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Lagacé, Josée, Margaret Bélanger-Schaadt, Jacinthe Savard, and Claire-Jehanne Dubouloz. "Interprofessional Approach to Auditory Processing Disorders." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 9, no. 4 (December 2008): 140–50. http://dx.doi.org/10.1044/sbi9.4.140.
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Abstract Most of the school-aged children referred in audiology for the assessment of their central auditory functions are experiencing a variety of learning challenges. Research using neuroimaging techniques indicates that even the simplest auditory task like passive listening results in activation of multiple areas of the brain (Bellis, 2003). According to the same author, this interaction among different areas of the brain reflects an incredible degree of integration and interdependency throughout the central auditory nervous system. With that perspective in mind, interpretation of central auditory findings and intervention strategies should reflect this interdependency. The interprofessional approach—an approach that takes into account a child's auditory, language, learning, and associated characteristics—appears to ensure appropriate interpretation and management. This article illustrates an interprofessional model of intervention that is used to deliver services to school-aged children presenting with Auditory Processing Disorders (APD) and associated learning difficulties. The interprofessional team is composed of an audiologist, a speech-language pathologist (SLP), and an occupational therapist. This project is one of the initiatives at the Interprofessional University Clinic of the University of Ottawa (Canada) and has been implemented to provide rehabilitation services to children with APD using a framework based on social participation and interprofessionalism.
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Tsakitzidis, Giannoula, Sibyl Anthierens, Olaf Timmermans, Steven Truijen, Herman Meulemans, and Paul Van Royen. "Do not confuse multidisciplinary task management in nursing homes with interprofessional care!" Primary Health Care Research & Development 18, no. 06 (June 19, 2017): 591–602. http://dx.doi.org/10.1017/s146342361700024x.
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Problem statement Little is known about how interprofessional healthcare providers in nursing homes work together. We know that interprofessional teamwork evolves from trial and error learning and so interprofessional collaboration has to be actively taught. This study aims to gain insights in the perception of professionals towards interprofessional collaboration in nursing homes and the factors that have an impact on interprofessional collaboration. Approach A qualitative descriptive methodology using focus group interviews and additional semi-structured interviews was performed. In total three focus group sessions with healthcare providers from different disciplines were held and additionally nine semi-structured interviews were executed. A thematic analysis was performed. The transcripts were read to immerse in the data and initial ideas were noted. Both open coding (identification of primary themes) and axial coding (analysis of relationships among themes) were conducted and re-focussed into potential themes. Findings Four main themes emerge from the analysis: context, collaboration, care and experience. From the findings it seems that healthcare teams in nursing homes work as ‘separated groups’. A lot of collaboration is perceived, but no common vision or responsibility sharing is found. The role description of the different disciplines does not always seem clear or is not always explicit. Conclusion In usual care the perceived interactions between professionals are called collaboration. Obviously physicians and all healthcare professionals do not work interprofessionally according to definitions from the literature. This study provided evidence of the awareness that interprofessional collaboration in usual care is situational and fragmentary organised.
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Matthews, Lynda R., Rosalie B. Pockett, Gillian Nisbet, Jill E. Thistlethwaite, Roger Dunston, Alison Lee, and Jill F. White. "Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders." Australian Health Review 35, no. 2 (2011): 136. http://dx.doi.org/10.1071/ah10886.
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Objective. A substantial literature engaging with the directions and experiences of stakeholders involved in interprofessional health education exists at the international level, yet almost nothing has been published that documents and analyses the Australian experience. Accordingly, this study aimed to scope the experiences of key stakeholders in health and higher education in relation to the development of interprofessional practice capabilities in health graduates in Australia. Methods. Twenty-seven semi-structured interviews and two focus groups of key stakeholders involved in the development and delivery of interprofessional health education in Australian higher education were undertaken. Interview data were coded to identify categories that were organised into key themes, according to principles of thematic analysis. Results. Three themes were identified: the need for common ground between health and higher education, constraints and enablers in current practice, and the need for research to establish an evidence base. Five directions for national development were also identified. Conclusions. The study identified a range of interconnected changes that will be required to successfully mainstream interprofessional education within Australia, in particular, the importance of addressing issues of culture change and the need for a nationally coordinated and research informed approach. These findings reiterate those found in the international literature. What is known about the topic? Interprofessional health education (IPE) and practice (IPP) capabilities are central to the delivery of health services that are safer, more effective, patient-centred and sustainable. The case for an interprofessionally capable health workforce is therefore strongly argued and well accepted in the international literature. The task of building a nationally coherent approach to IPE within health professional curricula, however, is complex and challenging, and there is almost no literature in this area presenting an Australian perspective. What does this paper add? This paper presents perspectives from key stakeholders in the Australian health and higher education sectors on the challenges associated with implementing and sustaining IPE to foster IPP across all health professions. It identifies several policy, cultural, institutional and funding changes that will be required to locate IPE as a central rather than peripheral education activity. What are the implications for practitioners? The study points to changes that will be required to build an Australian health workforce with increased levels of IPP capability. It highlights the importance of recognising and addressing culture change as a central part of embedding and sustaining IPE and IPP. Additionally it foregrounds for governments, higher education and health practitioners the importance of addressing the development of IPE and IPP as a multi-dimensional task, that will require a national and research informed approach to build momentum and scale.
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Dulahu, Wirda Y., Dewi Suryaningsi Hiola, Cindy Puspita Sari Haji Jafar, Andi Mursyidah, Sitti Fatimah M. Arsad, Rozianti H. Biya, and Saskia Praditya. "Nurse-Doctor Interprofessional Collaboration In Hospital: Study Description." JURNAL KEPERAWATAN DAN FISIOTERAPI (JKF) 5, no. 1 (October 30, 2022): 98–109. http://dx.doi.org/10.35451/jkf.v5i1.1298.
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Interprofessional collaboration is a partnership between professions who have different educational backgrounds and work together to solve patient health problems and provide needed health services. Interprofessional collaboration carried out by various health care professionals is an efficient and effective strategy in improving service quality. Interprofessional collaboration is also needed to increase satisfaction and create good quality health services.
The method in this study is a quantitative descriptive survey. Data collection by interview method, measurement by NPCS (nurse-physicians collaboration scale). The sample of this research are nurses and doctors in RSUD Toto Kabila. This activity was carried out by 3 lecturers and 1 partner for about 4 months. Nurse-doctor interprofessional collaboration according to the perception of nurses at the Toto Kabila General Hospital, the results obtained from 129 nurses, a total of 117 (90.3%) nurses rated the doctor's collaborative behavior in the good category and a number of 12 (9.3%) nurses rated the doctor's collaborative behavior in the moderate category. Interprofessional collaboration nurse-doctor according to the perception of doctors at Toto Kabila Hospital showed that most of the respondents, namely 11 (84.6%) respondents considered nurses to carry out interprofessional collaboration well and as many as 2 (15.4%) respondents considered the interprofessional collaboration of nurses sufficient. The results showed that Interprofessional Collaboration between nurses and doctors mostly showed good results but there were still some that were still lacking in implementation so that it was necessary to increase interprofessional collaboration for all aspects of service in hospitals because with good collaboration it will create good quality health services.
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Nurumal, Mohd S., Nurul Q. H. Diyono, and Muhammad K. Che Hasan. "Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 4 (December 28, 2020): e374-379. http://dx.doi.org/10.18295/squmj.2020.20.04.015.
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Objectives: Self-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study. Methods: This descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences. Results: Significant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale. Conclusion: These findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings.
Keywords: Self Efficacy; Intersectoral Collaboration; Interdisciplinary Research; Professional Competence; Learning; Undergraduate Medical Education; Malaysia.
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Tyszka, Andrea Carr, and Lynette DiLuzio. "Collaborative Groups: Application of a Framework for Interprofessional Collaboration in a High School Setting." Perspectives on School-Based Issues 16, no. 4 (November 2015): 131–38. http://dx.doi.org/10.1044/sbi16.4.131.
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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.
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Kwak, Arim, Yoo Jin Moon, Yun-Kyoung Song, Hwi-Yeol Yun, and Kyungim Kim. "Economic Impact of Pharmacist-Participated Medication Management for Elderly Patients in Nursing Homes: A Systematic Review." International Journal of Environmental Research and Public Health 16, no. 16 (August 16, 2019): 2955. http://dx.doi.org/10.3390/ijerph16162955.
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This systematic review examined the varied studies that have assessed the economic impact of pharmacist-participated medication management for nursing home residents older than 65 years of age. The articles published during 1990–2017 were found through PubMed, EMBASE and Ovid Medline. After the selection process by independent reviewers, a total of 12 studies were included. The quality of the selected articles was assessed using the Effective Public Health Practice Project checklist for economic studies. The articles were highly heterogeneous in terms of study design, pharmacist participation type, and measures of economic outcome. Therefore, the results are presented narratively according to the type of pharmacist involvement featured in the articles: interprofessional networks, interprofessional coordination, or interprofessional teamwork. Of the eight studies performing statistical comparison analyses, one study of interprofessional coordination and three of interprofessional teamwork showed statistically significant positive economic outcomes. The remaining four studies showed non-significant tendencies towards favorable economic outcomes. This review provides insights into the essential features of successful pharmacist-participated medication management for elderly patients in nursing homes.
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Aye, Soe Soe, Mohd Azhar Mohd Noor, Roy Rillera Marzo, Thein Win Naing, and Nor Anith Mohd Azhare. "Readiness for interprofessional education amongst students at public and private Medical Universities in Malaysia." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1454–63. http://dx.doi.org/10.18844/cjes.v15i6.5284.
