Relevant bibliographies by topics / Interprofessional relations

Academic literature on the topic 'Interprofessional relations'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Interprofessional relations"

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King, Nigel, and Angela Ross. "Professional Identities and Interprofessional Relations." Social Work in Health Care 38, no. 2 (February 24, 2004): 51–72. http://dx.doi.org/10.1300/j010v38n02_03.

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Laflamme, Karine, Annette Leibing, and Mélanie Lavoie-Tremblay. "Operating Room Culture and Interprofessional Relations." Health Care Manager 38, no. 4 (2019): 301–10. http://dx.doi.org/10.1097/hcm.0000000000000280.

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Boylan, Paul, Jamie Knisley, Brandt Wiskur, Jessica Nguyen, Kristine Lam, Jisoo Hong, and Joshua Caballero. "Pharmacist-social worker interprofessional relations and education in mental health: a scoping review." PeerJ 12 (February 23, 2024): e16977. http://dx.doi.org/10.7717/peerj.16977.

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Background One in eight patients is affected by a mental health condition, and interprofessional mental health teams collaborate to improve patient care. While pharmacists and social workers are recognized as mental health team members, there is a lack of literature describing interprofessional relations and education between these professions, especially as it pertains to mental health. The purpose of this review was to identify and characterize reports describing pharmacist-social worker interprofessional relations and education within mental health. Methodology To address this knowledge gap, this scoping review was conducted to collect and characterize reports published between January 1, 1960 and August 18, 2023 describing pharmacist-social worker interprofessional relations and education within the field of mental health. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed. Ovid MEDLINE, CINAHL, and Social Work Abstracts were searched using keywords “pharmacy student,” “pharmacist,” “social work student,” “social worker,” and “social work.” Reports were included if they were published in English and interprofessional relations or education occurred directly between (student) pharmacists and social workers. Results Three hundred twenty records were identified and three records were included: one cross sectional study, one qualitative educational project, and one case report. Each record suggested positive patient and/or educational outcomes developing from pharmacist-social worker interprofessional relations and education. In clinical practice, pharmacist-social work teams identified mental health risk factors, reduced 30-day readmissions, and improved post-discharge telehealth care. In the classroom, a social worker improved pharmacy students’ confidence assessing patient suicidal ideations. Conclusions This scoping review identified needs and areas for future research: pharmacist interprofessional education with Master of Social Work and Doctor of Social Work degree students, transitional care and mental health outcome measure reporting using evidence-based outcomes, and development of scholarly teaching projects utilizing higher-level educational frameworks beyond learner reactions.
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Comeau-Vallée, Mariline, and Ann Langley. "The Interplay of Inter- and Intraprofessional Boundary Work in Multidisciplinary Teams." Organization Studies 41, no. 12 (May 16, 2019): 1649–72. http://dx.doi.org/10.1177/0170840619848020.

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The challenges of managing interprofessional boundaries within multidisciplinary teams are well known. However, the role of intraprofessional relations in influencing the dynamics of interprofessional collaboration remain underexplored. Our qualitative study offers a fine-grained analysis of the interplay between inter- and intraprofessional boundary work among three professional groups in a multidisciplinary team over a period of two years. Our contribution to the literature is threefold. First, we identify various forms of “competitive” and “collaborative” boundary work that may occur simultaneously at both inter- and intraprofessional levels. Second, we reveal the dynamic interplay between inter- and intraprofessional boundary negotiations over time. Third, we theorize relationships between the social position of professional groups, and the uses and consequences of competitive and collaborative boundary work tactics at intra- and interprofessional levels. Specifically, we show how intraprofessional conflict within high-status groups may affect interprofessional dynamics, we reveal how intraprofessional and interprofessional boundaries may be mobilized positively to support collaborative relations, and we show how mobilization within lower-status groups around interprofessional boundary grievances can paradoxically lead to further marginalization.
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Ewashen, Carol, Gloria McInnis-Perry, and Norma Murphy. "Interprofessional collaboration-in-practice." Nursing Ethics 20, no. 3 (January 17, 2013): 325–35. http://dx.doi.org/10.1177/0969733012462048.

