Effective Interprofessional Collaboration Research Articles

Healthcare collaboration intervention: Pre-post study

Background: Effective interprofessional collaboration between health professionals is correlated with improving the quality of health services and patient safety, for example, Program Pengendalian Resistensi Antibiotik (PPRA). Objective: This research aims to determine the effect of educational PPRA on the knowledge and motivation of healthcare professionals in interprofessional collaboration practices. Methods: The research is quasi-experimental, with one group pre-post using a knowledge questionnaire (questionnaire 1) and a motivation questionnaire (questionnaire 2). The respondents were health professionals at Husada Utama Hospital. This research involved 74 respondents: two doctors, three pharmacists, 41 nurses, five midwives, ten pharmacist assistants, and 13 laboratory assistants. Results: The analysis of the effect of providing education on health professionals’ knowledge level showed a significant improvement in good categories before and after education, with 55.4% before and 73% after (Sig. = 0.025, p < 0.05). The analysis of the level of motivation showed that moderate categories grew insignificantly before and after education, with 39.19% before and 47.30% after (Sig = 0.599, p > 0.05). Conclusion: This research concluded that PPRA education's effect on health workers' knowledge and motivation in interprofessional collaboration at Husada Utama Hospital has increased knowledge and motivation.

Healthcare collaboration intervention: Pre-post study

Background: Effective interprofessional collaboration between health professionals is correlated with improving the quality of health services and patient safety, for example, Program Pengendalian Resistensi Antibiotik (PPRA). Objective: This research aims to determine the effect of educational PPRA on the knowledge and motivation of healthcare professionals in interprofessional collaboration practices. Methods: The research is quasi-experimental, with one group pre-post using a knowledge questionnaire (questionnaire 1) and a motivation questionnaire (questionnaire 2). The respondents were health professionals at Husada Utama Hospital. This research involved 74 respondents: two doctors, three pharmacists, 41 nurses, five midwives, ten pharmacist assistants, and 13 laboratory assistants. Results: The analysis of the effect of providing education on health professionals’ knowledge level showed a significant improvement in good categories before and after education, with 55.4% before and 73% after (Sig. = 0.025, p < 0.05). The analysis of the level of motivation showed that moderate categories grew insignificantly before and after education, with 39.19% before and 47.30% after (Sig = 0.599, p > 0.05). Conclusion: This research concluded that PPRA education's effect on health workers' knowledge and motivation in interprofessional collaboration at Husada Utama Hospital has increased knowledge and motivation.

The challenge of adopting a collaborative information system for independent healthcare workers in France: a comprehensive study

This study aimed to explore the perception of an underutilised collaborative information system through qualitative research, utilizing semi-structured, in-depth interviews with independent midwives and physician. PROSPERO, is a collaborative information system designed to bridge the communication gap between community-based healthcare workers and hospital-based care teams for parturients in Lyon, France. Through 27 semi-structured in-depth interviews with midwives, obstetricians, and general practitioners, we identified key themes related to the system’s adoption: implementation challenges, utilisation barriers, interprofessional dynamics, and hidden variables affecting system use. Participants recognised the potential of PROSPERO to improve information sharing and care coordination but expressed concerns about the system’s integration into existing workflows, time constraints, and the need for adequate training and technical support. Interprofessional dynamics revealed differing perspectives between hospital and independent practitioners, emphasising the importance of trust-building and professional recognition. Hidden variables, such as hierarchical influences and confidentiality concerns, further complicated the system’s adoption. Despite the consensus on the benefits of a collaborative information system, its implementation was hindered by mistrust between healthcare workers (i.e. between independent practitioners and hospital staff). Our findings suggest that fostering trust and addressing the identified barriers are crucial steps towards successful system implementation. The study contributes to understanding the complex interplay of factors influencing the adoption of collaborative healthcare technologies and highlights the need for strategies that support effective interprofessional collaboration and communication.ClinicalTrials ID NCT02593292.

Building Interprofessional Competencies Through a Collaborative Prescribing Activity With Osteopathic, Pharmacy, and Physician Assistant Students.