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Background and Aims: Interprofessional Education (IPE) is a vital academic blueprint for preparing future doctors to provide patient-centered collaborative approach to care best integrated health services. This study aimed to evaluate the awareness and readiness of Malaysian medical students towards interprofessional education. Materials and methods: A cross-sectional study carried out using a questionnaire survey: The Readiness of Interprofessional Learning Scale (RIPLS). A convenience sampling method was employed. The sample was drawn from undergraduate students enrolled in year 1 to 5 of medical program in two medical universities. Descriptive and inferential statistics were used to analyze the data. Results: The RIPLS was completed by 361 medical students who valued the importance of IPE. The students mentioned that shared learning with other healthcare professional students will increase their ability to understand clinical problems. The students also specified that team-working skills are essential for all healthcare students to learn. However, there were differences between students of different years of study in their perception and readiness toward IPE. Conclusion: Our findings indicate that undergraduate-health-care students have high perception and readiness towards IPE, however important differences in baseline readiness emerged according to year-level. These findings suggest that educators consider baseline attitudes of students when designing interprofessional education curricula. The implication of this awareness and readiness to practice IPL will create a more concert and harmony workspace to the healthcare professionals.
Keywords: Interprofessional education, Interprofessional learning, readiness, RIPLS, medical education
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Ansa, Benjamin E., Sunitha Zechariah, Amy M. Gates, Stephanie W. Johnson, Vahé Heboyan, and Gianluca De Leo. "Attitudes and Behavior towards Interprofessional Collaboration among Healthcare Professionals in a Large Academic Medical Center." Healthcare 8, no. 3 (September 6, 2020): 323. http://dx.doi.org/10.3390/healthcare8030323.
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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.
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Waller, Susan, Linda Östlundh, and Alla El-Awaisi. "Interprofessional education in health professions education programmes in the Arab world: a scoping review protocol." BMJ Open 12, no. 11 (November 2022): e065930. http://dx.doi.org/10.1136/bmjopen-2022-065930.
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IntroductionInterprofessional education is a relatively new addition to health professional education curricula in the Arab world. To understand current practice in this area, a scoping review will enable reporting of essential elements for the implementation of interprofessional education. The objective of this scoping review is to report on the implementation components, including presage, process and product, of interprofessional education in prelicensure health professions education programmes in the Arab world.Methods and analysisA comprehensive and systematic search for literature will be conducted using eight electronic databases from their inception to September 2022. A presearch was devised in PubMed, Scopus and CINAHL using a combination of terms related to population, context and concept. The Covidence Systematic Review tool will be used for blind screening, selection and conflict resolution. Data will be presented in tabular format and as a narrative synthesis and will include elements that support the implementation of interprofessional education. This review will be presented according to the Joanna Briggs Institute methodology.Studies conducted with students and/or faculty in prelicensure health professions education programmes will be included. The concept to be explored is interprofessional education. The context is the region commonly known as the Arab world, which includes 18 countries, sharing many common social and cultural traditions and where Arabic is the first language.Excluded will be studies conducted on collaborative practice of health professionals and postlicensure interprofessional education.Ethics and disseminationNo ethical approval was required. Findings will be disseminated in conference presentations and peer-reviewed articles.
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Burcio-Martin, Victorio. "Interprofessional Education digital implementation." Pacific Journal of Technology Enhanced Learning 2, no. 1 (January 13, 2020): 37. http://dx.doi.org/10.24135/pjtel.v2i1.44.
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Interprofessional Education digital implementation
Case Study (20mins + 10minsQ&A)
Keywords: Interprofessional teaching, Digital implementation.
In 2017, AUT rolled out a new initiative called the Interprofessional Learning Zone (ILZ). ILZ is a central, student-driven programme that provides all clinical students (regardless of the programme they are enrolled in) with an opportunity to study and learn together (Flood, 2017) – student enrolments will total to over 1000 in a year. ILZ is a self-select programme, where students volunteer and complete ILZ units to get extra credits and recognition. ILZ as such is not a formal qualification, rather a ‘clinical passport’ that provides the students with industry relevant knowledge and understanding with a key focus on enabling a shared understanding of clinical practices (Floyd & Morrison, 2014).
ILZ being student-driven means the learning path and process in the programme is determined by the students. The students enrol and complete learning tasks and activities according to the time they have and their learning needs.
The student-driven nature of the programme created significant challenges when it came to evaluating the use of technologies that could help facilitate the course. It was uncertain how many students would enrol and complete a unit of study in ILZ. This created significant pedagogical issues, such as if a group of students enrolled to undertake an ILZ unit how would bookings for the simulation labs be handled? In particular, the system needed to ensure a mix of students from all disciplines to create opportunities for interprofessional learning.
This presentation will provide an overview of the evaluative and design processes that informed the choice of the technology in ILZ – discussing similar issues as above encountered over a period of time.
References
Flood, B. (2017). Toward a spirit of interprofessional practice: A hermeneutic phenomenological study Thesis type: Doctoral Thesis. Auckland University of Technology. http://hdl.handle.net/10292/10776
Floyd, A., & Morrison, M. (2014). Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education, 36(1), 38–53. http://doi.org/10.1080/0158037X.2013.783472
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Yuniyanti, Tri Ayu, and Andi Masyitha Irwan. "MODEL PEMBELAJARAN PENDIDIKAN INTERPROFESSIONAL: TINJAUAN SISTEMATIK." Jurnal Ilmiah Keperawatan (Scientific Journal of Nursing) 8, no. 1 (February 28, 2022): 81–88. http://dx.doi.org/10.33023/jikep.v8i1.920.
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Introduction: Interprofessional education (IPE) emphasizes the importance of collaborative practice that can be achieved through teamwork between two or more healthcare professionals. This systematic review aims to explore more about IPE learning models. Method: The search is using electronic data base from a journal that has been published through PubMed, Science Direct and Wiley. Result: based on the review of the 12 selected journals, the learning models of IPE used is exchange-based (n = 6); action-based (n = 5); simulation-based (n = 4); and practice-based (n = 2). Discussion: various models of IPE can be used According to the learning outcomes. IPE has a positive overall impact on improving students knowledge and skills on interprofessional roles and responsibilities, communication, team and teamwork.
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Sillero Sillero, Amalia, and Neus Buil. "Enhancing Interprofessional Collaboration in Perioperative Setting from the Qualitative Perspectives of Physicians and Nurses." International Journal of Environmental Research and Public Health 18, no. 20 (October 14, 2021): 10775. http://dx.doi.org/10.3390/ijerph182010775.
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Communication failures were a leading cause of sentinel events in the operation room due to frequently the communication breakdown occurs between physicians and nurses. This study explored the perspectives of surgical teams (nurses, physicians, and anaesthesiologists) on interprofessional collaboration and improvement strategies. A surgical team comprising eight perioperative nurses, four surgeons, and four anaesthesiologists from a university-affiliated hospital participated in this qualitative and phenomenological research from December 2018 to April 2019. Data were collected in in-depth interviews and were used in a thematic analysis according to Colaizzi to extract themes and categorised codes with the ATLAS.ti software. The result is presented in three generic categories: Barrier-like disruptive behaviours and lack of coordination of care; consequences by safety threats to the patient; overcoming barriers by shared decision making among professionals, flattened hierarchies, and teamwork/communication training. The conclusion is that different teams’ perspectives can facilitate genuine reflection, discussion, and implementation of targeted interventions to improve operating room interprofessional collaboration and overcome barriers and their consequences. Currently, there is a need to change towards interprofessional collaboration for optimal patient outcomes and to ensure all professionals’ expectations are met.
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Zielińska-Tomczak, Łucja, Magdalena Cerbin-Koczorowska, Piotr Przymuszała, Natalia Gałązka, and Ryszard Marciniak. "Pharmacists’ Perspectives on Interprofessional Collaboration with Physicians in Poland: A Quantitative Study." International Journal of Environmental Research and Public Health 18, no. 18 (September 14, 2021): 9686. http://dx.doi.org/10.3390/ijerph18189686.
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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.
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Thomas, Josephine, Koshila Kumar, and Anna Chur-Hansen. "How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”." PLOS ONE 16, no. 8 (August 26, 2021): e0256776. http://dx.doi.org/10.1371/journal.pone.0256776.
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Interprofessional Education (IPE) is one approach to improving communication and collaborative practice between professions, which are essential for the optimal delivery of healthcare. Common barriers include negative attitudes, professional stereotypes, professional cultures and power differentials between professional groups. The aim of this qualitative study was to explore how professional hierarchies and power differentials shape interprofessional interactions between preregistration pharmacy and medicine students. Data were gathered via semi-structured interviews and subject to thematic analysis. Four main themes were identified: Reproducing traditional hierarchies; Social norms around respect; Hierarchies in care values and goals; and Challenging the narrative is possible. Students’ interactions with and views of the other profession largely reflected traditional stereotypes and power differentials. Hierarchy was evident in how respect was accorded and in how care values and goals were managed. Despite this, students overwhelmingly perceived and reported a sense of agency in changing the status quo. Emerging professional identity and conceptualisation of future roles is heavily influenced by the hierarchical relationship between the professions and can pose a significant barrier to collaborative practice. Greater support for collaborative interprofessional practice is needed at the level of policy and accreditation in health education and healthcare to ensure greater commitment to change.
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Campbell, Candace. "Interprofessional Communication and Teambuilding Using Applied Improvisational Exercises." Creative Nursing 20, no. 2 (2014): 116–21. http://dx.doi.org/10.1891/1078-4535.20.2.116.
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According to The Joint Commission (TJC), the most frequently cited root cause of sentinel events is ineffective communication or miscommunication (TJC, 2002, 2012). The need to improve communication among health care professionals is a high priority because of the serious consequences of poor communication for everyone involved, on both personal and corporate levels. Applied improvisational exercises (AIEs) comprise a strategy for enhancing interprofessional communication (IPC). This article asks: What are the challenges inherent in IPC and teambuilding in the health care setting, and how can AIE help bridge the communication gap?
