Collaborative Competencies Research Articles

The development of an instrument to measure interprofessional collaboration competency for primary care teams in the district health system of health region 2, Thailand

BackgroundEvidence shows that interprofessional collaboration (IPC) practice contributes to the quality of health care. However, there are limited instruments to assess IPC in providing primary care in the district health system (DHS) in Thailand. The aim of this study is to develop a valid and reliable instrument to assess the IPC competency of primary care team members in DHSs.MethodsThis study was designed as an exploratory mixed methods study. In the qualitative phase, 37 participants, including policymakers, practitioners, and academics with experience in primary care, were involved. Data were analysed using thematic analysis, and trustworthiness was verified by triangulation and peer debriefing. In the quantitative phase, content validity, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability were conducted, and the final version of the questionnaire was evaluated with 497 participants.Results: The findings showed an I-CVI range of 0.86–1.00 and S-CVI/UA = 0.87 for 49 items with a 5-point Likert scale. EFA suggested six factors: 1) collaborative teamwork, 2) population- and community-centred care, 3) communication and mutual respect, 4) clarification of roles and responsibilities, 5) interprofessional reflection, and 6) interprofessional values and mixed skills. In the CFA results, the model fit indices were acceptable (CFI = 0.99, RMSEA = 0.049, SRMR = 0.043) or slightly less than the goodness-of-fit values (GFI = 0.84). All subscales showed acceptable Cronbach’s alpha values with a range of 0.86–0.94.ConclusionsThe developed IPC competency instrument was confirmed its validity and reliability that contributes to assessing the IPC competency of primary care teams in DHSs. This information provides evidence to support tailored intervention to promote the IPC competency of primary care team work to achieve a common goal.

Validation of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) retrospective pre-test measures

ABSTRACT Establishing the effectiveness of IPE experiences is essential, and current assessment measures may be subject to various types of bias. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is administered after the learning experience as retrospective pretest and posttest measures of perceived collaborative practice skills. Because the ICCAS does not have an actual pretest, there are potential risks of recall bias and social desirability bias. To address these concerns, Jackson (2017) proposed conducting a true ICCAS pretest before the learning experience and examining the differences between the true and retrospective pretest scores and the differences between these pretest and posttest scores. This study design was implemented for two in-person Interprofessional forums conducted in the Fall (N = 745) and following Spring (N = 599) semesters. Students from 11 (Fall) and 12 (Spring) health professions education programs were included. True ICCAS pretest scores did not significantly differ from the retrospective pretest scores in either sample, although the effect sizes for pretest to posttest gains were slightly smaller for the true pretest scores. These results support and provide confidence for using the standard ICCAS administration methodology by demonstrating the administration methodology is not adversely impacted by recall or social desirability biases.

Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace

BackgroundTeamwork and communication are essential tools for doctors, nurses and other team members in the management of critically ill patients. Early interprofessional education during study, using acute care simulation, may improve teamwork and communication between interprofessional team members on the long run.MethodsA comparative sequential quantitative–qualitative study was used to understand interprofessional learning outcomes in nursing and medical students after simulation of acute care. Students were assigned to a uni- or interprofessional training. Questionnaires were used to measure short and long term differences in interprofessional collaboration and communication between the intervention and control group for nursing and medical students respectively. Semi-structured focus groups were conducted to gain a better understanding of IPE in acute simulation.ResultsOne hundred and ninety-one students participated in this study (131 medical, 60 nursing students). No differences were found between the intervention and control group in overall ICCAS scores for both medical and nursing students (p = 0.181 and p = 0.441). There were no differences in ICS scores between the intervention and control group. Focus groups revealed growing competence in interprofessional communication and collaboration for both medical and nursing students.ConclusionsInterprofessional simulation training did show measurable growth of interprofessional competencies, but so did uniprofessional training. Both medical and nursing students reported increased awareness of perspective and expertise of own and other profession. Furthermore, they reported growing competence in interprofessional communication and collaboration in transfer to their workplace.

