Interprofessional Collaboration Research Articles

Primary health care in Austria: qualitative analysis of requirements and challenges in interprofessional collaboration from the perspective of health care and social professionals.

Primary health care (PHC) delivered in Austria's newly established primary health care units (PHCU) is based on interprofessional collaboration (IPC) between health care and social professionals. This study aims to explore the requirements and challenges in IPC in Austrian PHCUs from the perspective of health care and social professionals. 15 semi-standardized, online, mono-professional focus group interviews were conducted with a total of 58 professionals with the following backgrounds: biomedical sciences, dietetics, medical training therapy, medicine, midwifery, nursing, occupational therapy, office assistance, orthoptics, pharmacy, physiotherapy, psychotherapy, radiography, social work, and speech therapy. The participants were representatives from PHC practice (especially PHCUs), respective educational institutions, and professional organizations. The data were inductively analysed using qualitative content analysis according to Mayring. The analysis displayed two main fields discussed by the participants, the setting for IPC and the professional relationships. The content analysis revealed three and four topics, respectively, within the main discussion fields. Within the setting for IPC, these topics were elaborated on (1) the operational area where IPC takes place in PHC, (2) the structural and organizational premises for this cooperation in PHCUs, and (3) the observed benefits of PHCUs for patients. Regarding the professional relationships, these topics were discoursed: (1) successful IPC, (2) challenges in IPC, (3) competencies required for IPC, and (4) previous and present corresponding training content. Austrian health care and social professionals aim to get more involved in PHC in general and PHCUs specifically. They see opportunities and also challenges for their professional groups. Specific training is desired focusing on the unique requirements of Austrian PHCUs and equipping the workforce for the intensive, necessary, and beneficial collaboration between multiple professional groups in the increasingly important setting.

A short elective supports the attitudes of medicine and pharmacy students towards interprofessional learning: a pre-post design

IntroductionWith increasing medical and pharmaceutical challenges, the importance of interprofessional working and education (IPE) is growing. The expected benefits of interprofessional collaboration (IPC) of physicians and pharmaceutical staff and the existing gap in their practical experience support this burgeoning importance of IPE. To date, evidence on how IPE can contribute to students’ attitudes on IPC is scarce.PurposeThis study aimed to evaluate whether an interprofessional educational intervention could lead to an improved attitude towards interprofessional collaboration.Method25 medical students and 37 pharmacy students participated in a non-controlled exploratory before-after study. To assess attitudes towards IPE, students filled out the SPICE-2D questionnaire, which consists of three domains and ten items. Data was analyzed descriptively and using paired t-tests to test mean differences between the two measurements on domain and item level.ResultIn total, 31 participants completed both pre- and post-surveys. We found significant improvements across all three domains of the SPICE-2D questionnaire. On item level we found significant improvements in seven out of ten items. No significant group differences were found (e.g. gender or study course).ConclusionResults show that the elective with a focus on IPE had a positive impact on the attitudes of medical and pharmacy students about interprofessionalism and collaboration. Findings suggest and confirm that standardized and structured IPE can positively improve attitudes. Further studies are recommended to validate these findings, especially with bigger sample sizes and long-term effects.

Promoting Educational Equity for Children and Youth in Foster Care: Barriers to Interprofessional Collaboration

Promoting Educational Equity for Children and Youth in Foster Care: Barriers to Interprofessional Collaboration

Impact of an Interprofessional Collaboration Between Physicians and Pharmacists on Fall-Risk-Increasing Drugs in Older Patients with Trauma in the Emergency Department

Impact of an Interprofessional Collaboration Between Physicians and Pharmacists on Fall-Risk-Increasing Drugs in Older Patients with Trauma in the Emergency Department

The SCIEPR checklist: A tool for standardizing chest X-ray interpretation in resource-constrained settings - A pilot study.

The SCIEPR checklist: A tool for standardizing chest X-ray interpretation in resource-constrained settings - A pilot study.

Determinants of turnover intention among pharmaceutical professionals: A study in hospital and community pharmacy

Determinants of turnover intention among pharmaceutical professionals: A study in hospital and community pharmacy

Implementing and Evaluating Interprofessional Education for Dental Students: A Narrative Review.

