scholarly journals How we implemented Continuous Interprofessional Education at a newly established public hospital in Singapore

2022 ◽  
pp. 201010582110685
Author(s):  
Deanna W-C Lee ◽  
Chao-Yan Dong ◽  
Derrick Chen-Wee Aw
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Healthcare Setting ◽  
Contributing Factors ◽  
Patient Centeredness ◽  
Patient Centered ◽  
Mixed Responses ◽  
Strongly Agree ◽  
The Impact ◽  
Grand Rounds

Introduction To promote interprofessional collaboration (IPC), our newly established hospital implemented the Continuing Interprofessional Education (CIPE) initiatives, which included a half-day workshop and 15 sessions of Grand Rounds, with the content focusing on establishing interprofessional patient-centered care pathways, policies, and ultimately to build a community of IPC. Methods To evaluate the impact of the CIPE initiatives, 120 staff who attended at least 50% of the CIPE sessions were invited to complete the Interprofessional Attitudes Scale (IPAS). Results 67.5% of the invited participants completed the survey. The majority of the participants answered “agree” or “strongly agree” for the domains of Teamwork/Roles/Responsibilities, Patient-centeredness, Diversity and Ethics, and Community Centeredness after going through the CIPE initiatives. The Interprofessional Bias domain revealed mixed responses. Discussions and Implications of practice The significant contributing factors towards the success of the CIPE Grand Rounds included: (1) the topics were proposed by our staff and centered on clinical practice; (2) the delivery format was interactive, guided by adult learning principles. The mixed responses regarding the presence of biases among the participants suggested that interprofessional biases are deep-rooted in the healthcare setting, and attendance of these CIPE Grand Rounds made participants more acutely aware of these biases. However, more actions are needed to eradicate these biases.

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

Leadership for the Integration of Comprehensive Care and Interprofessional Collaboration

2015 ◽  
Vol 8 (1) ◽  
pp. 43-48
Author(s):  
Patricia L. Starck ◽  
Laura L. Rooney
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Leadership Skills ◽  
Comprehensive Care ◽  
Patient Centered Medical Home ◽  
Patient Centered ◽  
Doctor Of Nursing Practice ◽  
Interprofessional Team ◽  
System A ◽  
Level 2

The clinically prepared Doctor of Nursing Practice (DNP) professional is uniquely prepared to integrate the concepts of comprehensive care with interprofessional collaboration. Leadership skills and team-based competencies can shift the academic paradigm from educating in silos to interprofessional education, thereby addressing the problems originating from a fragmented health care system. A successful nurse-managed clinic accredited as a Level 2 patient-centered medical home, under the leadership of a DNP professional, is described. Interprofessional team training in comprehensive care is then described in a piloted program known as the Deans’ Honors Colloquium.

scholarly journals Interprofessional collaboration and chronicity management: a systematic review of clinical trials

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Pascucci ◽  
M T Riccardi ◽  
M Sapienza ◽  
M C Nurchis ◽  
W Ricciardi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Interprofessional Education ◽  
Medical Training ◽  
Interprofessional Collaboration ◽  
Future Research ◽  
Care Practice ◽  
Chronic Patients ◽  
Health And Social Care ◽  
The Impact

Abstract The increasing prevalence of chronic disease generates significant financial, social and psychosocial burden for patients, families and healthcare system. Interprofessional collaboration (IPC) is becoming recognized as a discipline among health and social care professionals and medical training institutions worldwide. Literature research suggests that following interventions could be particularly useful in the management of chronic patients. The objective of this systematic review was to assess the impact of IPC on chronic patients compared to standard health-care practice. The PICO model was adopted and three electronic databases (Medline, EMBASE, Web of Science) were searched using appropriate keywords. Selected trials were assessed for quality and risk of bias using the National Institutes of Health Quality Assessment of Controlled Intervention Studies. Data were analyzed using descriptive statistic, and comparison of outcomes among teams with or without pharmacist was performed using t-Student test (p < 0,05). Out of 11.128, 24 studies met the inclusion criteria and 58 indicators were identified: 62% improved significantly, 38% did not show any variation, no indicator worsened after intervention. In particular, systolic blood pressure (SBP) showed a statistically significant improvement in 70.0 % of trials in which was considered while did not show any difference in the rest. The presence of a pharmacist in the team show a statistically significant improvement on SBP (p = 0,002) in patients with hypertension while no statistically significant effect is observed on glycated hemoglobin (p = 0,193) in diabetics. The results support that IPC contributes to positive patient, provider and institutional level outcomes, in particular for chronic conditions. Future research should focus on the inclusion of patient/caregivers in the collaborative team, and on the role of interprofessional education (IPE) on collaborative practice in the management of the patient with chronicity. Key messages IPC is an innovative strategy to address the complex health needs of chronic populations. Further studies are needed to evaluate the role of IPE in achieving better IPC and improving chronic patients’ outcomes.