Medication errors can lead to significant adverse events. Nearly 50% of medication errors occur during the prescription-writing stage of the medication use process, and effective interprofessional collaboration and communication are key to reducing error in this process. We developed a three-part, 60-minute, interprofessional education activity providing medical, physician assistant, and pharmacy students the opportunity to practice collegial interprofessional communication surrounding prescribing practices. Learners met virtually initially as a large group and divided into small groups facilitated by a health professional. Part 1 involved reviewing two prescriptions prepared by learners; part 2 was a discussion about the education, roles, and responsibilities of each profession; and part 3 focused on identifying prescription errors in examples provided by faculty. Students completed a post-pre survey measuring their perception of learning the Interprofessional Collaborative Competency Attainment Survey (ICCAS) areas. Of 317 participants (151 doctor of osteopathy, 68 master of physician assistant studies, and 98 doctor of pharmacy students), 286 completed the post-pre survey, for a 90% response rate. Students reported statistically significant (p < .001) increases in all 20 questions spanning the six ICCAS areas. The virtual format allowed multiple institutions to participate from various locations. It broadened the learners' experience by fostering interaction among those with varied perspectives and allowed collaboration between locations and programs that otherwise could not have participated. The activity introduced students to virtual collaboration and key telehealth skills, enhancing their confidence and familiarity with virtual interactions in a professional setting.

Identifying Physician Public Health Competencies to Address Healthcare Needs in Underserved, Border, and Outer Island Areas of Indonesia: A Rapid Assessment

Phenomenon: Most medical schools in Indonesia have developed innovations to integrate public health content into the curricula. However, ensuring that all schools meet appropriate standards regarding the quality of subjects, content relevancy, and course delivery takes time and effort. Approach: This study employed a rapid assessment procedure to identify the current knowledge and competencies required to practice medicine effectively in underserved, border, and outer island areas of Indonesia. Ninety-three participants from six remote districts were involved in 12 focus group discussions. Qualitative data were analyzed using content analysis using the social determinants of health as a guiding framework. Findings: Under decentralized health system governance, the local socio-geographical context is critical to understanding the current public health landscape. Medical education with respect to public health must emphasize physicians’ ability to advocate and encourage the coordination of healthcare services in responding to disasters, as well as community-based surveillance and other relevant data for synergistic disease control. As part of a healthcare facility management team, prospective doctors should be able to apply systems thinking and provide critical input to improve service delivery at local health facilities. Also, recognizing underlying factors is essential to realizing effective interprofessional collaboration practices and aligning them with leadership skills. Insights: This study outlines recommendations for medical schools and relevant colleges in formulating compulsory block or integrated public health curricula. It also provides a public health learning topic that may aid medical schools in training their students to be competent for practice in underserved, border, and outer island areas. Medical schools should offer initiatives for students to acquire the necessary public health competencies merited by the population’s health needs.

Team functioning in Neurorehabilitation: a mixed methods study

ABSTRACT The objective of this study was to enhance understanding of team functioning in a neurorehabilitation team by identifying the factors that impede and facilitate effective interprofessional team collaboration. We focused on team identification, psychological safety, and team learning, and conducted the research at a neurorehabilitation center treating young patients with severe acquired brain injury in the Netherlands. A mixed-methods approach was employed, integrating quantitative data from questionnaires (N = 40) with qualitative insights from a focus group (n = 6) and in-depth interviews (n = 5) to provide a comprehensive perspective on team dynamics. Findings revealed strong team identification among participants, denoting a shared sense of belonging and commitment. However, limited psychological safety was observed, which negatively affected constructive conflict and team learning. Qualitative analysis further identified deficiencies in shared mental models, especially in shared decision-making and integrated care. These results highlight the crucial role of psychological safety in team learning and the development of shared mental models in neurorehabilitation settings. Although specific to neurorehabilitation, the insights gained may be applicable to enhancing team collaboration in various healthcare environments. The study forms a basis for future research to investigate the impact of improvements in team functioning on patient outcomes in similar settings.

Attitudes, and Knowledge of Pharmacy and Medical/ Dental Students towards, and Barriers to Inter-Professional Education and Collaboration in the United Arab Emirates