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The main question examined is: How do nurses and other healthcare professionals ensure ethical interprofessional collaboration-in-practice as an everyday practice actuality? Ethical interprofessional collaboration becomes especially relevant and necessary when interprofessional practice decisions are contested. To illustrate, two healthcare scenarios are analyzed through three ethics lenses. Biomedical ethics, relational ethics, and virtue ethics provide different ways of knowing how to be ethical and to act ethically as healthcare professionals. Biomedical ethics focuses on situated, reflective, and nonabsolute principled justification, all things considered; relational ethics on intersubjective, professional, and institutional relations; and virtue ethics on prephilosophical tradition and what it means to be good and to be human embedded in social and political community. Analysis suggests that interprofessional collaboration-in-practice may be more rhetoric than actuality. Key challenges of interprofessional collaboration-in-practice and specific conditions perpetuating dissension and conflict are outlined with specific education and policy recommendations included.
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Afandi, Alfid Tri, Miratul 'Uzaimah Az-Zuhri, Dicky Endrian Kurniawan, and Ni Made Arik Muliyanti. "Interprofessional Collaboration on Drug Administration to Clients with Diabetes Mellitus at Bali Hospital: A Case Study." D'Nursing and Health Journal (DNHJ) 4, no. 2 (September 29, 2023): 39–51. http://dx.doi.org/10.61595/dnursing.v4i2.712.

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Background: Errors in health services in Indonesia are caused by poor communication in implementing interprofessional collaboration with a percentage of 70-80%. This causes medical errors, namely with the percentage distribution of 11% drug administration errors, 46% inappropriate drug use and 54% drug prescribing errors.The purpose of this scientific work is to analyze interprofessional collaboration on drug administration to clients with diabetes mellitus. Method: The method used in this study is observation and measurement tools to evaluate interprofessional collaboration using a checklistSelf-rating score for Interprofessional Collaboration in Clinical Practice. Results: The results obtained are that the application of interprofessional collaboration has not been carried out optimally due to a lack of communication clinical pathway as a guide in carrying out clinical actions, and no health workers have attended IPC (Inter-Professional Collaboration) implementation training.Good communication during the interprofessional collaboration process can solve health problems and improve patient safety. In addition to optimizing the implementation of interprofessional collaboration by holding integrated training to enhance good cooperative relations between professions. Conclusion: Therefore, there is a need for evaluation by services in hospitals regarding interprofessional collaboration as an effort to reduce the risk of errors in administering drugs to patients and improve the quality of health services in hospitals.
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Tri Afandi, Alfid, Miratul 'Uzaimah Az-Zuhri, Dicky Endrian Kurniawan, and Ni Made Arik Muliyanti. "Interprofessional Collaboration on Drug Administration to Clients with Diabetes Mellitus at Bali Hospital: A Case Study." D'Nursing and Health Journal (DNHJ) 5, no. 1 (March 20, 2024): 1–12. http://dx.doi.org/10.61595/dnursing.v5i1.714.

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Background: Errors in health services in Indonesia are caused by poor communication in implementing interprofessional collaboration with a percentage of 70-80%. This causes medical errors, namely with the percentage distribution of 11% drug administration errors, 46% inappropriate drug use and 54% drug prescribing errors. The purpose of this scientific work is to analyze interprofessional collaboration on drug administration to clients with diabetes mellitus. Method: The method used in this study is observation and measurement tools to evaluate interprofessional collaboration using a checklist Self-rating score for Interprofessional Collaboration in Clinical Practice. Results: The results obtained are that the application of interprofessional collaboration has not been carried out optimally due to a lack of communication clinical pathway as a guide in carrying out clinical actions, and no health workers have attended IPC (Inter-Professional Collaboration) implementation training.Good communication during the interprofessional collaboration process can solve health problems and improve patient safety. In addition to optimizing the implementation of interprofessional collaboration by holding integrated training to enhance good cooperative relations between professions. Conclusion: Therefore, there is a need for evaluation by services in hospitals regarding interprofessional collaboration as an effort to reduce the risk of errors in administering drugs to patients and improve the quality of health services in hospitals.
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Pullon, Sue, Eileen McKinlay, Louise Beckingsale, Meredith Perry, Ben Darlow, Ben Gray, Peter Gallagher, Kath Hoare, and Sonya Morgan. "Interprofessional education for physiotherapy, medical and dietetics students: a pilot programme." Journal of Primary Health Care 5, no. 1 (2013): 52. http://dx.doi.org/10.1071/hc13052.

