Interprofessional Working Research Articles

Allied health work readiness capabilities: a qualitative comparison of graduates, supervisors, and managers’ perspectives

ABSTRACT Researchers have highlighted gaps in the work readiness (WR) of allied health (AH) graduates and the capabilities required to successfully work in an interprofessional collaborative practice healthcare environment. In the studies conducted, the focus has generally been on one AH discipline or on one participant group across disciplines, such as new graduates. We explored WR capability of new AH graduates across three participant groups (managers, supervisors, and graduates) and across several AH disciplines in the health sector. Focus groups using Critical Incident Technique (CIT) were conducted with 47 participants (14 new graduates, 13 supervisors, and 20 managers) from four public health organisations across Eastern Australia. CIT identified examples where new AH graduates had/did not have necessary WR capabilities to manage situations in the collaborative practice environment. Using thematic analysis, we found four main themes related to WR expectations of AH graduates (work skills and knowledge, working with others, personal attributes, and organisational knowledge), with several sub-themes. Some aspects of identified themes/sub-themes were unique to the AH interprofessional work context. Understanding of AH graduates’ WR from multiple perspectives could support development of programs to enable graduate success in interprofessional working environments.

Which actions contribute to the development of an interprofessional learning and working culture in nursing homes? A realist action study

ObjectiveInsights about what actions contributed to the development of an interprofessional learning and working culture were lacking for nursing homes. This study aimed to provide insight into the context and...

How do cultural elements shape speak-up behavior beyond the patient safety context? An interprofessional perspective in an obstetrics and gynecology department.

Interprofessional working and learning thrives with speak-up behavior. Efforts to improve speak-up have mainly focused on isolated techniques and training programs within the patient safety scope, yet sustained improvement requires a cultural shift beyond this scope. This research investigates the influence of culture elements on speak-up behavior in interprofessional teams beyond the patient safety context. An exploratory qualitative study design was used in a Dutch hospital's Obstetrics and Gynecology department. A representative sample of stakeholders was purposefully selected, resulting in semi-structured interviews with 13 professionals from different professional backgrounds (nurses, midwifes, managers, medical specialists, and residents). A speak-up pledge was developed by the research team and used to prime participants for discussion. Data analysis involved three-step coding, which led to the development of themes. This study has identified six primary cultural themes that enhance speak-up behavior. These themes encompass the importance of managing a shared vision, the role of functional hierarchy, the significance of robust interpersonal relationships, the formulation of a strategy delineating when to speak up and when to exercise restraint, the promotion of an open-minded professional mindset, and the integration of cultural practices in the context of interprofessional working and learning. Six crucial cultural elements have been pinpointed to boost the practice of speaking up behavior in interprofessional working and learning. Remarkably, hierarchy should not be held responsible as the wrongdoer; instead, can be a great facilitator through respect and appreciation. We propose that employing transformational and humble leadership styles can provide guidance on effectively integrating the identified cultural elements into the workplace and provide an IMOI framework for effective interprofessional speak-up beyond patient safety.

Development and Update of Guideline-based Quality Indicators in Lung Cancer

Abstract Background In 2022, an update of the German lung cancer guideline, first published in 2010 and revised in 2018, was released. This article aims to show the process of updating, developing, and implementing guideline-based quality indicators (QI) into the certification system for lung cancer centers (LCC). Methods A multidisciplinary and interprofessional working group revised the guideline QIs from 2018 using the strong recommendations of the guideline update, a systematic review for QIs, and the results of the implemented QIs from LCC. Results For 4 out of 8 indicators from the 2018 guideline, the LCC showed an improved implementation of the requirements in the last 3 years (2018–2020). For 3 indicators, the median of the results was constant at a very high level (≥96% or 100%). Only the “adjuvant cisplatin-based chemotherapy” indicator showed declining values between 2018 and 2020. The target values and plausibility limits were well achieved by LCC. After updating the guideline, one QI from 2018 was not included in the new QI set due to the small denominator population. Based on the new strong recommendations, 8 new QIs were defined. From the QI set of the guideline update, 13 of 15 indicators (7 since 2018 and 6 from 2022 on) were adopted into the certification program. Conclusions The guideline recommendations are implemented by LCC at a high level. The process presented confirms the successful implementation of the so-called quality cycle in oncology. The QIs developed by the German Guideline Program in Oncology (GGPO) are adopted by the certification program. The implementation of the QI is measured in LCC, evaluated by the German Cancer Society (DKG), and reflected back to the GGPO. The “real world” data have led to the deletion of one QI and show a high implementation of most QIs in LCC.