Interprofessional education (IPE) and interprofessional collaborative practice are widely recognized for improving health care education and patient outcomes, especially in dentistry. Due to the strong link between oral and overall health, integrating IPE into dental curricula is essential for preparing practitioners to deliver collaborative, patient-centered care. A robust IPE curriculum for dental students requires well-defined learning outcomes aligned with other health professions and a focus on skills like patient care, communication, and teamwork. This review examines IPE curriculum design, implementation, and its impact on dental students, evaluating both short- and long-term effects on skills and career preparedness. By analyzing current IPE practices, this review seeks to illuminate effective strategies and future directions for integrating interprofessional collaboration into dental training.

Interprofessional collaboration in pharmacist-led primary care clinics.

Pharmacists are essential to team-based care, contributing knowledge and expertise that positively impact patient care. However, it is less clear how interprofessional collaboration is enacted by pharmacists in single-disciplinary outpatient practice environments. We recruited pharmacists from 3 university-affiliated, pharmacist-led primary care clinics in Canada. Employing a social network analysis approach, the data collection encounter explored the nature and composition of collaboration in patient care. We conducted semistructured interviews, including participant drawings (sociograms), to illustrate their network experiences caring for specific patients. Transcripts from the data collection encounters were systematically coded and analyzed in an iterative process. Initial codes were generated inductively and broader categories refined through constant comparison and finalized by author discussion. Eleven (78%) pharmacists were interviewed and drew 28 sociograms. Pharmacist networks encompassed a wide array of health professionals and patient family members. Despite the physical distribution of interprofessional members, pharmacists formed and maintained relationships to support patient care through conscientious communication and medication management decision-making. Network relationships and system factors influenced collaboration and patient care, often resulting in practice paralysis and/or the need to re-emphasize patient self-advocacy. Our findings underscore the dynamic nature of pharmacist networks and how they are navigated to support pharmacist-led medication management. Primary care pharmacists attempt to overcome encountered barriers to implementing patient care plans through various strategies, including leveraging new and existing network relationships. System obstacles impeding effective and efficient patient care could in part be overcome through pharmacist scope of practice expansion.

Patient experience and primary care teams: a cross-sectional survey of French elderly patients

ObjectiveTo assess whether patient experience is better for patients followed in a primary care team (PCT) than for patients with traditional follow-up in usual care.DesignA cross-sectional survey based on a...

MULTIDISCIPLINARY COLLABORATION IN CARE NETWORKS: THE ROLE OF HEALTH PROFESSIONALS IN THE INTEGRATION OF CARE

Interprofessional collaboration has been recognized as an essential element for the construction of more integrated, problem-solving care networks focused on the needs of patients. This study, based on a systematic review, investigated the main contributions, advances, and challenges related to this topic, using international databases such as PubMed, Scopus, Web of Science, SciELO, and Lilacs. Rigorous search strategies were employed, with controlled descriptors and Boolean operators, ensuring the identification of relevant and methodologically robust studies. The analysis of the results highlighted that collaborative practices are fundamental for the optimization of health services, promoting clearer communication between professionals, personalization of care and increased user satisfaction. The use of information and communication technologies (ICT) has shown particular promise, facilitating interaction between professionals and patients, especially in vulnerable populations, such as adolescents. The promotion of educational practices led by health professionals, such as nurses, was also widely evidenced, being considered strategic to address priority themes, such as breastfeeding and active aging. Another highlight was the relevance of social participation, associated with quaternary prevention, to ensure ethical, less invasive practices centered on the real needs of users. The integration between teaching and service proved to be an effective strategy to transform professional practices, strengthening the dialogue between academic institutions and health networks. Despite the advances, significant challenges were identified, such as structural and cultural barriers, the hierarchization of teams and the underutilization of specific skills, especially of pharmacists and other professionals with complementary roles in care. Such obstacles limit the full potential of interprofessional collaboration. It is concluded that, in order to overcome these limitations, integrated public policies, innovative approaches and educational strategies that promote the formation of more cohesive and prepared multidisciplinary teams are necessary.

