scholarly journals Pharmacists’ Perspectives on Interprofessional Collaboration with Physicians in Poland: A Quantitative Study

2021 ◽  
Vol 18 (18) ◽  
pp. 9686
Author(s):  
Łucja Zielińska-Tomczak ◽  
Magdalena Cerbin-Koczorowska ◽  
Piotr Przymuszała ◽  
Natalia Gałązka ◽  
Ryszard Marciniak
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Drug Dosage ◽  
Patient Care Team ◽  
Study Group ◽  
Mutual Respect ◽  
Drug Reactions ◽  
Everyday Work ◽  
Barriers To Implementation

Over the years, many studies have emphasized the pharmacist’s importance as part of the patient care team. Still, the interprofessional collaboration between physicians and pharmacists in their everyday work seems rare. Therefore, this study aimed to investigate the types of contact between them, possible mutual collaboration, and barriers to implementation. This study was conducted from April to August 2020. The study group included licensed pharmacists working in community pharmacies in Poland (n = 207). The results show that, according to the respondents, physician–pharmacist contact mainly concerns formal aspects, such as correcting prescription errors. They occasionally communicate for other matters, such as consultation regarding drug availability and drug dosage. However, when asked to divide responsibilities between them and physicians, pharmacists indicate areas that should involve interprofessional collaboration, e.g., monitoring adverse drug reactions, analysis of multi-drug therapy, and checking the regularity of taking medications. They indicated the lack of specific collaboration rules, limited willingness to establish relationships and low mutual respect and trust among existing barriers. It is worth considering the possibility of overcoming these barriers provided by interprofessional education in order to develop communication skills and build relationships based on respect.

Fundamentals of Interprofessional Communication

2010 ◽  
pp. 90-103 ◽  
Author(s):  
Patricia Solomon ◽  
Sue Baptiste
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Role Model ◽  
Interprofessional Collaboration ◽  
Discussion Board ◽  
Self Awareness ◽  
Patient Centered ◽  
Interprofessional Communication ◽  
Faculty Facilitator ◽  
Centered Care

This chapter presents the development, implementation and evaluation of a module on interprofessional communication skills that incorporates principles of problem-based learning, delivered entirely online. Learners focus initially on foundational concepts of relationship and patient centered care, the importance of self awareness and understanding their own professional values and biases, progressing towards teamworking to develop common patient care goals. The module faculty facilitator is essential to role model and foster interprofessional collaboration. Qualitative content analyses of discussion board postings across 29 students, supplemented by small-scale in-depth interviews and a focus group, reveal they are able to learn interprofessional communication skills online. The 10 students who undertook both module components completed a project evaluation form: there was 85.6% agreement that the module taught them about interprofessional education and 92.9% agreement that their knowledge of other health professionals’ perspectives increased. An online module can support the development of communication skills, but is recommended as one component of an overall interprofessional education curriculum.

scholarly journals Challenging Conversations in Healthcare: Simulation-Based Interprofessional Learning

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Elizabeth A. Rider ◽  
David M Browning ◽  
Sigall Bell ◽  
Giulia Lamiani ◽  
Robert D Truog ◽  
...  
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Ethical Practice ◽  
Multiple Perspectives ◽  
Interprofessional Learning ◽  
Wide Range ◽  
Simulation Based ◽  
Self Discovery ◽  
Relational Skills

Introduction: Interprofessional education is central to the mission of the Institute for Professionalism and Ethical Practice, based at Boston Children's Hospital and affiliated with Harvard Medical School. The Institute’s Program to Enhance Relational and Communication Skills (PERCS) offers simulation-based interprofessional workshops designed to help trainees and practitioners engage in challenging healthcare conversations across situations such as critical care, primary care, parent presence during resuscitation, spiritual distress, adverse medical outcomes, informed consent, organ donation, and others.Objective: To describe the pedagogy, recruitment statistics and sustained participant outcomes of the Program to Enhance Relational and Communication Skills (PERCS).Methods: The pedagogical framework is based on creating safety for learning, emphasizing moral and relational aspects of care, suspending hierarchy to support interprofessional learning, honoring multiple perspectives, and valuing reflection and self-discovery. Programs bring together physicians, nurses, social workers, psychologists, chaplains and other healthcare professionals for a wide range of innovative educational offerings. Core learning occurs through live enactments of challenging conversations with professional actors portraying patients and family members, followed by guided debriefings that support individual and group reflection.Results: Approximately 3000 local, national and international professionals have participated since the program’s inception in 2002. PERCS workshop participants have reported a greater sense of preparation, confidence, improved communication and relational skills, and decreased anxiety when holding challenging healthcare conversations immediately following training and up to 12 months later. Benefits of the training were not related to discipline, level of experience or previous educational opportunities.Conclusions: Participants reported enhanced communication and relational skills. The program strives to develop relational competence in the healthcare world, including qualities of compassion, trust, and respect between clinicians and patients, and increased attention to interprofessional collaboration and knowledge sharing.

