Development Of Interprofessional Collaboration Research Articles

A qualitative study to explore student learning and development of interprofessional collaboration during an online interprofessional education intervention

Interprofessional education (IPE) during undergraduate education and training has been found to improve collaboration between health care students. This supports interprofessional working in clinical practice to enhance patient safety and care delivery.Undergraduate students from pharmacy and medical programmes worked online in pairs to review notes of hospital patients due to be discharged. Students were tasked to complete a discharge letter and undertake an online consultation with a simulated patient prior to discharge. Online interactions were recorded and assessed using a validated tool to measure interprofessional professionalism. Students undertook this intervention in different pairings with different patient cases for three iterations after receiving feedback and undertaking a reflective exercise.The aim was to investigate the student learning and development that could be used to inform intervention optimisation and scale-up.Qualitative data were collected from different sources. Method triangulation was employed to develop a comprehensive understanding of the student learning and development. Data was collected from written feedback provided by the assessment team, student reflections on their performance, and from semi-structured interviews conducted with the student pairs and one to one with the assessment team. Content and thematic analysis was used to analyse these data and the Kirkpatrick/Barr evaluation model provided a framework to organise the themes.Eighteen students (nine from each professional programme) completed the study and a total of 27 IPE sessions were conducted. The assessment team completed 54 assessment tools and 31 student reflections were received (from a maximum of 36). Students were interviewed in their interprofessional pairs to yield nine interview transcripts and one interview was conducted with the assessment team.Students reported and were observed to improve in interprofessional collaboration over the three iterations following feedback and rehearsal opportunities. Longitudinal observation and assessment of student interprofessional working in changing teams provided the opportunity to capture the influence of interdependence on student performance and assessment of competence.

European Cancer Summit 2022 submission for Workforce NetworkInterprofessional education and training in cancer care – a scoping review

BackgroundOver the last decade, there has been increased interest to develop education and training initiatives to improve interprofessional collaboration and practice in the cancer care setting. There is a great variation on programmes and the teaching and learning methods used to implement interprofessional educational programmes. Moreover, there is a variation on the core competences guiding the development of the programmes. (1) Interprofessional health-care teams need to understand how to optimize the knowledge and skills of their members, share case management and provide better health-services to patients, families and the community. Educational and trainging interventions have demonstrated favorable results.The objective of this scoping review is to understand the extent and type of evidence in relation to interprofessional education in cancer care. The purpose was to identify how interprofessional education has been defined and methodology underlying the implementation of such an approach. The review is part of EU funded INTERACT-Europe project. MethodsWe conducted scoping literature review searching in CINAHL, MEDLINE (Ovid), PubMed, PsycInfo and Scopus databases from 2012 till 2022. Studies were included if had a focus on interprofesional education, development of interprofessional collaboration and teamwork through interprofesional, teaching, learning and assessment methods of interprofessional education in oncology setting. ResultsTwenty-four studies out of one hundred and fort nine were included in the review. In the reviewed studies and literature reviews the main concepts were weakly defined. Concepts used were interprofessional education and collaboration, interprofessional learning, team training and interdisciplinary education. Out of twenty four papers only in five description/definition was provided. Inter-specialty training was not used as a concept. Teaching and learning methods applied included lectures, case studies, interactive workshops, audiovisual materials, simulation, and shadowing. ConclusionThe results of this review summarise previous research and will guide the future development of inter-specialty training in cancer care. Multiprofessional, online, and simulation-based communication skills training for healthcare professional trainees can lead to significant changes in motivational beliefs, which are essential to promoting self-regulated learning.To provide optimal eduaction and training, these programs should be evaluated and improved regularly, and evaluation outcomes should include pre- and post-course surveys with a blinded selfperceived competency measures.These findings suggest that interprofessional education and training may enrich the learning experience in multiple ways.

