This article and the design fictions it presents are bound up with an ongoing qualitative-ethnographic study with Imazighen, the native people in remote Morocco. This group of people is marked by textual and digital illiteracy. We are in the process of developing multi-modal design fictions that can be used in workshops as a starting point for the co-development of further design fictions that envision the local population's desired digital futures. The design fictions take the form of storyboards, allowing for a non-textual engagement. The current content seeks to explore challenges, potentials, margins, and limitations for the future design of haptic and touch-sensitive technology as a means for interpersonal communication and information procurement. Design fictions provide a way of exposing the locals to possible digital futures so that they can actively engage with them and explore the bounds and confines of their literacy and the extent to which it matters.
Improving the patient experience is one of the quadruple aims of healthcare. Therefore, understanding patient experiences and perceptions of healthcare interactions is paramount to quality improvement. This integrative review aimed to explore how patients with chronic conditions experience Interprofessional Collaborative Practice in primary care.
An integrative review was conducted to comprehensively synthesize primary studies that used qualitative, quantitative, and mixed methods. Databases searched were Medline, Embase, CINAHL and Web of Science on June 1st, 2021. Eligible studies were empirical full-text studies in primary care that reported experiences or perceptions of Interprofessional Collaborative Practice by adult patients with a chronic condition, in any language published in any year. Quality appraisal was conducted on included studies using the Mixed Method Appraisal Tool. Data on patients’ experiences and perceptions of Interprofessional Collaborative Practice in primary care were extracted, and findings were thematically analyzed through a meta-synthesis.
Forty-eight (n = 48) studies met the inclusion criteria with a total of n = 3803 participants. Study quality of individual studies was limited by study design, incomplete reporting, and the potential for positive publication bias. Three themes and their sub-themes were developed inductively: (1) Interacting with Healthcare Teams, subthemes: widening the network, connecting with professionals, looking beyond the condition, and overcoming chronic condition collectively; (2) Valuing Convenient Healthcare, subthemes: sharing space and time, care planning creates structure, coordinating care, valuing the general practitioner role, and affording healthcare; (3) Engaging Self-care, subthemes: engaging passively is circumstantial, and, engaging actively and leading care.
Patients overwhelmingly had positive experiences of Interprofessional Collaborative Practice, signaling it is appropriate for chronic condition management in primary care. The patient role in managing their chronic condition was closely linked to their experience. Future studies should investigate how the patient role impacts the experience of patients, carers, and health professionals in this context.
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From co-authored publications to sponsored projects involving multiple partner institutions, collaborative practice is an expected part of work in the academy. As evaluators of a National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP) grant awarded to four university partners in a large southern state, the authors recognized the increasing value of collaborative practice in the design, implementation, evaluation, and dissemination of findings in the partnership over time. When planning a program among partnering institutions, stakeholders may underestimate the need for, and value of, collaborative practice in facilitating partnership functioning. This method paper outlines an evaluative model to increase the use of collaborative practice in funded academic partnership programs. The model highlights collaborative practice across multiple stakeholder groups in the academic ecology: Sponsors of funded programs (S), Program partners and participants (P), Assessment and evaluation professionals (A), academic researchers (R), and the national and global Community (C). The SPARC model emphasizes evidence-based benefits of collaborative practice across multiple outcome domains. Tools and frameworks for evaluating collaborative practice take a view of optimizing partnership operational performance in achieving stated goals. Collaborative practice can also be an integral element of program activities that support the academic success and scholarly productivity, psychosocial adjustment, and physical and psychological well-being of stakeholders participating in the program. Given the goal of our alliance to promote diversification of the professoriate, the model highlights the use of collaborative practice in supporting stakeholders from groups historically underrepresented in STEM fields across these outcome domains. Using data from a mixed-methods program evaluation of our AGEP alliance over 4 years, the authors provide concrete examples of collaborative practice and their measurement. Results discuss important themes regarding collaborative practice that emerged in each stakeholder group. Authors operationalize the SPARC model with a checklist to assist program stakeholders in designing for and assessing collaborative practice in support of project goals in funded academic partnership projects, emphasizing the contributions of collaborative practice in promoting diversification of the professoriate.
In a super-aging society, medical-dental collaboration is increasingly vital for comprehensive patient care. Particularly in dysphagia rehabilitation and perioperative oral functional management, dental hygienists’ active involvement is pivotal to interprofessional collaborative practice. Despite this societal expectation, dental hygienists’ experiences and perceptions of interprofessional collaboration have not been explored. This study aims to investigate dental hygienists’ interprofessional identity formation and perceptions of interprofessional collaboration. Specifically, it was explored from the perspectives of dental hygiene students and hospital dental hygienists.