scholarly journals Enabling interprofessional collaboration in delirium management / Interprofessionelle Zusammenarbeit im Delir-Management gestalten

2020 ◽  
Vol 7 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Andrea Moser ◽  
Uta Grosse ◽  
Susanne Knüppel Lauener
Keyword(s):  
Acute Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Acute Care Hospital ◽  
Communication Styles ◽  
Theory Approach ◽  
Care Hospital ◽  
Mutual Respect ◽  
Constant Attention ◽  
Delirium Management

AbstractIntroductionInterprofessional collaboration (IPC) is dependent on different expectations and communication styles. IPC is a meaningful approach to accomplish treatment goals, especially in patients with delirium. Delirium affects approximately 50 % of patients older than 65 years in acute care settings. The constant attention and effort needed to care for patients suffering from delirium is challenging and cannot be provided by one profession alone. Instead, there is a need for IPC.AimThis study aims to analyse the structure of IPC in the treatment of patients suffering from delirium.MethodData was collected by conducting three group interviews and six individual interviews with members of different professions in an acute care hospital, and analysed by Charmaz's (2014) grounded theory approach.ResultsA model called enabling IPC in delirium management was developed. This model shows how mutual respect and appreciation, being in dialog and dealing with challenges in IPC interact with each other and also affect each other. Mutual respect and appreciation are common baseline values that have a pivotal effect on the dialog between professions and the management of IPC challenges. Being in dialog and dealing with challenges in IPC are essential values for enabling IPC, as well as mutual respect and appreciation.ConclusionMutual respect and appreciation is fundamental for enabling IPC in the treatment of patients suffering from delirium. Interprofessional education, structured interprofessional care conferences and standardised communication can offer opportunities to foster mutual respect and appreciation which, in turn enable IPC.

scholarly journals A Holistic Approach of Personality Traits in Medical Students: An Integrative Review

2021 ◽  
Vol 18 (23) ◽  
pp. 12822
Author(s):  
Nicoleta Suciu ◽  
Lorena Elena Meliț ◽  
Cristina Oana Mărginean
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Personality Traits ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Social Life ◽  
Interprofessional Collaboration ◽  
Medical Profession ◽  
Human Life ◽  
Clinical Communication

Personality is one of the most crucial aspects of human life, since it influences all human behaviours in both personal and social life, and might also trigger important conflicts with a person’s surroundings in the setting of incompatible traits and characteristics. It is true that ‘one must be born’ for a certain medical specialty, but several components of personality might be educated with proper training. Increased levels of Conscientiousness, Agreeableness, and Openness associated with lower levels of Neuroticism might represent the key combination for achieving professional satisfaction in the medical profession. Medical students should receive proper interprofessional education, since effective interprofessional relationships among healthcare providers definitely improve patients’ safety. Empathy contributes to effective patient–physician communication, improving patient trust, compliance, and satisfaction, being positively correlated with Openness, Agreeableness, Conscientiousness and Extraversion. Emotional intelligence—the capacity to respond to one’s own and others’ emotions—was proven to contribute, in a synergistic way with empathy, to increasing empathic ability. Clinical communication skills represent a key component in medical students in order to achieve the best patient care, and they are certainly related and/or influenced by empathy, interprofessional collaboration skills, emotional intelligence and, especially, personality traits. Taking into account the complex interactions mentioned above, the implementation of effective courses based on these concepts in medical students, intending to promote the development of clinical communication skills, represents a real emergency, since it might result in a reduction in medical errors and subsequent related deaths. A thorough understanding of students’ personality is mandatory before designing these courses in order to provide a training tailored to their personality styles.

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.