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INTRODUCTION: Interprofessional education (IPE) has been shown to enhance interprofessional practice among health professionals. Until recently there has been limited opportunity to undertake such initiatives within existing pre-registration degree courses in New Zealand. AIM: This study aimed to test the feasibility of delivering an interprofessional component within existing health professional courses for medicine, physiotherapy and dietetics at the University of Otago, Wellington, New Zealand. METHODS: An interprofessional case-based course component (on chronic condition management) was developed by academic clinical teachers from schools of medicine, physiotherapy and dietetics at the same location. Evaluation was undertaken using a previously validated pre- and post-survey tool, to ascertain changes in attitude among students towards interprofessional practice, IPE and the effectiveness of health care teams. Focus groups were conducted with students and teachers. RESULTS: Survey results indicated pre-existing positive attitudes to interprofessional practice and education among students. There was a statistically significant increase in positive attitude towards such practice and education, and increased confidence in the effectiveness of heath care teams. Focus group findings were consistent with the survey results for students, and highlighted challenges experienced by the teachers. DISCUSSION: Students and teachers alike enjoyed the interprofessional interaction and benefited from a collaborative approach to chronic condition management. The timing and nature of learning activities and assessment methods created logistical challenges. Such course components have potential to improve collaborative practice and the quality and safety of health care among graduates. Interprofessional course components need to be equitable across disciplines and embedded in the unidisciplinary courses. KEYWORDS: Dietetics; education; interprofessional relations; medicine; New Zealand; physiotherapy; primary health care
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Sahni, Shibani, and Sang Park. "Student Perspective on a Predoctoral Interprofessional Education Initiative." Journal of Curriculum and Teaching 11, no. 2 (January 19, 2022): 29. http://dx.doi.org/10.5430/jct.v11n2p29.

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Objective- The purpose of this study was to investigate students' perspectives on a newly implemented program of Interprofessional education (IPE) in terms of its effectiveness in increasing the awareness about other health care professionals and providing tools to emerging dental professionals for comprehensive health care needs. Methods- A new IPE course was incorporated in the second year of the predoctoral dental curriculum, and educators and students from various health professionals came together to provide a collaborative learning environment. The study evaluated the survey data from the graduating classes of 2019 and 2020 in the predoctoral program at Harvard School of Dental Medicine. The students were surveyed during and at the end of the course to obtain their perspectives on the effectiveness of the program. Result-The results of the surveys showed most student respondents agreed strongly that they liked getting information from other health professionals and 93-95% agreed that collaborating with other members of the health care team can help facilitate patients' overall health care. The IPE sessions helped bring about awareness of interprofessional relations and communications within the health care team and prepared the students for holistic patient care. Conclusion- The IPE methods facilitated an interactive and interprofessional learning environment to assist students in developing awareness of interprofessional relations and communications within the health care team. The connections between oral and systemic health were reinforced, thus giving predoctoral dental students a wider view of patient treatment and consideration for their patients’ comprehensive health care needs.
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Snelgrove, Sherrill, and David Hughes. "Interprofessional relations between doctors and nurses: perspectives from South Wales." Journal of Advanced Nursing 31, no. 3 (March 2000): 661–67. http://dx.doi.org/10.1046/j.1365-2648.2000.01321.x.

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Dissertations / Theses on the topic "Interprofessional relations"

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Hoppe, Elizabeth Susan. "Optometry's expanding scope of practice legislation, interprofessional relations, and risk." Ann Arbor, Mich. : University of Michigan, 1999. http://books.google.com/books?id=uxQvAAAAMAAJ.