How team-based are rural or underserved clinics where AHEC scholars train?

BackgroundInterprofessional collaborative practice is an important feature of delivering high quality patient-centered care. Understanding what students learn during their clinical rotations about how healthcare teams function, particularly in rural and underserved settings is important for addressing health disparities in these populations. PurposeTo determine the extent to which healthcare teams located in rural or underserved clinics that host AHEC Scholars engage in teamwork and team-based care. MethodsThe 15-item Assessment for Collaborative Environments (ACE-15) instrument, measuring interprofessional teamwork and team cohesion was administered to team members at 17 rural or underserved clinics and demographic information was collected. ResultsSeveral significant differences in mean ACE-15 scores were found among team types, clinic types and settings: community-based clinics scored higher compared to their university-based counterparts and clinics in rural settings scored higher compared to those in urban settings. Primary care-based teams scored higher compared to non-primary care-based teams. ConclusionsTraining students within healthcare teams across multiple settings and locations is paramount to their preparation for interprofessional work.

Usefulness of an interprofessional work manual for perioperative glucose control of an artificial pancreas.

A closed-loop bedside-type artificial pancreas for perioperative glucose control has previously been introduced. However, artificial pancreas therapy was often interrupted due to continuous blood sampling failure. We developed an interprofessional work manual to reduce the interruption time of artificial pancreatic therapy for perioperative blood glucose control due to continuous blood sampling failure. This study aimed to investigate the usefulness of this manual. The manual consisted of the following sections: (1) the roles of the professionals in the preparation and management of the artificial pancreas, (2) how to address continuous blood sampling failure, and (3) checkpoints for interprofessional transfer of the artificial pancreas. We compared the results before the introduction of the manual and 2 years after the introduction of the manual. There were 35 and 37 patients in the Before and After groups, respectively. There were no significant differences in patient backgrounds between the two groups, although there was significantly less blood loss in the After group (1164 vs. 366 mL; p < 0.001). The mean artificial pancreas therapy and artificial pancreas therapy interruption times were 847 min and 20 min, respectively. Artificial pancreas therapy interruption time (34 vs. 8 min; p = 0.078) and time per interruption (24 vs. 4 min; p < 0.001) were significantly shorter in the After group than in the Before group. The interprofessional working manual was useful in reducing the artificial pancreatic therapy interruption time for perioperative glucose control.

Interprofessional Team Training for Nursing Trainees and Medical Students in Pediatrics: Comparing Analog and Digital Formats

Pediatrics places highest demands on interprofessional teams. Although training and studies are evolving, interprofessional teaching units are regularly lacking in German-speaking countries. Analog and digitally convertible formats are rare. Since 2018, a voluntary one-day team training named "SICKO Junior" for nursing trainees and medical students has been conducted regularly in analog and in the meantime digitally. Evaluation results on the analog and digital format are compared. The content of the one-day workshop is based on a concept for medical employees. Exemplary communication in the ward round is reflected in simulations, training on the simulator for lumbar punctures serves the change of perspective. A total of 104 participants took part, 21 of them digital. The recommendation rate is 100%. All of the participants are convinced that the workshop has a positive impact on collaborative interprofessional work. There were no significant differences in the evaluation of the different workshop elements between the digital and analog trainings. The present work sheds light on the positive influence independent of the digital/analogue form. The presentation forms a blueprint for dissemination. A curricular integration seems worthwhile.Conclusion Voluntary interprofessional team training for nursing trainees and medical students with a focus on communication and error culture is as popular in digital as in analog form. Future studies should prove the influence on competence development and safety culture.

