Preparing Future Health Professionals for Interprofessional Collaborative Practice Part 2: The Student Experience

2017 ◽  
Vol 38 (05) ◽  
pp. 342-349
Author(s):  
Rebecca Inzana ◽  
Peter Cahn ◽  
Patricia Reidy ◽  
Mary Knab
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Clinical Teaching ◽  
Systems Of Care ◽  
Care Delivery ◽  
Student Experience ◽  
Academic Program ◽  
Collaborative Practice ◽  
Speech Language Pathologists ◽  
Interprofessional Collaborative Practice

AbstractResponding to increasing calls for change in systems of care delivery and revisions in the way health professionals are educated, academic programs across the health professions, including speech-language pathology, are placing increased emphasis on interprofessional collaborative practice and interprofessional education. This article provides a foundation for understanding these changes and what is driving them. Using an example from one academic program, it provides a view of the shifting student experience and discusses implications for speech-language pathologists serving as educators and supervisors in external placements. The article concludes with suggestions for integrating competencies for collaborative practice into one's clinical teaching and maximizing effectiveness in fostering student readiness for practice in the complex medical and education environments in which speech-language pathologists practice.

Interprofessional Collaborative Practice and School Nursing: A Model for Improved Health Outcomes

2017 ◽  
Vol 22 (3) ◽  
Author(s):  
Robin Fleming ◽  
Mayumi Willgerodt
Keyword(s):  
Case Management ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
School Setting ◽  
Healthcare Providers ◽  
School Nurse ◽  
Collaborative Practice ◽  
Interprofessional Collaborative Practice

Effective communication, teamwork, and interprofessional collaboration, or teams of health and non-health professionals working together, are critical to improving the patient experience of care; improving population health; and reducing healthcare costs (i.e., the Triple Aim). In 2016, the Interprofessional Education Collaborative (IPEC) Expert Panel updated its Core Competencies for Interprofessional Collaborative Practice. As health professionals who collaborate with an extensive network of health and non-health professionals, school nurses embody the aims of interprofessional collaboration (IPC). This article briefly reviews the background of interprofessional collaboration and describes ways that school nurse practice aligns with IPC core competencies to incorporate interprofessional collaboration. We discuss successes, such as case management and care coordination, and include challenges to IPC in the school setting. In conclusion, through case management and collaborative care, school nurse expertise in effective IPC fosters knowledge through which core competencies can be strengthened, with benefits for both patients and other healthcare providers.

Interprofessional Collaborative Practice

2020 ◽  
Author(s):  
Shelley Cohen Konrad
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Workers ◽  
Care Delivery ◽  
Core Competencies ◽  
Collaborative Practice ◽  
Direct Care ◽  
World Health ◽  
Quality Health Care ◽  
Interprofessional Collaborative Practice

The World Health Organization defines interprofessional collaborative practice (IPCP) as when multiple health workers from different professional backgrounds provide comprehensive health services working with patients/clients, families, caregivers, and communities to deliver quality health care across settings. IPCP has long been considered a best practice model to improve effective health-care delivery; however, implementation of collaborative practice models and evidence to support their efficacy have been relatively slow to develop. IPCP is inextricably linked to interprofessional education and practice (IPEP), which brings together students and practitioners across disciplines and practices, and includes direct care workforce, people/patients/clients, families, and communities to learn with, from, and about each other to prepare them for integrated workplace practice. The article will explore national and global interprofessional collaborative practice initiatives; outline core competencies and evidence for collaborative practice; provide examples of IPCP implementation; and discuss the role social work plays in the development and leadership of collaborative practice.

scholarly journals INTERPROFESSIONAL SHARED DECISION-MAKING: A LITERATURE REVIEW

2020 ◽  
Vol 9 (1) ◽  
pp. 81
Author(s):  
Chaina Hanum ◽  
Ardi Findyartini
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Health Problems ◽  
Collaborative Practice ◽  
Shared Decision ◽  
Literature Study ◽  
Interprofessional Collaborative Practice ◽  
Working Together

