees' attitudes and performances.

It is importance to train the interprofessional collaboration (IPC) and team-efficiency (TE) of medical trainees. This prospective study evaluates whether implementation of scenario/video-created workshops in integrated IPC and TE (IIT) program provides additional benefits for IPC-TE skills of nursing trainees. Mock simulation with two IIT scenarios was held as preintervention IPC-TE assessment. Basic and advanced workshops were arranged for teams of intervention groups for creation of discipline-specific scenario and video. Thirty-six nursing trainees were randomized into teams of five members (three nursing students, one standardized medical student, and one standardized trainees of other profession) in either intervention (scenario plus video and scenario) or control groups. After intervention, all groups received the formal simulation-based assessment using another two IIT scenario. In addition to instructors-based assessment of team' performance in mock and formal IIT simulation using interprofessional team collaboration scale (AITCS), self-assessment of attitudes and program-value score were completed by each trainee, using attitudes toward interprofessional health care teams scale (ATIHCTS) at all stages. Nursing trainees in intervention group gave high satisfaction score to this IIT intervention. In comparison with control group, greater increase in instructor-assessed team performance in the "partnership," "cooperation," and "shared decision making" domains of AITCS and the self-assessed "quality of care delivery" and TE domains of ATIHCTS were noted in the intervention groups. The overall improvement was greater in the scenario plus video group than those in the scenario group. Further, these improvements among nursing trainees persisted until follow-up stage at 4-weeks later. For nursing trainees, our study suggested that implementation of a scenario creation-based training resulted in additional improvement in trainee' IPC and TE behaviors and attitudes. Additionally, making video of newly created nurse-specific scenario enhances partnership and cooperation among nursing trainees and their interprofessional team members.

L’éducation interprofessionnelle des équipes de soins critiques par la simulation : concept, mise en œuvre et évaluation

Interprofessional simulation-based education is effective for learning non-technical critical care skills and strengthening interprofessional team collaboration to optimize quality of care and patient outcome. Implementation of interprofessional simulation sessions in initial and continuing education is facilitated by a team of "champions" from each discipline/profession to ensure educational quality and logistics. Interprofessional simulation training must be integrated into a broader interprofessional curriculum supported by managers, administrators and clinical colleagues from different professional programs. When conducting interprofessional simulation training, it is essential to account for sociological factors (hierarchy, power, authority, interprofessional conflicts, gender, access to information, professional identity) both in scenario design and debriefing. Teamwork assessment tools in interprofessional simulation training may be used to guide debriefing. The interprofessional simulation setting (in-situ or simulation centre) will be chosen according to the learning objectives and the logistics.

Interprofessional collaborative team development in china: A grounded theory study.

To generate a theory of interprofessional collaborative team development in China. Interprofessional collaborative practice is an important approach to improve the patient-centred care. Theoretical sampling was used to recruit individuals who had collaboration experiences. They each participated in face-to-face interviews lasting 40-60min. Major categories describing the team development process for collaboration were extracted according to the grounded theory methodology. The interprofessional collaborative team development was guided by a common purpose-"patient-centredness." Three stages involved in team development were identified: exploration, integration and continuous adjustment. Various strategies described for each stage are required to move successfully through the process. Interprofessional team development is a dynamic process with three primary stages. The culture in which a teamworks is reflected in each stage of team development and collaboration. Understanding interprofessional collaborative team development and the strategies required will help nurse managers to better design interprofessional teamwork opportunities and provide necessary support to achieve the effective interprofessional collaborative practice.

Individual-level determinants of interprofessional team collaboration in healthcare

ABSTRACTInterprofessional team collaboration (ITC) is pivotal for the safety and the quality of healthcare settings, being associated with higher staff and patient satisfaction. However, individual-level determinants (i.e. socio-demographic and working satisfaction) remain currently largely unexplored. This study aimed to describe the overall ITC (i.e. partnership, cooperation, coordination), identifying the individual-level determinants of each ITC domain. This study had a multicentre approach, using cross-sectional data collection. ITC was assessed using the Interprofessional Team Collaboration Scale II, Italian version (I-AITCS II). The determinants of ITC were investigated through multivariable linear regression models. The study results showed significant associations between the same ITC domains, as well as the important role of work satisfaction in determining cooperation and coordination. Physicians reported more inadequate partnership levels than other healthcare professionals. This study provides insights for future research and gives a useful description of the determinants of ITC for multi-stakeholder healthcare organizations.