Fostering Critical Nurse Observation as a Source of Research Topics: ‘Listen to your Nurse’

As healthcare systems develop, there is an explicit call towards interprofessional learning and working, valuing observations and perspectives of all disciplines. Such a multi-perspective is pivotal for innovation, leading to optimal and sustainable health care. In such an interprofessional work environment, it is obvious that the nurses engage in the formulation of research questions within clinical practice settings. This case report describes a case in which nurses observed important issues that no physician or midwife on the team would have noticed. In collaboration with other team members, the nurses subsequently engaged in research which resulted in new information to improve care. The aim of this paper is to explore strategies to promote nurse participation in at least the formulation of research questions based on their observation and perspectives. For fostering critical nurse observation as a source of research topics, we propose four strategies. First, cultivating awareness through a culture of evidence-based practice and critical reflection on common practice. Second, stimulating persistence in addressing moral dilemmas concerning better care despite resistance. Third, facilitating interprofessional learning in an open culture, where diverse perspectives are valued, and it is psychologically safe to bring them in. Fourth, overcoming funding disparities and facilitating nurse-led research, acknowledging the underrepresentation of nurses in funding agencies. These measures aim to empower nurses to observe critically, use their unique perspectives, and bring in research topics.

A qualitative examination of the experiences and perspectives of interprofessional primary health care teams in the distribution of the COVID-19 vaccination in Ontario, Canada.

Primary health care (PHC) teams contributed to all phases of the COVID-19 vaccination distribution. However, there has been criticism for not fully utilizing the expertise and infrastructure of PHC teams for vaccination distribution. Our study sought to understand the role PHC teams had in the distribution of the COVID-19 vaccine in Ontario, Canada. The key objective informing this study was to explore the experiences and perspectives of interprofessional PHC teams in the distribution of COVID-19 vaccination across Ontario. A qualitative approach was used for this study, which involved 39 participants from the six health regions of the province. Eight focus groups were conducted with a range of interprofessional healthcare providers, administrators, and staff working in PHC teams across Ontario. The sample reflected a diverse range of clinical, administrative, and leadership roles in PHC. Focus groups were audio-recorded and transcribed, while transcriptions were then analyzed using thematic analysis. We identified the following four themes in the data: i) PHC teams know their patients; ii) mobilizing team capacity for vaccination, iii) intersectoral collaborations, and iv) operational challenges. PHC teams were an instrumental component in supporting COVID-19 vaccinations in Ontario. The involvement of PHC in future vaccination efforts is key but requires additional resourcing and inclusion of PHC in decision-making. This will ensure provider well-being and maintain collaborations established during COVID-19 vaccination.

Patient safety culture and medication safety in European intensive care units: a focus group study

BackgroundPatients in intensive care units (ICUs) are susceptible to medication errors (MEs) for many reasons, including the complexity and intensity of care. Little is known about patient safety culture, its...

INTERPROFESSIONAL BEHAVIOURAL COUNSELLING; AN ESSENTIAL SKILL FOR OUR UNDERGRADUATE STUDENTS

INTRODUCTION Collaborative healthcare practices have positive impacts on dietary and physical activity behaviours (Patnode, et al., 2022). An immersive interprofessional work-integrated learning experience was developed for UOW Exercise Science and Rehabilitation(ExSc), and Dietetics and Nutrition(DNut) students, to appropriately prepare novice practitioners for significant growth in workforce interprofessional collaboration opportunities. METHOD Undergraduate(ExSc:n=47;DNut:n=48) students participated in an Interprofessional Education Workshop(IEW) aimed at improving understanding of interprofessionalism and behaviour counselling techniques. Students then formed into 46 pairs(ExSc:n=1+DNut:n=1) with each pair providing Interprofessional Behavioural Counselling(IBC) to a community client at two separate timepoints; Initial consultation and a 2-week Follow Up(FU). Student volunteers(n=38;ExSc:n=10,DNut:n=28) agreed to participate in the research phase, completing two surveys, Interprofessional Collaborative Competency Attainment Scale(ICCAS) &amp; Students Perceptions of Interprofessional Clinical Education Revised(SPICE-R2) at two timepoints; immediately post IEW, and post FU. Additionally, volunteers(n=14;ExSc:n=3,DNut:n=11) participated in focus groupsfollowing IBC. Significance, set at (p&amp;lt;0.01) with mean score differences, and relative change (%) reported. RESULTS Participant responses(n=31) to ICCAS showed improvement across the five key areas of interprofessional practice; communication(0.8,23%), collaboration(1.1,32%), role and responsibilities(1.1, 33%), patient-centred care(1.2,36%), conflict-management and team-functioning(1.1,30%). Similarly, improvements in SPICE-R2 for patient outcomes(0.30,7%) and roles and responsibilities with collaborative-practice(0.67,17%), but not (p=0.06) for interprofessional teamwork and team-based practice. Focus groups indicated that students were confused pre-IBC about effective collaboration, specifically apprehension relating to perceived time constraints involved in having two professionals in one consultation. Conversely, post-IBC student’s reported increased confidence in adopting a collaborative approach, better understanding of scope of practice overlap and could see value in client outcomes following an interprofessional approach. CONCLUSION UOW will continue to embed interprofessional work integrated learning experiences in the future to improve understanding of collegial collaboration ensuring patient-centred care and best practice.