Naar een toekomstbestendige medische zorg voor ouderen met complexe multimorbiditeit door interprofessionele samenwerking: leren van ervaringen uit de langdurige zorg

delivering medical care of appropriate quality to older people with complex multimorbidity will be challenging in the next few decades and is already under pressure in the long term care setting. Interprofessional collaboration between elderly care physicians, nurse practitioners and physician assistants can contribute to the sustainability of this care. to describe the experience with interprofessional collaboration of physicians, nurse practitioners and physician assistants in long term care and get insight in facilitators and challenges for it. focus group interviews were conducted with elderly care physicians, nurse practitioners and physician assistants from several long term care organisations were conducted, who collaborated as professionals for some time. interprofessional collaboration was valued positively. Themes emerging from the interviews were: 'scarcity of physicians as reason employing nurse practitioners and physician assistants'; 'unfamiliarity with competencies of nurse practitioners and physician assistant among physicians'; 'trust'; 'added value'; 'absence of protocols/formats' and 'legal and regulation barriers'. the emerging themes fit within an existing theoretical model about development of interprofessional collaboration. The development of interprofessional collaboration in long term care fits in the first phases of this model. Important steps for realizing further interprofessional collaboration in daily practice is being aware of and valuing each other's competencies. Also formats that describe competencies and collaboration procedures are considered helpful. Positive for further development is the recent formal support of the three professional organisations together, offering perspective for sustainability of medical care for older people with complex multimorbidity in the coming decades.].

Use of reflective writing within interprofessional education: a mixed-methods analysis

ABSTRACTNurturing student’s development of interprofessional collaboration is fundamental. Assessment-For-Learning can use reflection as one technique to support students’ growth. Thus, we investigated using reflective-writing within an interprofessional education (IPE) course using an exploratory mixed-methods design. In 2015, student-nurses, student-pharmacists, and student-physicians participated in an IPE course and completed self-assessments of student learning objectives (SLOs). In 2016, new cohorts of student-nurses, student-pharmacists, and student-physicians participated in the course and completed their self-assessments of SLOs; however, student-nurses and student-pharmacists also reflectively-wrote. Quantitatively comparing SLOs from 2015 cohorts with 2016 cohorts, we found that the effect-sizes (magnitude of difference) for those who reflectively-wrote (student-nurses and student-pharmacists) grew more than historical controls, whereas the effect-sizes remained unchanged for a control group (student-physicians) who did not reflectively-write. Qualitatively, initial and final reflective-writings were explored using content analysis. Initial reflective-writings helped students create a baseline for their final reflective-writings. In final reflective-writings, most students discussed their growth in understanding roles/responsibilities and communication, though limited growth was discussed for teams/teamwork and values/ethics. Thus, initial and final reflective-writings appeared useful within this IPE course. Initial reflective-writing further enhanced students’ self-assessed IPE improvement and recorded students’ baseline perceptions for later review, while final reflective-writings documented students’ self-actualized IPE development.

Enablers and barriers to the development of interprofessional collaboration between physicians and osteopaths: A mixed methods study

ABSTRACTOsteopathy is a complementary and alternative medicine (CAM) that is growing in popularity. Increasing numbers of parents are seeking pediatric osteopathic care in addition to conventional medical care. Information about the development of interprofessional collaboration (IPC) between these practitioners is scarce. This explanatory sequential mixed methods study aimed to explore enablers of and barriers to the development of IPC between physicians and osteopaths involved with pediatric patients in primary care in Quebec, Canada. Postal questionnaires about collaborative practices were first sent to all physicians and osteopaths working with pediatric patients in Quebec. Semi-structured individual interviews were then conducted with a subset of 10 physicians and 11 osteopaths. A total of 274 physicians (14%) and 297 osteopaths (42%) completed the survey. Forty-five percent (n = 122) of physicians reported that they referred at least one pediatric patient per month to an osteopath. Thirty-six percent (n = 96) of physicians and 41% (n = 122) of osteopaths indicated having professional relationships. Personal consultation, professional relationship, perceived utility of osteopathy and community practice were positively associated with osteopathic referrals. According to participants, the strongest enabler of the development of collaboration was positive clinical results reported by parents. Additional enablers included the osteopath having previous health professionals training such as physiotherapist, pediatric experience, mutual respect for professional boundaries and complementarity, perceived safety of osteopathy, and parents’ requests for collaboration. Barriers were the absence of a common language, the organizational and legal context, uncertainty regarding one another’s roles, lack of interprofessional interactions, and limited scientific evidence. These results related to enablers of and barriers to collaboration between physicians and osteopaths and the illustration of their dynamic interaction could be used to guide efforts to promote productive collaboration and safe patient-oriented care.