Stress, Satisfaction, and Turnover Among Child Welfare Workers: Examining Associations With Quality of Interprofessional Collaboration

Stress, Satisfaction, and Turnover Among Child Welfare Workers: Examining Associations With Quality of Interprofessional Collaboration

Advancing Interprofessional Education and Collaborative Practice: outcomes of the AFREhealth-FAIMER Student Elective Exchange Program in Health Professions Education in Africa

BackgroundWhile some African health professions institutions have advanced in integrating Interprofessional Education and Collaborative Practice (IPECP) into their curricula, many still struggle with traditional, siloed training. To address this gap, the African Forum for Research and Education in Health (AFREhealth), partnering with FAIMER, a division of Intealth, developed the AFREhealth-FAIMER IPECP Student Elective Exchange Program (IPECP Program). This study assessed the IPECP competencies of participating students and gathered stakeholder perspectives on the IPECP Program.MethodsThe 2018 revised Interprofessional Collaborative Competency Attainment Scale (ICCAS), containing 21 items, was used to assess student participants’ IPECP competencies before and after participating in the IPECP Program. Paired sample T-tests were run to examine if there was a significant improvement in IPECP competencies after students participated in the program, on both the total and item score levels. The study also administered online surveys to collect feedback from faculty and managers of the IPECP Program on its design, implementation, benefits, and challenges.ResultsStudents reported a significant improvement in IPECP competencies after participating in the program, with the mean ICCAS total score rising from 79.27 (±12.24) pre-training to 85.63 (±8.75) post-training (t(179) = 7.48, p < 0.005). All faculty participants (100%, n = 18) indicated that country-specific case studies facilitated teaching IPECP skills through virtual delivery. Additionally, 6 out of 18 program managers noted that this program marked their institution’s first engagement in virtual IPECP electives. All faculty (n = 18) and managers (n = 10) who responded to the survey thought the IPECP program enhanced regional collaborations and global exposure and equipped the students with cross-country IPECP skills. Internet connectivity was a cross-cutting challenge among faculty and managers given the virtual nature of the program.Discussion and conclusionsThe student participants of the IPECP Program self-reported enhanced IPECP competencies, fostering an understanding of the various population health issues in multiple African countries. The findings suggest that faculty-guided, country-specific case studies may offer a viable strategy for implementing IPECP during international electives using a virtual mode of delivery.

Expanding Multidisciplinary Collaboration in Japanese School Education: Contributions to the Sustainable Development Goals

Objectives: This study examined the roles of non-teaching professionals, including school counselors, school social workers, physical therapists, occupational therapists, and speech-language-hearing therapists, in Japanese schools. The focus was on their contributions and challenges in collaborating with teachers. Theoretical Framework: The study employed the concept of "interprofessional collaboration," emphasizing mutual understanding and clear role definition. We applied the "school as a team" concept, advocating a shift from a teacher-centered culture to a multidisciplinary approach. Method: A literature review was conducted, analyzing research papers, reports, and official documents on the roles of non-teaching professionals and their collaboration with teachers in Japan. Results and Discussion: Non-teaching professionals encountered challenges, including unclear role boundaries and limited collaboration time. A closed school culture and heavy workloads on teachers further hindered effective teamwork. Research Implications: This study offers insights for policymakers, administrators, and educators, stressing the need for clear role definitions and a supportive environment to enhance collaboration. Originality/Value: This study focuses on Japanese schools, highlighting the unique challenges of integrating non-teaching professionals into a traditional teacher-centered system and offering recommendations for enhancing multidisciplinary collaboration. Collaborating with other professionals can equip teachers with valuable knowledge and skills, enabling them to better support children with special needs. This can lead to a reduction in teachers' burdens and contribute to the realization of a sustainable and inclusive school. Moreover, this study contributes to achieving the Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), by emphasizing the importance of multidisciplinary collaboration in fostering inclusive and equitable educational environments.