The work performed through interprofessional meeting discourse: an observational study

ABSTRACT The effectiveness of work performed through interprofessional practice is contingent on the nature and extent of communication between professionals. To date, there is little research exploring how the patterns of communication may impact interprofessional work. This study focused on communication during interprofessional meetings to better understand the interprofessional work performed through these encounters. Specifically, it examined how interactional discourse, that is, the patterns of language, influenced work performed during interprofessional meetings. A series of four interprofessional meetings in a rehabilitation unit were observed. Twenty-one participants were observed, including medical, nursing, allied health clinicians, and health professions students. Follow-up stimulated-recall interviews were conducted with five meeting participants. The data collection consisted of video and audio recordings and detailed field notes. Data were analyzed using a combination of genre analysis, a form of discourse analysis, and activity system analysis, drawing on Cultural Historical Activity Theory. This facilitated an in-depth examination of the structure of discourse and its influence on meeting outcomes. The meeting structure was defined and predictable. Two distinct forms of discourse were identified and labeled scripted and unscripted. Scripted discourse was prompted by standardized documents and facilitated the completion of organizational work. In contrast, unscripted discourse was spontaneous dialogue used to co-construct knowledge and contributed to collaboration. There was constant shifting between scripted and unscripted discourse throughout meetings which was orchestrated by experienced clinicians. Rather than fragmenting the discussion, this shifting enabled shared decision making. This research provides further insights into the interprofessional work performed during interprofessional meetings. The scripted discourse was highly influenced by artifacts (communication tools) in meetings, and these were used to ensure organizational imperatives were met. Unscripted discourse facilitated not only new insights and decisions but also social cohesion that may influence work within and outside the meeting.

The application of antimicrobial stewardship knowledge to nursing practice: A national survey of United Kingdom pre-registration nursing students.

To assess student nurses understanding and skills in the application of antimicrobial stewardship knowledge to practice. Quantitative. Cross-sectional survey. Five hundred and twenty three student nurses responded across 23 UK universities. Although students felt prepared in competencies in infection prevention and control, patient-centred care and interprofessional collaborative practice, they felt less prepared in competencies in which microbiological knowledge, prescribing and its effect on antimicrobial stewardship is required. Problem-based learning, activities in the clinical setting and face-to-face teaching were identified as the preferred modes of education delivery. Those who had shared antimicrobial stewardship teaching with students from other professions reported the benefits to include a broader understanding of antimicrobial stewardship, an understanding of the roles of others in antimicrobial stewardship and improved interprofessional working. There are gaps in student nurses' knowledge of the basic sciences associated with the antimicrobial stewardship activities in which nurses are involved, and a need to strengthen knowledge in pre-registration nurse education programmes pertaining to antimicrobial management, specifically microbiology and antimicrobial regimes and effects on antimicrobial stewardship. Infection prevention and control, patient-centred care and interprofessional collaborative practice are areas of antimicrobial stewardship in which student nurses feel prepared. Interprofessional education would help nurses and other members of the antimicrobial stewardship team clarify the role nurses can play in antimicrobial stewardship and therefore maximize their contribution to antimicrobial stewardship and antimicrobial management. There is a need to strengthen knowledge from the basic sciences, specifically pertaining to antimicrobial management, in pre-registration nurse education programmes. No patient or public contribution. What Problem Did the Study Address? Nurses must protect health through understanding and applying antimicrobial stewardship knowledge and skills (Nursing and Midwifery Council 2018); however, there is no research available that has investigated nurses understanding and skills of the basic sciences associated with the antimicrobial stewardship activities in which they are involved. What Were the Main Findings? There are gaps in student nurses' knowledge of the basic sciences (specifically microbiology and prescribing) associated with the antimicrobial stewardship activities in which nurses are involved. Problem-based learning, and activities in the clinical setting, were reported as useful teaching methods, whereas online learning, was seen as less useful. Where and on Whom Will the Research Have an Impact? Pre-registration nurse education programmes. The relevant reporting method has been adhered to, that is, STROBE.