scholarly journals Sports Rehabilitation and Interprofessional Collaboration

10.3823/2613 ◽  
2019 ◽  
Vol 12 ◽  
Author(s):  
Nicholas B Washmuth ◽  
James M Sepich ◽  
Abby D McAfee
Keyword(s):  
Patient Care ◽  
Physical Therapist ◽  
Interprofessional Collaboration ◽  
Healthcare Setting ◽  
High Productivity ◽  
Quality Of Patient Care ◽  
The Impact ◽  
Collaborative Efforts ◽  
Successful Collaboration

Background: The demand for interprofessional collaboration continues to grow due to changing priorities of the health care system.  The benefits of interprofessional collaboration are well documented; however, the methods of collaboration are often unclear and often difficult to put into practice.  While there is a growing number of studies on the impact of interprofessional collaboration in settings such as inpatient, intensive care units, and acute care, there are limited documented cases regarding the interprofessional management of a physical therapy patient in the outpatient orthopedic private practice setting.   Purpose: The purpose of this paper is to describe the reflections of a physical therapist and an athletic trainer in their experience with interprofessional collaboration, describe the barriers they have experienced that make interprofessional collaboration challenging, and to offer solutions to these barriers.  The barriers discussed in the paper include limited knowledge of and respect for other professionals’ skill set, high-productivity work environments, medical hierarchy, overlapping bodies of knowledge, discrepancy between professional reasoning, territorial behavior, and ineffective communication.  Discussion: It appears that contextual factors, such as community in which the professionals practice, the healthcare setting, and the practice environment, have a far less important impact to successful collaboration than the professionals’ attitudes and investment in the collaborative efforts.  Conclusion: Collaboration between a PT and an AT can lead to power struggles and suboptimal patient care if these barriers are not overcome and collaboration may be necessary to provide the highest quality of patient care.

scholarly journals A Multilevel Study of Patient-Centered Care Perceptions In Mental Health Teams

2020 ◽  
Author(s):  
Francois Durand ◽  
Marie-Josée Fleury
Keyword(s):  
Mental Health ◽  
Interprofessional Collaboration ◽  
Patient Centered Care ◽  
Multidisciplinary Teams ◽  
Patient Centered ◽  
Cross Sectional ◽  
Team Processes ◽  
Interprofessional Care ◽  
Centered Care ◽  
The Impact

Abstract Background: The combination of interprofessional collaboration in teams and patient-centered care is a necessary amalgamation when it comes to delivering complex mental healthy care and services. Yet collaboration is challenging and patient-centered care is intricate to manage. This study examines the impact of predictors of patient-centered care such as team adaptivity and proactivity, collaboration, belief in interprofessional collaboration, informal role self-efficacy in multidisciplinary mental health teams.Method: Cross-sectional multilevel design using self-administered bilingual validated questionnaires.Results: This study showed that belief in interprofessional collaboration’s impact on patient-centered perceptions is increased in teams with high collaboration. We also showed that collaboration is a mediator; that is, a process by which team adaptive and proactive behaviors are transformed into positive patient-centered perceptions.Conclusions: In terms of research our results are in line with recent theorising on team processes and specifically established collaboration as key in a multilevel examination of predictors of patient-centered care perceptions. In terms of practice, we showed that multidisciplinary teams should know that working hard on collaboration as an answer to the complexity of patient-centered care impacts the teams’ ability to respond to its challenges but also impacts individuals’ beliefs central to the delivery of interprofessional care.