The Role of Intercultural Communication Competence in Business Collaboration to Develop Start Ups in the Global Era

In this global era, more and more startups are developing their businesses with partners from other regions or countries. However, intercultural cooperation that is not accompanied by intercultural communication competence will often create unresolved conflicts. This research is a qualitative study with a phenomenological approach. In this study, researchers wanted to dig up information about the experiences of informants in developing business partnerships and the difficulties encountered when communicating with business partners from different countries or regions. Data collection was carried out using unstructured interviews so that the informants could be more flexible in sharing their experiences when starting their business development. They can also tell freely about any cultural background conflicts that are often encountered when discussing or communicating with business partners from different cultures. In this study, researchers interviewed 10 informants consisting of start-up actors, who have been in business for more than 5 years and have collaborated with business partners from other regions or countries. This is to dig up information about their experiences when communicating with these business partners and to get data on what obstacles start-ups experience when collaborating with their business partners. The results of this study indicate that Intercultural Communication Competence (ICC), which consists of cognitive, affective and behavioral aspects, is needed by start-ups, especially if they want to develop their business by working with domestic and foreign partners. With the existence of ICC, start-up actors can avoid ethnocentrism, stereotypes and prejudice, as well as language barriers and differences in values.

Educating children as sustainable citizen-consumers: A qualitative content analysis of sustainability education resources

ABSTRACT This paper explores how children (aged 7–11) in the UK are educated about sustainability and climate change, through exploring a sample of 155 learning resources from public, private and third sector organisations. Using qualitative content analysis, key codes captured a) how sustainability was represented; b) how responsibilities for sustainability are imagined and allocated within society; and c) how children are encouraged to act for sustainability. The paper shows how sustainability resources represent children as powerful agents of social change charged with the responsibility and means to change their (and their close relatives’) behaviour within the household and school. Drawing on critical debates about sustainability education, I argue these representations are problematic because they do not equip children with an understanding of the political and moral economies that shape their actions (or inactions) as citizens, nor provide them with opportunities to develop collaborative competencies.

Sustainability competences in primary school education – a systematic literature review

Education for sustainable development is needed at all school levels. The aim of this systematic literature review is to increase knowledge on sustainability competences in the context of primary school education for sustainable development. The sustainability competences considered in this study are systems thinking competence, futures thinking competence, values thinking competence, collaboration competence and action-oriented competence. The systematic search was based on PRISMA guidelines, and it was conducted using following databases: ERIC, Scopus, Web of Science and the LUC Finna international e-materials database. The search yielded 14 of 93 articles. The research findings show that systems thinking competence and collaboration competence were the most common of the sustainability competences studied, followed by action-oriented competence and values thinking competence, leaving futures thinking competence less investigated. Furthermore, the findings show that the learning of sustainability competences is based on children’s dialogue and collaboration with other pupils and teachers using their imagination to achieve common environmental goals in their daily lives.

Comunicação interprofissional e participação do usuário na Estratégia Saúde da Família

Abstract This study deals with collaborative competencies to strengthen teamwork and interprofessional collaboration in Primary Health Care services, supported by the framework of the health work process, interprofessional work and competencies. Its objective is to understand the conceptions and experiences of professionals from the Family Health Strategy teams regarding the core collaborative competencies: interprofessional communication and patient-centered care. This is an exploratory and interpretative qualitative study. A secondary database was used, with 34 interviews conducted with professionals from the teams of three health units located in two municipalities. Thematic content analysis was adopted, with support by the WebQDA software. The findings show the professionals’ understanding of collaborative competencies as complementary and as impossible to being treated independently. Interprofessional communication is recognized as a focus on meeting the user’s health needs, limited by unsatisfactory working conditions. Patient-centered care appears weak, since the sense of user participation prevails as a transfer of responsibility for their care to professionals and in a minority way, as sharing the construction of the care plan.

