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 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 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: Preparing Future Professionals To Use the ICF-CY

2011 ◽  
Vol 18 (2) ◽  
pp. 68-74 ◽  
Author(s):  
Trisha Self ◽  
Kathy L. Coufal ◽  
Jennifer Francois
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Health Care Professionals ◽  
Collaborative Practice ◽  
World Health ◽  
Care Providers ◽  
Call To Action ◽  
Interprofessional Collaborative Practice ◽  
Intervention Specialists ◽  
Health Organization

The global call to action has been communicated from the World Health Organization (WHO), addressed to health care providers and higher education programs. The expressed need is to mobilize a workforce that is “collaborative practice-ready” (WHO, 2010, p. 7), prepared to work as members of an interprofessional team. Although the context of the WHO statement explicitly targets health care professionals, it also addresses the need for services to be contextually based and culturally appropriate and to involve the families, communities, and individuals for whom services are directed. This article will explore the key elements and mechanisms of interprofessional collaborative practice in early childhood service delivery for health care and early intervention specialists from a number of professional perspectives.

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.

Inter-Professional Education for Collaborative Practice in Health Care

2015 ◽  
Vol 5 (2) ◽  
pp. 74-77
Author(s):  
Tesfamicael Ghebrehiwet
Keyword(s):  
Health Care ◽  
Professional Education ◽  
Health Professionals ◽  
Professional Training ◽  
Care Delivery ◽  
Collaborative Practice ◽  
Team Approach ◽  
Quality Health Care ◽  
Negative Stereotypes ◽  
Complex Needs

Today’s health care delivery is increasingly complex and the complex needs of patients demand that health professionals communicate and collaborate to deliver the best care. Governments around the world are looking for innovative solutions that will ensure the appropriate supply, mix and distribution of the health workforce. One of the most promising solutions can be found in inter-professional education (IPE) and collaboration. IPE occurs when students from different professions learn together at some point during their training in order to prepare them to work together in health teams. Unfortunately most health professional training institutions provide little or no opportunity for IPE. Effective inter-professional education (IPE) fosters respect among the health professions, eliminates negative stereotypes, and fosters a team approach in health care. At the same time quality of care is improved when health professionals learn together.  These considerations mean that the approach and content of medical, nursing and other curricula must adapt to adequately prepare health professionals to practice within the health team model. This will require the implementation of well-planned educational strategies; so that health professionals learn together in order to work together in coordinated manner to deliver person-centred and team-based health care. The paper highlights key issues in IPE and its benefits in the delivery of quality health care and improved patient safety through collaborative practice.

Preparing Future Health Professionals for Interprofessional Collaborative Practice Part 1: The Context for Learning

2017 ◽  
Vol 38 (05) ◽  
pp. 335-341 ◽  
Author(s):  
Alex Johnson ◽  
Mary Knab ◽  
Leslie Portney
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Care Delivery ◽  
Core Competencies ◽  
Clinical Care ◽  
Health Professions ◽  
Health Care Delivery System ◽  
Health Care Team ◽  
Future Health ◽  
The Impact

AbstractThe importance of interprofessional education and practice has been well documented for all health care disciplines. Our health care delivery system is challenged by the need to prepare health professions graduates with skills that get them ready to function as collaborative members of the health care team. Educators have long struggled to create interprofessional learning environments that would inculcate the needed values and competencies. The purpose of this article is to share one institution's path in developing an integrated context for learning across several disciplines to assure that graduates can fulfill their full professional roles in clinical care, education, advocacy, leadership, and quality improvement. Through a program called IMPACT Practice, the MGH Institute of Health Professions has developed an array of opportunities for students from different programs to interact with each other, emphasizing the collaborative skills that will benefit patients and clients as well as contribute to positive change within the health care system. These opportunities are based on core competencies developed by the Interprofessional Education Collaborative (IPEC) as well as institutional core competencies that go beyond IPEC to address the full professional role. In the second part of this article, the IMPACT experience will be described through the journey of one student in the Communication Sciences and Disorders program.

COVID 19 and Special Care Dentistry: A Narrative Review

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 1473-1476
Author(s):  
Ashwika Datey ◽  
Soumya Singhai ◽  
Gargi Nimbulkar ◽  
Kumar Gaurav Chhabra ◽  
Amit Reche
Keyword(s):  
Health Care ◽  
Oral Health ◽  
Health Services ◽  
Care Delivery ◽  
Special Care ◽  
World Health ◽  
Healthcare Sector ◽  
Health Care Needs ◽  
Oral Diseases ◽  
Care Needs

The COVID 19 outbreak has been declared a pandemic by the world health organisation. The healthcare sector was overburdened and overstretched with the number of patient increasing and requiring health services. The worst-hit population always are the people with special needs, whether it is children, pregnant females or the geriatric population. The need for the emergency kind of health services was so inflated that the other special population which required them equally as those patients with the COVID 19 suffered a lot. Dentistry was not an exception, and even that is also one of the important components of the health care delivery system and people requiring oral health care needs were also more. Those undergoing dental treatments would not have completed the treatment, and this would have resulted in various complications. In this situation, some dental emergency guidelines have been released by Centres for Disease Control (CDC) for the urgent dental care those requiring special care dentistry during the COVID 19 pandemic. Children with special care needs were considered more vulnerable to oral diseases; hence priority should have been given to them for dental treatments moreover in the future also more aggressive preventive measures should be taken in order to maintain oral hygiene and prevent many oral diseases. Guardians/caregivers should be made aware and motivated to maintain the oral health of children with special health care needs. This review mainly focuses on the prevention and management of oral diseases in children's with special care needs.

scholarly journals Risk and the Republican National Convention: Application of the Novel COVID-19 Operational Risk Assessment

2021 ◽  
pp. 1-6
Author(s):  
David Callaway ◽  
Jeff Runge ◽  
Lucia Mullen ◽  
Lisa Rentz ◽  
Kevin Staley ◽  
...  
Keyword(s):  
Risk Assessment ◽  
Health Care ◽  
Care Delivery ◽  
The United States ◽  
Lessons Learned ◽  
World Health ◽  
Local Health ◽  
Mass Gathering ◽  
Wide Range ◽  
National Convention

Abstract The United States Centers for Disease Control and Prevention and the World Health Organization broadly categorize mass gathering events as high risk for amplification of coronavirus disease 2019 (COVID-19) spread in a community due to the nature of respiratory diseases and the transmission dynamics. However, various measures and modifications can be put in place to limit or reduce the risk of further spread of COVID-19 for the mass gathering. During this pandemic, the Johns Hopkins University Center for Health Security produced a risk assessment and mitigation tool for decision-makers to assess SARS-CoV-2 transmission risks that may arise as organizations and businesses hold mass gatherings or increase business operations: The JHU Operational Toolkit for Businesses Considering Reopening or Expanding Operations in COVID-19 (Toolkit). This article describes the deployment of a data-informed, risk-reduction strategy that protects local communities, preserves local health-care capacity, and supports democratic processes through the safe execution of the Republican National Convention in Charlotte, North Carolina. The successful use of the Toolkit and the lessons learned from this experience are applicable in a wide range of public health settings, including school reopening, expansion of public services, and even resumption of health-care delivery.

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