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Journal of Interprofessional Care

Elizabeth A Rider, Meg Comeau, Robert D Truog, Kayla Boyer, Elaine C Meyer
Healthcare systems increasingly use business models that focus on tangible assets such as finances and facilities. Yet intangible assets, such as values, relationships and human capital, remain critical for understanding the worth of interprofessional healthcare education and collaboration. We implemented a novel interprofessional collaborative pilot exercise to explore the feasibility and usefulness of an Asset Inventory-using KJ methodology and an appreciative inquiry perspective-to identify and better understand intangible assets and their value in interprofessional healthcare education/training organizations, for planning, and as a first step toward informing strategic decision-making...
November 11, 2018: Journal of Interprofessional Care
Kathryn Lefebvre, Jennifer Wild, Kathrin Stoll, Saraswathi Vedam
Interprofessional collaboration optimizes maternal-newborn outcomes and satisfaction with care. Since 2002, midwives have provided an increasing proportion of maternity care in British Columbia (BC). Midwives often collaborate with and/or refer to physicians; but no study to date has explored Canadian medical trainees' exposure to, knowledge of, and attitudes towards midwifery practice. We designed an online cross-sectional questionnaire that included a scale to measure attitudes towards midwifery (13 items) and residents' knowledge of midwifery (94 items across 5 domains)...
November 11, 2018: Journal of Interprofessional Care
Moira S Lewitt, Beth Cross, Louisa Sheward, Pauline Beirne
In order to build the evidence base for interprofessional education and practice, it is important to establish how the concepts and theories are understood by higher education providers, policy-makers, managers, and practitioners. Using an interdisciplinary research approach, and facilitated by the use of visual images, we undertook a discourse analysis of interviews and discussions around definitions, competencies, and cultures of learning for interprofessional practice in the context of child health and social care in Scotland...
November 11, 2018: Journal of Interprofessional Care
Chiara Pomare, Janet C Long, Louise A Ellis, Kate Churruca, Jeffrey Braithwaite
This paper provides the first assessment of patterns of interprofessional collaboration in headspace centres - Australia's youth mental health service - to determine if agencies established to integrate care, deliver collaboration across professional boundaries. The staff of two headspace centres were surveyed to identify with whom they collaborated during routine work, and when faced with uncertain situations. Social network analysis was used to assess interprofessional collaboration within each center and across varying situations...
November 9, 2018: Journal of Interprofessional Care
Michael Geary, P James A Ruiter, Abdool S Yasseen
There are many ways to account for the return on investment (ROI) in healthcare: improved communication, teamwork, culture, patient satisfaction, staff satisfaction, and clinical outcomes are but a few. Some of these are easier to quantify and associate to an intervention than others. What if the outcomes listed were not just independent results, but beget one another? In 2001, the Society of Obstetricians and Gynaecologists of Canada created the Managing Obstetrical Risk Efficiently (MOREOB ) programme, to improve healthcare culture and patient outcomes in obstetrics by leveraging front-line ownership...
November 8, 2018: Journal of Interprofessional Care
Ana Seselja Perisin, Arijana Mestrovic, Josko Bozic, Jelena Kacic, Josipa Bukic, Dario Leskur, Doris Rusic, Lovre Zekan, Marija Stipic, Darko Modun
Collaboration between physicians and pharmacists is recognized as an important factor for reducing medication errors and improving patient outcomes. Therefore, two pharmacotherapy workshops were delivered in Croatia - one for pre-registration medical (n=42, 4th-6th year) and pharmacy (n=38, 4th-5th year) students, and the other one for physicians (n=18) and pharmacists (n=23). The purpose of this study was to determine whether participation in common pharmacotherapy workshop could improve attitudes among participants towards interprofessional collaboration between pharmacists and physicians...
November 7, 2018: Journal of Interprofessional Care
Catherine Villemure, L Mihai Georgescu, Issam Tanoubi, Jean-Nicolas Dubé, François Chiocchio, Julie Houle
Due to the potentially life-threatening conditions and risk of severe complications, post-anesthesia care units (PACU) require prompt team interventions. Miscommunication among professionals during crisis event management may directly affect patient safety. Therefore, developing strategies to enhance interprofessional collaboration (IPC) among critical care teams should be prioritized. In situ simulation (ISS) can be valuable in improving patient safety because it allows the practice of care team dynamics within a real clinical environment...