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Hapsari, Saverina Nungky Dian, and Ida Ayu Triastuti. "THE PERCEPTION OF MEDICAL AND PHARMACY UNDERGRADUATE STUDENTS IN YOGYAKARTA ON INTERPROFESSIONAL COLLABORATION CLASS." Berkala Ilmiah Kedokteran Duta Wacana 4, no. 2 (December 27, 2019): 66. http://dx.doi.org/10.21460/bikdw.v4i2.147.
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Introduction: Improving the quality of health services requires collaborative work skills in managing health problems from health workers. An understanding about interdisciplinary collaboration needs to be given since students take theoretical education. Learning about interprofessional education (IPE) needs to be evaluated whether it provides benefits to students in achieving learning objectives. The purpose of this study was to determine student perceptions after participating in IPE collaborative learning.
Method: This research is a descriptive cross-sectional quantitative study. Samples from this study were students of the UKDW Medical Faculty and the USD Pharmacy Faculty who participated in the IPE Communication Clinical Skills. A total of 269 students were given the Google Questionnaire IPE questionnaire, which was adapted from the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE). The reliability of the questionnaire measured by Cronbach’s Alpha was 0.72.
Results: The number of students who filled out the questionnaire was 176 people (response rate of 65.43%), consisting of 99 undergraduate students of the UKWD Faculty of Medicine and 170 students of the Faculty of Pharmacy. Students tend to choose to agree or strongly agree from all four research scales.
Discussion: The instrument contains 10 questions and contains 3 factors that emphasize collaborative teamwork, roles and responsibilities of each profession, and patient outcomes. The total mean value of all questions shows that according to students' perceptions, interprofessional education sessions are beneficial for students in understanding these factors. The results of the study generally describe students having a positive perception about IPE learning.
Conclusion: Students consider that the management of health by the interprofessional team can improve the health and satisfaction of patients, the importance of working with other professions, and understanding roles and responsibilities in collaborative practice.
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Shon, Soonyoung, Hyejin Jeon, and Heejin Hwang. "Core educational components of interprofessional education in pediatric emergencies: An integrated review." Child Health Nursing Research 27, no. 2 (April 30, 2021): 111–26. http://dx.doi.org/10.4094/chnr.2021.27.2.111.
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Purpose: This study was conducted to explore the core educational components of interprofessional education (IPE) for pediatric emergencies to establish a basis for interprofessional simulation education.Methods: Using Whittemore and Knafl's integrative review method, we searched for studies in PubMed, Embase, Cochrane Library, CINAHL, and four South Korean databases (RISS, NDSL, DBpia, and KISS).Results: We identified 21 studies on the general characteristics of IPE in pediatric emergency situations and integrated the core components of IPE according to a PRISMA flowchart. Three core components were identified (individual - competent professionals, team - cooperative professions, and outcome - optimal achievement), with the subthemes of role and responsibility, clinical judgment, performance, leadership, communication, teamwork, patient safety, and quality improvement.Conclusion: We recommend that IPE pediatric emergencies should contain the three dimensions of these core components to enhance individual and team performance and to promote optimal achievement in terms of patient outcomes. IPE programs should consider these characteristics and include a valid tool for evaluating the programs' effectiveness.
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Riskiyana, Rilani. "THE CHALLENGE OF IMPLEMENTING ONLINE INTERPROFESSIONAL EDUCATION FOR UNDERGRADUATE STUDENTS: A LITERATURE REVIEW." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 1 (March 31, 2021): 54. http://dx.doi.org/10.22146/jpki.58989.
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Background: Interprofessional education (IPE) is undergoing vast development recently. Online learning has been proven to help overcoming the barriers that were commonly found in traditional IPE. However, the management of online learning in IPE is not well understood. The study identified challenges in online learning in IPE as well as recommendations for better program implementation. Methods: A literature review was performed using several keywords including “online learning”, “blended learning”, “interprofessional education”, “challenges”, and “obstacles”. The databases included EBSCOHost, ProQuest, Google Scholar, and Sciencedirect. A narrative analysis was performed to meet the review objective. Results: The identified challenges in establishing online learning for IPE were categorized according to each phase, i.e. planning and implementation. Seven categories of challenge were highlighted. The recommendations to overcome each challenge were also discussed for better implementation in the future. Conclusion: Understanding the possible challenge in each phase of developing online learning for IPE could minimize the potential disruption in achieving the learning objective. Gaining support as well as faculty trainings are crucial to ensure the program sustainability
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Yana Raievska. "PRACTICAL ASPECTS OF THE PROBLEM OF TRAINING SPECIALISTS IN THE SOCIAL SPHERE TO INTERPROFESSIONAL INTERACTION." World Science 1, no. 9(49) (September 30, 2019): 50–57. http://dx.doi.org/10.31435/rsglobal_ws/30092019/6703.
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The concept of research is based on the needs of a network of practice bases, based on the use of theories and concepts of psychology, sociology, pedagogy, social work and other humanities, the study of laws and approaches to understanding the content of interprofessional interaction.The content of the research concept is to develop a procedural model of training professionals in the social sphere to interprofessional interaction and implemented on 2 levels: theoretical-methodological and practical, each of which is represented by a set of scientific approaches.The methodological basis of the research is systematic, terminological, socio- systematic, structural-activity and synergetic, sociological, and competent methodological approaches.The result of obtaining future specialists in the social sphere of high-quality vocational education is a set of acquired in the higher educational institution acquired competences in the process of learning: educational-cognitive, interpersonal interaction, communicative, intercultural, socio-cultural and technical (skills).The structure of the content of vocational education, which includes the following components: social, psychological and pedagogical, methodical, is defined in order to determine the effectiveness of the training of future specialists in the social sphere at a higher educational establishment. Determining the role of interdisciplinary material in the classroom will help to understand the nature of the interaction between the elements of individual disciplines - linear (new knowledge serves to deepen the already acquired); the opposite (new knowledge specifies or directs the assimilated earlier information); problem (new knowledge creates conditions for solving educational problem). Correct building classes will help to understand the nature of content relationships that can be synchronous, reproductive, and promising. In practice, an interdisciplinary approach can be implemented in two main areas: the relationship between different sciences (disciplines), without violating their autonomy, uniqueness, originality; interdisciplinaryism acts as a real tool for the consolidation of sciences (disciplines), the further development of which is crucial for both science and education.The chosen integration methodological approach of the study does not exclude the trilateral structure of the marked interprofessional interaction in the form of a combination of motivational, target and implementation (executive) planes. The result of obtaining future specialists in the social sphere of high-quality professional education is a set of acquired in the process of studying in the institution of higher education competencies. This is evidenced, in particular, by the analysis of professionally important competences that, according to respondents, should be characteristic of specialists in the social sphereThe results obtained prompted us to investigate, and what, according to experts, is the basis of interprofessional interaction.
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Andi Suswani, Risnah, A.Nurlaela Amin, and Haerani. "Kesiapan Akademic Dan Persepsi Untuk Implementasi Pendidikan Interprofessional." Jurnal Kesehatan Panrita Husada 6, no. 2 (September 30, 2021): 204–12. http://dx.doi.org/10.37362/jkph.v6i2.758.
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Background: Interprofessional Education (IPE) is a collaborative practice between two or more health professions that learn each other's role of a profession that aims to improve collaboration skills and quality of healthcare. This research aims to analyze the perception and readiness of students and lecturers about IPE for the financial improvement of health education. Method: This type of research is descriptive analysis with a proportional approach. The qualitative method of Triangulation design is used to get more information about the readiness and perception of lecturers and students in the implementation of IPE. Sampling techniques are purposive sampling techniques and snowball sampling. The number of samples was 26, consisting of a 16-person lecturer and 9-man students. Result: The results showed that students have readiness in IPE implementation because students have high confidence in their ability to cooperate with other health professions. Unlike the lecturers, which states that most are less prepared in the IPE implementation. This difference is due to most of the lecturers having never participated in the socialization/training/workshop about IPE. Students have a good perception of IPE implementation because they consider that learning along with other health professions can teach how to study and work in a team, hone communication skills, understand the task and Responsibilities according to their profession. Lecturers have a good perception in the implementation of IPE because they have understood that collaboration with other health professions can improve the quality of health services but still need implementation strategy of the main preparation activities Institutions. Conclusion: Most lecturers and students are not ready in the implementation of IPE and most of the lecturers and students are well-perceptual to the IPE implementation.
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Ohta, Ryuichi, Akinori Ueno, Jun Kitayuguchi, Yoshihiro Moriwaki, Jun Otani, and Chiaki Sano. "Comprehensive Care through Family Medicine: Improving the Sustainability of Aging Societies." Geriatrics 6, no. 2 (June 4, 2021): 59. http://dx.doi.org/10.3390/geriatrics6020059.
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Comprehensive care through family medicine can enhance the approach to multimorbidity, interprofessional collaboration, and community care, and make medical care more sustainable for older people. This study investigated the effect of implementing family medicine and the comprehensiveness of medical care in one of the most rural communities. This implementation research used medical care data from April 2015 to March 2020. Patients’ diagnoses were categorized according to the 10th revision of the International Statistical Classification of Disease and Related Health Problems (ICD-10). In 2016, family medicine was implemented in only one general hospital in Unnan. The comprehensiveness rate improved in all ICD-10 disease categories during the study period, especially in the following categories—infections; neoplasms; endocrine, nutritional, and metabolic diseases; mental disorders; nervous system; circulatory system; respiratory system; digestive system; skin and subcutaneous tissue; musculoskeletal system and connective tissue; and the genitourinary system. Implementing family medicine in rural Japanese communities can improve the comprehensiveness of medical care and resolve the issue of fragmentation of care by improving interprofessional collaboration and community care. It can be a solution for the aging of both patient and healthcare professionals. Future research can investigate the relationship between family medicine and patient health outcomes for improved healthcare sustainability.