Interprofessional Team Member Communication Patterns, Teamwork, and Collaboration in Pre–family Meeting Huddles in a Pediatric Cardiac Intensive Care Unit

ContextInterprofessional teams often develop a care plan before engaging in a family meeting in the pediatric cardiac intensive care unit (CICU)—a process that can affect the course of the family meeting and alter team dynamics but that has not been studied. ObjectivesTo characterize the types of interactions that interprofessional team members have in pre–family meeting huddles in the pediatric CICU by 1) evaluating the amount of time each team member speaks; 2) assessing team communication and teamwork using standardized instruments; and 3) measuring team members' perceptions of collaboration and satisfaction with decision making. MethodsWe conducted a prospective observational study in a pediatric CICU. Subjects were members of the interprofessional team attending preparation meetings before care meetings with families of patients admitted to the CICU for longer than two weeks. We quantitatively coded the amount each team member spoke. We assessed team performance of communication and teamwork using the PACT-Novice tool, and we measured perception of collaboration and satisfaction with decision making using the Collaboration and Satisfaction About Care Decisions questionnaire. ResultsPhysicians spoke for an average of 83.9% of each meeting's duration (SD 7.5%); nonphysicians averaged 9.9% (SD 5.2%). Teamwork behaviors were present and adequately performed as judged by trained observers. Significant differences in physician and nonphysician perceptions of collaboration were found in three of 10 observed meetings. ConclusionInterprofessional team members' interactions in team meetings provide important information about team dynamics, revealing potential opportunities for improved collaboration and communication in team meetings and subsequent family meetings.

Integration of Authentic Leadership Lens for Building High Performing Interprofessional Collaborative Practice Teams.

Interprofessional collaborative practice (IPCP) models facilitate collaboration and teamwork across the health care continuum. Success of high performing IPCP teams is dependent on compassionate, authentic leaders who invest in helping their teams thrive amidst complexity. This article presents the integration of an authentic leadership lens for building high performing IPCP teams. Using their experience with implementation of an innovative IPCP model to improve health outcomes for an underserved patient population in the southeastern United States, the authors share targeted strategies using an authentic leadership lens to develop high performing teams. Data collected for 3 years reflect positive team performance outcomes related to collaboration and teamwork, which contributed to enhanced access to care, exceptional patient experience, improved physical and mental health outcomes, reduced hospital readmissions, and decreased cost of care. An innovative IPCP model of care is an effective approach to improve health outcomes and care transitions. However, it may not be fully successful if health care professionals practicing within these models cannot collaborate effectively or maintain personal well-being. The value of using an authentic leadership lens to guide IPCP team development cannot be underestimated.

Translation, revision and assessment of reliability and validity of the Assessment of Interprofessional Team Collaboration Scale

Objective To translate and revise the Assessment of Interprofessional Team Collaboration Scale (AITCS) into Chinese, then to evaluate the reliability and validity of the Chinese version of AITCS. Methods The Chinese version of AITCS was translated from the original one, back-translated and adjusted for cultural adaptation. The reliability and validity were tested among 288 nurses, 81 physicians, 25 respiratory therapists, 10 physical therapists and 3 nutritionists from a tertiary hospital in Hangzhou using convenience sampling. Results The average of scale-level content validity index was 0.98, unanimity of scale-level content validity index was 0.84 and item-level content validity index was 0.89-1.00. Exploratory factor analysis extracted three common factors,which explained 61.427% of the total variance, and each item had high factor loading quality (>0.4). The correlations coefficients between each dimension score and the total score ranged from 0.801 to 0.898 (P<0.05), and the correlations coefficients between each dimension score ranged from 0.607 to 0.698 (P<0.05). The Cronbach α of AITCS was 0.909, split-half reliability was 0.835 and test-retest reliability was 0.763. Conclusion The Chinese version of the AITCS has been proved to be reliable and valid. It is a valuable tool for evaluating interprofessional team collaboration among the health professional providers in mainland China. Key words: Interprofessional team collaboration; Reliability; Validity