BACKGROUND: Inter-professional collaboration (IPC) is necessary for the provision of patient care poor IPC has negative impact on the delivery of healthcare services and patient care. OBJECTIVE: Purpose of this study is to assess and evaluate the knowledge and attitude of final years’ medical students toward IPC. METHODS: A cross-sectional study was designed, pre-piloted and distributed to final years’ pharmacy, medical/ dental students in the University of Sharjah and Ajman University of Science and Technology (UAE). RESULTS: A total of 212 (70.7%) surveys have been received out of 250 targeted students, 3 of the surveys were excluded due to incomplete data. The response rate was 83.6%.The majority of the respondents were females (155; 75.2%), Arabs (156; 75.7%), medical and dental students (129; 61.7%), senior students (104; 51.5%) and were living with their families (133; 63.6%). More than half of the participants were between 21-23 years old (158; 76%) and were self-sponsored (155; 74.9%). Among the 209 students, 80 (38.3%) of them were pharmacy students and the rest were medical and dental students (129; 61.7%). In general students’ attitudes towards inter-professional collaboration seem to be positive. The majority of students of both groups agreed that share common goals and objectives when caring for the patient, their roles are complementary to one another and an introductory IP experience would have a positive impact on their understanding of collaboration and teamwork. Again there was a general agreement among all students of the present barriers to effective inter-professional education and collaboration. CONCLUSION: We conclude that some professional mandatory classes need to be common among the different health colleges. In addition, workshops should be implemented for pharmacy, medical, dental and nurse students as a sort of practical regular extracurricular activities or can be projected as a theatrical play.

Views and Attitudes of Pharmacy and Medical/Dental Students Towards Inter-Professional Education and Collaboration in the United Arab Emirates

BACKGROUND: Inter-professional collaboration (IPC) is necessary for the provision of patient care. Poor IPC has a negative impact on the delivery of healthcare services and patient care. OBJECTIVE: The purpose of this study is to assess and evaluate the knowledge and attitude of final years’ medical students toward IPC. METHODS: A cross-sectional study was designed, pre-piloted, and distributed to final years’ pharmacy and medical/dental students at the University of Sharjah and Ajman University of Science and Technology (UAE). RESULTS: A total of 212 (70.7%) surveys were received out of 300 (target); 3 of them were excluded due to incomplete data (209). The majority of the respondents were females (155; 75.2%), Arabs (156; 75.7%), medical and dental students (129; 61.7%), senior students (104; 51.5%), and were living with their families (133; 63.6%). More than half of the participants were between 21-23 years old (158; 76%) and were self-sponsored (155; 74.9%). Among the 209 students, 80 (38.3%) of them were pharmacy students, and the rest were medical and dental students (129; 61.7%). In general, students’ attitudes towards inter-professional collaboration seem to be positive. The majority of students in both groups agreed that they share common goals and objectives when caring for the patient, their roles are complementary to one another, and an introductory IP experience would have a positive impact on their understanding of collaboration and teamwork. Again, there was a general agreement among all students about the present barriers to effective inter-professional education and collaboration. CONCLUSION: We conclude that some professional classes need to be common among the different colleges. In addition, a workshop or series of workshops should be implemented for pharmacy, medical, dental, and nursing students as a sort of practical circular extracurricular activity or can be projected as a theatrical play.

Preparing to Intervene in Intimate Partner Violence: An Interprofessional Safety Planning and Assessment Simulation

ABSTRACT Within the healthcare system, identification and intervention for intimate partner violence (IPV) are critical, yet often hindered by siloed operations among healthcare workers. Effective interprofessional collaboration is pivotal for timely and appropriate interventions. This article describes an interprofessional educational simulation involving nursing and social work students. Pairs engaged in risk assessment and safety planning for IPV. In the pilot run with 140 nursing and 137 social work students, post-simulation results increased confidence (t = 5.25, p = .001) and positive evaluation of IPV knowledge (t = 63.22, p = .001). Focus groups underscored team synergy, communication skills, and prior experiences as critical elements. Future projects should expand simulation scopes to address diverse situations and include additional professions interacting with survivors.

Attitudes and barriers to interprofessional collaboration among radiographers: A multi-country perspective

IntroductionTo promote effective interprofessional collaboration (IPC), it is crucial to understand the attitudes of healthcare workers towards IPC and identify any barriers they may face. This is particularly important in the radiography profession where IPC is vital for providing holistic care and ensuring radiation protection and safety. However, there is limited research available on the attitudes and barriers to IPC specifically among radiographers. Therefore, this study aimed to assess the attitudes and barriers to IPC among radiographers from multiple countries. MethodsA quantitative descriptive cross-sectional online survey was conducted using the adapted attitudes toward healthcare teams scale (ATHCT) and barriers scale towards IPC. Data analysis was performed using descriptive statistics, Wilcoxon rank-sum, Kruskal-Wallis tests, and exploratory factor analysis. ResultsA total of 233 radiographers across the globe participated in this survey. The study found that the overall mean score on the ATHCT scale was 54.68 (SD = 5.75). Although not statistically significant, radiographers with over 15 years of experience tended to strongly agree with all the statements, indicating a more positive attitude towards IPC. The study also identified three subscales related to IPC: quality of care, team efficiency, and time constraint. The top three barriers to IPC reported by radiographers include i. a lack of clearly defined, shared, and measurable purpose, ii. poor communication, and iii. a lack of commitment from team members. ConclusionsThe findings highlight the need for interventions and programs that promote effective communication and establish a shared vision among healthcare team members.