Sustainable Creative Practice with Older People: A Collaborative Approach between Arts and Care Sectors

Interprofessional working is common practice within the health and care sector and particularly within care homes to support the diverse needs of their residents. However, this is less common between the arts and care sectors despite the established impact of the arts on older people’s health, wellbeing, and quality of life. Arts activities that do take place in care homes tend to be time-bound, with artists utilising short-term funding to deliver a defined project often with limited engagement from care home staff due to their competing priorities. This article reflects on qualitative findings from the Artists’ Residencies in Care Homes (ARCH) programme led by Magic Me, which paired four leading arts organisations with four care homes in Essex who worked together over four years to deliver creative arts for the residents. Building trusted relationships and collaborative working between the artists and care home staff was essential for the success of the residencies and for generating and embedding sustainable creative practice in the homes. This article argues that for creative practice to become sustainably embedded in care homes, arts organisations and the arts and culture sector need to embrace interprofessional collaborative practice in health and social care.

Insights of undergraduate health sciences students about a French interprofessional training initiative

Background Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The ‘Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs—nursing, physiotherapy, pharmacy, midwifery, and medicine— in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS.MethodsA cross-sectional survey was administered to 823 students from the 2022–2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses.ResultsWithin the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables.ConclusionThe student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices.

Use of qualitative methods to optimize collaborative practices by highlighting differences in perceptions between professionals: an example of patient education

ABSTRACT Interprofessional working must be approached within health promotion interventions using systematic methods to identify areas of suboptimal collaboration. We designed a qualitative study with a purposive sample of seven French therapeutic patient education programs. Semi-structured individual interviews were conducted with 14 healthcare providers and seven clinician leaders (coordinators) involved in patient education. We used the same interview guide and thematic grid regardless of the professional’s profile to compare their perceptions on elements affecting outcome, participation and sustainability of programs. Healthcare providers and coordinators addressed non-convergent issues at both ends of a continuum from a micro-level nested in the program delivery to a macro-level corresponding to the structured implementation and sustainability of the program. Meso-level issues featured convergent perspectives. Our methodology could be used at the level of health services in a health system to provide a complete recovery of stakeholders’ perspectives (without “blind spots” from one stakeholder or another). In our study, we focused on patient education in the French health system and pointed out possible considerations to optimize the functioning of programs. Such considerations include specific training plan development, encouraging reflection on the content and use of initial assessment, leading sessions in pairs to save on work time, and communication on the ins and outs of organizational imperatives that require healthcare providers’ contributions.

Capital sharing and socialization in an interprofessional student-led clinic: a Bourdieuan analysis.