November 5, 2018: Journal of Interprofessional Care
Peter Brack, Nora Shields
Interprofessional education is important to help prepare and develop a health professional workforce that practices collaboratively. The aim of this systematic review was to examine the benefits of participation in short duration clinically-based interprofessional activities for health care professional students. Eight electronic databases (MEDLINE, CINAHL, PUBMED, EMBASE, PsychINFO, PEDRO, ERIC, OT Seeker) were searched from inception to June 2017. Full-text English-language studies reporting outcomes of short duration clinically-based interprofessional activities involving health professional students from at least two disciplines were included...
November 5, 2018: Journal of Interprofessional Care
Mia T Vogel, Erin Abu-Rish Blakeney, Mayumi A Willgerodt, Peggy Soule Odegard, Eric L Johnson, Sarah Shrader, Debra Liner, Carla A Dyer, Leslie W Hall, Brenda Zierler
Collaborations to develop, implement, evaluate, replicate, and write about interprofessional education (IPE) activities within and across institutions are wonderful opportunities to experience teamwork, team communication, ethics and values, and the roles and responsibilities of interprofessional team writing. Just as effective communication in interprofessional team-based care is essential for providing safe, high-quality health care, similar communication strategies are necessary to produce high-quality scholarship of IPE curricula and activities...
November 5, 2018: Journal of Interprofessional Care
Nicole Woodard, Erin Abu-Rish Blakeney, Valentina Brashers, Carla Dyer, Les W Hall, John A Owen, Erica Ottis, Peggy Odegard, Julie Haizlip, Debra Liner, Amanda Moore, Brenda K Zierler
The imperative need to train health professions faculty (educators and clinicians) to lead interprofessional education efforts and promote interprofessional team-based care is widely recognized. This need stems from a growing body of research that suggests collaboration improves patient safety and health outcomes. This short report provides an overview of a Train-the-Trainer Interprofessional Team Development Program (T3 Program) that equips faculty leaders with the skills to lead interprofessional education and interprofessional collaborative practice across the learning continuum...
November 2, 2018: Journal of Interprofessional Care
Peter G Harper, Kristi Van Riper, Timothy Ramer, Andrew Slattengren, Patricia Adam, Angela Smithson, Cherilyn Wicks, Casey Martin, Michael Wootten, Samantha Carlson, Elizabeth Miller, Christopher Fallert
Primary care practices face significant challenges as they pursue the Quadruple Aim. Redistributing care across the interprofessional primary care team by expanding the role of the medical assistant (MA) is a potential strategy to address these challenges. Two sequential, linked processes to expand the role of the MA, called Enhanced Rooming and Visit Assistance, were implemented in four family medicine residency clinics in Minnesota. In Enhanced Rooming, MAs addressed preventive services, obtained a preliminary visit agenda, and completed a warm hand-off to the provider...
November 2, 2018: Journal of Interprofessional Care
Marianne Eliassen, Nils O Henriksen, Siri Moe
Physiotherapists (PTs) in reablement are responsible for the supervision of support personnel, referred to as home trainers (HTs), who carry out training and initiatives. There is a lack of knowledge about the significance of physiotherapy supervision in reablement. The aim of this study was to explore the content of PTs' supervision of HTs in reablement teams. We conducted fieldwork in seven reablement teams in Norwegian municipalities. The methods included observations of practice and individual in-depth interviews with PTs and HTs...
November 1, 2018: Journal of Interprofessional Care
Erika Gergerich, Daubney Boland, Mary Alice Scott
Adverse patient outcomes are often the result of conflict or poor communication among healthcare professionals. Use of interprofessional care teams can improve healthcare and delivery of services. Healthcare systems have been historically hierarchical in nature with physicians regularly taking a leadership position. The presence of hierarchy can be a source of conflict in interprofessional healthcare teams. This article analyzes qualitative data from a four-day interprofessional training for family medicine residents, pharmacy students, nurse practitioner students, and counseling psychology students...