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Redford, Morag. "Interprofessional communication in education : a case study." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13177.

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This thesis is concerned with communication in interprofessional practice, an issue which is identified as a ‘difficulty’ but ‘essential’ in the literature. The research is based on a case study focusing on the communication between professionals in a series of planning meetings held to support the transition of a child with additional support needs from playgroup into the nursery class of a primary school in Scotland. The study explores the dynamics and complexities of communication through the theoretical frameworks of ethnography of communication and Dewey’s concept of communication as participative action. This joint analysis illustrates the way in which the group worked together to make something in common and the extent of commonality that was needed for them to work actively together. The findings show the interprofessional group functioning as a speech community with a bounding feature of working with the child. The soft-shell of this community illustrates a flexibility of practice and the ability of the group to expand or contract to meet the needs of the child and family. The way in which the participants worked together to agree the outcomes they were working towards is an illustration of Deweyan communication, making something in common between them. This process included the recognition of the competence and responsibility of individual professions. The study demonstrates that the doctors who were members of the interprofessional group were recognised as holding more power than the other members of the group and were bound by the outcomes and procedures of their own profession. This difference affected the dynamics of communication within the interprofessional team. The findings add to our understanding of the complexities of communication in an interprofessional team and show that communication in a Deweyan sense can strengthen the work of an interprofessional group and develop their support for the child or family they are working with.
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Sinha, Dr Samir K. "The sociology of interprofessional relations: A case study of English care trusts." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491064.

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The health and social care needs of older people are varied and complex and often require the involvement and expertise of a number of professionais. Practitioners who provide services for older people have skills that have been historically defined by different training and professional pathways and often work for different health and social care agencies. There is significant interest in interprofessional working. However, its development has been shown to be a process that can be easily complicated when structural and professional factors are not considered or understood. As a result, further research on the factors that underpin effective interprofessional working will be central to this approach.
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Phillips, Joy Coursey. "Interprofessional collaboration for low income and immigrant families : a case study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Levesque, Marie-Julie. "Interprofessional Collaboration in the Operating Room: A Nursing Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42751.

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The aim of this thesis was to examine the contribution of nurses to interprofessional collaboration (IPC) in the operating room (OR) guided by the Interprofessional Education Collaborative Patient Care Practice (IECPCP) framework. First, a secondary analysis of interviews with 19 registered nurses was conducted. Twenty emergent themes were identified. The most prevalent of the four dimensions (internalization; shared goals and vision; governance; and formalization) consisted of the internalization dimension relating to human interaction and sense of belonging within the interprofessional team. A scoping review then identified 20 studies evaluating four interventions (briefings, checklists, team training, and debriefings) used to improve IPC in the OR. Despite weak study designs, these interventions showed improvements in communication, teamwork, and safety outcomes. OR nurses contribute mainly through interactional processes and they require organizational support to foster their efforts in IPC. Nurse are involved in all IPC interventions and their contribution is important to support IPC in the OR.
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Gocan, Sophia J. "How Is Interprofessional Collaboration Making a Difference in Tobacco Dependence Treatment?" Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23503.

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Objective: To explore the role of interprofessional collaboration in the delivery of team-based tobacco dependence treatments within primary care. Methods: A narrative review of the literature was completed to examine FHT team functioning in Ontario, followed by a single, multi-site qualitative exploratory case study. Results: Interprofessional collaboration contributed to changes in tobacco dependence treatment through the initiation of system-wide change, cultivation of collective action, and supporting enhanced quality of smoking cessation care. Conclusion: Interprofessional collaboration can enhance the comprehensive delivery of evidence-based treatments for individuals trying to quit smoking. Supportive public policy, education for patients and providers, and evaluation research is needed to advance FHT functioning.
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O'Carroll, Veronica. "Practice mentors' attitudes and perspectives of interprofessional working, and interprofessional practice learning for students : a mixed-methods case study." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10482.