Descriptive study of interprofessional collaboration between physicians and osteopaths for the pediatric population in Quebec, Canada

BackgroundOsteopathy is an increasingly popular healthcare approach that uses a wide variety of therapeutic manual techniques to address pain and somatic dysfunction. In Quebec, Canada, osteopathy is the complementary medicine most often recommended by family physicians. However, factors fostering the development of interprofessional collaboration (IPC) between physicians and osteopaths are unknown. This study aimed to describe the current situation in terms of IPC among practitioners working with pediatric patients.MethodsA self-administered questionnaire was sent to osteopaths, family physicians, and pediatricians involved with pediatric patients in the province of Quebec. The postal questionnaire captured general knowledge about osteopathy and its practice parameters and role, sources of information, communication aspects including having a professional relationship and referrals, and influence of the upcoming government regulation. Quantitative data from the questionnaires were analyzed using descriptive statistics. Logistic regression model for factors associated with osteopathic referrals and multiple linear regression analyses for the number of correct answers about general osteopathic practice parameters were performed.ResultsA total of 274 physicians (155 family physicians (response rate 13%) and 119 pediatricians (17%)) and 297 osteopaths (42%) completed the survey. According to physicians, osteopathy was most appropriate for musculoskeletal pain (241; 91%) and plagiocephaly (235; 88%). Osteopathic referral was positively associated with having a professional relationship (odds ratio [OR] 4.10 (95% confidence interval [CI] 2.12; 7.95), p < 0.001), personal consultation (OR 2.58 (95% CI 1.35; 4.93), p = 0.004), community-based practice (OR 1.89 (95% CI 1.03; 3.47), p = 0.040), and belief in the active role of osteopathy for pediatric conditions (OR 1.22 (95% CI 1.01; 1.47), p = 0.042). The majority of physicians (72%) and osteopaths (62%) considered the upcoming government regulation of osteopathy a positive factor for collaboration.ConclusionSome collaboration already exists among these practitioners, including mutual referrals, but optimizing this collaboration still poses some challenges.

Exploration of the process of interprofessional collaboration among nurses and physicians in Iran.

IntroductionThe development of interprofessional collaboration is of great significance for facilitating the flow of information and provision of collaborated services. In fact, only one single profession cannot respond to all demands. Thus, this study was aimed to investigate clinical nurse-physician collaboration in Iran.MethodsThis study was performed with nurses and physicians of university hospitals affiliated to Mashhad University of Medical Sciences, Mashhad, Iran, during September 2013-March 2015, using grounded and synthesis theory. The data were obtained using semi-structured interviews and field notes, and MAXQ DA version 10 was employed for data analysis.ResultsThe core variable was defined as “management of strategic goals”, and the main categories included perception of challenging organizational structures, providing a comprehensive supportive net for patients, seeking professional communication, and building solid confidence. Based on views of the participants, they were aiming to apply a stress management strategy, while maintaining their position in the organization, by making passive compromises to protect themselves against the perceived threats.ConclusionThe participants were trying to overcome barriers through reducing and managing the tension, while maintaining their position in the organization using forced, passive coping strategies to protect themselves against the perceived threats.

医療の質・安全に有効な多職種連携の醸成

医療の質・安全に有効な多職種連携の醸成

Perceptions of Interprofessional Collaboration

Interprofessional collaboration has been described both as an opportunity to meet the demands of a complex society, but also as a potential threat to professional autonomy. Interprofessional relationships are central in collaborative efforts, and there is a need to investigate the psychosocial processes involved. In the present study, we have investigated how professionals in a collaborative effort perceive collaboration, and how these perceptions are organized. We have used an adaptation of the Perception of Interprofessional Collaboration Model Questionnaire—PINCOM-Q—to develop and test a model of collaboration perceptions in a sample of professionals working within local crime prevention at the community level. Using a confirmatory factor analysis approach, we have found support for a three-dimensional conceptualisation of how interprofessional collaboration is perceived. We have labelled the dimensions in the model as follows: Group Climate, Influence, and Personal Motivation. Our results implicate that the development of interprofessional collaboration should emphasize supportive group communication, an equal distribution of group influence, and finally, a personal value outcome gained from participating in the collaboration.&#x0D;

Evaluation of a Danish pharmacist student-physician medication review collaboration model.