Medication adherence in the curricula of future European physicians, pharmacists and nurses – a cross-sectional survey

AimMany patients are not taking their medicines. It has substantial negative medical and economic consequences for patients and healthcare systems but there is limited knowledge on how medication adherence is integrated in medical education. This study seeks to investigate to what extent students in medicine, pharmacy and nursing in Europe are taught about medication adherence.MethodsA cross-sectional online survey was distributed to 731 persons teaching relevant courses across 142 European universities between February and June 2024. The survey addressed definitions of adherence and The ABC Taxonomy; methods to support adherence, methods to identify and monitor non-adherence; consequences and outcomes of non-adherence, and methods applied in teaching. They were also asked to provide links to their curricula. Responses from quantitative questions were analyzed descriptively. Word frequency and qualitative thematic analysis was used for the curricula inventory and analysis of free-text answers, respectively.ResultsIn total, 212 participants from 114 universities in 34 countries completed the survey. Respondents agreed to similar level on the need to enhance medication adherence teaching, with 72% in pharmacy, 71% medical, and 59% agreement in nursing education. The most taught topic across educations was the clinical impact of non-adherence, according to 89% in pharmacy, 84% medical, and 76% in nursing education. The ABC Taxonomy was taught in more than half of all pharmacy (73%), nursing (60%) and medical education (52%). In the qualitative analysis of free text-answers respondents emphasized the value of early, mixed method teaching. They reported a lack of guidance in teaching medication adherence, causing inconsistency in the educational quality and depth. Time constraints were highlighted as a significant challenge, while interprofessional collaboration and use of medication adherence technologies were seen as opportunities, though not widely implemented in teaching. The curricula inventory showed a substantial variance in how medication adherence content was described.ConclusionThere is a lack of consistent teaching on medication adherence in Europe, underlining the necessity to establish a unified curriculum incorporating the ABC taxonomy, and to include a more patient-centred approach to support medication adherence.

The role of interprofessional collaboration for social prescribing: a systematic review

The role of interprofessional collaboration for social prescribing: a systematic review

Experiences With an In-Bed Real-Time Motion Monitoring System on a Geriatric Ward: Mixed Methods Study.

Older adults now make up about two-thirds of hospital admissions, with up to 50% experiencing cognitive impairments such as dementia. These patients often struggle with adherence to care plans and maintaining regular day or night cycles, presenting challenges for nurses. Hospitals are typically unprepared to manage this patient population, resulting in increased nurse workload and challenges like managing motor agitation, which can lead to falls or accidental removal of medical devices. This study aimed to (1) assess how an in-bed real-time motion monitoring system (IRMS) impacts nurses' perceptions of physical and mental stress, (2) evaluate the IRMS's effect on the care process, (3) explore ethical implications like patient autonomy and privacy, and (4) understand how nurses acquire knowledge about the technology and how this affects their assessment of the IRMS. The IRMS, which provides real-time motion monitoring and bed edge or exit information, was implemented in the geriatric ward of a university medical center. The study followed a monocentric, explorative evaluation design using a mixed methods approach. It lasted 24 weeks and had two phases. In Phase 0 (6 weeks), patients received standard care. In Phase 1 (18 weeks), the IRMS was introduced. Initial data were gathered through focus groups and participant observations during manufacturer training sessions. At the end of the intervention, a survey, a second focus group, and an interview were conducted to capture nurses' experiences. The study follows the Good Reporting of a Mixed Method Study (GRAMMS) checklist for reporting. Initial training sessions with 12 participants (10 nurses and 2 physiotherapists) showed varying levels of engagement, with the second session demonstrating more optimism and interprofessional collaboration. A total of 10 questionnaires were completed (10/21, 48%). Survey results showed that 80% (8/10) of nurses found the IRMS valuable for assessing the quality of work, and 90% (9/10) were willing to continue using it. The system was regarded as reliable for monitoring bed edge and exit events. Usability was positively rated, with minimal concerns about documentation burden. Focus group discussions (n=3 per session) indicated that nurses viewed the system as reliable and appreciated its role in reducing anxiety related to fall prevention. However, concerns about patient privacy and monitoring were raised. Nurses expressed a willingness to continue using the IRMS but reaffirmed their ability to care for patients without it. Nurses had a generally positive attitude toward the IRMS, recognizing its benefits, particularly for nighttime monitoring. Although its effectiveness in preventing falls remains inconclusive, the system helps reduce nurses' fear of falls and enhances their responsiveness. The study highlights the broader impact of the IRMS beyond fall prevention and stresses the importance of thoughtful integration into health care practice.