Interprofessional student-led clinics offer authentic clinical experiences of collaborative patient care. However, theoretical research on the sustainability of these clinics, considering forms of capital beyond the economic, remains limited. This study addresses this gap by employing Bourdieu's theoretical framework to explore how alternative conceptions of capital; both social and cultural might sustain conditions for interprofessional working in a student-led clinic serving patients living with a chronic neurological impairment. The teaching and learning focussed clinic was established in 2018 to mirror a clinical service. Semi-structured focus groups with participants involving 20 students from 5 professions and 11 patients gathered in-depth insights into their experiences within the clinic. A thematic analysis was guided by Bourdieu's concepts of field, habitus, and capital. In the complex landscape of the student-led clinic, at the intersection of a patient support group, a hospital-based aged care facility, and university-based healthcare professions, three pivotal mechanisms emerged underpinning its sustainability: Fostering students' disposition to interprofessional care, Capitalizing on collaboration and patient empowerment, and a Culture of mutual exchange of capital. These themes illustrate how students and patients specific dispositions towards interprofessional healthcare enriched their habitus by focusing on shared patient well-being goals. Diverse forms of capital exchanged by students and patients fostered trust, respect, and mutual empowerment, enhancing the clinic experience. This study bridges an important gap in theoretically informed explorations of the conditions for sustaining student-led clinics, drawing on Bourdieu's theory. It accentuates the significance of investment of diverse forms of capital in such clinics beyond the economic, whilst emphasizing a primary commitment to advancing interprofessional healthcare expertise. Recognizing patients as equal partners shapes clinic dynamics. In order for student clinics to thrive in a sustainable fashion, educators must shift their focus beyond solely maximizing financial resources. Instead, they should champion investments in a wider range of capital forms. This requires active participation from all stakeholders; faculties, patient partners, service providers, and students. These findings underscore the importance of investing in interprofessional learning by optimizing various forms of capital, and embracing patients as dynamic contributors to the clinic's sustainability.

Attitudes and Development Needs Connected to Interprofessional Identity Formation

To achieve better quality and efficiency of care and services for clients, social and health care professionals should be educated to adopt an interprofessional way of working and thinking. This requires the development of an interprofessional identity alongside a professional identity. The process must be facilitated comprehensively in social and health care operations. The aim of this observational and cross-sectional mixed-method study was to investigate readiness and perceived development needs concerning interprofessional work among social and health care students and professionals. Furthermore, the aim was to examine the formation of an interprofessional identity in relation to the theoretical framework of interprofessional socialization. In our results, development needs, expressed by the respondents, were categorized at the system, profession, and individual levels of social and health care. Although, positive attitudes were established among students and professionals, our findings demonstrate that the formation of an interprofessional identity requires comprehensive support from social and health care operations. Interprofessional identity can be enhanced especially by applying and developing interprofessional education and lifelong learning.

Interprofessional education in undergraduate dental curricula: A systematic review.

Health professionals who effectively communicate and coordinate their work increase patient safety and quality of care. Therefore, an interprofessional education (IPE) program may be a valuable addition to the curriculum of health science courses. This study aims to verify how IPE has been implemented in undergraduate dental program curricula. This is a qualitative systematic review performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines with qualitative and qualitative-quantitative studies selected in the period between 2011 and 2021. The guiding question was as follows: how has IPE been implemented in undergraduate dentistry curricula around the world? The quality of the included articles was assessed using the CASP Qualitative Checklist (2018). After the review, 22 studies were selected and data were extracted following the acronym PICo (Population, phenomenon of Interest, and COntext). The majority of studies in which IPE is included in Dentistry come from North American universities. Regarding the IPE teaching methodology, the use of active methodologies was observed and the interprofessional skills most common were role clarity, teamwork, and communication. This systematic review indicated that Dentistry is included in interprofessional activities in many studies around the world, and primarily with colleagues in medicine, nursing, and pharmacy programs. IPE teaching takes place through the use of active methodologies and develops important skills for interprofessional work.

Interprofessional collaboration and the safety climate in hospitals: a scoping review

To map scientific production on the relationship between interprofessional collaboration and the safety climate of health professionals in hospital services. Web of Science, Embase and Google Scholar, with no time frame, using the acronym PCC P - Population - Health professionals; C - Concept - Interprofessional collaboration and safety climate; C - Context - Hospital service and respective search strategies. A total of 16 articles were selected that met the inclusion criteria, 15 of which were from North America and Europe. The majority used a quantitative approach, based on intervention studies with educational activities from an interprofessional perspective, and the results indicated improvements in the safety climate/culture. Some studies looked at interprofessional work from the perspective of healthcare professionals, identifying barriers and facilities for interprofessional work and its impact on patient safety. Interprofessional collaboration and the safety climate are strongly related, in a symbiosis in which both serve as a foundation for promoting safe practices, sharing ideas and clarifying roles.