Examining the Influence of Interprofessional Team Collaboration on Student-Level Outcomes through School–Community Partnerships

Examining the Influence of Interprofessional Team Collaboration on Student-Level Outcomes through School–Community Partnerships

The impact of an interprofessional training ward on the development of interprofessional competencies: study protocol of a longitudinal mixed-methods study

BackgroundTo meet the patients’ needs and to provide adequate health care, students need to be prepared for interprofessional collaborative practice during their undergraduate education. On interprofessional training wards (IPTW) undergraduates of various health care professions potentially develop a mutual understanding and improve their interprofessional competencies in clinical practice. To enhance collaboration of 6th-year medical students and nursing trainees in the third year of their vocational training an IPTW (Heidelberger Interprofessionelle Ausbildungsstation – HIPSTA) was implemented at the University Hospital Heidelberg, Germany. On HIPSTA future physicians and nurses take care of the patients self responsibly and in close interprofessional collaboration, supervised by facilitators of both professions. Although there are positive experiences with IPTWs internationally, little is known about the impact of IPTW on the acquisition of interprofessional competencies. For future interprofessional training and implementation of IPTWs evaluation of interprofessional learning and collaborative practice on Germany’s first IPTW is of high relevance.MethodsTo evaluate the acquisition of interprofessional competencies the study follows a mixed-methods approach. Quantitative data is collected from undergraduate participants, staff participants and facilitators on HIPSTA (intervention group) and undergraduate participants and staff participants on a comparable ‘conventional’ ward without special interprofessional training (comparison group) immediately pre and post HIPSTA and, as follow-up, after three to six months (T0, T1, T2), using three questionnaires, namely the University of the West of England Interprofessional Questionnaire (UWE-IP), the Interprofessional Socialization and Valuing Scale (ISVS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). Qualitative data is gathered in form of interviews and focus groups based on semi structured guidelines, video recordings of handovers and overt non-participant observations of daily rounds. Quantitative data will be analysed in a longitudinal comparison, presented descriptively and tested with an analysis of variance. Qualitative data will be analysed deductively and inductively.DiscussionThe results of the evaluation will give insight in undergraduates’, staff’s and facilitators’ experiences and their self-perception of competency development. In addition the results will help identify benefits, challenges and areas for modification when implementing and establishing similar interprofessional training wards.

Interprofessional clinical training in mental health improves students\u2019 readiness for interprofessional collaboration: a non-randomized intervention study

BackgroundOver the past decades, the health sector in general has increasingly acknowledged the effectiveness of interprofessional clinical training in enhancing teamwork. In psychiatry, however, knowledge of the benefits of collaborative clinical training is sparse. This study aimed to investigate the impact of interprofessional training on students’ readiness for interprofessional collaboration in a psychiatric ward.MethodsAn intervention study assessed interprofessional clinical training in a training ward. Undergraduate students from the disciplines of medicine, nursing, psychotherapy, pedagogy, and social work were allocated either to an intervention group receiving interprofessional training or to a comparison group receiving conventional clinical training. Outcomes were assessed using the Readiness for Interprofessional Learning Scale (RIPLS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). Linear mixed regression was used to compare differences in mean scores postintervention, adjusted for baseline score, gender, and profession.ResultsMean postintervention scores were higher in the intervention group (n = 87) than in the comparison group (n = 108) for both scales (overall sum score). For the RIPLS, the mean difference was 2.99 (95% CI 0.82 to 5.16; p = 0.007); for the AITCS it was 8.11 (95% CI 2.92–13.30; p = 0.002). Improvement in readiness for interprofessional learning and team collaboration in the intervention group remained statistically significant after adjustment for baseline differences between the two groups.ConclusionStudents’ self-reported readiness for interprofessional learning and their team collaboration were improved after interprofessional clinical training. Still, further studies of both the processes and the long-term effects of undergraduate IPE in mental healthcare are needed. The study was registered March 62,017 on ClinicalTrials.gov: NCT03070977 (Retrospectively registrered).