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Lakatos, Barbara E., Monique T. Mitchell, Reza Askari, Mary Lou Etheredge, Karen Hopcia, Leslie DeLisle, Christine Smith, et al. "An Interdisciplinary Clinical Approach for Workplace Violence Prevention and Injury Reduction in the General Hospital Setting: S.A.F.E. Response." Journal of the American Psychiatric Nurses Association 25, no. 4 (July 16, 2018): 280–88. http://dx.doi.org/10.1177/1078390318788944.
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BACKGROUND: Workplace violence is a major public health concern. According to the U.S. Bureau of Labor Statistics, from 2002 to 2013, incidents of serious workplace violence (those requiring days off) were four times more common in health care than in private industry. AIMS: An interprofessional committee developed, implemented, and evaluated a quality improvement project from 2012 to 2016 to reduce workplace violence and prevent staff injury. The initiative termed S.A.F.E. Response stands for Spot a threat, Assess the risk, Formulate a safe response, Evaluate the outcome. METHOD: An institutional review board–approved quality improvement survey was implemented and evaluated. The data were analyzed using descriptive statistics. An interprofessional committee developed and implemented a comprehensive program to prevent injury, which included (a) a mandatory eLearning educational training, (b) a S.A.F.E. Response with standardized interventions for the clinical conditions affecting safety, and (c) a clinical debriefing process. A reduction in nursing staff assault incidence rates was identified as a success. RESULTS: Nursing staff injury rates decreased an average of 40%. CONCLUSIONS: A reduction in nursing staff assault incidence rates was notable. Clinicians equipped with knowledge, skills, and resources can identify and defuse unsafe situations to prevent violence. This clinical approach shifts the focus from crisis intervention to crisis prevention, which reduces injury.
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Rydenfält, Christofer, Per-Anders Larsson, and Per Odenrick. "An action-oriented method for interprofessional organization development at a hospital operating unit." Action Research 15, no. 2 (February 16, 2016): 177–97. http://dx.doi.org/10.1177/1476750316631806.
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The complexity of modern interdisciplinary health care practices, where different specialties work together to solve complex problems, challenges traditional approaches to organizational development and quality improvement. An example of this is surgery. This article describes and evaluates an action-oriented method to facilitate organizational development and innovation at an operating unit, centered on interprofessional aspects of health care, a method that shares some features with action learning. At its core the method had a group with members from all specialties in an operating team, who participated in regular meetings facilitated by a process leader, according to experiential learning principles. The group was evaluated using mixed methods (including interaction process analysis (IPA)), of which video recorded group meetings and interviews constituted the main sources of data. Results showed that the group achieved a successful organizational change. Indications of the success of the group process were the low level of conflicts and the high level of task focus. Interprofessional boundaries appeared to be bridged as all members participated in formulation of both problems and solutions while not being afraid to voice different opinions. Problems could be attributed to lack of awareness of the group at the operating unit at which the intervention took place.
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Almendingen, Kari, Torhild Skotheim, and Ellen Merethe Magnus. "Transformation from Blended to Online Learning: A Four-Year Longitudinal Cross-Sectional Interprofessional Study." Education Sciences 13, no. 2 (January 21, 2023): 116. http://dx.doi.org/10.3390/educsci13020116.
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Professional students need to train in online interprofessional collaboration (IPC). During a longitudinal evaluation for 2018–2022 of an interprofessional learning (IPL) curriculum, nearly 7000 students from health, social care, and teacher education programs completed indicator questions concerning learning about child-related topics and skills required for IPC during their first, second, and third curriculum years of study. The students worked in student-led IPL groups according to a case-based learning approach. Online IPL yielded lower mean scores than in-person IPL. The decreased learning outcomes from year 2 to year 3 for the IPL initiative are not due to the online delivery mode. The lack of reported progress in the IPL courses is more likely due to students not experiencing a gain in IPL learning outcomes. Significant differences were found between teacher education and child welfare students and health and social care students, reflecting IPC challenges in working life. We conclude that online IPL is forward-looking because candidates must be prepared for online IPC and for helping users, such as children, online. Although our data support that IPL is complex, the learning experience has tremendous transfer value to welfare services because we assume that the same issues will appear in IPC.
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Polczynski, Angela M., Cathy L. Rozmus, and Nathan Carlin. "Beyond silos: An interprofessional, campus-wide ethics education program." Nursing Ethics 26, no. 7-8 (April 10, 2019): 2314–24. http://dx.doi.org/10.1177/0969733019832948.
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Background: Ethics education is essential to the education of all healthcare professionals. The purpose of this study was to evaluate an interprofessional approach to ethics education to all students across an academic health science center. Research objectives: The objectives were to (1) compare student perception of ethics education before and after the implementation of the campus-wide ethics program and (2) determine changes in student ethical decision-making skills following implementation of a campus-wide ethics program. Research design: This study was a quasi-experimental design with seniors graduating prior to the intervention serving as the control group. Participants and research context: The setting was a comprehensive health science center in the southwestern United States. All students enrolled in the university participated in the intervention; however, 976 graduating students were used for evaluation of the intervention. Ethical considerations: Study materials for each survey were submitted to the university’s IRB, and the project was approved as exempt by the Committee for the Protection of Human Subjects. Student participation in the surveys was voluntary. No names or other identifying information were collected, and responses to the survey questions were kept confidential. Findings: Students’ perception of the adequacy of time spent on the ethics content in course instruction and practical training decreased from the baseline to the fifth-year survey. Students’ overall comfort level with their abilities to deal with ethical issues increased from the baseline to the fifth year. Student ethical decision-making skills were higher at the third-year evaluation for all indicators. For the fifth-year survey, responses were also higher scoring on all four indicators. Discussion: After participation in an interprofessional campus-wide effort on health professions ethics, students demonstrated higher ethical decision-making scores according to the Health Professional Ethics Rubric. However, their scores still did not reach the proficiency level identified in the rubric. Conclusion: Examination of the effectiveness of each part of the intervention is needed.
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Van Nuland, Eefje, Irina Dumitrescu, Kristien Scheepmans, Louis Paquay, Ellen De Wandeler, and Kristel De Vliegher. "The Diabetes Team Dynamics Unraveled: A Qualitative Study." Diabetology 3, no. 1 (March 10, 2022): 246–57. http://dx.doi.org/10.3390/diabetology3010015.
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Background: Diabetes is a complex disease requiring a multidisciplinary approach. However, the dynamics of this collaboration and the involvement of healthcare providers remain unclear. Aim(s): To explore the composition, the division of roles/tasks, and the collaboration in a diabetes team. Methods: A qualitative, explorative study with six focus groups was conducted, of which four focus groups were with healthcare providers (n = 34) and two with informal caregivers and persons with diabetes (n = 13). In addition, two in-depth interviews with doctors were performed. An iterative process of data analysis took place, guided by the Qualitative Analysis Guide of Leuven (QUAGOL). Results: All participants confirm the importance of patient empowerment and the fact that the person with diabetes should have a central role within the team. However, this has not been achieved yet. This research gives a clear insight into the dynamics of a diabetes team. Roles and tasks are allocated according to the specific expertise and knowledge of the different healthcare providers. Interprofessional collaboration is the ultimate goal. However, the diabetes team is often formed ad hoc depending on the needs of the person with diabetes and the preferences for collaboration of the healthcare providers. Furthermore, this study revealed some important bottlenecks with regard to the knowledge of healthcare providers, persons with diabetes and their informal caregivers, the regulation and reimbursement. Discussion: Our study uncovers the dynamics of a diabetes team and its members. Healthcare providers work mainly alone, except in hospitals, where they can consult other healthcare providers briefly if necessary. Although collaboration proves to be difficult, all healthcare providers ask for a more intensive interprofessional collaboration. Conclusion: In order to improve quality of diabetes care, patient-centered care and the satisfaction of patients, informal caregivers, and healthcare providers, efforts have to be made to facilitate interprofessional collaboration. This can be achieved by sharing information via electronic shared patient records, coordination, overview, local task agreements, simplified legal regulations, and an adjusted financing system.
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Elsayed, Mohamed E. G., Radwa Abdullah El-Abasiri, Roy Rillera Marzo, Khaled T. Dardeer, Manar Ahmed Kamal, Heba Abdelaziz, Soliman Belal Soliman, and Mila Nu Nu Htay. "Mental health, risk perception, and coping strategies among healthcare workers in Egypt during the COVID-19 pandemic." PLOS ONE 18, no. 2 (February 27, 2023): e0282264. http://dx.doi.org/10.1371/journal.pone.0282264.
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Background Coronavirus disease-19 emerged in December 2019. Healthcare workers were exposed to this highly infectious virus during the pandemic and suffered several social and psychological consequences, such as anxiety, psychological distress, and burnout. Objectives To assess the psychological distress, anxiety, depression, coping strategies, risk perception, and attitude toward interprofessional teamwork among Egyptian healthcare workers during the COVID-19 pandemic. Methods We conducted a cross-sectional online survey which consisted of five sections. The primary outcomes were anxiety (GAD-7), depression (PHQ-9), risk perception towards COVID-19, interprofessional teamwork attitude, and coping strategies during the Coronavirus disease-19 pandemic. The web-based questionnaire was distributed to Egyptian healthcare workers from the 20th of April 2020 to the 20th of May 2020. A snowball sampling method was used. Regression analysis was conducted to test the relationship between the socioeconomic characteristics and the previously mentioned outcomes. Results A total of 403 participants responded to the online questionnaire. The majority were females (70.5%) and within the age group of 26–40 years (77.7%), with 2–5 years of work experience (43.2%). Most participants were pharmacists (33%) and physicians (22.1%). Eighty-two participants (21%) reported moderate to severe anxiety, and 79 participants reported (19.4%) moderate to severe depressive symptoms. In the univariate model, the marital status was associated with depression (OR 0.47, 95% CI 0.28–0.78), anxiety (OR 0.52, 95% CI 0.32–0.85), and an attitude toward interprofessional teamwork (β = -1.96 95% CI -2.72 to -1.2). Providing direct care to the patients was associated with lower anxiety symptoms (AOR 0.256, 95% CI 0.094–0.697). More severe anxiety and depressive symptoms were associated with difficulties in everyday life and the professional work environment (AOR 4.246 and 3.3, P = 0.003 and 0.01, respectively). Availability of mental health facilities at the workplace was associated with a lower risk perception towards COVID-19 (β = -0.79, 95% CI -1.24 to -0.34) and a more positive attitude towards teamwork (β = 2.77 95% CI 1.38–4.15). Conclusions According to our results, the COVID-19 pandemic was associated with mild anxiety and depression among healthcare workers in Egypt, especially pharmacists and physicians. We recommend more research targeting the mental health of healthcare workers in Egypt. If proven cost-effective and needed, wide-scale mental health screening and public health campaigns can facilitate effective prevention and treatment strategies. In addition, the availability of mental health facilities at the workplace could alleviate some of the risk perception associated with health emergencies and improve interprofessional teamwork.