Interprofessional Podiatric Surgical Simulation

2015 ◽  
Vol 105 (4) ◽  
pp. 331-337 ◽  
Author(s):  
Shaun Mendel ◽  
Donald Curtis ◽  
Jeffrey C. Page
Keyword(s):  
Interprofessional Education ◽  
Educational Opportunity ◽  
Surgical Simulation ◽  
Interprofessional Collaboration ◽  
Health Care Systems ◽  
Nurse Anesthesia ◽  
Educational Strategies ◽  
Quality Outcomes ◽  
Care Systems ◽  
The Impact

Background Interprofessional collaboration is key to quality outcomes in the health-care systems of today. Simulation is a common tool in podiatric medical education, and interprofessional education has become more common in podiatric medicine programs. Interprofessional simulation is the blending of these educational strategies. Methods A quantitative design was used to determine the impact of an isolated interprofessional podiatric surgical simulation between nurse anesthesia and podiatric medical students. Results Statistically significant differences were observed among participants between preintervention and postintervention surveys using the revised Interdisciplinary Education Perception Scale. Conclusions Interprofessional simulation can be an effective educational opportunity for podiatric medical and nurse anesthesia students.

scholarly journals Evaluation of PCMH Model Adoption on Teamwork and Impact on Patient Access and Safety

2016 ◽  
Vol 8 (2) ◽  
pp. 77-82 ◽  
Author(s):  
Niharika Khanna ◽  
Fadia T. Shaya ◽  
Priyanka Gaitonde ◽  
Andrea Abiamiri ◽  
Ben Steffen ◽  
...  
Keyword(s):  
Relevant Information ◽  
Patient Access ◽  
Learning Collaborative ◽  
Patient Centered ◽  
Chi Square ◽  
Significant Difference ◽  
Chi Square Test ◽  
The Difference ◽  
Strongly Agree ◽  
The Impact

Purpose: Each of the participating patient-centered medical home (PCMH) received coaching and participated in learning collaborative for improving teamwork. The objective of the study was to assess the impact of trainings on patient-centered teamwork. Methods: The Teamwork Perception Questionnaire (TPQ) was administered once in spring 2014 and then in fall 2015. The TPQ consists of 35 questions across 5 domains: mutual support, situation monitoring, communication, team structure, and leadership. Based on our objective we compared the frequencies of strongly agree/agree by domain. The difference was tested using chi-square test. We compared the scores on each domain (strongly agree/agree = 1; maximum score = 7) via Wilcoxon rank sum test. Results: The response rate for this survey was n = 29 (80.6%) in spring 2014, and n = 31 (86.1%) in fall 2015. We found that the practice members significantly ( P < .05) strongly agreed/agreed more in fall 2015 than spring 2014 for characteristics—“staff relay relevant information in a timely manner” (64.5% vs 83.9%) and “staff follow a standardized method of sharing information when handing off patients” (67.7% vs 90.3%) under communication domain and for characteristic—“staff within my practice share information that enables timely decision making” (74.2% vs 90.3%). However, there was no statistical significant difference observed in the scores for the overall TPQ at the 2 time points. Conclusion: Despite the statistical insignificance, the observations in PCMHs across the spectrum of practices participating in the Maryland Multi-Payer Program demonstrated enhanced teamwork specifically in communication and in leadership. This we believe will continue to result in enhanced patient access to care and safety.

scholarly journals Interprofessional collaboration in home-based community care programs: A leadership imperative

2021 ◽  
Vol 11 (11) ◽  
pp. 15
Author(s):  
Jacqueline Limoges ◽  
Kim Jagos ◽  
Martin McNamara ◽  
Ian Drennan
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Community Care ◽  
Interprofessional Collaboration ◽  
Patient Centered ◽  
Coordination Strategies ◽  
Barriers And Enablers ◽  
Positive Attitudes ◽  
Home Based ◽  
Centered Care

Community Paramedic (CP) services are relatively new in home-based community care, and as these programs expand, there are additional opportunities for leadership in interprofessional and cross-sectoral collaboration. Understanding the unique contributions of each health care provider can ensure that a patient-centered approach remains forefront. This qualitative study included 33 participants representing nurses, physicians and CPs involved in home-based community care. Interviews explored attitudes, barriers and enablers to collaboration, role optimization and integration of paramedics into home-based community care and were analyzed with interpretive descriptive methods. Participants recognized the benefits of CP services and positive attitudes motivated them to engage in collaboration to support patient-centered care. Participants stated they require support and leadership to strengthen interprofessional collaboration and care coordination. Strategies such as the removal of silos, forging new networks of collaboration, interprofessional education, and changes in professional regulation for paramedics can support new roles and opportunities for nurses, paramedics and physicians in home-based community care.

