Communication, Respect, and Leadership: Interprofessional Collaboration in Hospitals of Rural Ontario

2014 ◽  
Vol 75 (4) ◽  
pp. 173-179 ◽  
Author(s):  
Diane Morris ◽  
June Matthews
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Comparative Method ◽  
Rural Hospitals ◽  
Interprofessional Practice ◽  
Interprofessional Teams ◽  
Northern Areas ◽  
Constant Comparative Method

Purpose: Health care professionals are expected to work collaboratively across diverse settings. In rural hospitals, these professionals face different challenges from their urban colleagues; however, little is known about interprofessional practice in these settings. Methods: Eleven health care professionals from 2 rural interprofessional teams were interviewed about collaborative practice. The data were analyzed using a constant comparative method. Results: Common themes included communication, respect, leadership, benefits of interprofessional teams, and the assets and challenges of working in small or rural hospitals. Differences between the cases were apparent in how the members conceptualized their teams, models of which were then compared with an “Ideal Interprofessional Team”. Conclusions: These results suggest that many experienced health care professionals function well in interprofessional teams; yet, they did not likely receive much education about interprofessional practice in their training. Providing interprofessional education to new practitioners may help them to establish this approach early in their careers and build on it with additional experience. Finally, these findings can be applied to address concerns that have arisen from other reports by exploring innovative ways to attract health professionals to communities in rural, remote, and northern areas, as there is a constant need for dietitians and other health care professionals in these practice settings.

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.

scholarly journals Nurses and Pharmaceutical Care: Interprofessional, Evidence-Based Working to Improve Patient Care and Outcomes

2021 ◽  
Vol 18 (11) ◽  
pp. 5973
Author(s):  
Tinne Dilles ◽  
Jana Heczkova ◽  
Styliani Tziaferi ◽  
Ann Karin Helgesen ◽  
Vigdis Abrahamsen Grøndahl ◽  
...  
Keyword(s):  
Health Care ◽  
Pharmaceutical Care ◽  
Health Care Professionals ◽  
Interprofessional Collaboration ◽  
Improve Patient Care ◽  
Modern Medicine ◽  
Care Quality ◽  
Practice Research ◽  
Evidence Based ◽  
Research Education

Pharmaceutical care necessitates significant efforts from patients, informal caregivers, the interprofessional team of health care professionals and health care system administrators. Collaboration, mutual respect and agreement amongst all stakeholders regarding responsibilities throughout the complex process of pharmaceutical care is needed before patients can take full advantage of modern medicine. Based on the literature and policy documents, in this position paper, we reflect on opportunities for integrated evidence-based pharmaceutical care to improve care quality and patient outcomes from a nursing perspective. Despite the consensus that interprofessional collaboration is essential, in clinical practice, research, education and policy-making challenges are often not addressed interprofessionally. This paper concludes with specific advises to move towards the implementation of more interprofessional, evidence-based pharmaceutical care.

scholarly journals Empowering Health Care Professionals: An Interprofessional Education Model Implementation and Evaluation

2019 ◽  
Author(s):  
Jessica Shank Coviello
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
The United States ◽  
Healthcare Systems ◽  
World Health ◽  
Institute Of Medicine ◽  
Care Needs ◽  
Ensure Patient Safety

In 2016, the Institute of Medicine (IOM) reported medical error as the 3rd leading cause of death in healthcare systems in the United States. Effective communication of patient care needs across healthcare disciplines is critical to ensure patient safety, quality of care, and to improve operational efficiencies in healthcare systems. Ineffective collaboration and communication among healthcare professionals within the procedural areas increases the potential of harm as a patient moves from one healthcare professional to another. Health care systems are thus encouraged to train employees with a focus on interprofessional education (IPE) and collaborative practice. IOM and World Health Organization (WHO) recommend the use of IPE to help improve communication and collaboration. However the current educational structure in many institutions does not include IPE. As such, healthcare professionals work in silos, with little or no collaboration with one another, which may result in service duplication, increased service cost, and poor health outcomes for patients.

Interplay of coordination, co-creation and community building: examining interprofessional collaboration in workplace development efforts in health care

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Laura Seppänen ◽  
Inka Koskela ◽  
Heli Heikkilä ◽  
Helena Leino-Kilpi ◽  
Päivi Rautava ◽  
...  
Keyword(s):  
Health Care ◽  
Workplace Learning ◽  
Health Care Professionals ◽  
Interprofessional Collaboration ◽  
Qualitative Content Analysis ◽  
Community Building ◽  
Content Type ◽  
Sustained Development ◽  
Workplace Development ◽  
Working Hypotheses

Purpose Interprofessional collaboration (IPC) is increasingly important in work and workplace learning. The purpose of this paper is to investigate the characteristics of IPC that are relevant for learning and developing at work. Design/methodology/approach We examine IPC in the discussion data of health care professionals when designing, implementing and evaluating developmental tasks. Qualitative content analysis is carried out on temporally sequential task trajectories, considering IPC from the perspective of the objects and goals of IPC task activity in developmental efforts. Findings The developmentally relevant characteristics of IPC are crystallized in the concepts of coordination, co-creation and community building, which play different, interdependent roles in development efforts. We show their interplay and how they complement each other in practice. Research limitations/implications Our findings regarding IPC characteristics are to be interpreted as working hypotheses and resources for further research. Practical implications Understanding the dynamics of IPC is useful for renewing work practices. Attention to the interplay and complementarity of IPC characteristics may help in the design and implementation of effective and sustained development efforts. Originality/value The dynamics of IPC in developmental settings have not been sufficiently studied. This paper proposes three developmentally relevant and intertwined characteristics of IPC for scholars of workplace learning.