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Chadi, Alexandre, Morgane Gabet, Andréanne Robitaille, and Pierre-Marie David. "Assessment of community pharmacists’ engagement in pharmacy-delivered influenza vaccination: a mixed-methods study." International Journal of Pharmacy Practice 30, no. 1 (December 14, 2021): 36–44. http://dx.doi.org/10.1093/ijpp/riab073.
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Abstract Objectives This study aimed to identify factors contributing to pharmacists’ engagement in vaccination services during the first influenza vaccination campaign in 2019–2020 for the Canadian province of Quebec, led by community pharmacists. Methods A mixed-methods study was conducted using a sequential exploratory design. Semi-structured interviews were administered to pharmacists and key informants (n = 23) and data were analysed according to the Consolidated Framework for Implementation Research in community pharmacy. The findings were then used to construct a survey of community pharmacists’ engagement in vaccination, which was tested in a Quebec urban community. The study participation rate was 34.6% (n = 29). Key findings Pharmacists expressed positive attitudes towards the implementation of vaccination services, following legislative reform. Factors such as previous involvement in vaccination campaigns and the number of pharmacists on duty were positively associated with engagement in influenza vaccination, whereas staff shortages and logistical problems were a barrier to engagement. Qualitative findings provided in-depth understanding of the value of interprofessional collaboration between pharmacists and nurses. Conclusions Vaccination in pharmacies is currently more reflective of individual choice than an indication of collective change in the profession. Logistical factors are key to enhancing the uptake of vaccination in community pharmacies throughout Quebec. External support from professional associations and interprofessional collaboration should be enhanced to promote the implementation of vaccination services in pharmacies.
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Elizawarda, Elizawarda, Yulina Dwi Hastuti, and Evi Desfauza. "The Influence of Workshop on Health Professions Students Perceptions for the Implementation of Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) in Clinical Practice." Global Journal of Health Science 14, no. 5 (April 29, 2022): 92. http://dx.doi.org/10.5539/gjhs.v14n5p92.
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The most important step in changing the development of health professional education is by arranging health education, so the students are able to get education and learning experience according to the demands of professional competence. Key to quality health care at an efficient cost is by increasing effective collaboration between health workers by introducing collaboration practices early on through the education process. The form of learning are Interprofessional Education (IPE) and Interprofessional Collaborative (IPC) learning with each professions so that it can develop collaboration between two or more health professions for optimal patient service. This study aims to find out how students perceive IPE and IPC in clinical practices at the Medan Ministry of Health Polytechnic
This quasi-experimental design study used design one group before and after intervention design approach, which carried out in the Medan Health Polytehcnic. The student population of third-level Medan Ministry of Health Polytechnic of Health at Midwifery, Nursing, Dental Nursing, Pharmacy and Midwifery Health Analysts amounted to 511 people, taking the sample number socially as of 94 people, the sample size was determined based on the inclusion criteria and random sampling. Data analysis was carried out in univariate and bivariate ways by using the T test.
The results showed that there was a significant effect of the workshop on students’ perceptions of the IPE and IPC approaches in Clinical Practices were assessed from 4 aspects before and after the Team work workshop; Teamwork and collaboration p = 0.004, relationships with other professional workers p = 0,000, Professional Identity p = 0,000, Roles and Responsibilities p = 0.016
Workshop influences students’ perceptions of the implementation of IPE and IPC of IPE and IPC in clinical practices in the Medan Ministry of Health Polytechnic, it is expected that the Director of Medan Poltekkes facilitates clinical practices through the IPE and IPC approaches
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Batista, Ruth Ester Assayag, and Marina Peduzzi. "Interprofessional Practice in the Emergency Service: specific and shared assignments of nurses." Revista Brasileira de Enfermagem 72, suppl 1 (February 2019): 213–20. http://dx.doi.org/10.1590/0034-7167-2017-0797.
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ABSTRACT Objective: To map and categorize, according to the Nursing Interventions Classification (NIC), the specific assignments of the nurses and to identify the assignments shared with doctors and physiotherapists in the Emergency Service. Method: Descriptive exploratory study, carried out in two phases: first, the analysis of dissertations /theses from the database of the Center for Studies and Research of the Brazilian Nursing Association; Second, the use of the Delphi Technique to reach the consensus about which assignments were specific to the nurse and which were shared with physiotherapists and doctors. Results: The results were 45.7% for specific to the nurses, 14.2% for shared with physiotherapists and/or doctors, and in 40% (n=42) there was no consensus about the sharing of assignments. Conclusion: The sharing of actions among professionals shows an increase in the scope of the practice of professions and the constitution of a common sphere of work, but the high number of assignments with no consensus among specialists can be a potential factor in conflicts due to the lack of definition of these assignments.
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Botha, R., A. Joubert, H. Morgan, and M. Wilmott. "Relational experiences of community members participating in a rural health initiative with interprofessional students." African Journal of Health Professions Education 14, no. 2 (July 18, 2022): 49–54. http://dx.doi.org/10.7196/ajhpe.2022.v14i2.1531.
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Background. A South African faculty of health sciences created a forum for the community to voice their relational experiences with interprofessional students through visual projections. No other studies that explore such experiences using the Mmogo method could be located.
Objective. To gain an understanding of the relational experiences of community members participating in Lifestyle-groups as part of a rural health initiative with interprofessional student groups.
Methods. The Mmogo method is a qualitative, structured, observation technique. Participants constructed visual projections representing specific relationships. Thereafter, during a group discussion, participants explained the meaning of their projections. The visual data were analysed according to their literal presentation and subjective, symbolic meaning. A thematic analysis was used for the transcribed data.
Results. Thirteen of the 24 visual projections were of a quality that allowed visual analysis; all 24 members participated in the discussions. Light was identified as an overarching theme to represent the community-student interaction. Sub-themes and categories associated with light were healthier lifestyles (knowledge sharing, lifestyle transformation, improved health outcomes), solidarity (reciprocity, collaboration, person centredness, multidimensional approach) and affirmation (gratitude and acceptance).
Conclusion. Though some statements by participants related to health education as opposed to health dialogue highlighted areas requiring improvement, the findings correlated with the outcomes prescribed for students by this rural health initiative. Emotional connections in relational experiences could facilitate higher levels of self-efficacy in communities. The question is whether a stronger emphasis on health dialogue can be a catalyst for improved self-efficacy.
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JAIME, Patricia Constante, Cláudia Raulino TRAMONTT, Tarsis de Mattos MAIA, Kamila Tiemann GABE, and Lígia Cardoso dos REIS. "Content validity of an educational workshop based on the Dietary Guidelines for the Brazilian Population." Revista de Nutrição 31, no. 6 (December 2018): 593–602. http://dx.doi.org/10.1590/1678-98652018000600008.
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ABSTRACT Objective To describe the development and validation of a workshop protocol for the implementation of the Dietary Guidelines for the Brazilian Population in primary healthcare units. Methods This descriptive study was developed in the state of São Paulo, Brazil, and it involved 20-25 professionals in the experimentation phase and 12 experts in the content validity phase. The workshop protocol was developed according to three theoretical references: Dietary Guidelines, Interprofessional Collaborative Practice and Critical Reflexive Methodology. The protocol consisted of four 4-hour modules, 16 activities in 16 hours. The activities matrix was composed of three axes: (a) organizational strategies, (b) dietary guideline comprehension and (c) dietary guideline implementation. For the validity analysis, the expert panel assessed clarity, relevance and theoretical representativeness. Content validity index was calculated, and adequate activities scored >0.80. The proportion of experts who recognized the presence of the theoretical framework in the activities was calculated. Results All 16 proposed activities obtained a score greater than the established cut-off point, both for clarity and relevance. For theoretical representativeness analysis, the dietary guidelines reached higher scores on the (b) and (c) axes of the protocol and was less recognized on the (a) axis, whose highest score was for the Critical Reflexive Methodology. Interprofessional Collaborative Practice presented a higher score on the (c) axis and a lower one on the (b) axis. Conclusion The protocol was considered appropriate for its purpose and with potential application in the different scenarios of primary health care in Brazil.
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Leggat, Sandra G. "Let's talk governance." Australian Health Review 32, no. 1 (2008): 4. http://dx.doi.org/10.1071/ah080004.
