scholarly journals Interprofessional communication: How do we do it?

2018 ◽  
Vol 9 (4) ◽  
pp. 48
Author(s):  
Joann C. Harper ◽  
Mary D. Kracun
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Core Competency ◽  
Professional Associations ◽  
Institute Of Medicine ◽  
Healthcare Outcomes ◽  
Interprofessional Communication ◽  
Methodical Approach ◽  
The Uk

Interprofessional education in preparation for the skills to execute teams and teamwork through interprofessional collaboration has been publicized and mandated by several professional associations through accreditation standards. The prerequisite is emphasized by the National Academy of Medicine (formerly the Institute of Medicine) as a mantra for successful healthcare outcomes. In response, the Interprofessional Education Collaborative (known as IPEC) published core competencies in 2011 with an update in 2016. While these statements are not each independently expressed in measurable terms, they stand as a compendium to guide interprofessional collaboration. To date, the literature does not reflect a comprehensive approach to explicating or interpreting these to be embraced more readily. Further, the literature to enlighten student education outstrips the literature to illuminate faculty education, though we acknowledge the work of the National Center for Interprofessional Practice and Education to inspire faculty education through a variety of platforms. Though the IPEC publications represent seminal work in the US, built on earlier work from the UK and others, its translation for faculty education applying a straight-forward, orderly, and methodical approach has not been done. Our attempt was to take one of the four (“4”) IPEC core competencies, Core Competency 3: Interprofessional Communication, and describe its underpinnings in a systematic way as another tool for faculty education. It may open the door to further expound on each competency statement to employ IPEC competencies within a healthcare community that includes students, faculty and post graduate professionals.

scholarly journals IPEC’s core competency 2 roles and responsibilities: What more do we need to implement these?

2019 ◽  
Vol 9 (7) ◽  
pp. 46 ◽  
Author(s):  
Joann C. Harper
Keyword(s):  
Health Care Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Core Competency ◽  
Barriers To Learning ◽  
Interprofessional Communication ◽  
Specific Content ◽  
Roles And Responsibilities ◽  
Value Ethics

The Interprofessional Education Collaborative (IPEC) has published guidelines to promote interprofessional collaboration. These guidelines are encompassed in four core competency sets. The core competencies are: Core 1: Value/Ethics, Core 2: Roles and Responsibilities, Core 3: Interprofessional Communication and Core 4: Teams and Teamwork. IPEC has outlined sub-competencies for each, which can be interpreted as a compilation of principles, behaviors, precepts and competencies. Together they serve to promote direction for interprofessional collaboration amongst health care professionals. However, the compilation may need more explanation to guide education and practice. Though the sub-competencies described in each core overlap in their application, specifically, Core 2: Roles and Responsibilities is explored for its underpinnings. The literature to date reflects educational delivery modes, but specific content is sparse, and not in the totality of the representative sub-competencies. Much of the literature omits the background that creates the context, and the content for, our deeper understanding of the principles. Therefore, important information is missing that underpins the competency statement set to teach and to learn these sub-competencies. The aim was to identify principles and applicable content to both support learning and to address barriers to learning, which may be essential to implement the sub-competency statements. The sub-competencies independent of further elucidation are unlikely to yield the comprehension needed for implementation and discernible actions that prompt interprofessional collaborative success.

scholarly journals Attitudes and Behavior towards Interprofessional Collaboration among Healthcare Professionals in a Large Academic Medical Center

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 323
Author(s):  
Benjamin E. Ansa ◽  
Sunitha Zechariah ◽  
Amy M. Gates ◽  
Stephanie W. Johnson ◽  
Vahé Heboyan ◽  
...  
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Medical Center ◽  
Core Competencies ◽  
Academic Medical Center ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Academic Medical