Measuring the performance of interprofessional primary health care teams: understanding the teams perspective.

The aim of the study was to describe practices that support collaboration in interprofessional primary health care teams, and identify performance indicators perceived to measure the impact of this collaboration from the perspective of interprofessional health providers. Despite the surge of interprofessional primary health care models implemented across Canada, there is little evidence as to whether or not the intended outcomes of primary health care teams have been achieved. Part of the challenge is determining the most appropriate measures that can demonstrate the value of collaborative care. To date, little remains known about performance measurement from the providers contributing to the collaborative care process in interprofessional primary care teams. Having providers from a range of disciplinary backgrounds assist in the development of performance measures can help identify measures most relevant to demonstrate the value of collaborative care on the intended outcomes of interprofessional primary care models. A qualitative study; part of a larger mixed methods developmental evaluation to examine performance measurement in interprofessional primary health care teams. A stakeholder workshop was conducted at an annual association meeting of interprofessional primary health care teams in the province of Ontario, Canada. Six questions guided the workshop groups and participant responses were documented on worksheets and flip charts. All responses were collected and entered verbatim into a word document. Qualitative analytic strategies were applied to each question. A total of 283 primary health care providers from 14 health professions working in interprofessional primary health care teams participated. Top three elements of interprofessional collaboration (total n = 628) were communication (n = 146), co-treatment (n = 112) and patient-based conferences (n = 81). Top three performance indicators currently used to demonstrate the value of interprofessional collaboration (total n = 241) were patient experience (n = 71), patient health status (n = 35) and within team referrals (n = 30).

Patients' knowledge of health rights and satisfaction with outpatient services at the tertiary hospitals in Enugu state, Nigeria

Background: Patient satisfaction is a key indicator for measuring the success of the health system goals, delivery quality care that is safe, equitable, patient-centered, evidence-based, timely and efficient, through interprofessional collaborative team work. Equally, patient's knowledge of their health rights will enhance better provider-patients relationship, patient satisfaction, and effective care management. Objectives: The aim of this study was to compare patients' knowledge of health rights, satisfaction with the physicians' conducts and outpatient services across three tertiary hospitals in Enugu, Nigeria. Methods: A descriptive cross-sectional study of 304 patients selected from the outpatient clinics of the University of Nigeria Teaching hospital (UNTH), National Orthopaedic Hospital (NOHE), and Enugu State University of Science and Technology Teaching Hospital (ESUTH), from October to December, 2015 was conducted. A four point Likert scale, dissatisfied (1), very dissatisfied (2), moderately satisfied (3), and very satisfied (4) was applied. Knowledge of health rights were scored as follows, 0-5 poor knowledge, 6-10 good knowledge, 11 and above very good knowledge. A minimum sample size of 91 patients was calculated for each of the study hospital, but increased to100 each, to enhance precision, reduce error margin, and to contend possible nonresponses and incompleteness. A multi-stage sampling technique was applied. The data were analyzed using SPSS version 16.0. Results: Knowledge of health rights was poor in 5.9%, 20.8%, and 14.9% of patients ( X 2 =9.61, p=0.000), and very good in 70.6%, 46.5% and 59.4% patients ( X 2 =12.14, p=0.000) from UNTH, NOHE, and ESUTH respectively. The mean knowledge scores were 10.50 ±3.240 for UNTH; 8.72±2.953 for NOHE; and 9.93±3.151 for the ESUTH. The overall mean knowledge scores of the patients across the three hospitals was not statistically significant ( F =0.000, P =1.000). Patients' overall mean satisfaction with physicians' conduct and services was 3.63±0.525 for UNTH, 3.45±0.741 for NOHE, and 3.47±0.609 for ESUTH, with no statistically significant difference ( F =0.000, P =1.000). Overall mean satisfaction scores for the general outpatient services were 3.19±0.728, 3.15±0.713, and 3.00±0.721 for UNTH, NOHE, and ESUT respectively. The observed differences in the overall mean satisfaction for the general services provisions across the hospitals was not statistically significant ( F =0.000, P =1.000). Patients' mean knowledge scores were statistically ( p =0.000) associated with mean satisfaction with the physicians' conduct and services provision across hospitals. Conclusion: Patients knowledge of health rights and satisfaction with physicians' conducts and outpatient services across the hospitals were generally good and satisfactory, but differed statistically in-between hospitals. Keywords: Health rights, conducts, satisfaction, patients, physicians