Assessing Knowledge And Attitude Of Hcws On Inter-Professional Education And Collaboration In Jizan Region; A Cross Sectional Study

Background: Effective inter-professional collaboration is vital for optimizing healthcare outcomes. This study focuses on healthcare workers in the Jizan Region, Kingdom of Saudi Arabia (KSA), to evaluate their knowledge, attitudes, and challenges concerning inter-professional collaboration.&#x0D; Aim: The study aims to assess the current state of inter-professional collaboration among healthcare workers (HCWs) in the Jizan Region, KSA, with a focus on understanding their knowledge levels, attitudes, identifying potential barriers, and examining the relationships between knowledge, attitudes, and demographic factors.&#x0D; Method: A descriptive and quantitative cross-sectional research design was employed, involving multidisciplinary healthcare teams in selected Jizan Region hospitals. Data were collected through a questionnaire measuring knowledge and attitudes, and analyses were conducted using SPSS version 28.&#x0D; Findings and Results: The demographic profile of healthcare workers in Jizan, KSA, reveals a predominantly male workforce (90.6%) with diverse educational backgrounds, notably featuring a high percentage of Ph.D. holders (33.1%). Psychometrically validated scales indicate positive attitudes (M=44.40) and high knowledge levels (M=49.34) among participants, with positively skewed distributions. Healthcare professionals displayed overwhelmingly positive attitudes (207 out of 257) and high knowledge levels toward emphasizing a positive foundation for collaborative practices in the region.&#x0D; Conclusion: The study contributes valuable insights to the KSA healthcare context, indicating a positive foundation for inter-professional collaboration. Recommendations include tailored training programs and interventions addressing communication barriers. Limitations, such as the cross-sectional nature of the study, should be considered in interpreting the results.

A64Preparing prequalifying health-care students to deliver collaborative, patient-centred care for those with mental health difficulties

Collaborative, patient-centred care delivered by interprofessional clinical teams is known to improve healthcare efficiency, as well as patient and staff satisfaction [1]. Therefore, inclusion of interprofessional education as an accredited element within prequalifying healthcare programmes is growing [2]. The use of simulation-based learning may provide an effective method of delivering high quality, safe and effective interprofessional education in challenging but transferable settings like caring for patients presenting with mental health difficulties. A half-day simulation course consisting of three scenarios was designed. Actors trained in the portrayal of mental health difficulties by service users were workshopped into the scenarios, with representation from each professional group to enhance authenticity. Each scenario was followed by a facilitated debrief that allowed for whole group learning, using a debrief model [3]. Effective interprofessional collaboration and professional representation was modelled by an interprofessional faculty. Facilitators were encouraged to reflect on their own biases around other professions, recognizing the impact these may have on their debriefing choices. During debriefing, participants were encouraged to consider the impact that collaborative practice has on patient-centred care. Facilitators were encouraged to draw out unconscious biases and highlight issues that can inhibit the successful delivery of collaborative, patient-centred care. Staff development was supported through mentorship and faculty debriefing. The pilot programme ran four times for 72 nursing and medical students. 50 of the 72 (69%) participants provided anonymous feedback via a mixed methods questionnaire. Of these, 54% were medical students and 46% were nursing students. On a Likert scale (1 = poor, 10 = excellent), all participants rated the experience 7/10 or above, with 74% rating it 9 or 10/10. Likert scale questions regarding applicability, course design elements and perceived learning were also highly rated. Thematic analysis was used to analyse the free text questions by two discrete researchers. The results were broadly categorized into learner experience and learning outcomes. Participant perspectives of the benefits of the simulation training on aspects of interprofessional collaboration can be seen in Participant perspectives of the benefits of the simulation training on aspects of interprofessional collaboration This pilot demonstrates that interprofessional education can be successfully delivered in this way, and has been adopted into the medical and nursing student curricula. The next run includes 300 students from medical, nursing and allied health programmes across two institutions, and will be re-evaluated. A qualitative research study to explore the learning that higher educational institutions can gain by delivering interprofessional learning using simulation is also underway. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Interprofessional Collaboration: How Social Workers, Psychologists, and Teachers Collaborate to Address Student Wellbeing