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AS THE Letters to the Editor illustrate, governance, both good and bad, can influence the effectiveness of the health care system. As reported by Dr Playford and her colleagues (page 6), the health workforce and educational leaders in Western Australia suggested our lack of effective interprofessional education required a ?good? governance solution ? the government needed to fund, plan, implement and monitor interprofessional education. On the other hand, Dr Ranmuthugala suggested that the continuing stream of health care crises was a direct result of our apparent inability to take a systems approach (page 5), which could be argued is a symptom of ?bad? governance. This issue launches a new section on Health Care Governance. According to Wikipedia, most simply put, ?Governance consists of assuring, on behalf of those governed, a worthy pattern of good while avoiding an undesirable pattern of bad?. Therefore by definition, health system governance would focus on planning, implementing and evaluating the necessary structures and processes to maximise good health outcomes and minimise the bad or adverse outcomes. But for some reason in health care our governance of the system, the organisations and the individual providers was not seen to be effective in promoting good clinical outcomes and limiting bad clinical outcomes. This necessitated the introduction of ?clinical governance? in the 1990s. Braithwaite and Travaglia track the progression of clinical governance in the first Health Care Governance paper (page 10). In addition, Johnstone and Geelen- Baass present a paper on business continuity ? an important concern of all governing bodies (page 161).
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Seder, David B., Christine Lord, and David J. Gagnon. "The Evolving Paradigm of Individualized Postresuscitation Care After Cardiac Arrest." American Journal of Critical Care 25, no. 6 (November 1, 2016): 556–64. http://dx.doi.org/10.4037/ajcc2016496.
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The postresuscitation period after a cardiac arrest is characterized by a wide range of physiological derangements. Variations between patients include preexisting medical problems, the underlying cause of the cardiac arrest, presence or absence of hemodynamic and circulatory instability, severity of the ischemia-reperfusion injury, and resuscitation-related injuries such as pulmonary aspiration and rib or sternal fractures. Although protocols can be applied to many elements of postresuscitation care, the widely disparate clinical condition of cardiac arrest survivors requires an individualized approach that stratifies patients according to their clinical profile and targets specific treatments to patients most likely to benefit. This article describes such an individualized approach, provides a practical framework for evaluation and triage at the bedside, and reviews concerns specific to all members of the interprofessional postresuscitation care team.
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Herrera Bastida, Edgar Israel, Cassandra Durán Cárdenas, and Argimira Vianey Barona Nuñez. "Investigación en educación interprofesional basada en simulación." Suplemento 62 (June 20, 2019): 64–77. http://dx.doi.org/10.22201/fm.24484865e.2019.0.07.
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The observational research employs certain strategies for the discovery and interpretation of facts through a careful and systematic study designed to answer questions in order to make decisions and obtain new knowledge to solve a problem. Two paradigms guide this research: the positivist (quantitative) and the naturalist or constructivist (qualitative), the first one uses numbers and statistics to explain a phenomenon while the latter interprets the social reality. The educational research in health sciences has increased in recent years; therefore, the interprofessional simulation has also increased. The objective of conducting interprofesional educational research is to identify and evaluate the different factors involved in teamwork and the non-technical skills in the interprofesional clinical education based on simulation. To achieve the expected results, it is important to have high quality tools that are valid and reliable according to its objectives.
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Knebl, Janice, Jennifer Severance, Sara Murphy, Kathlene Camp, James Roach, and Thomas Fairchild. "GERIATRIC PRACTICE LEADERSHIP INSTITUTE—AN INTERPROFESSIONAL TEAM APPROACH USING THE IHI AGE-FRIENDLY MODEL." Innovation in Aging 6, Supplement_1 (November 1, 2022): 35. http://dx.doi.org/10.1093/geroni/igac059.132.
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Abstract According to the Institute of Medicine, immediate steps must be taken to educate and train both the current and future health care workforce to work collaboratively in addressing the diverse needs of the growing older adult population.1 Most healthcare professionals had very little education or clinical training in the care of older adults nor the most effective ways to work as a clinical team. The Geriatric Practice Leadership Institute (GPLI) is a collaboration between two universities providing inter-professional teams of early and mid-career professionals the skills and knowledge needed to leverage leadership skills to effectively work within interdisciplinary teams to provide age-friendly care to older adults. The GPLI incorporates the Institute for Healthcare Improvement (IHI) Age-Friendly Health Systems 4Ms’ Framework into the training. The GPLI is an on-line, team-based program which engages 5-7 teams each session. Module topics include Age-Friendly Health Systems, organizational culture, leading self, leading inter-professional teams, and quality improvement. Additionally, teams select and completes a quality improvement project based on the Age-Friendly Health Systems 4Ms and submits a final report and presentation. The teams are also assigned a coach for support. Continuing education credits and a micro-credential are available to participants. The GPLI has trained over 175 health care professionals during the past 7 years with teams representing ambulatory to emergency responder organizations. The GPLI has been funded by the Health Resources and Services Administration (HRSA) Geriatrics Workforce Enhancement Program grant (numberU1QHP2873), which currently covers all costs for participants.
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Karger, Andre, Andrea Petermann-Meyer, Frank Vitinius, Franziska Geiser, Daria Kraus, Luisa Ernsten, Antonia J. Mayers, et al. "Effectiveness of interprofessional communication skills training for oncology teams: study protocol for a three-arm cluster randomised trial (KommRhein Interpro)." BMJ Open 12, no. 12 (December 2022): e062073. http://dx.doi.org/10.1136/bmjopen-2022-062073.
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IntroductionPatient–provider communication is an important factor influencing the quality of care in oncology. The study examines the comparative effectiveness of a 10-hour interprofessional communication skills training (CST) programme for physicians and nurses in cancer centres.Methods and analysisKommRhein Interpro is a cluster-randomised trial sponsored by the German Cancer Aid (Deutsche Krebshilfe, DKH) and conducted at the cancer centres of the university hospitals of Aachen, Bonn, Cologne and Düsseldorf. Thirty oncology teams of four cancer centres are randomly assigned to three study arms, providing healthcare professionals with either (a) only written information on patient-centred communication or (b) written information plus CST for physicians or (c) written information plus interprofessional CST for physicians and nurses. For summative evaluation, standardised surveys from three measurement points for patients (T0pat: study enrollment; T1pat: after discharge; T2pat: 3 months’ follow-up) and two measurement points for physicians and nurses (T0hcp: before the intervention; T1hcp: after the intervention) are used. N=1320 valid patient cases are needed for data evaluation. The primary endpoint is fear of progression in patients with cancer after discharge. Data will be analysed according to the intention-to-treat principle using a mixed model for repeated measurement. Secondary outcome is the providers’ self-efficacy in patient centeredness. Individual confounders and possible moderating effects of organisational factors will be considered. Secondary analysis will be performed by means of multilevel analysis and structural equation modelling.Ethics and disseminationA vote of approval has been obtained from the ethics committees of the medical faculties of RWTH Aachen University (EK325/20), University of Bonn (391/20), University of Cologne (20–1332) and Heinrich Heine University Düsseldorf (2019–796). Data protection regulations are adhered to for all processed data. The conduct of the study will be monitored. Dissemination strategies include a transfer workshop with cancer teams and distribution of the final study report to participants.Trial registration numberDRKS00022563; DRKS (German Clinical Trials Register).
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Hudon, Catherine, Maud-Christine Chouinard, Marie-Dominique Beaulieu, Mathieu Bisson, Danielle Bouliane, Martine Couture, Serge Dumont, Antoine Groulx, and Véronique Sabourin. "Towards Better Health, Social, and Community-Based Services Integration for Patients with Chronic Conditions and Complex Care Needs: Stakeholders’ Recommendations." International Journal of Environmental Research and Public Health 17, no. 22 (November 14, 2020): 8437. http://dx.doi.org/10.3390/ijerph17228437.
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The objective was to report on issues related to patients with complex care needs and recommendations identified by 160 key participants at a summit in Quebec City about better integration of primary health care services for patients with chronic diseases and complex care needs. A descriptive qualitative approach was used. While focus groups were led by a facilitator, a rapporteur noted highlights and a research team member took independent notes. All notes were analyzed by using a thematic analysis according to an inductive method. Seven issues were identified, leading to the formulation of recommendations: (1) valuing the experience of the patient; (2) early detecting of a non-homogeneous patient population; (3) defining interprofessional collaboration based on patient needs; (4) conciliating services provided by clinical settings according to a registered clientele-based logic with the population-based logic; (5) working with the community sector; (6) aligning patient-oriented research values with existing challenges to primary care integration; and (7) promoting resource allocation consistent with targeted recommendations. The summit highlighted the importance of engaging all stakeholders in improvement of integrated care for patients with complex care needs. The resulting recommendations target shared priorities towards better health, social, and community-based services integration for these patients.
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Watson, Bernadette M., Michelle L. Heatley, Sue G. Kruske, and Cindy Gallois. "An empirical investigation into beliefs about collaborative practice among maternity care providers." Australian Health Review 36, no. 4 (2012): 466. http://dx.doi.org/10.1071/ah11104.
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Objective. To investigate agreement with the National Health and Medical Research Council (NHMRC) definition of collaboration in maternity care by care providers, and to examine their preferences for models of care in order to shed light on the lack of success in implementing collaborative practice. Methods. Maternity care providers completed a survey in Queensland. The final sample consisted of 337 participants, including 281 midwives (83.38%), 35 obstetricians (10.39%), and 21 general practitioners (6.23%). Results. Ninety-one percent of the participants agreed with the NHMRC definition of collaboration: Midwives (M = 5.97, s.d. = 1.2) and doctors (obstetricians and general practitioners: M = 5.7, s.d. = 1.35) did not differ significantly in their level of agreement with definition (t (332) = –1.8, P = .068). However, 72% of doctors endorsed a doctor-led model of care, whereas only 6.8% of midwives indicated agreement with it. Fewer (56%) doctors agreed with the midwife-led model of care, whereas 99.3% of midwives endorsed it. Conclusion. The concept of collaboration does not recognise the different interpretations by midwives and doctors of its impact on their roles and behaviours. Successful collaborative practice requires the development of guidelines that recognise these differences and specify the communication behaviour that would assist midwives and doctors to practice collaboratively. What is known about the topic? Across all healthcare contexts effective communication is a critical part of good patient care. Effective communication refers to communication between care providers and patients but also between different interprofessional care providers. In the area of maternity care one aspect of effective communication between maternity care providers is collaborative care. This paper highlights why collaborative care and effective communication between maternity care providers is lacking. We demonstrate that the NHMRC guidelines are interpreted differently according to the different professional role of the maternity care provider. What does this paper add? This paper empirically investigates the perceptions of maternity care providers. It shows that each maternity care profession has a different understanding about what collaboration means in practice. This paper acknowledges these different perceptions, which are usually not noted, and builds on this fact to improve effective communication and bring about collaborative care. What are the implications for practitioners? In this paper, we highlight that while maternity care practitioners all aspire to collaborative care, their perceptions of what collaborative care actually means differs according to professional role. For practitioners to move forward they must develop guidelines that take account of the respective philosophies and levels of different expertise each maternity care profession brings to a woman’s care. The guidelines will assist obstetricians and midwives to recognise their unique and specific areas of expertise, each of which may be required at different times according to a woman’s medical needs. This new approach to interprofessional differences will bring about trust and respect and assist collaborative care.