The role of mentorship in trainee advanced clinical practitioner development

Advanced Clinical Practitioners (ACPs) are a rapidly growing workforce worldwide with the USA showing the highest absolute number and rate per population, followed by the Netherlands, Canada, Australia, Ireland, and New Zealand (Maier, Barnes, Aiken, & Busse, 2016). Whilst many practitioners are nurses by background, the development of the role has encouraged the inclusion of other professions such as physiotherapists, pharmacists, and paramedics. The progression of the ACP role involves the acquisition of new skills alongside postgraduate academic education at Masters level and peer support (Aguilard, Colson, & Inthavong, 2017, Health Education England 2017; NHS Education for Scotland 2012). The Department of Health (2010) supports this underlying principle with the inclusion of self-development as one of the four pillars of advanced practice. Despite awareness of this, trainee ACPs can find initiating self-development difficult without appropriate support when transitioning from competent to expert practitioner, yet a supportive environment can influence this transition positively (Sharrock, Javen, & McDonald, 2013). The obstacles to achieving interprofessional team collaboration in a surgical care environment in Sweden have been explored, with recommendations to optimize the role (Andregard & Jangland, 2015). Lack of confidence and a sense of inadequacy is common amongst trainees, which can be overwhelming (Hill & Sawatsky, 2011). The transition of socialization into the new working environments may be challenging with adaptation to new processes and methods of practice becoming stress inducing (Feng & Tsai, 2012). Harrington (2011) concurs and suggests a mentoring programme would help to alleviate these negativities. A mentor is suggested to be someone who: “facilitates learning and supervises and assesses students in a practice setting” (Nursing & Midwifery Council, 2008). Eller, Lev, and Feurer (2014) identified effective mentoring included aspects of open communication, passion in exchange of knowledge, mutual respect and trust and role modelling. Whilst it is important for the mentee to be willing to learn it is also imperative that the mentor has a standard of excellence in this role, which they are keen to execute (LaFleur & White, 2010). The absence of this, results in negative feedback from trainees about their mentorship experience (Jack et al., 2018). To minimize this, De Campli, Kirby, and Baldwin (2010) suggests the mentor and mentee should be encouraged to select each other to enable a positive relationship to develop. The Nursing & Midwifery Council (2008) identifies mentors for nursing students should be on the same part of the register to enhance the learning experience. Trainee ACPs, however, may receive mentorship from those of a different professional background. The consequence of this may be the development of a wider knowledge base both for the mentor and trainee and increased skill sharing and interprofessional mentorship can aid socialization (Rohatinsky & Ferguson, 2013). Mentorship of trainees may also be supported by other staff members; consultants, senior practitioners, and medical staff who can acts as a coach, mentor, support, and educator to enhance the learning experience (Health Education East Midlands, 2014). However, primary research by Barton (2006) identified nurse and medical mentor relationships to be challenging due to the crossover of professional boundaries and for this reason medical mentors are recommended in addition to the stability of the supervising clinician (Health Education East Midlands, 2014). Negativity may also present when learner feedback delivery is required. Ten Cate (2013) suggests feedback to trainees whilst important to development, is often difficult to receive and can be demotivating. French, Colbert, Pien, Dannefer, and Taylor (2015) recommend progression of performance over time must also be emphasized, yet the trainee must have awareness of plateaus, rapid progression, and setbacks as being recognized elements of learning development (Dreyfus, 2004). The role transition for ACPs has been analysed by Moran and Nairn (2017) who have identified appropriate mentorship, clinical supervision and supported development alongside formal education programmes to be essential for the trainee both pre and postqualification. Senior ACPs therefore, should apply their leadership skills to facilitate learning (Department of Health 2010) which in combination with ongoing supervision, will ensure continued support and high-quality patient care.

