Interprofessional Collaboration: Problems and Prospects

1997 ◽  
pp. 186-200 ◽  
Author(s):  
Simon Biggs
Keyword(s):  
Interprofessional Collaboration

Spotlight on the Clinician in the Life Participation Approach to Aphasia: Balancing Relationship-Centered Care and Professionalism

2020 ◽  
Vol 5 (2) ◽  
pp. 414-424
Author(s):  
Rochelle Cohen-Schneider ◽  
Melodie T. Chan ◽  
Denise M. McCall ◽  
Allison M. Tedesco ◽  
Ann P. Abramson
Keyword(s):  
Social Workers ◽  
Therapeutic Relationship ◽  
Interprofessional Collaboration ◽  
Opportunity To Learn ◽  
Subjective Experiences ◽  
Speech Language Pathologists ◽  
Self Disclosure ◽  
Centered Care ◽  
High Standards ◽  
Therapeutic Encounter

Background Speech-language pathologists make clinical decisions informed by evidence-based theory and “beliefs, values and emotional experiences” ( Hinckley, 2005 , p. 265). These subjective processes, while not extensively studied, underlie the workings of the therapeutic relationship and contribute to treatment outcomes. While speech-language pathologists do not routinely pay attention to subjective experiences of the therapeutic encounter, social workers do. Thus, the field of social work makes an invaluable contribution to the knowledge and skills of speech-language pathologists. Purpose This clinical focus article focuses on the clinician's contribution to the therapeutic relationship by surfacing elements of the underlying subjective processes. Method Vignettes were gathered from clinicians in two community aphasia programs informed by the principles of the Life Participation Approach to Aphasia. Results and Discussion By reflecting on and sharing aspects of clinical encounters, clinicians reveal subjective processing occurring beneath the surface. The vignettes shed light on the following clinical behaviors: listening to the client's “whole self,” having considerations around self-disclosure, dealing with biases, recognizing and surfacing clients' identities, and fostering hope. Speech-language pathologists are given little instruction on the importance of the therapeutic relationship, how to conceptualize this relationship, and how to balance this relationship with professionalism. Interprofessional collaboration with social workers provides a rich opportunity to learn ways to form and utilize the benefits of a strong therapeutic relationship while maintaining high standards of ethical behavior. Conclusion This clinical focus article provides speech-language pathologists with the “nuts and bolts” for considering elements of the therapeutic relationship. This is an area that is gaining traction in the field of speech-language pathology and warrants further investigation.

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

International Interprofessional Collaboration: The Benefits of Global Networking

2017 ◽  
Vol 2 (17) ◽  
pp. 73-82
Author(s):  
Deborah Ross-Swain ◽  
Beryl Fogel ◽  
Elaine Fogel Schneider
Keyword(s):  
Interprofessional Collaboration ◽  
Board Of Education ◽  
Speech Language Pathologists ◽  
Educational Exchange ◽  
National Board ◽  
Medical Practitioners

This article summarizes and highlights the benefits of international interprofessional collaboration amongst speech-language pathologists (SLPs). The California Speech-Language and Hearing Association (CSHA) was invited by the National Board of Education of Finland to participate in an academic/educational exchange with educators, SLPs, and medical practitioners. SLPs globally are experiencing shared interests, practice issues, training challenges, outreach opportunities and limitations, shortages, interprofessional collaboration and education challenges and successes, and the desire to network and learn from each other. This article will describe the benefits of academic/educational exchange opportunities for our profession and possible outcomes for global networking.

Training Counseling Psychologists in Psychological Consultation and Interprofessional Collaboration: A Model

2007 ◽  
Author(s):  
Michael P. Moore ◽  
Michael B. Madson ◽  
Sasha J. Lambert ◽  
Bianca S. W. Ho ◽  
Anna R. Powe
Keyword(s):  
Interprofessional Collaboration ◽  
Psychological Consultation ◽  
Counseling Psychologists

Frequency of Interprofessional Collaboration Instrument--German Version

2020 ◽  
Author(s):  
Marina Weissenborn ◽  
Ines Krass ◽  
Connie Van ◽  
Anna Dähne ◽  
Christoph A. Ritter ◽  
...  
Keyword(s):  
Interprofessional Collaboration ◽  
German Version

A Worthwhile Collaboration: Integrating Optometry and Occupational Therapy in the Treatment of Children

2020 ◽  
pp. 221-236
Keyword(s):  
Occupational Therapy ◽  
Professional Growth ◽  
Interprofessional Collaboration ◽  
Pediatric Population ◽  
Occupational Therapists ◽  
The Body ◽  
Collaborative Practice ◽  
Primary Data ◽  
Visual Deficits ◽  
Vision Deficits

Background: Vision deficits are highly prevalent in children with neurodevelopmental disorders including those with motor delays, learning and reading difficulties, and maladaptive behaviors. These deficits can interfere with their participation and performance in everyday life activities and therefore, require a comprehensive approach to therapy. As such, optometrists and occupational therapists are an optimal team to provide interprofessional collaborative care, reported in research as best practice, in the treatment of these children. However, little is known about the long-called-for collaboration between these professions. The purpose of this study was to explore factors and implications associated with a collaborative practice between optometrists and occupational therapists in the co-management of vision deficits in the pediatric population. Methods: A qualitative, descriptive design was employed to explore perceptions of collaborative practice among teams of optometrists and occupational therapists in the remedial care of children with visual deficits. Following IRB approval, co-located optometrists and occupational therapists were recruited for this study. Semistructured interviews served as the primary data collection tool to investigate the factors and implications of collaborative practice. Results: Eleven professionals provided informed consent and took part in this study, including five occupational therapists and six optometrists. Following thematic analysis, four overarching themes emerged including 1) professional boundaries, 2) co-located, integrated practice, 3) professional growth, and 4) improved patient care. Participants indicated that although barriers exist, exercising humility, upholding patient-centered focus, maintaining mutual respect, communicating frequently, and co-location were factors that enable collaboration. Positive outcomes related to both the provider and the patient were further highlighted supporting the interprofessional collaboration between these professionals. Conclusions: The findings of this qualitative study add to the body of evidence underpinning interprofessional collaborative practice. Furthermore, this study supports the coordination of care, through optometry and occupational therapy collaboration, in the treatment of visual deficits in children with special needs.

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