scholarly journals Interprofessional education model for geriatric falls risk assessment and prevention

2018 ◽  
Vol 7 (4) ◽  
pp. e000417 ◽  
Author(s):  
Diane K Brown ◽  
Sue Fosnight ◽  
Maureen Whitford ◽  
Susan Hazelett ◽  
Colleen Mcquown ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Education Programme ◽  
Falls Prevention ◽  
Team Approach ◽  
Falls Risk ◽  
Interprofessional Teamwork ◽  
Education Model ◽  
Effective Models ◽  
The Impact

BackgroundOne in three people over the age of 65 fall every year, with 1/3 sustaining at least moderate injury. Falls risk reduction requires an interprofessional health team approach. The literature is lacking in effective models to teach students how to work collaboratively in interprofessional teams for geriatric falls prevention. The purpose of this paper is to describe the development, administration and outcome measures of an education programme to teach principles of interprofessional care for older adults in the context of falls prevention.MethodsStudents from three academic institutions representing 12 health disciplines took part in the education programme over 18 months (n=237). A mixed method one-group pretest and post-test experimental design was implemented to measure the impact of a multistep education model on progression in interprofessional collaboration competencies and satisfaction.ResultsPaired t-tests of pre-education to posteducation measures of Interprofessional Socialization and Valuing Scale scores (n=136) demonstrated statistically significant increase in subscales and total scores (p<0.001). Qualitative satisfaction results were strongly positive.DiscussionResults of this study indicate that active interprofessional education can result in positive student attitude regarding interprofessional team-based care, and satisfaction with learning. Lessons learnt in a rapid cycle plan-do-study-act approach are shared to guide replication efforts for other educators.ConclusionEffective models to teach falls prevention interventions and interprofessional practice are not yet established. This education model is easily replicable and can be used to teach interprofessional teamwork competency skills in falls and other geriatric syndromes.

scholarly journals Interprofessional education-relevant accreditation standards in Canada: a comparative document analysis

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Mohammad Azzam ◽  
Anton Puvirajah ◽  
Marie-Andrée Girard ◽  
Ruby E. Grymonpre
Keyword(s):  
Health Outcomes ◽  
Interprofessional Education ◽  
Educational Program ◽  
Health Professions ◽  
Patient Centered ◽  
Eligibility Criteria ◽  
Accreditation Standards ◽  
Canadian Health ◽  
Standards Documents ◽  
The Impact

Abstract Background Increasing evidence suggests that sustainable delivery of interprofessional education (IPE) has the potential to lead to interprofessional collaborative practice (IPCP), which in turn has the potential to lead to enhanced healthcare systems and improved patient-centered care health outcomes. To enhance IPE in Canada, the Accreditation of Interprofessional Health Education (AIPHE) project initiated collaborative efforts among accrediting organizations of six health professions to embed IPE language into their respective accreditation standards. To further understand the impact of the AIPHE project, this study evaluated the accountability of the IPE language currently embedded in Canadian health professions’ accreditation standards documents and examined whether such language spanned the five accreditation standards domains identified in the AIPHE project. Methods We conducted a comparative content analysis to identify and examine IPE language within the “accountable” statements in the current accreditation standards for 11 Canadian health professions that met our eligibility criteria. Results and discussion A total of 77 IPE-relevant accountable statements were identified across 13 accreditation standards documents for the 11 health professions. The chiropractic, pharmacy, and physiotherapy documents represented nearly 50% (38/77) of all accountable statements. The accountable statements for pharmacy, dentistry, dietetics, and nursing (registered) spanned across three-to-four accreditation standards domains. The remaining nine professions’ statements referred mostly to “Students” and “Educational program.” Furthermore, the majority of accreditation standards documents failed to provide a definition of IPE, and those that did, were inconsistent across health professions. Conclusions It was encouraging to see frequent reference to IPE within the accreditation standards of the health professions involved in this study. The qualitative findings, however, suggest that the emphasis of these accountable statements is mainly on the students and educational program, potentially compromising the sustainability and development, implementation, and evaluation of this frequently misunderstood pedagogical approach. The findings and exemplary IPE-relevant accountable statements identified in this paper should be of interest to all relevant stakeholders including those countries, where IPE accreditation is still emerging, as a means to accelerate and strengthen achieving desired educational and health outcomes.

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