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Journal of Interprofessional Care

Clotilde Michel, Vincent Guêné, Eliane Michon, Yves Roquelaure, Audrey Petit
The objective of this study was to assess the workplace information collected and shared between professionals of the centers and occupational health professionals during functional restoration programs intended to chronic low back pain patients. A descriptive study carried out by a questionnaire sent to the French rehabilitation centers offering a functional restoration program. Data collection focused on the kinds of professionals involved in programs, professionals who approach work issues, work analysis, social and occupational information collected, existence of a specific work rehabilitation program, frequency of and methods for sharing information with occupational health professionals...
March 16, 2018: Journal of Interprofessional Care
Lindsay Iverson, Martha Todd, Ann Ryan Haddad, Katie Packard, Kimberley Begley, Joy Doll, Kim Hawkins, Ann Laughlin, Julie Manz, Chris Wichman
Healthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are "collaboration-ready". The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance...
March 14, 2018: Journal of Interprofessional Care
Dagmar Schaffler-Schaden, Stefan Pitzer, Magdalena Schreier, Johanna Dellinger, Beate Brandauer-Stickler, Miriam Lainer, Maria Flamm, Jürgen Osterbrink
Polypharmacy in elderly people is an increasing challenge for health professionals. Drug-Drug interactions, dosing or administration errors can cause preventable incidents and hospitalizations. Due to chronic illness and multi-morbidity, older people are considered as a particularly vulnerable group of patients. Furthermore, it is well known that communication between health professionals is often insufficient. The aim of this study is to improve the appropriateness of medication of nursing home residents by establishing a long-term structured medication review process and to enhance the interprofessional communication between general practitioners (GPs), nurses and pharmacists...
March 9, 2018: Journal of Interprofessional Care
Katherine Scantlebury, Morag Bixley, Iain Williamson
In the United Kingdom, speech and language therapists (SLTs) and Stroke Association communication support coordinators (CSCs) are both employed to provide services for people with communication difficulties following stroke. There is very little literature of this type of collaborative working. This research is unique because it explores collaborative working between SLTs who are employed by the National Health Service and CSCs who are employed by the Stroke Association. Five CSCs and seven SLTs from the East of England participated in a series of in-depth interviews...
March 9, 2018: Journal of Interprofessional Care
Areeba Kara, Deborah DeMeester, Lindsey Lazo, Emily Cook, Susan Hendricks
Interprofessional collaboration is fundamental to providing optimal patient care. The readiness of the team entering a framework of interprofessional collaborative practice is critical to its success. In this study, we conducted an interprofessional education (IPE) activity for medical and nursing students in an acute care setting. Over nine occasions, 21 student pairs (one nursing and one medical student per pair) jointly assessed a patient and created a list of problems and interventions to achieve the patient's goals...
March 7, 2018: Journal of Interprofessional Care
Verna L Hendricks-Ferguson, Irma Ruebling, Darina M Sargeant, Kathleen Kienstra, Kathrin A Eliot, Timothy G Howell, Chris A Sebelski, Karen S Moore, Kathleen Armstrong
Essential for future healthcare professionals (HCPs) to delivering ethical and empathetic patient-centred care (PCC) as a team is the understanding of appropriate shared decision-making (SDM) responses when facilitating discussions with patients and family members. The purpose of this study was to evaluate undergraduate students' perspectives about HCPs' use of SDM as described in a case-study reflection assignment. An exploratory qualitative approach was used to analyse student-reflection assignments. The sample included 42 undergraduate students enrolled in an interprofessional education (IPE) course at a Midwest university based in the United States...
March 7, 2018: Journal of Interprofessional Care
Becky Baker, Coral Drane, Joshua Chambers, Susanne Lindqvist
Interprofessional learning (IPL) aims to equip students for future interprofessional and collaborative practice. Involving students as IPL facilitators is becoming increasingly commonplace as an attempt to catalyse the necessary transformation of our workforce needed to deliver truly integrated and person-centred care. Evidence in the literature highlights the key role of trained facilitators in reaching successful IPL outcomes. Some guidelines are available as to how we train staff facilitators, but little evidence is available that describes how to appropriately prepare student IPL facilitators...