An Innovation Sprint to Promote Problem-solving and Interprofessional Skills Among Pharmacy and Public Health Students

Objective. Innovation sprints are a novel pedagogy where small groups of students find creative solutions to problems. The purpose of this study was to extend our understanding of innovation sprint pedagogical design by investigating the impact of an innovation sprint on Doctor of Pharmacy (PharmD) students' and Master of Public Health (MPH) students' interprofessional collaboration and problem-solving skills. We hypothesized that the innovation sprint would increase student self-efficacy and that interprofessional collaborative behaviors would be demonstrated by individuals on a team.Methods. MPH and third-year PharmD students were assigned to teams and participated in a required two-hour innovation sprint. Faculty observed student teams and evaluated their interprofessional collaboration skills using a rubric modeled after the Modified McMaster-Ottawa Scale. Students completed a postprogram survey assessing their interprofessional collaborative behaviors and attitudes toward the innovation sprint.Results. Of the 133 students participating in the innovation sprint, 127 completed the postprogram survey (response rate=95%). Faculty determined that 123 students (92%) met the interprofessional collaboration competencies. The mean interprofessional collaborative competencies attainment survey scores increased for both PharmD and MPH students. Qualitative analyses highlighted themes of interprofessional collaboration and problem-solving skills that students valued. Overall, students enjoyed working with each other and engaging in creative problem-solving.Conclusion. An interprofessional innovation sprint involving PharmD and MPH students demonstrated a positive impact on student self-assessed interprofessional collaboration and problem-solving skills. Further, faculty observed a high rate of interprofessional behaviors within student teams. Based on these findings, an innovation sprint may be an effective pedagogical tool to enhance students' skills in these areas.

Interprofessional Naloxone Student Training to Manage Suspected Opioid Overdose.

The study purpose was to examine the effect of interprofessional naloxone training on students' knowledge, confidence, and interprofessional collaboration competency. The overarching goal was to decrease mortality related to opioid overdoses. A training session for interprofessional students consisted of a lecture presentation, demonstration, and hands-on practice regarding appropriate administration of naloxone for suspected opioid overdose. A questionnaire elicited baseline and change in knowledge, confidence, and interprofessional collaboration competency scores at pretraining and posttraining. In addition, changes in knowledge and confidence were also measured 3 weeks after the training. Thematic analysis explored training components that students perceived as valuable or needing improvement. Participants (N = 100) were nursing (n = 33), physician assistant (n = 37), and pharmacy (n = 30) students. Pretraining and posttraining comparison demonstrated increased knowledge (P < .001), confidence (P < .001), and collaboration scores (P < .001). At 3 weeks, knowledge and confidence remained higher than pretraining (P < .001). Knowledge was trending downward compared with posttraining (P = .09). Thematic analysis identified 4 themes: (a) indications for administration of different naloxone types, (b) learning modalities, (c) knowledge application, and (d) improvements. An interprofessional naloxone administration training resulted in increased knowledge, confidence, and interprofessional teamwork. Educators can adapt this training for a variety of future or current healthcare professionals to improve immediate intervention and outcomes in suspected opioid overdoses.

PET-Saúde: contributions to the implementation of IPE and the development of collaborative competencies

Resumo: Introdução: Cada vez mais no cenário global vem sendo observado o avanço das iniciativas de educação interprofissional (EIP) com o intuito de gerar inovações e solucionar problemas nos cenários de saúde. Ainda que tímidas, no Brasil, tem-se notado a implantação dos seus preceitos em busca de práticas mais colaborativas, especialmente alinhadas às diretrizes e aos preceitos do Sistema Único de Saúde (SUS). Objetivo: Este estudo teve como objetivo analisar a implementação da EIP e o desenvolvimento de competências colaborativas na formação dos estudantes e na prática dos preceptores e docentes que participaram do PET-Saúde/Interprofissionalidade da Universidade Federal de Viçosa (UFV). Método: Trata-se de uma pesquisa qualitativa que utilizou como técnica de coleta de dados a análise documental. Foram analisados quatro documentos: o edital que dispõe sobre o programa, o documento de inscrição e os relatórios, parcial e final. Resultado: Destacaram-se três aspectos nos documentos avaliados: “cumprimento dos objetivos”, “desafios para efetivação da EIP” e “desenvolvimento de competências colaborativas”, e, assim, notou-se que, de modo geral, houve o cumprimento dos objetivos do programa, apesar dos desafios impostos pelo modelo hegemônico de formação uniprofissional e pela pandemia da Covid-19. Além disso, foi observado o desenvolvimento de competências fundamentais para uma prática integral em saúde, como: comunicação interprofissional, trabalho em equipe, resolução de conflitos, escuta ativa e qualificada, liderança colaborativa, clareza de papéis, entre outras. Conclusão: Apesar dos percalços, houve a aplicação da EIP e o desenvolvimento de competências colaborativas, as quais favorecem a prática interprofissional e o efetivo trabalho em equipe nos cenários de saúde.