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The demands on health and social care organisations require professions to work more collaboratively. During pre-registration training, health care and social work students learn within practice settings, supported by practice mentors. These settings are rich learning environments to experience interprofessional working (IPW) and for students to learn together through interprofessional practice learning (IPPL). There is, however, evidence that students' experiences of both are varied or limited. The value placed on IPW, and IPPL, is therefore of interest. This thesis will investigate practice mentors' attitudes to IPW and IPPL, and explore their perspectives of the enablers and barriers to these occurring in practice settings. A mixed-methods case study approach was used to measure the attitudes of practice mentors from health and social work, and to identify enablers and barriers to IPW, and IPPL for students. Online surveys and semi-structured face to face interviews were carried out with a range of professions within one Scottish health board and associated local authority. Results showed that attitudes to IPW, and IPPL for students were generally positive. Attitudes were not significantly affected by governing body, gender, area of work, years of experience, or prior experience of IPE. IPW was perceived to be enabled by shared processes and policies, IPPL for staff, effective communication, established teams, and shared processes and policies. Proximity to other professions and shared spaces encouraged informal communication and positive interprofessional relationships. Regular structured IPPL opportunities for students were limited. However, where opportunities did occur, this was linked to areas where practice mentors perceived that there was a strong interprofessional team identity. Although attitudes to IPW, and IPPL for students are positive, further work is needed to identify systems for improving IPW, to strengthen professions' identity as interprofessional teams, and to increase IPPL opportunities for students.
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Kvarnström, Susanne. "Interprofessionella team i vården : en studie om samarbete mellan hälsoprofessioner /." Linköping : Univ, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9837.

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Head, French Janet. "How and in what context do osteopathic medical students learn about interprofessional practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4828.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 13, 2008) Vita. Includes bibliographical references.
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Gran, Bruun Anne-Marie, and Ulrik Anne-Marie Grell. "Udviskede professionsgrænseri : interprofessionelt samarbejde mellem læger og sygeplejersker inden for klinisk anæstes." Thesis, Nordic School of Public Health NHV, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3194.

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Studiet har haft til formål at undersøge, hvorledes to fagprofessioners rolleopfattelse påvirker deres arbejde og indbyrdes relation inden for klinisk anæstesi. Der er valgt et kvalitativt afsæt med et salutogenetisk perspektiv med hovedvægt på at skabe et billede af forventningerne til den gode fagprofessionelle og det gode samarbejde. Samtidig afdækkes forskellige potentielle konfliktfelter. Rolleopfattelsen fremstår som et handlingsideal, der har fælles træk uafhængigt af professionsbaggrund. Der synes at være god overensstemmelsen mellem professionernes forventninger til rolle og mandat. Dette kan danne basis for et godt samarbejde, men samtidig skabe grobund for konflikter. Der afdækkes en anerkendelse af værdien af begge fagprofessioners spidskompetencer i mødet med patienten. Typen af samspil mellem professionerne er afhængig af opgavernes karakter samt deltagernes personlighed og erfaringer. Overføring af opgaver til den anden profession kan opfattes som en provokation mod professionernes integritet. Hierarki og revirbeskyttelse synes at kunne give anledning til en vis rigiditet i arbejdets organisering. Viden og færdigheder udveksles på tværs af professionerne. Dette islæt af empowerment synes at resultere i en unik kollegialitet og binding. Ingen af de fagprofessionelle ønsker at arbejde i en monofaglig kontekst. Men den udtalte overlapning kan give anledning til mellemmenneskelige udfordringer i forhold til både at give hinanden rum samtidig med, at man kræver plads til egne kompetencer og værdier.
The study has had the purpose of examining how the self-perception of two professions affects their work and mutual relation in the area of clinical anaesthesia. A qualitative starting point with a salutogenetic perspective has been chosen with emphasis on creating a clear picture of expectations about what is good professionally and what is good teamwork. Concurrently, different potential areas of conflict are uncovered. The perception of roles appears as an ideal about how to act, which has common features independently of professional background. There appears to be good accordance between the different professions and their expectations of roles and mandate. This can create a basis for good co-operation, but at the same be a cause of conflict. Acknowledgement of the value of both professions’ core competences in dealing with patients is uncovered. The type of teamwork between the professions is dependent on the character of the assignment as well as the participants’ personality and experience. Transferral of assignments to the other profession can be seen as provocation against the integrity of both professions. Hierarchy and turf-protection appears to give rise to certain rigidity in the organisation of the work. Knowledge and skills are exchanged across the professions. This strain of empowerment seems to result in a unique collegiate spirit and binding. Neither of the two professions want to work in a mono professional context. But the pronounced overlap can give rise to inter-human challenges in connection to giving each other space while also demanding room for one’s own competencies and values.