The increasing rates of comorbidities among patients and the complexity of care have warranted interprofessional collaboration (IPC) as an important component of the healthcare structure. An initial step towards assessing the effectiveness of collaboration requires the exploration of the attitudes and experience of healthcare professionals towards IPC. This online survey aimed to examine the attitudes of healthcare professionals working in a large public academic medical center toward IPC in patient care and the healthcare team, and their behavior and experience regarding IPC. The rankings, according to the perceived importance among the respondents, of the four Interprofessional Education Collaborative (IPEC) core competencies (values/ethics, roles/responsibilities, interprofessional communication, teams/teamwork) were assessed. There were strong but varying levels of consensus among healthcare professionals (N = 551) that IPC facilitates efficient patient care, improves patient problem-solving ability, and increases better clinical outcomes for patients. They acknowledged that IPC promotes mutual respect within the healthcare team and providers’ ability to make optimal patient care decisions. However, overall more than 35% of the respondents did not attend multidisciplinary education sessions (grand rounds, seminars, etc.), and about 23% did not participate in bedside patient care rounds. Interprofessional communication was ranked as the most important IPEC core competence. Although the attitude towards IPC among healthcare professionals is strongly positive, many healthcare professionals face challenges in participating in IPC. Institutional policies that facilitate interprofessional learning and interactions for this group of healthcare professionals should be formulated. Online distance learning and interactions, and simulation-enhanced interprofessional education, are options for addressing this barrier. Hospital administrators should facilitate conducive work environments that promote IPC, based on IPEC core competencies, and promote programs that address the challenges of IPC.

scholarly journals Getting underneath IPEC competencies: Core Competency 4: Teams and teamwork

2018 ◽  
Vol 9 (3) ◽  
pp. 56
Author(s):  
Joann C. Harper
Keyword(s):  
Health Care Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Structural Characteristics ◽  
Core Competencies ◽  
Core Competency ◽  
Relationship Building ◽  
Multiple Sources ◽  
Team Members ◽  
Teams And Teamwork

The Interprofessional Education Collaborative (IPEC) formed in 2009 provided significant guidance to advance interprofessional collaboration in its publication of the IPEC competencies in 2011, which described Four Domains and associated competencies to address interprofessional education and practice. Its updated publication in 2016 included public health and the care of populations and clarified its intent that interprofessional collaboration is the overarching theme of the now renamed 4 Core Domains to 4 Core Competencies. The article examines the literature that correlates with the sub competency statements represented within Core Competency 4: Teams and Teamwork (TT) to identify the underpinnings that support their fulfillment. The TT core statement is broad: “Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles…”. There is also considerable overlap between the sub-competency statements. Though the existing literature describes structural characteristics and behavioral elements of good functioning teams, the repertoire is not collectively accessible and assimilated into a whole, but is fragmented, embedded in multiple sources. The article integrates and assembles the qualities of teams and team-members likely to be successful while getting underneath the competency statements to identify the mechanisms and dispositions that drive those competencies. The exploration begins with the structural components of teams and then proceeds to key attributes of teams and team members. The article provides a nexus to correlate IPEC’s TT’s sub-competencies to yield favorable team functioning from which academic institutions, and health care professionals might enrich their knowledge about what works.

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.

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.

scholarly journals Interprofessional Education and Practice: Perspectives from Students in Speech-Language Pathology and Recreational Therapy

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
David Hajjar ◽  
Jan Elich-Monroe ◽  
Susan Durnford
Keyword(s):  
Interprofessional Education ◽  
Core Competencies ◽  
Recreational Therapy ◽  
Discussion Forums ◽  
Speech Language Pathology ◽  
Interprofessional Communication ◽  
Clinical Supervisors ◽  
Professional Students ◽  
Collaborative Therapy ◽  
Language Pathology

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits & impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.