Interprofessional team-based education: A comparison of in-person and online learner experiences by method of delivery and health profession.

Building capacity for teamwork, communication, role clarification and recognition of shared values is essential for interprofessional healthcare workforce development. Requirements to demonstrate interprofessional practice competencies have coincided with pivots to online delivery. Comparison of in-person and online delivery models for interprofessional education is important for future curriculum design. This article presents an evaluation of in-person and online delivery modes for interprofessional team-based education and compares learner experiences across different health professions. Students from 13 health professions (n=2236) participated between Spring 2020 and Fall 2021. In-person and online delivery models were compared, assessing learner perceptions of efficacy for interprofessional practice, using reflective pre-post responses to the Interprofessional Collaborative Competency Attainment Scale (ICCAS). Mean ICCAS scores improved for in-person and online delivery (0.79 vs 0.66), with strong effect (Cohen's D 2.03 and 1.31 respectively; p<0.001). Statistically significant differences were observed across professions, although all experienced ICCAS score improvements. Logistical benefits were evident for online delivery. In-person and online interprofessional team-based education can provide valuable learner experiences for large student cohorts from multiple professions. ICCAS score differences should be weighed against potential logistical benefits of online delivery. Timing of delivery and determinants of differences in student response across professions warrant evaluation for future curriculum design.

Impact of Interprofessional Student Teams at a Remote Area Medical Event in Rural Appalachia.

Education in interprofessional collaboration is vital to expand healthcare access, especially in areas of higher disparity. To address this need, interprofessional faculty collaborators incorporated undergraduate and graduate health profession students into teams at an annual Remote Area Medical event in rural Appalachia between 2017 and 2020. This article evaluates the impact of an interprofessional student teams model on both patient care experience and students' interprofessional collaboration attitudes and behaviors. Student volunteers completed pre- and post-event surveys containing questions about demographics, open-ended questions, and questions from two instruments: the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, Version 2 (SPICE-R2) and the Interprofessional Collaborative Competency Attainment Scale-Revised (ICCAS-R). Quantitative data were analyzed statistically; qualitative data thematically. Tally forms collected patient care interventions that were compared to regional health disparities. Two years of survey data and four years of intervention data were analyzed. There was an increase (p < 0.001) in the post-event survey SPICE-R2 factors (teamwork, healthcare outcomes, and roles and responsibilities) in 2020 but not in 2019. ICCAS-R mean post-event composite scores increased (p < 0.05) in both 2019 and 2020. Qualitative coding of open-ended responses revealed interprofessional competency themes and provided event feedback. Over 5,900 health-disparity-focused interventions were completed between 2017 and 2020. Students participating in interprofessional teams demonstrate changes in attitudes towards the interprofessional approach to care, an improved ability to collaborate interprofessionally, and a positive impact on patient care interventions. The findings allow educators to understand how experiential interprofessional education influences students' interprofessional attitudes and beliefs while benefitting patient care.

Avaliação da educação interprofissional para a tomada de decisão compartilhada em farmacoterapia: uma revisão de escopo sobre métodos e instrumentos

Abstract This study aimed to describe the research methods and instruments used in the evaluation of interprofessional education strategies for shared decision making in drug therapy. The types of evaluation employed were categorized according to Kirkpatrick’s adapted model. A scoping review was conducted, following the PRISMA-ScR recommendations. Among the 21 selected studies, there was a predominance of quantitative methods in the evaluation of educational experiences (n=18). Of these, the most common aspect evaluated was “students’ attitudes and perceptions towards interprofessional education and practice” by means of validated instruments (n=13). Ten different instruments were identified and found to be in line with the Interprofessional Education Collaborative competencies. The variety of instruments signals the growing production of knowledge about this topic, but points to the challenge of conducting comparative analyses between educational experiences around the world.