ABSTRACT This micro-level study investigated interprofessional collaboration between social workers, psychologists, and teachers who work together to support young people in secondary schools. Drawing on focus group data obtained from 42 key wellbeing staff across four Catholic secondary schools in Melbourne, Victoria, Australia, the results indicate that interprofessional collaboration between social workers, psychologists, and teachers strengthens student wellbeing policies, programs, and processes, and has the potential to provide holistic and focused attention on student wellbeing. However, the study also found that there is a tendency for social workers and psychologists to engage in intensive interventions at the expense of targeted and universal interventions. Effective interprofessional collaboration can expand the knowledge, resources, and support available to students, in turn supporting students’ health and wellbeing. The findings contribute to how school-based social workers and psychologists can use their expert skills and knowledge to support student wellbeing policies and programs. IMPLICATIONS School-based social workers and psychologists are well equipped to utilise their expert skills in interprofessional collaboration with teachers to support student wellbeing in secondary schools. School-based interprofessional collaboration is effective when located within school structures that are clear about roles and lines of referral, and when wellbeing staff are committed to interprofessional collaboration and partnerships.

Developing and teaching an interprofessional service-learning undergraduate course for pre-health and human services students

This interprofessional service-learning course focused on exploring how social determinants of health such as economic stability, education, social and community environment, and health and health care affect populations. Through reading narratives and eliciting stories from participants and students during their volunteer hours at a local hospital, students increased their understanding of social determinants and learned effective interprofessional communication and collaboration strategies. The paper outlines the process and steps to building a partnership with a health care institution and supporting students as they engaged in service learning. Reflections from the instructors, facilitators, and students are discussed.

Opportunities to apply systems engineering to healthcare interprofessional education.

In medical settings, interprofessional education (IPE) plays an important role by bringing students from multiple disciplines together to learn how to collaborate effectively and coordinate safe patient care. Yet developing effective IPE is complex, considering that stakeholders from different schools and programs are involved, each with varying curriculum requirements and interests. Given its critical importance and inherent complexity, innovative approaches to address these challenges are needed to effectively develop and sustain effective IPE programs. Systems engineering (SE) combines a lifecycle perspective with established interdisciplinary processes to develop and sustain large complex systems. The need for SE approaches to manage healthcare complexity has been recognized, but the application of SE to IPE programs has been limited. We believe that there is a significant opportunity for IPE programs to benefit from the application of SE. The common themes running through SE and IPE led us to ask if SE can be used to address IPE complexity and achieve desired IPE outcomes. We believe that SE could facilitate further development and sustainability of a recently developed healthcare curriculum. We also propose to use SE to accelerate and manage future IPE curriculum development, while better understanding the states of vital IPE-related components. We discuss a framework that considers transitions of key IPE elements. We believe that use of interdisciplinary SE processes and holistic perspectives and methods such as system thinking will improve the management of system challenges while addressing IPE's inherent complexity and leading to better patient outcomes and more effective interprofessional collaboration.

Promoting interprofessional education in surgery: development and evaluation of a clinical curriculum

PurposeInterprofessional collaboration is essential in surgery, but health professions students have limited opportunities for interprofessional education (IPE) during training in authentic patient-care settings. This report describes the development and evaluation of a clinical interprofessional elective in otolaryngology for medical (MD) and nurse practitioner (NP) students.MethodsMD and NP students were paired together on an inpatient otolaryngology consult service for one- or two-week rotations designed to promote interprofessional learning objectives. Students worked with different professions essential to the care of patients with voice, airway, and swallowing conditions, including surgeons, advanced practice providers, speech-language pathologists, nurses, and respiratory therapists. Students completed written daily reflections about their experiences and pre- and post-rotation surveys to assess comfort with course learning objectives. Paired t-tests and Cohen’s d effect sizes were used to compare pre/post responses, and thematic analysis was used to analyze all narrative data.ResultsFourteen students (8 MD, 6 NP) students completed the rotation. All participants reported significant improvements on all learning objectives (p < 0.05) with large effect sizes (Cohen’s d range: 1.2–2.9), including their understanding of the responsibilities of each interprofessional team member. Participants described three overarching themes that characterized their learning experiences and supported the learning objectives: appreciation for interprofessional patient care, benefits of learning with an interprofessional peer, and clinician role modeling of effective interprofessional communication.ConclusionsIPE can be successfully integrated into a clinical surgical rotation and enhance students’ understanding of the benefits of and strategies for effective interprofessional collaboration. The elective can serve as a model for IPE rotations in other surgical subspecialties and be extended to include students across the continuum of health professions education.