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Boulliat, Caroline, Emily Darlington, Marie-Ange Faure, Bernard Massoubre, and Claude Dussart. "The Contribution of the Humanities and Social Sciences to Pharmacy Education: Literature Review and Perspectives." Pharmacy 8, no. 4 (November 24, 2020): 227. http://dx.doi.org/10.3390/pharmacy8040227.
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Background: Healthcare systems worldwide adapt to patients’ needs and expectations, following social evolutions. Pharmaceutical practice has shifted towards activities such as therapeutic education. Such new missions require to prioritize human and social sciences, which now play a predominant role in training. Objective: This work consists of assessing the contribution of human and social sciences to the field of pharmacy, with a twofold focus on practice and training. Method: A literature review was carried out according to the PRISMA guidelines focusing on the last 10 years. Selected full texts were read and analyzed to elicit the contribution of human and social sciences to pharmacy. Results: Overall 36 articles were included. Three specific topics were identified during an inductive process of full text analysis: public health policy, patient care, and interprofessional collaboration. Conclusions: Although human and social sciences are essential to the evolution of the pharmacist profession, their impact on health care costs remains difficult to evaluate. Moreover, teaching human and social sciences can prove difficult to standardize. Such approaches must be supported and organized by governments and universities with a view of upscaling practices.
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Talukder, Md Humayun Kabir, Md Nuruzzaman, and Tahmina Nargis. "Introducing Interprofessional Education to Foster Patient Centred Health Care : A Quasi Experimental Experience in Bangladesh." Chattagram Maa-O-Shishu Hospital Medical College Journal 15, no. 1 (July 17, 2016): 3–7. http://dx.doi.org/10.3329/cmoshmcj.v15i1.28752.
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Introduction: Interprofessional education is considered to be an innovative and useful concept to accelerate the effort of transforming health professional education under health systems perspective. Generally Interprofessional Education (IPE) occurs when two or more professionals belong to different professional groups learn together through mutual interaction with the purpose to improve collaboration and the quality of care. The key for IPE is that the learning must be interactive. It is an important step in advancing health professional education for many years and has been endorsed by the Institute of Medicine as a mechanism to improve the overall quality of health care.Methods: Realizing the importance of IPE, a quasi experimental study was undertaken and conducted in Bangladesh in May 2014. Sample size was 32 out of which 15 teachers (Such as Professor, Associate Professor, Assistant Professor, Lecturer and Instructor) and 17 students of medical, dental, nursing, medical technology and allied health science institutes. All the participants voluntarily attended 5 sessions on basic concept on IPE, role delineation, communication, teamwork & team building and patient centered care followed by group work and group activities within three consecutive days. After those 5 sessions, views of the participants were sought through self administered structured questionnaire after data entry and analysis.Results: According to the study, 100% participants viewed that medical, dental, nursing, and medical technologists should have few common sessions in their student life while about 90.7% respondents opined that those sessions will develop positive relationship among them, which will help to feel and honor each others professional responsibilities viewed by all the respondents. It was also revealed that 96.9% respondents viewed that IPE sessions in student life will help to reduce silos in professional life. Better team work among doctors, nurses and medical technologists will ensure patient centered better health care was viewed by 100% respondents. Study recommended introducing IPE in Bangladesh to foster patient centered health care.Conclusion and Recommendation: The study concluded with recommendation that specific sessions for IPE should be incorporate in the under graduate education curriculum of the health professionals during their academic period and also during in- service period at workplace as part of their professional development to promote quality of care.Chatt Shi Hosp Med Coll J; Vol.15 (1); Jan 2016; Page 3-7
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Kester-Greene, N., C. Cocco, S. DeSousa, W. Thomas-Boaz, A. Nathens, R. Burgess, S. Ramagnano, C. Filipowska, and L. Mazurik. "P078: If you build it they will come: use of live actor patients during a hospital-wide mass casualty simulation exercise to garner institutional commitment to long term drills." CJEM 20, S1 (May 2018): S84. http://dx.doi.org/10.1017/cem.2018.276.
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Introduction: BACKGOUND In the modern era of terrorism and senseless violence, it is essential that hospital staff have expertise in implementation of a mass casualty incident (MCI) plan. OBJECTIVES 1. To assess current gaps in implementation of an academic urban hospital code orange plan using live simulation and tabletop exercise. 2. To identify and educate front-line staff to champion a hospital-wide MCI plan. INNOVATION Historically, in order to limit resource utilization and impact on patient care, disaster response training of front-line staff involved tabletop exercises only. The tenets of experiential learning suggest that learner engagement through realistic active practice of skills achieves deeper uptake of new knowledge. We enhanced the traditional tabletop approach through novel use of live actor patients presenting to an academic, urban emergency department (ED) during a hospital-wide MCI simulation. Methods: To assess the current code orange plan, an interprofessional, committee comprising expert leaders in trauma, emergency preparedness, emergency medicine and simulation integrated tabletop and live simulation to stage a MCI based on a mock incident at a new subway station. ED staff, the trauma team and champions from medicine, surgery and critical care participated along with support departments such as Patient Flow, Patient Transport, Environmental Services and the Hospital Emergency Operations Centre. Ten live actor patients and eight virtual patients presented to the ED. The exercise occurred in situ in the ED. Other participating departments conducted tabletop exercises and received live actor patients. Results: CURRICULUM Staff decanted the ED and other participating units using their current knowledge of hospital code orange policy. Live and virtual patients were triaged and managed according to severity of injuries. Live actor patients were assessed, intervened and transported to their designated unit. Virtual patients were managed through verbal discussion with the simulation controllers. An ED debrief took place using a plus/delta approach followed by a hospital-wide debrief. Conclusion: CONCLUSION An interprofessional hospital-wide MCI simulation revealed important challenges such as communication, command and control and patient-tracking . The exercise ignited enthusiasm and commitment to longitudinal practice and improvement for identified gaps.
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Bendowska, Aleksandra, and Ewa Baum. "The Significance of Cooperation in Interdisciplinary Health Care Teams as Perceived by Polish Medical Students." International Journal of Environmental Research and Public Health 20, no. 2 (January 5, 2023): 954. http://dx.doi.org/10.3390/ijerph20020954.
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Teamwork, as the preferred method of cooperation in healthcare, became prevalent in the 1960s, and since then has been universally recognized as a measure to improve the quality of healthcare. Research indicates that medical care based on interdisciplinary cooperation is associated with increased patient safety, lower hospitalization rates, and reduced rates of complications and medical errors. Furthermore, it enhances the coordination of care and improves patient access to medical services. This model of providing medical care also results in considerable benefits for medical professionals. These include greater job satisfaction and a reduced risk of professional burnout syndrome. Aim: The aim of the study was to explore the opinions of medical students with regard to cooperation in the interdisciplinary team, as well as the factors affecting the formation of opinions. Material and methods: The study was conducted using the Polish version of the questionnaire Attitudes Towards Interprofessional Health Care Teams. The study involved 1266 participants, including students of medicine (n = 308), midwifery (n = 348), nursing (n = 316) and physiotherapy (n = 294). Results: According to the opinions of the students participating in the study, the therapeutic process based on the interdisciplinary model improves the quality of medical care provided, increases patient safety, and improves communication between members of the therapeutic team. The factors affecting the assessment of cooperation in interdisciplinary medical care teams included the faculty and the year of studies, gender, as well as participation in the multidisciplinary courses. Conclusions: Students recognize the need for interdisciplinary medical teams. The training of future medical professionals should incorporate the elements of interprofessional education. This form of education allows students to develop both a professional identity and identification with their own profession, as well as encourages teamwork skills and shapes the attitude of openness towards representatives of other medical professions. However, in order to provide the students with the relevant knowledge, skills and competencies, it is essential to respect their diversity in terms of the faculty, as well as to account for the impact of gender and the year of studies which may affect their readiness to engage in teamwork.
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Hudon, Catherine, Olivier Dumont-Samson, Mylaine Breton, Yann Bourgueil, Christine Cohidon, Hector Falcoff, Nicolas Senn, Thérèse Van Durme, Émilie Angrignon-Girouard, and Sarah Ouadfel. "How to Better Integrate Social Determinants of Health into Primary Healthcare: Various Stakeholders’ Perspectives." International Journal of Environmental Research and Public Health 19, no. 23 (November 22, 2022): 15495. http://dx.doi.org/10.3390/ijerph192315495.
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This paper aims to identify challenges and opportunities related to the integration of social determinants of health (SDH) into primary healthcare at an international symposium in Orford, Quebec, Canada. A descriptive qualitative approach was conducted. Three focus groups on different topics were led by international facilitators. Two research team members took notes during the focus groups. All the material was analyzed using a thematic analysis according to an inductive method. Many challenges were identified, leading to the identification of potential opportunities: integrate the concept of SDH in all phases of the training curriculum for health professionals to foster interprofessional and intersectoral collaboration and sociocultural skills; organize healthcare for better outreach to vulnerable populations; organize local and regional committees to develop management frameworks to produce and use territory-specific data; develop dashboards for primary healthcare providers describing the composition of their territory’s population; work collaboratively, rallying primary healthcare providers, community organization delegates, patient partners, citizens, and municipality representatives around common projects. Discussions prompted new directions for further primary healthcare research, among which are building on best practices in the literature and in the field, and engaging various stakeholders in research, including vulnerable populations, while focusing on patient experience.