A case study activity to assess nursing students′ perceptions of their interprofessional healthcare team’s collaborative decision-making process

Abstract Stronger interprofessional team collaboration is associated with higher satisfaction with decision-making processes, but nurses are most likely to feel low satisfaction with team decision-making. Because interprofessional teams should make inclusive care plan decisions using consensus, a semester-long, interprofessional case study activity included student health profession team creation of a hospital discharge plan for a web-based patient. Interprofessional student teams from nursing and five other health professions participated in the activity that used an ‘adapted’ nursing case study as an interprofessional case. Upon completion, it was hoped nursing student participants would report high perceptions of collaboration and satisfaction with their team decision-making process. Post-activity, overall scores on the Collaboration and Satisfaction about Care Decisions instrument indicated that nursing student participants perceived collaboration levels as relatively high or acceptable and were generally satisfied with their team decision-making process. However, no mean scores were in the higher or most positive levels. More interventions focusing on team process and decision-making may assist in the delivery of effective patient-centered, team-based care. Case studies from the National League for Nursing and Community College of Philadelphia, Advancing Care Excellence for Seniors website can easily be adapted as interprofessional.

Readiness to Collaborate Scale: How ready are obstetrical practitioners to participate in an interprofessional healthcare team?

Abstract A gap has been identified in the literature regarding available approaches, and instruments, to measure and/or assess the readiness of post-licensure healthcare providers to participate effectively in an interprofessional collaborative healthcare team (ICHT). Globally, major changes are taking place in provision of maternal health care (WHO, 2015). Stillbirths account for over half of all perinatal deaths; and (1/3) of stillbirths take place during delivery, (i.e. are largely avoidable). Intrapartum deaths (i.e. those occurring during delivery) are closely linked to place of, and care at, delivery. In developing countries, just over 40% all deliveries occur in health facilities and little more than half take place with assistance from a doctor, midwife, or qualified nurse. Studies have shown that poor perinatal outcomes can be linked to poor interprofessional collaboration and that when effective interprofessional collaboration is in place, better health outcomes are realized (Freeth, Ayida, Berridge, Mackintosh, Norris, Sadler, & Strachan 2009; Watkins, Nagle, Kent, & Hutchinson 2017). Therefore, a Readiness to Collaborate Scale (RCS) has been developed and validated with a group of low-risk obstetrical providers to test their readiness to collaborate together in an interprofessional team. In Phase I, content validation was performed with a group of low-risk obstetrical providers (n = 9). In Phase II, construct validation included a larger group of low-risk obstetrical providers (n = 140). Using a Principal Component Analysis, four factors were identified: Readiness for Interprofessional Collaboration, Communication, Trust and, Reluctance to Collaborate. Finally, the five questions posed by Borrill et al. (2001), to determine high and low functioning teams, were used for criterion validation. A t-Test to determine significant difference was completed and p values indicated there was a difference between scores of those who were high functioning versus those who were low functioning, demonstrating that the Readiness to Collaborate Scale (RCS) can identify those who are ready to participate in an ICHT, and those who are not.

Promoting Students\u2019 Mental Health: A Study of Inter-professional Team Collaboration Functioning in Norwegian Schools

Collaboration between different professions is thought to be important for mental health work in schools. However, high-quality collaboration is often difficult to achieve in practice, and there is little research available to inform strategies for strengthening collaboration. This study analyzes the effects of the research and development project School as an arena for child and adolescent mental health, aimed at developing practices for promoting students’ mental health in Norway. We collected questionnaire data from all professions participating in collaboration teams in the four participating municipalities (n = 40) and 27 comparison municipalities (n = 197). The main findings indicate that the project initiative positively affected innovation practices in collaboration. We discuss the results in light of the design of the project and field data collected over a 4-year period.