Background: The increasing complexity of health problems consequently demands problem solving from various perspectives of health professionals. The interprofessional approach in solving health problems, by working together with patients, their families, and the communities is called Interprofessional Shared Decision-Making (IP-SDM). The capability of various health professionals in IP-SDM becomes one of the abilities to be achieved in Interprofessional Collaborative Practice (IPCP). IP-SDM learning should also be achieved through Interprofessional Education (IPE).Method: This is a literature study aiming to elaborate IP-SDM and its correlation to IPCP and IPE.Results: IP-SDM is a decision making process which involves collaboration between two or more health professionals and also patients aiming at idenfication of best choices while considering patients’ preferences. IP-SDM consists of two core processes: shared decision-making (SDM) between health professionals and patients and collaborative clinical reasoning (CCR) among health professionals. Conclusion: Although SDM and CCR learning has been widely reported, including the potential emphasis in interprofessional education and interprofessional collaborative practice, IP-SDM learning is still limited. For this particular reason, further exploration is needed regarding the development of IP-SDM learning method in IPE, especially in Indonesia context.   

scholarly journals Challenges to and Resources for Participation in Interprofessional Collaborative Practice: Perceptions of Collegiate Athletic Trainers

2019 ◽  
Vol 54 (1) ◽  
pp. 106-114
Author(s):  
Sarah A. Manspeaker ◽  
Dorice A. Hankemeier
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Care Systems ◽  
Athletic Trainers ◽  
Health Care Team ◽  
Collaborative Practice ◽  
College And University ◽  
Interprofessional Collaborative Practice ◽  
Care Systems ◽  
Collegiate Athletic Trainers

Context Health care systems are increasing their emphasis on interprofessional collaborative practice (IPCP) as a necessary component to patient care. However, information regarding the challenges athletic trainers (ATs) perceive with respect to participating in IPCP is lacking. Objective To describe collegiate ATs' perceptions of challenges to and resources for participation in IPCP. Design Qualitative study. Setting College and university. Patients or Other Participants The response rate was 8% (513 ATs [234 men, 278 women, 1 preferred not to disclose sex], years in clinical practice = 10.69 ± 9.33). Data Collection and Analysis Responses to survey-based, open-ended questions were collected through Qualtrics. A general inductive qualitative approach was used to analyze data and establish relevant themes and categories for responses. Multianalyst coding and an external auditor confirmed coding saturation and assisted in triangulation. Results Challenges were reported in the areas of needing a defined IPCP team structure, respect for all involved health care parties, and concerns when continuity of care was compromised. Communication was reported as both a perceived challenge and a resource. Specific resources seen as beneficial to effective participation in IPCP included communication mechanisms such as shared patient health records and educational opportunities with individuals from other health care professions. Conclusions As ATs become more integrated into IPCP, they need to accurately describe and advocate their roles, understand the roles of others, and be open to the dynamic needs of team-based care. Development of continuing interprofessional education opportunities for all relevant members of the health care team can help to delineate roles more effectively and provide more streamlined care with the goal of improving patient outcomes.

Interprofessional Education

2020 ◽  
pp. 259-285
Author(s):  
Izhar Faisal ◽  
Saima Salam ◽  
Manisha Arora
Keyword(s):  
Developing Countries ◽  
Healthcare System ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Institutional Support ◽  
Developed Countries ◽  
Collaborative Practice ◽  
Workplace Culture ◽  
Potential Barriers ◽  
Complete Overhaul

With an ever worsening shortage of healthcare workers, there has been a global shift towards strengthening of interprofessional education (IPE). IPE has existed as a powerful tool in developed countries, but in developing countries like India, it is still in its infancy. Several models of interprofessional education exist, yet India lags behind in implementing these models in academic curricula. Rudimentary curriculum, inefficient healthcare system, and maldistribution of health professionals are some of the potential barriers. A complete overhaul of the healthcare system along with progressive strategies of incorporation of IPE needs to be debated, and associated limitations need to be addressed. Adequate institutional support, well-constructed protocols, infrastructural revamp, and change of workplace culture are vital for IPE to succeed and be sustainable. This chapter provides an overview of IPE and collaborative practice in Indian settings and presents an account of an Indian institution utilizing IPP approach and highlights potential challenges in incorporating IPE in the academic curriculum.

scholarly journals Fostering gerontology students’ competence in Interprofessional collaborative practice