An interprofessional clinical experience to address social determinants of health.

The importance of effective interprofessional communication and collaboration as a strategy to improve patient outcomes has been documented in the literature. Efforts to integrate interprofessional education have been difficult to actualize due to myriad factors in academic and clinical settings. The COVID public health emergency presented an unexpected opportunity to address the needs of an underserved community through an interprofessional clinical experience between medical and APRN students. A screening tool and resource-driven algorithm were developed and launched by students in the college of medicine, for the patients of a university hospital clinic. This initiative helped meet the needs of the community, with the value-added benefit of an interprofessional clinical experience. Using a train-the-trainer model, students were oriented to the project and an online platform for real-time collaboration. Results of this initiative were positive. Approximately 100 medical and APRN students participated and contacted 1,489 patients in the community. Medical and social needs were addressed for 681 patients, and urgent social needs were addressed for 30 people. Students gained valuable clinical experience and had opportunities to identify and address social determinants of health while collaborating with medical student counterparts.

Perceived barriers and solutions by generalist physicians to work towards timely young-onset dementia diagnosis

Objectives: Timely diagnosis of young-onset dementia (YOD) is an important prerequisite to initiate appropriate support. However, YOD diagnosis is often late. We aimed to explore the perspectives of referring general practitioners and occupational physicians, to better understand their barriers to YOD diagnosis and reveal potential solutions to facilitate timely diagnosis. Methods: We conducted 16 semi-structured qualitative interviews with general practitioners and occupational physicians in the Netherlands. Inductive thematic analysis was applied to the transcripts with a team including researchers from various (clinical) backgrounds. Results: Thematic analysis revealed three themes related to: (1) disease characteristics that hinder YOD recognition, being the low incidence and the fact that they mimic other prevalent conditions like burn-out and depression; (2) physicians’ attitudes that delay YOD diagnosis, as fear of mis-diagnosis and therapeutic nihilism; and (3) proposed solutions to navigate the challenging YOD diagnostic trajectory including monitoring people with depression and burn-out to consider YOD when recovery stagnates, and more effective interprofessional collaboration. Conclusion: In this study, referring physicians confirmed barriers known to YOD diagnosis and suggested potential solutions to improve YOD diagnosis. Future prospective studies in people with a primary diagnosis of depression or burn-out may show whether these interventions are potentially effective.

A qualitative study

A qualitative study

The challenges for health professionals delivering palliative care in the community during the COVID-19 pandemic: An integrative review.

The growing demand for palliative care has been accelerated due to the COVID-19 pandemic. However, providing community-based palliative care was also more difficult to do safely and faced several challenges. The goal of this integrative review was to identify, describe, and synthesize previous studies on the challenges for health professionals delivering palliative care in the community during the COVID-19 pandemic. Searches were carried out on the Ovid MEDLINE, CINAHL, PsycINFO, Social Care Online, PubMed, Embase, and Expanded Academic databases. Journals typically reporting palliative care and community health studies were also searched (Palliative Medicine, Journal of Pain and Symptom Management, and Health & Social Care in the Community). All articles were peer-reviewed and published in English between December 2019 and September 2022. Database and hand searches identified 1231 articles. After duplicates were removed and the exclusion criteria applied, 27 articles were included in the final review. Themes in the research findings centered on 6 interconnected categories. The challenges imposed by the pandemic (lack of resources, communication difficulties, access to education and training, and interprofessional coordination), as well as the varying levels of success of the health-care responses, impacted the well-being of health professionals and, in turn, the well-being and care of patients and families. The pandemic has provided the impetus for rethinking flexible and innovative approaches to overcome the challenges of delivering community palliative care. However, existing governmental and organizational policies require revision to improve communication and effective interprofessional collaboration, and additional resources are needed. A blended model of virtual and in-person palliative care delivery may provide the best solution to community palliative care delivery moving forward.