March 2, 2018: Journal of Interprofessional Care
Anne Hudon, Émilie Blackburn, Maude Laliberté, Kadija Perreault, Barbara Mazer, Debbie Ehrmann Feldman, Bryn Williams-Jones, Matthew Hunt
Ethics education is the cornerstone of professional practice, fostering knowledge and respect for core ethical values among healthcare professionals. Ethics is also a subject well-suited for interprofessional education and collaboration. However, there are few initiatives to gather experiences and share resources among ethics educators in rehabilitation. We thus undertook a knowledge exchange project to: 1) share knowledge about ethics training across Canadian occupational and physical therapy programs, and 2) build a community of educators dedicated to improving ethics education...
February 22, 2018: Journal of Interprofessional Care
Chantal Morin, Johanne Desrosiers, Isabelle Gaboury
Osteopathy is a complementary and alternative medicine (CAM) that is growing in popularity. Increasing numbers of parents are seeking pediatric osteopathic care in addition to conventional medical care. Information about the development of interprofessional collaboration (IPC) between these practitioners is scarce. This explanatory sequential mixed methods study aimed to explore enablers of and barriers to the development of IPC between physicians and osteopaths involved with pediatric patients in primary care in Quebec, Canada...
February 20, 2018: Journal of Interprofessional Care
Regina F Doherty, Mary Knab, Peter S Cahn
A primary goal of interprofessional education is to produce clinicians who practice collaboratively to provide patient-centered care. This exploratory study evaluated whether students' attitudes about a literary account of an illness experience endured after a year of professional and clinical education and if students applied lessons learned from a common reading to the delivery of patient centered care. Six focus groups were completed with health professions students and five main themes emerged from the focus group data...
February 20, 2018: Journal of Interprofessional Care
Nancy D Harada, Laural Traylor, Kathryn Wirtz Rugen, Judith L Bowen, C Scott Smith, Bradford Felker, Deborah Ludke, Ivy Tonnu-Mihara, Joshua L Ruberg, Jayson Adler, Kimberly Uhl, Annette L Gardner, Stuart C Gilman
This paper describes the Centers of Excellence in Primary Care Education (CoEPCE), a seven-site collaborative project funded by the Office of Academic Affiliations (OAA) within the Veterans Health Administration of the United States Department of Veterans Affairs (VA). The CoEPCE was established to fulfill OAA's vision of large-scale transformation of the clinical learning environment within VA primary care settings. This was accomplished by funding new Centers within VA facilities to develop models of interprofessional education (IPE) to teach health professions trainees to deliver high quality interprofessional team-based primary care to Veterans...
February 20, 2018: Journal of Interprofessional Care
Zachary Singer, Kevin Fung, Elaine Lillie, Jennifer McLeod, Grace Scott, Peng You, Krista Helleman
Interprofessional health care teams have been shown to improve patient safety and reduce medical errors, among other benefits. Introducing interprofessional concepts to students in full day events is an established model that allows students to learn together. Our group developed an academic day for first-year students devoted to an introductory interprofessional education (IPE) experience, 'IPE Day'. In total, 438 students representing medicine, dentistry, pharmacy and optometry gathered together, along with 25 facilitators, for IPE Day...
February 9, 2018: Journal of Interprofessional Care
Ellinor Olander, Rose Coates, Judy Brook, Susan Ayers, Debra Salmon
This multi-method evaluation assessed the perceived impact of interprofessional workshops targeting enhanced collaboration between healthcare professionals who care for women during and after pregnancy. Current policy recommends partnership working to improve care for women and babies, however, there is little interprofessional education in this area. Five one-day workshops were delivered to 18 healthcare professionals (47.4% of the 38 healthcare professionals registered). The workshop was evaluated through questionnaires before and after the workshop measuring attitudes and willingness towards collaboration; observations of the workshops by a researcher and follow-up interviews 2 months' post-workshop to explore changes in practice...