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Janita Pak Chun Chau ◽  
Suzanne Hoi Shan Lo ◽  
Vivian Wing Yan Lee ◽  
Wai Ming Yiu ◽  
Helen Chung Yan Chiang ◽  
...  
Keyword(s):  
Older Adults ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Collaborative Practice ◽  
Common Belief ◽  
Learning Approaches ◽  
Community Settings ◽  
Coordinated Care ◽  
Interprofessional Collaborative Practice ◽  
Health And Social Care

Abstract Background Interprofessional collaborative practice (IPCP) is increasingly recognised as being crucial for the provision of holistic care and optimising health outcomes among older adults, many with multiple complex health problems. However, little is known about the challenges of facilitating this in practice. Therefore, this study explores these issues from the perspective of different healthcare professionals and how this might inform interprofessional education curricula. Methods Sixteen different healthcare professionals working in a variety of aged care (acute, rehabilitative and community) settings were invited to participate in individual semi-structured in-depth interviews designed to: (i) explore the meaning of IPCP; (ii) explore the facilitators of and barriers to IPCP; and (iii) examine the opportunities and challenges in interprofessional gerontological education. All interviews were tape-recorded and transcribed verbatim with thematic analysis conducted by two independent researchers. Results Three major themes emerged from the interviews: the need for IPCP; role preparedness, scope and liability; and strategies for interprofessional education. Respondents shared a common belief that IPCP improves the quality of life of older adults in both hospital and community settings by improving person-centred coordinated care and decision making in care planning. However, respondents perceived major barriers to IPCP to be lack of knowledge about healthcare professionals’ scope of practice, lack of training in interprofessional collaboration, professional culture and stereotypes, and liability issues. Suggested approaches to overcome these barriers included innovative teaching and learning approaches, engaging students early on in the curriculum of health professional degree programmes, and enhancing collaborative effective communication in health and social care settings. Conclusions It is anticipated that these findings will be used to inform the development of a new interprofessional gerontological education curriculum that aims to enhance students’ competence in IPCP.

A National Survey of Speech-Language Pathologists' Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation

2019 ◽  
Vol 50 (4) ◽  
pp. 639-655 ◽  
Author(s):  
Danika L. Pfeiffer ◽  
Stacey L. Pavelko ◽  
Debbie L. Hahs-Vaughn ◽  
Carol C. Dudding
Keyword(s):  
Special Education ◽  
Predictive Factors ◽  
Collaborative Practice ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Education Services ◽  
Interprofessional Collaborative Practice ◽  
School Based ◽  
Collaborative Learning Opportunities ◽  
The University

Purpose This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use of the interprofessional collaborative practice (IPP) model and barriers to collaboration. Method School-based SLPs responded to a survey on models of collaboration within their work setting. Anchored vignettes were created to determine their engagement in 3 different models (i.e., multidisciplinary, interdisciplinary, and interprofessional) used in the provision of special education services during evaluation and intervention. Predictive factors supporting and/or hindering the use of IPP were identified. Results Results demonstrated low percentages of school-based SLPs engaging in IPP during initial evaluations (8%), eligibility meetings (43%), and intervention sessions (14%). Three factors predicted use of IPP in schools: prior training in collaboration, years of experience, and educational setting. The most frequently cited barriers to SLPs' engagement in collaboration included time constraints/scheduling (48%), resistance from other professionals (23%), and lack of support from employers/administration (11%). Conclusions The results of the current study indicated that systemic change is needed at both the university and public school levels. At the university level, preprofessional students need collaborative learning opportunities that are integrated across programs and colleges. School-based SLPs and other education professionals could benefit from job-embedded learning focused on IPP to increase their knowledge and engagement in IPP and improve student outcomes. Supplemental Material https://doi.org/10.23641/asha.9340760

scholarly journals Partnering to Build Human Resources for Health Capacity in Africa: A Descriptive Review of the Global Health Service Partnership’s Innovative Model for Health Professional Education and Training From 2013-2018

2020 ◽  
Author(s):  
Vanessa B. Kerry ◽  
Bonaventure Ahaisibwe ◽  
Bridget Malewezi ◽  
Deo Ngoma ◽  
Patricia Daoust ◽  
...  
Keyword(s):  
Health Service ◽  
Global Health ◽  
Human Resources ◽  
Professional Education ◽  
Health Professionals ◽  
Human Resources For Health ◽  
Systems Of Care ◽  
Care Delivery ◽  
Peace Corps ◽  
And Training