Interprofessional collaboration between pharmacists and physicians to conduct joint home medication reviews (HMR) is important for optimizing the medical treatment of patients suffering from chronic illnesses. However, collaboration has proved difficult to achieve. The HMR programme "Medisam" was launched in 2009 at the University of Copenhagen with the aim of "developing, implementing and evaluating a collaboration model for HMRs and medicine reconciliations in Denmark". The Medisam programme involves patients, pharmacy internship students, the (pharmacist) supervisor of the pharmacy students and physicians. To explore if it was possible through the Medisam programme to obtain a fruitful HMR collaboration between pharmacy internship students and physicians as a means to develop HMR collaboration between trained pharmacists and physicians further. Ten matching pairs of student-physician collaboration were studied across Denmark. Semi-structured interviews about existing collaboration were conducted with pharmacy internship students in the HMR programme, their supervisors and physicians partners. The theoretical framework forming the analyses was derived especially from works of Bradley et al. (Res Soc Adm Pharm 8:36-46, 2012), and Snyder et al. (Res Soc Adm Pharm 6:307-23, 2010) on pharmacists/physician collaboration. The development of inter-professional collaboration between students and physicians according to the three collaboration drivers: trustworthiness, role specification and professional interaction. Full collaboration was not achieved. Physicians found collaboration satisfactory, students however expressed the need of more interaction with physicians. The written collaboration contracts did not ensure a possible need of students to re-negotiate roles and tasks, and did therefore not entirely ensure role specification. Developing mutual professional interdependence through students being recognized by physicians to contribute to improved patient outcomes was also limited. Some challenges to fruitful collaboration were identified. Solutions to these challenges include students and their pharmacist supervisors to find ways to present their collaborative needs to physicians and for students to illustrate more explicitly the benefits patient achieve if physicians implement the recommendations of students.

Interprofessional collaboration in the mental health services in norway.

The aim of this study was to describe and interpret interprofessional collaboration between healthcare professionals (HCPs) working at the district psychiatric centre (DPC) and employed in community mental health care (CMHC) using a dialogue-oriented co-operative approach. Data were collected by means of multistage focus groups and qualitative content analysis was performed. The main theme “development of interprofessional collaboration by means of organisational strategies and interactional styles” encompassed the following categories: “improved communication skills,” “developing structures for coordination and responsibility” and “ increased professional insight into the values and conditions necessary for decision-making.” In conclusion, more attention should be paid to leadership in terms of coordination and feedback. The HCPs must be acknowledged, understood and strengthened in their work to improve the quality of CMHC. Finally, we recommend that a range of organisational and administrative models of care be used in order to support improvement work.

Discursive Power and Creativity in Inter-Professional Work

This paper discusses how discursive power and creativity are found to be inter-related in a context not traditionally associated with creative work; the operating theatre of a hospital. Here, it is proposed that creativity relies on socio-cultural factors emphasizing the practical nature of creativity, and highlighting the fact that a large part of our creativity connects with our everyday social life and practices. We assume that power is exercised in an embedded manner in everyday work and continuously reproduced and redefined between the social actors. The data utilized here derive from a collective ethnographic research project focusing on surgical workplace learning and professional identity. Observational data and field notes from work situations in operating theatres are utilized. The paper illustrates the manifestations of discursive power through three selected example episodes. Our findings show the intertwined nature of power and creativity in OT work practices. The power relations do not function only to restrict collaboration but can also promote collective creativity. Collective creativity in inter-professional work is exercise of agency in the workplace, especially with the actors with less power. Shared creative solutions in the work practices are achieved in a shared organizational culture in which power becomes discursively internalised and institutionalised. We argue that new insights will be brought up in the area of workplace learning and professional development by taking into account the institutionalized collective acts in working communities. The study supports the need for further development of inter-professional collaboration and learning in health care work organizations.

Innovations and networks: the case of mental health care reforms in Belgium

This article discusses mental health care reforms in Belgium from an interorganisational perspective. In 2007 a three year experiential government programme was launched seeking for alternative organisation models in mental health care, labeled as 'care circuits' and 'networks'. The target population is 'persons with chronic and complex mental disorders'. This article reports some of the observations based of an ongoing evaluation process. The research evaluates the plan and implementation processes of these collaboration and networking models (the TP). The qualitative approach aims at developing, testing and refining insights in the dynamics of developing collaboration and networks by exploring the complex and dynamic interaction among context, mechanism, and outcome. The article uses insights form health care innovation literature, interorganisational network theories and literature on organisational fields. Health care innovations take place in a complex multi-agent environment. The implementation (adopting and sustaining) of health services innovations is influenced both by 'external' and 'internal' processes and barriers. The public sector context of mental health care includes 'external' influences by multiple stakeholder through values, power plays, regulations and normative frameworks. The development of interprofessional collaboration and interorganisational networks develops thus in an organisational field. An organisational field is complex, heterogeneous, multi-layered and dynamic. Organisations and actors in the field act on the basis of their interests and respond strategically to institutional pressures. Fields also shape the discourse, norms and structures in ways that match their individual interests and objectives. We found plenty of indications in the mental health reform programme. But the research also urges to develop that further insights into the question whether and under what conditions networks and collaborations between different types of organisations actually are effective. The issue of network governance should be elaborated upon.