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Hapsari, Mona Kusuma, Fridawaty Rivai, Yahya Thamrin, Syahrir A. Pasinringi, Irwandy Irwandy, and Herlina Hamzah. "Analysis of the Implementation of Effective Communication on Interprofessional Collaboration in the Inpatient Installation of Hasanuddin University Hospital." Journal of Asian Multicultural Research for Medical and Health Science Study 3, no. 1 (January 24, 2022): 23–35. http://dx.doi.org/10.47616/jamrmhss.v3i1.234.
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Interprofessional Collaboration (IPC) is the provision of health services carried out by involving various health professional professions and providing comprehensive services, in collaboration with patients, families, groups and communities to provide quality health services. This study aims to analyze the implementation of effective communication on IPC in the Inpatient Installation of Hasanuddin University Hospital. The type of research conducted is qualitative research using a phenomenological approach. Informants/samples in this study were taken by purposive sampling totaling 15 informants. The results of this study indicate that of the 9 effective communication variables in the implementation of IPC in the inpatient installation of Unhas Hospital, there is 1 variable, namely frequent which has not run optimally because it is constrained by the limited time owned by DPJP and feelings of inferiority felt by other professions besides doctors and staff. junior medical. Factors that influence effective communication in the implementation of IPC in the Inpatient Installation of Hasanuddin University Hospital include training and planning factors, technology, reporting and communication patterns, willingness to adapt and accept technology and leadership and administrative support. Factors that cause IPC has not been implemented perfectly are the factors of training and technology. Therefore, it is hoped that the hospital leadership will make special policies related to the implementation of IPC and design a model of IPC implementation that involves all service departments so that it is easy to implement according to hospital conditions.
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Rondeaux, Sarah, Tessa Braeckman, Mieke Beckwé, Natacha Biset, Joris Maesschalck, Nathalie Duquet, Isabelle De Wulf, Dirk Devroey, and Carine De Vriese. "Diabetes and Cardiovascular Diseases Risk Assessment in Community Pharmacies: An Implementation Study." International Journal of Environmental Research and Public Health 19, no. 14 (July 17, 2022): 8699. http://dx.doi.org/10.3390/ijerph19148699.
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The implementation of a new service is often challenging when translating research findings into routine clinical practices. This paper presents the results of the implementation study of a pilot project for a diabetes and cardiovascular diseases risk-assessment service in Belgian community pharmacies. To evaluate the implementation of the service, a mixed method was used that follows the RE-AIM framework. During the testing stage, 37 pharmacies participated, including five that dropped out due to a lack of time or COVID-19-related temporary obligations. Overall, 502 patients participated, of which 376 (74.9%) were eligible for according-to-protocol analysis. Of these, 80 patients (21.3%) were identified as being at high risk for the targeted diseases, and 100 (26.6%) were referred to general practice for further investigation. We presented the limited effectiveness and the key elements influencing optimal implementation. Additional strategies, such as interprofessional workshops, a data-sharing platform, and communication campaigns, should be considered to spread awareness of the new role of pharmacists. Such strategies could also promote collaboration with general practitioners to ensure the follow-up of patients at high risk. Overall, this service was considered easy to perform and feasible in practice but would require financial and external support to ensure its effectiveness, sustainability, and larger-scale implementation.
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Hijdra, Roos, Wim Rutten, and Jessica Gubbels. "Experiences of Dutch Midwives Regarding the Quality of Care during the COVID-19 Pandemic." Healthcare 10, no. 2 (February 5, 2022): 304. http://dx.doi.org/10.3390/healthcare10020304.
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This study assessed how the quality of care during the COVID-19 pandemic has been experienced by Dutch midwives. At the beginning of May 2020, 15 Dutch midwives were interviewed during the first wave of the pandemic. The interviews included questions based on the value-based healthcare framework by Porter. The interviews were transcribed verbatim, coded, and analyzed according to recurrent themes using the directed content analysis approach. Key themes identified included high quality midwifery care, information provision, costs, under/over treatment, interprofessional collaboration, and shared decision making. The quality of midwifery care during the COVID-19 pandemic was experienced to be sufficient, given the challenging circumstances. The midwives experienced the lack of face-to-face check-ups to be problematic. Unclear information and lack of personal protective equipment caused stress and confusion, and they worked an additional 2–4 h per working day. Some pregnant women were hesitant to call or visit them when they thought something was wrong. The midwives perceived some advantages in using video or telephone calls. Considerations for future pandemics include an additional face-to-face check-up between 16 and 27 weeks of pregnancy and one postpartum visit. For post-pandemic care, providing a check-up through telephone or video call could be offered in certain cases.
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Shankland, Mylène, Amaryllis Ferrand, Isabelle Ganache, Marie-Andrée Côté, and Marie-Pascale Pomey. "Ethical Foundations of the Accompanying Patient’s Role for an Enhanced Patient Experience: A Scoping Review." Journal of Personalized Medicine 13, no. 1 (December 29, 2022): 77. http://dx.doi.org/10.3390/jpm13010077.
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In recent years, recognizing patients’ experiential knowledge to improve the quality of care has resulted in the participation of patient advisors at various levels of healthcare systems. Some who are working at the clinical level are called accompanying patients (AP). A PRISMA-ScR exploratory scoping review of the literature was conducted on articles published from 2005 to 2021. Articles not in English or French and grey literature were excluded. The databases searched included Medline, PubMed, Scopus, and Google Scholar. The data were organized according to the similarities in the ethical foundations of the included papers. Out of 2095 identified papers, 8 met inclusion criteria. Terms used to describe APs included peer support, resource parent, and peer health mediator. The clinical settings included psychiatry/mental health and neonatology. APs, patients, healthcare professionals, managers and policy makers were included in the studies. Three personal ethical foundations describing the foundations of the AP role were found: resilience, listening skills and altruism. The ethical foundations of this role also addressed interpersonal and interprofessional relationships with other actors in the healthcare system. The literature on the ethical foundations of APs is sparse, with heterogeneous methodologies. Further studies mobilizing well-defined methodologies would further validate the current results and deepen our understanding of the ethical foundations of the AP role.
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Sudarmi, Sudarmi, Bertalina Bertalina, and Aprina Aprina. "Efektifitas penerapan interprofessional education-collaborative practice (IPE–CP) tentang gizi seimbang terhadap pengetahuan dan sikap ibu hamil." AcTion: Aceh Nutrition Journal 5, no. 1 (May 20, 2020): 71. http://dx.doi.org/10.30867/action.v5i1.212.
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The behavior of a pregnant mother to consume healthy food, including the quality and quantity of food that is diverse and balanced according to the needs during pregnancy, is very desirable. Effective education to deliver a balanced nutrition message requires an Interprofessional Educative Collaboration Practice (IPE-CP) approach. The involvement of various professions is thought to be effective in increasing mothers' knowledge and attitudes about balanced nutrition. The purpose of this study was to determine the effect of the application of IPE-CP on balanced nutrition on the knowledge and attitude of a pregnant mother. The research is a quasi-experimental one-group pretest-posttest design. Samples were taken as many as 60 pregnant women using the Federer formula. Interventions in the form of education and assistance on balanced nutrition provided by the application of IPE-CP. Data is taken by pre-test and post-test questions about balanced nutrition. Data analyzed using the Dependent T-test and the Cohen Effect test. The results showed that there was a significant influence on the application of IPE-CP to maternal knowledge (p=0,003), maternal attitudes (p=0,000) about balanced nutrition. The most influential effect size is the mother's attitude (0,92), so it has a big effect. In conclusion, IPE-CP is very effective in increasing the knowledge and attitude of pregnant women about balanced nutrition. Suggestions for health workers to be able to implement IPE-CP in solving nutrition problems. Perilaku ibu hamil untuk mengkonsumsi makanan sehat, mencakup kualitas maupun kuantitas makanan yang beragam dan berimbang sesuai dengan kebutuhan di masa kehamilannya sangatlah diharapkan. Edukasi yang efektif untuk menyampaikan pesan gizi seimbang diperlukan strategi pendekatan Interprofessional Educatif Calaboration Practice (IPE-CP). Keterlibatan berbagai profesi diduga efektif untuk meningkatkan pengetahuan dan sikap ibu tentang gizi seimbang. Tujuan penelitian untuk mengetahui pengaruh penerapan IPE-CP tentang gizi seimbang terhadap pengetahuan dan sikap ibu hamil. Jenis penelitian kuasi eksperimen rancangan one group pretest–posttest design. Sampel 60 ibu hamil diperoleh berdasarkan perhitungan rumus Federer. Intervensi berupa edukasi dan pendampingan tentang gizi seimbang yang diberikan dengan penerapan IPE-CP. Data diambil dengan pre-test dan post-tes soal tentang gizi seimbang. Data dianalisis menggunakan uji Dependent T-test serta uji cohen effect. Hasil menunjukkan terdapat pengaruh signifikan penerapan IPE-CP terhadap pengetahuan ibu (p= 0,003), sikap ibu (p= 0,000) tentang gizi seimbang. Effect Size yang paling berpengaruh yaitu sikap ibu (0,92) sehingga berpengaruh besar. Kesimpulan, IPE-CP sangat efektif untuk meningkatkan pengetahuan dan sikap ibu hamil tentang gizi seimbang. Saran, kepada petugas kesehatan untuk dapat menerapkan IPE-CP dalam memecahkan masalah gizi ibu hamil.