Several Sustainable Development Goals (SDGs) (3, 16, 17) point to the need to systematically address massive shortages of human resources for health (HRH), build capacity and leverage partnerships to reduce the burden of global illness. Addressing these complex needs remain challenging, as simple increases in absolute numbers of healthcare providers trained is insufficient; substantial investment into long-term high-quality training programs is needed, as are incentives to retain qualified professionals within local systems of care delivery. We describe a novel HRH initiative, the Global Health Service Partnership (GHSP), involving collaboration between the US government (President’s Emergency Plan for AIDS Relief [PEPFAR], Peace Corps), 5 African countries, and a US-based non-profit, Seed Global Health. GHSP was formed to enlist US health professionals to assist in strengthening teaching and training capacity and focused on pre-and in-service medical and nursing education in Malawi, Tanzania, Uganda, Eswatini and Liberia. From 2013-2018, GHSP sent 186 US health professionals to 27 institutions in 5 countries, helping to train 16 280 unique trainees of all levels. Qualitative impacts included cultivating a supportive classroom learning environment, providing a pedagogical bridge to clinical service, and fostering a supportive clinical learning and practice environment through role modeling, mentorship and personalized learning at the bedside. GHSP represented a novel, multilateral, public-private collaboration to help address HRH needs in Africa. It offers a plausible, structured template for engagement and partnership in the field.

Cotreatment as a Vehicle for Interprofessional Collaborative Practice: Physical Therapists and Speech-Language Pathologists Collaborating in the Care of Children With Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 206-216 ◽  
Author(s):  
Lorraine Sylvester ◽  
Billy T. Ogletree ◽  
Karen Lunnen
Keyword(s):  
Physical Therapy ◽  
Physical Therapists ◽  
Severe Disabilities ◽  
Collaborative Practice ◽  
International Classification Of Functioning ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Interprofessional Collaborative Practice ◽  
Language Pathology ◽  
Accepted Practice

PurposeThis article defines interprofessional collaborative practice and links its key features with accepted practice conceptualizations of physical therapy. Cotreatment with speech-language pathology is described as a vehicle for interprofessional collaborative practice for children with severe disabilities.MethodThe article reviews the International Classification of Functioning, Disability, and Health (WHO, 2015) and the Hypothesis-Oriented Algorithm for Clinicians II (Rothstein, Echternach, & Riddle, 2003) as existing service-delivery frameworks in physical therapy and discusses how interprofessional collaborative practice between speech-language pathologists and physical therapists can be useful within these practice guidelines.ResultsA case illustration featuring interprofessional collaborative practice during cotreatment for a child with severe disabilities through physical therapy and speech-language pathology showed more seamless care and better progress in the pursuit of three main goals: physical movement, communication of needs, and participation in classroom activities.ConclusionsInterprofessional collaborative practice is supported as a recommended practice methodology for physical therapists and speech-language pathologists serving persons with severe disabilities.

Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies

2017 ◽  
Vol 2 (14) ◽  
pp. 103-121 ◽  
Author(s):  
Linda I. Rosa-Lugo ◽  
Florin M. Mihai ◽  
Joyce W. Nutta
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Interprofessional Education ◽  
Human Performance ◽  
Public Affairs ◽  
Collaborative Practice ◽  
Speech Language Pathologists ◽  
Arts And Humanities ◽  
Speakers Of Other Languages ◽  
Evidenced Based

Speech-language pathologists (SLPs) are required to acquire critical knowledge, skills, and clinical experience to serve English learners (ELs) in school settings with disabilities in language, learning, and literacy. To provide students with appropriate academic and clinical preparation, three colleges at the University of Central Florida (Health & Public Affairs, Education and Human Performance, and Arts and Humanities) collaborated to create a new interdisciplinary specialization in school speech-language pathology. This specialization focused on English Speakers of Other Languages (ESOL) standards and competencies to address the needs of ELs and provide educationally relevant experiences for students. Interprofessional education (IPE) and collaborative practice (IPP) frameworks guided the development of clinically oriented academic coursework and internships to prepare SLPs to integrate evidenced-based training with practice. This qualitative study examined the perceptions of 40 graduate students, who participated in a personnel preparation program focused on preparing SLPs to work with ELs and ELs with a communication disorder.

Sign in / Sign up

Export Citation Format

Share Document