Collaborative Groups: Application of a Framework for Interprofessional Collaboration in a High School Setting

2015 ◽  
Vol 16 (4) ◽  
pp. 131-138 ◽  
Author(s):  
Andrea Carr Tyszka ◽  
Lynette DiLuzio
Keyword(s):  
High School ◽  
Interprofessional Education ◽  
Best Practice ◽  
Interprofessional Collaboration ◽  
Interdisciplinary Collaboration ◽  
School Setting ◽  
Competency Framework ◽  
World Health ◽  
List Type ◽  
Interprofessional Communication

Interprofessional collaboration (IPC), also referred to as interdisciplinary collaboration, is defined in the social work literature as “an effective interpersonal process that facilitates the achievement of goals that cannot be reached when individual professionals act on their own” (Bronstein, 2003, p. 299). IPC is well documented in health care literature and is largely considered best practice in both clinical & educational settings. So much so that the World Health Organization (WHO) developed a Framework for Action on Interprofessional Education (WHO, 2010) and the Canadian Interprofessional Health Collaborative (CIHC) developed a National Interprofessional Competency Framework (CIHC, 2010). According to a systematic review of collaborative models for health and education professionals working in the school settings, models of IPC are described in research but not explicitly evaluated, and there remains a need for robust research in this area (Hillier, Civetta, & Pridham, 2010). This article describes the implementation of an IPC with high school aged students in a special education classroom. The following interconnecting domains from the Canadian National Interprofessional Competency Framework (CIHC, 2010) will be discussed and described: Role Clarification Patient/Client/Family/Community-Centered Team Functioning Collaborative Leadership Interprofessional Communication Interprofessional Conflict Resolution Background considerations, benefits, and barriers will be reviewed also.

scholarly journals Improving Interdisciplinary Relationships in Primary Care with the Implementation of TeamSTEPPS

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Nicole Siddons ◽  
Teddie M Potter
Keyword(s):  
Interprofessional Collaboration ◽  
Interdisciplinary Collaboration ◽  
Institute Of Medicine ◽  
Healthcare Outcomes ◽  
Care Model ◽  
Staff Perceptions ◽  
Quality Of Patient Care ◽  
Interdisciplinary Relationships ◽  
Staff Engagement

A major challenge in healthcare is lack of interdisciplinary collaboration (O’Daniel & Rosenstein, 2008). The Institute of Medicine report, To Err is Human: Building a Safer Health System (1999), shows that errors often occur due to lapses in partnership and communication. This article describes the implementation of TeamSTEPPS, an evidence-based tool for optimizing staff relationships and partnership, in a clinic in which a change in the care model had affected interprofessional collaboration and teamwork, threatening healthcare outcomes and staff engagement. The implementation of TeamSTEPPS, customized using elements of IDEO’s (2015) Human-Centered Design, shifted the culture of the clinic towards partnership, resulting in improved staff perceptions of teamwork and statistically significant improvements in the quality of patient care.

scholarly journals Stereotyping as a Major Barrier to Achievement of Interprofessional Education Competencies: A Narrative Literature Review

2019 ◽  
Author(s):  
Christine Conroy
Keyword(s):  
Literature Review ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Major Barrier ◽  
Search Terms ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Barriers To Achievement ◽  
Negative Stereotyping

Purpose: A major advancement in interprofessional(IP) practice and education has been the introduction of the Interprofessional Education Collaborative (IPEC) core competencies. The purpose of this study is to explore stereotyping as a barrier to achievement of the IPEC competencies. Methods: There has been research into barriers to interprofessional collaboration and some barrier themes have occurred. But to this point, nothing has been studied on barriers to the use of the IPEC core competencies. This study aims to show barriers to achievement of the IPEC competencies through a narrative literature review. Articles were selected from three databases: CINAHL, Medline and ERIC were utilized in this review using the search terms “Interprofessional collaboration” and “Stereotyping”. Results: In articles used to review barriers to interprofessional collaboration, an underlying theme of negative stereotyping about different professions appears to be in place. Themes include: Differences in history and culture, fears of diluted professional identity, differences in language and jargon, and concerns regarding clinical responsibility. Conclusion: A literature review of studies on implementation of interprofessional activities, with correlations to the IPEC core competencies as a framework suggest that stereotyping may be a major barrier to implementation and achievement of the IPEC competencies.

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.

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