La evaluación del interprofesionalismo en la educación basada en simulación

2019 ◽  
Vol 62 (0) ◽  
pp. 56-63
Author(s):  
Laura Silvia Hernández Gutiérrez ◽  
Angélica García-Gómez ◽  
Argimira Vianey Barona Nuñez ◽  
Erick López Léon
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Collaborative Work ◽  
Educational Process ◽  
Educational Institutions ◽  
Controlled Environment ◽  
Study Group ◽  
The Us ◽  
Improvement Strategies

The education based on simulation is an educationalstrategy where students learn from their errors, developing skills, knowledge, competences,etc. in a controlled environment. During the process of teaching by simulation, it is necessaryto execute various types of assessments (diagnostic, summative, formative) in order tomake adjustments or changes in the educational process of the students, therefore identifying areas of opportunity for improvement. With the simulation, different processes can be taught, like interprofessionalism and collaborative work. Nowadays, there is a major concern for added safety and the quality of care for the patients and their families. Therefore, a WHO study group determined the basic interprofessional competences, and has been given the task of disseminating and promoting interprofessional education. Some educational institutions in the US, Canada and Europe have integrated interprofessional and collaborative work in simulation practices. All the activity by simulation must be evaluated in order to provide feedback to the participants and establish improvement strategies. The assessment of the interprofessional work focuses on the evaluation of common skills and competencies among various health professionals.

Informed consent and nurses’ roles

2014 ◽  
Vol 21 (6) ◽  
pp. 684-694 ◽  
Author(s):  
Astrid P Susilo ◽  
Jan van Dalen ◽  
Michelene N Chenault ◽  
Albert Scherpbier
Keyword(s):  
Factor Analysis ◽  
Informed Consent ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
National Level ◽  
Hospital Setting ◽  
Informed Consent Process ◽  
Consent Process ◽  
Nurses And Physicians ◽  
Three Factor

Background: In Southeast Asia, the process of obtaining informed consent is influenced by both culture and policy at the hospital and national level. Both physicians and nurses play vital roles in this process, but physicians influence the roles of nurses. Objectives: Since the physicians and nurses often have different perspectives, it is important to investigate their views about the informed consent process and nurses’ roles therein and whether there is a difference between ideal and experienced practice (reality), and whether this differs across hospitals. Methods: A questionnaire was developed and a survey was conducted among physicians and nurses. Using exploratory factor analysis a three factor structure was determined: ‘nurses’ roles’, ‘barriers in informed consent’, and ‘adequacy of information’. Non-parametric tests were applied to compare nurses and physicians, and hospital setting. Participants and research context: Responses were obtained from 129 physicians and 616 nurses from two Indonesian hospitals. Those hospitals differ in ownership, location, and size. Ethical consideration: The study was reviewed by the hospital ethical committee. Participation was voluntary and confidentiality was ensured by keeping the responses anonymous. Findings: Physicians and nurses differ significantly on all three factors. The scores reflecting disparity between ideal and reality regarding nurses’ roles varied across professions, while barriers in informed consent differed between hospitals. Discussion: The differences between ideal and reality indicated that improvement in the informed consent process and nurses’ roles therein is called for. Varying views between physicians and nurses on nurses’ roles may hinder collaboration. The differences between hospital settings showed interventions may have to be customized for different settings. Conclusion: Views on nurses’ roles vary across professions. Views on barriers in informed consent vary across hospitals. Therefore interprofessional education is needed to promote interprofessional collaboration and intervention to improve informed consent practice should be tailored to the hospital context.

Perspective Taking als Methode zur kommunikativen Kom­pe­tenz­entwicklung im Jurastudium

Rhetorik ◽  
2021 ◽  
Vol 40 (1) ◽  
pp. 31-46
Author(s):  
Theresa Gleiss ◽  
Olaf Kramer
Keyword(s):  
Communication Skills ◽  
Perspective Taking ◽  
Communicative Competence ◽  
Legal Education ◽  
Communicative Skills ◽  
Interdisciplinary Project ◽  
Everyday Work ◽  
The University

Abstract Although lawyers and judges often face communicative challenges in their everyday work, communicative skills are hardly trained in legal education. Based on the interdisciplinary project „Law and Rhetoric“ at the University of Tübingen, the paper highlights addressee-oriented communication and perspective-taking as central aspects of communicative competence. Through addressee orientation and the development of the ability to adopt perspectives, students are given the opportunity to think through communicative situations systematically and to anticipate communicative resistances. In contrast, the widespread focus on performance in the field of rhetorical key qualifications in legal educations only allows a restricted growth of communication skills and does not reach far enough.

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.

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