Environmental scan of interprofessional collaborative practice initiatives

Interprofessional collaboration in health care is high on the policy agenda in Canada. There is evidence that governments, academic institutions, regulatory bodies and health services are developing directions, policies and strategies with collaboration in mind. The Ottawa Hospital (TOH) received governmental funding to implement The Ottawa Hospital Inter-Professional Model of Patient Care©. Prior to implementing our model, we conducted an environmental scan to identify initiatives related to interprofessional collaboration in clinical settings. A historical method was used to understand the chronological development of interprofessional collaboration within the health field over the last 10 years. Critical browsing was used to search, select and summarize information found on the web. Fifty-two documents were critically reviewed; 27 documents were retained for further analysis and inclusion. The information was analyzed according to three main parameters: source, summary and relevance to our project. The five broad themes identified are: promotion, networking, evidence, resources and linkage between interprofessional education and care. This seems an accurate reflection of the current state of this area; there is active promotion and networking, concrete frameworks and funds but few published results regarding the efficacy of implementing IPC in health care organizations. As experience with the approach accumulates, evidence should grow.

Pharmaceutical Care in Community Pharmacies: Practice and Research in Peru

To describe the current and possible future development of pharmaceutical care activities and research in healthcare settings in Peru. Pharmaceutical care has developed slowly in Peru because, until recently, clinical practice never was part of community or hospital pharmacy practice. Some activities of the Ministry of Health, schools of pharmacy, pharmacy organizations, and individual pharmacists, including changes in legislation, are now creating the opportunity to develop pharmaceutical care practice. The implementation of pharmaceutical care in different settings will follow, based on the legislation and experiences of the pharmacists involved. The 2004 legislative changes in Peru in the field of drug regulation and the health system create more opportunities for pharmacists to be active in providing care to patients. To stimulate the provision of care, programs of formal training are offered by universities, but more pharmacists need to participate in these courses. As long as pharmacists are absent from their pharmacies (their presence is required by law), little can be expected. The development of interprofessional collaboration in the Peruvian health system, currently nonexistent, is also important. To improve the performance of the pharmaceutical care system, good relationships between teachers and practitioners must be stimulated. Such links are also essential for developing research into the impact of pharmaceutical care on clinical, economic, and humanistic outcomes of patient care. The pharmaceutical care movement is growing in Peru. The legislation now supports the provision of pharmaceutical care. A number of developments must be stimulated, such as protocol development, appropriate continuing education, different kinds of networking, and remuneration procurement for care provision. When these successfully evolve, pharmaceutical care will become a professional aspect of the work of all pharmacists in Peru.

Can one eat collaboration? Menus as metaphors of interprofessional collaboration

The turn of the century has seen a sudden upsurge in publications and initiatives around the development of interprofessional collaboration in Japan. In Japanese, the term ‘team-treatment’ is generally used to mean interprofessional collaboration, but hitherto there have been no generally accepted definitions and conceptualizations of the term, nor are there guidelines as to how it may be implemented in practice. In order to facilitate understanding of the different modes of interprofessional collaboration and issues in practice, we introduced the use of menus as metaphors for interprofessional collaboration in a class of first year students of nursing. There were two 90-minute classes available for exploring this topic. Through the use of a metaphor the students demonstrated they were able to conceptualize interprofessional collaboration, identify the value of nurses working together with other professionals and issues involved in making team-treatment work. The purpose of this paper is to share the experience of using metaphors as a teaching/learning strategy, including reflection on the successes and some limitations of what, for us, was an interesting educational innovation.

University and Community Collaboration

The university contributes instrumentally to society by preparing human service professionals in a broad range of disciplines for the betterment of individuals and families. Today, however, the multiple needs of families are becoming less amenable to technical or clinical solutions and appear to require a greater collaboration among human service providers. Experiential learning is one way for university programs to help students develop collaborative skills. A study of experiential learning activities at the University of Missouri-Columbia reveals how professional programs favor technical competency aimed at accreditation and tend to refrain from the development of interprofessional collaboration. If collaborative skills help build the social capital necessary for the effective functioning of civil society, then a new model of experiential learning is required for the university, one that explicitly teaches collaborative habits and skills for professionals who will provide human services to their communities.