Improving diagnosis by improving education: a policy brief on education in healthcare professions

Diagnosis ◽  
2018 ◽  
Vol 5 (3) ◽  
pp. 107-118 ◽  
Author(s):  
Mark L. Graber ◽  
Joseph Rencic ◽  
Diana Rusz ◽  
Frank Papa ◽  
Pat Croskerry ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Reasoning ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Safety Concern ◽  
Diagnostic Error ◽  
Education And Training ◽  
Diagnostic Process ◽  
Specific Content ◽  
And Training

Abstract Diagnostic error is increasingly recognized as a major patient safety concern. Efforts to improve diagnosis have largely focused on safety and quality improvement initiatives that patients, providers, and health care organizations can take to improve the diagnostic process and its outcomes. This educational policy brief presents an alternative strategy for improving diagnosis, centered on future healthcare providers, to improve the education and training of clinicians in every health care profession. The hypothesis is that we can improve diagnosis by improving education. A literature search was first conducted to understand the relationship of education and training to diagnosis and diagnostic error in different health care professions. Based on the findings from this search we present the justification for focusing on education and training, recommendations for specific content that should be incorporated to improve diagnosis, and recommendations on educational approaches that should be used. Using an iterative, consensus-based process, we then developed a driver diagram that categorizes the key content into five areas. Learners should: 1) Acquire and effectively use a relevant knowledge base, 2) Optimize clinical reasoning to reduce cognitive error, 3) Understand system-related aspects of care, 4) Effectively engage patients and the diagnostic team, and 5) Acquire appropriate perspectives and attitudes about diagnosis. These domains echo recommendations in the National Academy of Medicine’s report Improving Diagnosis in Health Care. The National Academy report suggests that true interprofessional education and training, incorporating recent advances in understanding diagnostic error, and improving clinical reasoning and other aspects of education, can ultimately improve diagnosis by improving the knowledge, skills, and attitudes of all health care professionals.

Interprofessional Team-Based Care

2018 ◽  
Author(s):  
Beverly Lunsford ◽  
Terry A. Mikovich
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Collaboration ◽  
Functional Decline ◽  
Care Program ◽  
Coordination Of Care ◽  
Palliative Care Teams

As older adults live longer, they experience a concomitant increase in chronic illness, which may be associated with a more frequent need for health care and intermittent or progressive functional decline. There is an increased need for regular health care monitoring as well as treatment and coordination of care among multiple providers and across settings to prevent, delay, or minimize decline in health and quality of life. Interprofessional collaboration is critical for safe coordination of care, reduction of duplication in services, and cost containment. Health care professionals who serve older adults are developing new models of collaboration to provide more integrated and person-centered approaches to maintaining the quality of life for older adults, especially those with multiple chronic illnesses. These models include health-oriented teams, home and community-based services, Acute Care for Elders (ACE), home-based primary care, Program of All-Inclusive Care for the Elderly (PACE), comprehensive geriatric assessment, and palliative care teams.

Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines

2016 ◽  
Vol 11 (4) ◽  
pp. 189-193 ◽  
Author(s):  
Lisa S. Jutte ◽  
Fredrick R. Browne ◽  
Marie Reynolds
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Basic Knowledge ◽  
Health Administration ◽  
Cross Sectional Survey ◽  
Future Health ◽  
Health Care Professions

Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.

scholarly journals A Regional Campus Approach to Interprofessional Education for Healthcare Students

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Angel Holland ◽  
Audra Butler ◽  
Pearl McElfish ◽  
Jonell Hudson ◽  
Leslie Jordan ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Learning Experiences ◽  
Limited Resources ◽  
Student Needs ◽  
Regional Campuses ◽  
Innovative Solutions ◽  
Regional Medical ◽  
Regional Campus

The purpose of this report is to describe and discuss the development and implementation of an interprofessional educational (IPE) program for students on a regional medical campus. IPE is important in training the next generation of health care professionals. Regional medical campuses often have reduced IPE activities due to limited resources and their distance from their main campuses. However, regional campuses can also provide opportunities for innovative solutions to provide IPE learning experiences. This article demonstrated how one regional campus created innovative opportunities to meet student needs.

scholarly journals Delivery of Home and Community Based Services During a Pandemic: Unexpected Consequences

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 466-466
Author(s):  
Adeola Ayedun ◽  
Jane Straker ◽  
Traci Wilson ◽  
Amanda Brewster ◽  
Chris Rubeo ◽  
...  
Keyword(s):  
Health Care ◽  
Comparative Method ◽  
Health Care Use ◽  
Service Organizations ◽  
Community Based ◽  
Social Service Organizations ◽  
Essential Services ◽  
Constant Comparative Method ◽  
Explanatory Mixed Methods ◽  
Community Based Services

Abstract The COVID-19 pandemic required AAAs to pause essential services, serving as a catalyst for innovation. We examined such innovations as part of an explanatory mixed-methods, positive deviance study of AAA partnerships with health and social service organizations. We identified 8 AAAs with many partners serving areas with lower levels of health care use, and 3 AAAs with few partners serving areas with higher levels of health care use. We interviewed AAA and partners, (total = 123). Using the constant comparative method, we identified recurrent themes: 1) AAAs adapted to increased demand for services by developing new ways to deliver services, 2) the pandemic raised awareness of unmet needs such as social connection, 3) changes in delivery of services included embracing technology, and 4) AAAs and their partners identified resources to rapidly pivot services. AAAs and partners demonstrated resiliency to not only to sustain programs, but to innovate throughout the pandemic.

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