비교과 활동으로서의 영어연극 대회 참여 경험이 학생들의 언어 능력, 정의적 태도, 협업 역량에 미치는 영향

This study explored if and to what extent foreign language high school students would benefit from participating in a school English drama contest in terms of English proficiency, affective attitudes, and collaborative competence. For this purpose, questionnaires were constructed to measure students’ perception of their growth in those areas after participating in the contest. Pre- and post-questionnaires were administered to 85 students, and in-depth interviews were conducted with 13 of the survey respondents. In a comparison of the pre- and post-test measures, the study found that the drama contest contributed to reducing students’ anxiety and enhancing their intrinsic motivation. Although pre- and post-test differences in language proficiency and collaborative competence were found to be non-significant, the participants addressed positive aspects of their experience in the contest. For example, they reported that they improved their pronunciation, speaking, and writing skills and that they collaborated and learned from one another by sharing ideas, providing feedback, and exchanging opinions.

Exploring the experiences of the team members in the interprofessional socialization process for becoming an interprofessional collaborator

BackgroundThe current study aimed to explore the team members’ experiences in the socialization process for becoming a collaborator in an interprofessional team.MethodThis qualitative study is conducted using an inductive qualitative content analysis approach. Participants consisted of 32 physicians (n = 16) and nurses (n = 16) who participated by purposeful sampling. Data were collected through in-depth semi-structured interviews and analyzed by Graneheim and Lundman approach.ResultsIn the study, “the perceived confrontation between interprofessional professionalism and uni-professionalism in the interprofessional socialization process” is explored as the theme, including two categories: “interprofessional professionalism commitment” as a facilitator and “uni-professional centrism” as a barrier.ConclusionA reciprocal dimension in interprofessional socialization was explored. Interprofessional professionalism adherence and team-centered accountability among team members were explored as a facilitator. The uni-professional culture and immature interprofessional collaboration competencies of team members disrupted the interprofessional socialization process.

Correlation between intercultural sensitivity and collaborative competencies amongst Indonesian healthcare professionals

A preliminary study has found that being competent in their profession is a part of professional culture. This study aimed to evaluate the validity and reliability of collaborative competencies questionnaire and a translated ISS (Intercultural Sensitivity Scale). This study also assessed correlation between collaborative competencies and intercultural sensitivity. Methods This study used a cross-sectional study design and employed a questionnaire derived from a previous qualitative study on components of collaborative competencies. The questionnaire was further modified from literature data. A translated Bahasa Indonesia version of ISS was employed to assess cultural sensitivity when working with different health professionals. Results Of the 464-healthcare professionals in hospital and primary healthcare in Denpasar, invited, 292 responded to the online questionnaire. A response rate of 63.2% from 43 physicians, 103 nurses, 18 dentists, 87 midwives, 41 pharmacy professional was achieved. The ICCQ (Indonesian Collaborative Competencies Questionnaire) was found to be valid and reliable and had three competency themes; role and responsibility, value and ethics; and communication, coordination, and leadership. The translated ISS was also valid and reliable and had three themes defined as interaction engagement, interaction confidence, and interaction attention during collaboration. Healthcare professionals regardless of their workplace and profession had good collaborative competencies. Significant differences were found in the role and responsibility factor. This study also identified significant differences in the engagement theme during collaboration between physicians and nurses, but no significant differences in intercultural sensitivity between healthcare professionals was identified. Conclusion The questionnaires used in the current study were valid and reliable. There was a positive correlation between intercultural sensitivity and collaborative competencies (r = 0.315, p < 0.001) and a strong correlation found in the interaction confidence theme during collaboration with others (r = 0.785, p < 0.001). These findings suggest that healthcare professionals may need to have a structured training on intercultural sensitivity and collaboration early in their education as well as continuously in their practice.

Training health service psychology students in an in-person and telehealth integrated behavioral health service delivery model in primary care.