This study is underpinned by Wenger’s social theory of learning, which focuses on identity as a component in the process of learning in communities. Semi-structured interviews were conducted with 11 dental hygiene students in their final year at a technical college and five dental hygienists engaging in interprofessional care at a university hospital in Japan. The narrative data were analysed using an inductive approach to thematic analysis to extract themes regarding the identification of self in interprofessional teams.
Dental hygiene students found several barriers to the collaboration, including power relation and conceptual hierarchy, limited understanding of other professional roles, and differences in language and jargon. They viewed themselves as inferior in the interprofessional team. This resulted from their limited knowledge about general health and less responsibility for problems directly related to patient life and death. However, they could ultimately perceive the negative experiences positively as challenges for the future through reflection on learning in clinical placements. Contrarily, dental hygienists did not have such negative perceptions as the students did. Rather, they focused on fulfilling their roles as dental professionals in the interprofessional team. Their identities were formed through actively involving, coordinating their activity, and creating new images of the world and self in inter-professional communities of practice.
Interprofessional identity is relational as well as experiential, which is developed in complex and socially dynamic processes across intra- and inter-professional communities of practice. Engagement, imagination, and alignment are essential aspects of their interprofessional identities, which inform conceptual foundations of interprofessional education and collaborative practice in health care.
Abstract—Interprofessional collaboration is a collaboration in health services between health professionals from diverse backgrounds. One of the most important aspects of collaborative practice in health services is the communication between health professionals. Lack of communication can cause a delay in treatment and medical errors. Ineffective communication can also represent a lack of coordination. SBAR method is an effective communication technique for health professionals. The SBAR method is useful to improve team communication in general, improve communication skills in certain situations, and also helpful during shift handover.
Keywords: interprofessional collaboration, communication, SBAR method
Abstrak—Kolaborasi interprofesional merupakan suatu kerja sama dalam pelayanan kesehatan antara profesional kesehatan yang memiliki latar belakang pendidikan berbeda. Dalam pelayanan kesehatan, salah satu hal terpenting dari praktik kolaborasi yaitu komunikasi antara tenaga kesehatan. Kurangnya komunikasi dapat menyebabkan terjadinya keterlambatan dalam melayani pasien dan kesalahan dalam menangani pasien. Komunikasi yang kurang efektif juga dapat menggambarkan koordinasi tenaga kesehatan yang kurang baik. Teknik komunikasi efektif yaitu SBAR ditetapkan sebagai standar komunikasi antara tenaga kesehatan yang berfokus terhadap pasien. Metode SBAR bermanfaat untuk meningkatkan komunikasi tim secara umum, meningkatkan keterampilan komunikasi saat situasi tertentu, dan juga berguna pada saat operan dinas.
Kata kunci: kolaborasi interprofesional, komunikasi, metode SBAR
Although research on collaborative artistic projects and practices tend to emphasize the social ties and even the production of communities that they enact, normally, this very research does not pay attention to the singularity of the forms of sociality produced. This article engages in a double task –namely, a theoretical definition and an analytical application– derived from the fieldwork undertaken in the Mexican cities of Tijuana and Monterrey by means of which we developed the notion of “weak sociality” to name the modes of relationships produced by cultural actors from civil society enrolled in independent spaces or projects. We hold that the sociality these strategies produce is conflictive, ephemeral, spatially bound and affective. Both, our theoretical stance as well as our fieldwork findings will make us conclude that the relationships produced in this microspaces –where conflict is productive, ephemerality means open ended negotiations and affect implies care– work as an unavoidable process for the politicization of artistic collaborative practice in the neoliberal city.
Si bien la investigación sobre prácticas y proyectos artísticos colaborativos suele enfatizar los lazos sociales e, incluso, la producción de comunidad que estos generan, es frecuente que no se atienda a la singularidad de las formas de sociabilidad que ahí se articulan. Este artículo propone un doble ejercicio, de definición teórica y de aplicación analítica, a partir del trabajo empírico realizado en las ciudades mexicanas de Tijuana y Monterrey. En nuestro análisis proponemos la noción de “sociabilidad débil” para nombrar los modos de relación producidos por agentes culturales de la sociedad civil en espacios o proyectos independientes. Sostenemos, así, que la sociabilidad que producen estas estrategias es conflictiva, efímera, espacialmente delimitada y afectiva. Tanto nuestra postura teórica como los hallazgos de nuestro trabajo de campo nos llevarán a concluir que las relaciones gestadas en estos microespacios –donde el conflicto es productivo, lo efímero predispone a la negociación y el afecto es cuidado– operan como un proceso imprescindible para la politización de las prácticas artísticas colaborativas en la ciudad neoliberal.