November 1, 2018: Journal of Interprofessional Care
Myron Anthony Godinho, Shruti Murthy, Ciraj Ali Mohammed
Model United Nations (MUN) debates enable students to engage in policy debate in simulated UN councils, and are regularly held in schools and colleges, globally. In developing countries where leadership and teamwork in 'evidence-based policy and practice' is needed to overcome health inequities and strengthen health systems, few curricula teach these skills using simulation-based, participatory learning approaches. Do MUN debates have something to offer for health professions education in low-resource settings? Since MUN debates are novel in health profession education, we aimed to identify the skill domains for selection of outcome measures in future evaluations...
October 31, 2018: Journal of Interprofessional Care
Shelley von der Lancken, Emily Gunn
Incorporating Interprofessional Education (IPE) into the training of health care professionals has become an important component of nursing education. Students are expected to graduate with skills necessary for integrated care delivery to improve quality and safety. In an effort to formally expose nursing students to the roles and responsibilities of members of the health care team, a clinical course was developed within a school of nursing which included a significant interprofessional shadowing component...
October 30, 2018: Journal of Interprofessional Care
Veronika Schoeb, Liliane Staffoni, Sara Keel
Interprofessional practice has become increasingly important. In addition, patients are expected to participate more actively in health-care decisions. While comprehensive discharge planning has been shown to be effective, it is unclear how interactional structure influences patients' participation during discharge planning meetings. The aims of this qualitative study were to examine the interactional structure of interprofessional meetings in two rehabilitation clinics and to identify patients' types of communicative involvement (patient participation) during discharge planning meetings...
October 30, 2018: Journal of Interprofessional Care
L L Machin, K M Bellis, C Dixon, H Morgan, J Pye, P Spencer, R A Williams
Health and social care professionals are required to work together to deliver person-centered care. Professionals therefore find themselves making decisions within multidisciplinary teams. For educators, there has been a call to bring students from differing professions together to learn to enable more effective teamwork, interprofessional communication, and collaborative practice. This multidisciplinary working is complicated by the increasingly complex nature of ethical dilemmas that health and social care professionals face...
October 26, 2018: Journal of Interprofessional Care
Christofer Rydenfält, Jonas Borell, Gudbjörg Erlingsdottir
The concept of teamwork has been associated with improved patient safety, more effective care and a better work environment. However, the academic literature on teamwork is pluralistic, and there are reports on discrepancies between theory and practice. Furthermore, healthcare professionals' direct conceptualizations of teamwork are sometimes missing in the research. In this study, we examine doctors' conceptualizations of teamwork. We also investigate what doctors think is important in order to achieve good teamwork, and how the empirical findings relate to theory...
October 26, 2018: Journal of Interprofessional Care
Stephen D Gill, Julian Stella, Luke McManus
Workforce reform has led to Nurse Practitioners (NP) and Physiotherapy Practitioners (PP) employed in Emergency Departments (ED) to see patients alongside doctors. This qualitative study gathered consumer opinions and preferences regarding NPs, PPs, and doctors, and the attributes desired of them. Twenty-two members of the organization's Consumer Representative Program participated in one of three focus groups which were audio-recorded and transcribed verbatim. Data were subsequently collected using an emergent-systematic design that enabled ideas to be explored and refined in sequential focus groups...
October 26, 2018: Journal of Interprofessional Care
Cheri Friedrich, Hilary Teaford, Ally Taubenheim, Patrick Boland, Brian Sick
Communication skills among healthcare professionals are a necessary component in ensuring quality outcomes for patients. This report describes the design and curricular implementation of an interprofessional escape room, an innovative way to promote communication and positive team dynamics among students. In this interactive, serious game, teams of approximately eight interprofessional participants were provided with a fictitious patient case in a simulated hospital environment. Within a 45-minute time limit, students needed to use objects in the room to solve a series of puzzles to successfully complete the room by addressing all the patient's needs...
October 26, 2018: Journal of Interprofessional Care
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