Telehealth has become an integral part of integrated behavioral health (IBH) service delivery in light of the global pandemic. In order to accommodate the rapid changes in service delivery, integrated behavioral health settings have transformed to provide services via telehealth alongside in-person services. While traditionally believed to be an in-person model, this article demonstrates the potential for using telehealth technology to continue offering training and service delivery in an IBH setting in response to the COVID-19 pandemic and beyond. The purpose of this catalyst report is to describe an IBH service delivery and training model including creative adaptations to the model using telehealth and present an evaluation plan of health service psychology trainee experiences. A mixed-methods design will be used to capture student experiences and competency. Data methods will include interviews with participants (qualitative) and the Interprofessional Collaborative Competency Attainment Survey (quantitative). (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Health disparities early learner simulation to improve interprofessional competencies

To date, interprofessional simulation has predominantly focused on advanced learners and practicing providers with a focus on application of medical knowledge. Our study sought to create and evaluate an interprofessional simulation for early learners in an experiential setting. First-year medical and pharmacy students, and second-term accelerated undergraduate nursing students participated in a face-to-face simulation focused on health disparities to improve interprofessional teamwork and communication skills. Student self-perceived competence was measured through completion of the Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) (1 = poor; 3 = good; 5 = excellent), which was administered after simulation completion in a retrospective pre-/post-test manner. Activity assessment questions and students’ comparative ability to collaborate interprofessionally were also evaluated at the conclusion of the simulation. A total of 351 students participated in the simulation (178 medical, 41 accelerated undergraduate nursing, and 132 pharmacy). A significant increase in mean total (SD) ICCAS-R scores was seen in all students from 3.3 (0.6) to 4.0 (0.6) ( p < 0.001). Analysis of the six mean subscale scores (communication, collaboration, roles and responsibilities, patient-centered care, conflict management, and team functioning) for all student disciplines revealed a significant increase in self-reported interprofessional competencies ( p < 0.001 for all subscales). When asked to compare one's ability to collaborate interprofessionally now compared to prior to the simulated learning activity, 83% of students reported their ability as somewhat better or much better now. Medical, accelerated undergraduate nursing, and pharmacy student participation in an early learner simulation activity focused on teamwork, patient-centered care and health disparities, led to significant increases in self-reported interprofessional competencies.

Collective Competence as an Enabler for Service Integration in Health and Social Care Services.

Fragmentation in health and social care services can result in poor access to services, lack of continuity and inadequate provision for needs. A focus on integration of services are thus suggested to prevent negative consequences of fragmentation for service recipients. There are, however, few studies that explore the competence needed for integration of services in municipal health and social care organizations. This study explores which types of competence stakeholders require and how collective competence can promote service integration. This is a single-case study, and the data consist of focus group interviews and individual interviews with service recipients, family caregivers, professionals and managers. The data were analysed both inductively and deductively. The analysis resulted in four main themes: 1) Knowledge about individual life situations and organization and system, 2) investigation competence, 3) person-centred collaboration competence and 4) facilitating competence. The themes form the basis for a collective competence framework that can promote service integration. As service integration involves a high degree of interlinked activities between professionals and organizational units, a collective approach to the concept of competence is presumably applicable. When service integration competence is approached as a collective attribute of a network within and between organizational units, the organization can facilitate this competence by encouraging an active exchange of knowledge between professionals. We also argue that service integration competence increases connectivity and interdependency between professionals and organizational units, and includes service recipients and family caregivers as legitimate extra-professional parts of the collaborative network.

The transfer of interprofessional learning to the clinical environment following a high-fidelity simulation experience in undergraduate nursing and medical students: A curricular resource

The incorporation of simulation into interprofessional education is an important tool to strengthen teamwork, communication skills, and student's understanding of their roles and responsibilities in an interprofessional team. This curricular resource describes a one-time, Basic Life Support interprofessional simulation experience developed for third year medical and senior nursing students that occurred throughout an academic year. Students were given a modified version of the revised Interprofessional Collaborative Competency Attainment Survey within one week following the experience. Thirty days after participation, students were sent another survey designed for reflection on their clinical experience following the interprofessional simulation. Learning objectives were met as improvements in the Communication and Roles and Responsibility domains were noted. Multiple themes emerged from the 30-day survey surrounding clinical experiences including awareness of the importance of communication and roles, the use of Situation, Background, Assessment, Recommendation, and closed-loop communication. Overall, students improved their short-term perceptions of interprofessional skills and transferred learning experiences from the simulation lab to the clinical environment after a 30-day period following a single interprofessional simulation experience.