February 9, 2018: Journal of Interprofessional Care
Eva Torbjörnsson, Charlotta Olivecrona, Anders Sonden
Every semester, the operating room (OR) ward receives students from different educational programmes. Although interprofessional knowledge is essential for OR teamwork, students have traditionally been prepared in an uniprofessional manner, with no focus on interprofessional learning outcomes. This report describes the work process of an interprofessional initiative undertaken to create a common learning resource aimed at preparing students for OR practice. With a focus on interprofessional learning, shared and profession-specific learning outcomes, which are needed to prepare for practice, were identified by an interprofessional faculty...
February 8, 2018: Journal of Interprofessional Care
Sandra D Lane, Robert H Keefe, Robert A Rubinstein, Meghan Hall, Kathleen A Kelly, Lynn Beth Satterly, Andrea Shaw, Julian Fisher
Five colleges and universities in Upstate New York, United States, created the 'Route-90 Collaborative' to support faculty implementing the Institute of Medicine's (IOM) Framework for Educating Health Professionals to Address the Social Determinants of Health. The two courses described herein used a flipped classroom approach in which students from 14 different nations were responsible for facilitating individual classes. This descriptive study used an educational intervention in two interprofessional courses - reproductive health and global health - based on the IOM Framework into two courses...
February 7, 2018: Journal of Interprofessional Care
Kathy Chappell, Kate Regnier, Dimitra V Travlos
No abstract text is available yet for this article.
February 7, 2018: Journal of Interprofessional Care
Junji Haruta, Kazue Yoshida, Michiko Goto, Hisashi Yoshimoto, Shuhei Ichikawa, Youhei Mori, Kenji Yoshimi, Mariko Otsuka
Rapid aging of the population necessitates improved collaboration among healthcare professionals. Unfortunately, interprofessional collaboration has yet to be implemented effectively in Japan. Therefore, we aimed to develop an interprofessional competency framework for Japanese healthcare professionals. The project was conducted as a four-step process, starting with initial categorization of potential competency domains,, followed by guiding principle and prototype development, feedback on the prototype, and final consensus...
January 30, 2018: Journal of Interprofessional Care
Melanie Stephens, Paula Ormandy
Interprofessional learning (IPL) can influence affective domain development of students through teaching activities that facilitate learning with, from, and about other professions. Current quantitative evidence offers limited explanation of how this learning is achieved within IPL programmes. This article tests a conceptual framework drawn from theories on IPL and affective domain development (attitudes, values, and behaviours) to explain what works for whom, when, and in what circumstances. The objectives of the study were twofold: to evaluate the impact of the IPL programme on the student's attitudes and values, and to identify behaviour changes in clinical practice towards interprofessional working...
January 25, 2018: Journal of Interprofessional Care
Sandra I Dunn, Betty Cragg, Ian D Graham, Jennifer Medves, Isabelle Gaboury
Shared decision-making provides an opportunity for the knowledge and skills of care providers to synergistically influence patient care. Little is known about interprofessional shared decision-making processes in critical care settings. The aim of this study was to explore interprofessional team members' perspectives about the nature of interprofessional shared decision-making in a neonatal intensive care unit (NICU) and to determine if there are any differences in perspectives across professional groups. An exploratory qualitative approach was used consisting of semi-structured interviews with 22 members of an interprofessional team working in a tertiary care NICU in Canada...
January 24, 2018: Journal of Interprofessional Care
Rintaro Imafuku, Ryuta Kataoka, Hiroshi Ogura, Hisayoshi Suzuki, Megumi Enokida, Keitaro Osakabe
Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme...
January 24, 2018: Journal of Interprofessional Care
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