Work Smarter Not Harder: Mapping Interprofessional Education Collaboration Core Competencies Across Curricula

Abstract Integrating Interprofessional Education and Collaborative Practice (IPECP) into health professions curricula is recognized as a challenging task due to factors such as timing, curriculum overload, and resource availability. This study aimed to identify opportunities within courses across all health professions that would help students achieve the Interprofessional Education Collaborative (IPEC) Core Competencies. These competencies include (1) Values and Ethics, (2) Roles and Responsibilities, (3) Interprofessional Communication, and (4) Teams and Teamwork. A quantitative, cross-sectional document review was conducted, analyzing curriculum maps and documents from 11 healthcare professions at a South African university. This process involved 22 participants, comprising two representatives from each profession who possessed expertise in the content and teaching methods relevant to their field. They completed a structured survey using the REDCap platform, with guidance from the first author, who was knowledgeable about the IPEC competencies. The results indicated that the curricula of all professions incorporated the IPEC Core Competencies. Notably, the Values and Ethics competencies had the highest representation (mean = 101.2), while Teams and Teamwork were the least represented (mean = 64.6). Thus, the analysis of the curriculum maps provided valuable insights for curriculum planners, allowing them to identify gaps and overlaps. This information serves as a foundation for developing an integrated, longitudinal, evidence-based IPECP curriculum.

Chaplain Utilization in Nursing Simulation to Promote Interprofessional Collaboration and Holistic Care.

Interprofessional learning experiences (interprofessional education) for nursing students have been associated with enhanced practice outcomes after graduation. A simulation used in a prelicensure baccalaureate program integrated a chaplain into the care of a patient who was experiencing emotional distress. Fifteen senior nursing students had opportunities to consult the chaplain during stressful patient encounters. Analysis of anonymous surveys provided new understanding about the effects of utilizing chaplaincy resources in the simulation setting for nursing students. Findings from this qualitative study will inform future interprofessional and holistic health simulations.

The Essential Role of Recreational Therapy in Aquatics Programming for Children with Autism

The purpose of this conceptual paper is to highlight the essential role of therapeutic recreation on an interdisciplinary team providing swimming and water-safety lessons to individuals with autism. The interdisciplinary team includes recreational therapy, occupational therapy, and community recreation professionals. The program, Sensory Enhanced Aquatics, was developed by recreational and occupational therapists and initially offered in an academic medical center. Sensory Enhanced Aquatics grew to be offered in collaboration with local recreation agencies to better serve the community and extend the healthcare continuum. Literature related to recreational therapy and autism, interprofessional collaborative practice, and adapted aquatics is reviewed to provide context. This manuscript delineates roles of the Sensory Enhanced Aquatics team through categories contributing to effective interprofessional collaboration: bridging gaps, negotiating overlap, and creating spaces. A case example of Sensory Enhanced Aquatics provides details of the successful interprofessional collaborative practice.

Exploring resilience in critical care nursing: a qualitative inquiry into continuous adaptation, collaborative unity, and emotional balance

BackgroundResilience is essential for nurses in critical care, where they face high-stakes situations requiring continuous adaptation, collaborative unity, and emotional balance. This study aimed to investigate resilience in critical care nursing, focusing on how nurses adapt to challenges, the role of teamwork in fostering resilience, and strategies for maintaining emotional balance.ObjectiveThe objective of this study was to explore resilience among critical care nurses, emphasizing their adaptation to challenges, the influence of collaborative practices, and methods for sustaining emotional well-being in intensive care units.MethodsA qualitative study with a thematic analysis approach was used in this study. The study was conducted in five intensive care units across two hospitals in Egypt. The purposeful sampling approach includes 17 critical care nurses with diverse experiences. Data was collected through in-depth semi-structured interviews using an interview guide focusing on challenges, adaptation strategies, collaborative practices, and coping mechanisms.ResultsThemes emerge, depicting resilience as a dynamic process encompassing continuous adaptation, learning, collaborative unity, emotional balance, self-care, and reflection on experiences. Nurses emphasize the importance of teamwork, interprofessional collaboration, and managing emotional complexities. Resilience is portrayed as a collective force within the critical care team, balancing compassion and clinical precision.ConclusionCritical care nurses demonstrate resilience as a multifaceted and dynamic process. The study provides insights into the collaborative strategies employed and the emotional aspects of resilience. Acknowledging vulnerabilities and prioritizing self-care are integral to sustaining resilience.