ISBN 978-9185721-40-5

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Books on the topic "Interprofessional relations"

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Watanabe, Hideomi, and Misako Koizumi. Advanced initiatives in interprofessional education in Japan: Japan Interprofessional Working and Education Network. Tokyo: Springer, 2010.

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Mostert, Mark P. Interprofessional collaboration in schools. Boston: Allyn and Bacon, 1998.

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M, Jensen Gail, and Harvan Robin Ann, eds. Leadership in interprofessional health education and practice. Sudbury, Mass: Jones and Bartlett Publishers, 2009.

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Stone, Hanley Mary, Training for Interprofessional Collaboration Project., and University of Washington. Human Services Policy Center., eds. Interprofessional collaboration: 1996 resource guide : a resource guide of learning activities. Seattle: Training for Interprofessional Collaboration (TIC) Project, University of Washington, Human Services Policy Center, 1996.

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John, Carrier, Horder John, and Owens Patricia 1939-, eds. Interprofessional issues in community and primary health care. London: MacMillan, 1995.

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National Conference of Lawyers and CPAs (U.S.) and American Bar Association, eds. Lawyers and certified public accountants: A study of interprofessional relations : a statement. [New York]: Distributed by the American Bar Association and the American Institute of Certified Public Accountants, 1994.

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1967-, Reeves Scott, ed. Interprofessional teamwork for health and social care. Chichester, West Sussex: Blackwell Pub., 2010.

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Edman, Johan. Stadsplanering som professionellt verksamhetsfält: En studie av yrkesgrupper och deras arbete. Uppsala: S. Academiae Ubsaliensis, 2001.

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Richard, Hammersley, ed. Communicating successfully in groups: A practical guide for the workplace. London: Routledge, 2000.

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Day, Jane. Interprofessional working: An essential guide for health- and social-care professionals. Cheltenham: Nelson Thornes, 2006.

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Book chapters on the topic "Interprofessional relations"

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Ayala, Ricardo A. "Nurses in the New Landscape of Interprofessional Relations." In Towards a Sociology of Nursing, 125–42. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8887-3_8.

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Øvretveit, John. "How Patient Power and Client Participation affects Relations between Professions." In Interprofessional Working for Health and Social Care, 79–102. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13873-9_5.

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Pramling, Niklas, and Louise Peterson. "The Importance of De-reifying Language in Research with Early Childhood Education and Care Professionals: A Critical Feature of Workshop Methodology." In Methodology for Research with Early Childhood Education and Care Professionals, 145–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_10.

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AbstractA common observation at workshops in collaborative research between ECEC personnel and researchers is that the educational professionals express an expectation that the research partners should tell them what to do and how something is. This clashes with a foundational premise of research – that research entails generating new knowledge – and thus we cannot say beforehand how it is or what should more specifically be done by teachers. In this chapter, the discussion moves beyond this identified challenge, through theoretical analysis of the language used in interprofessional communication. It is argued that the linguistic process of transforming verbs into nouns (i.e., nominalisation) and its ensuing reification (making-into-things), recontextualised in relation to researcher-ECEC personnel collaboration, needs to be problematised through metacommunicating. This is critical in order to avoid constituting knowledge as objects existing beforehand to simply be transmitted from knower (researcher) to receiver (ECEC personnel). Such a view constitutes the latter group as lacking knowledge. In order to recognise different participating groups’ contributions, more active and dynamic metaphors of knowledge – in this text, the notion of knowledging is suggested (cf. languaging and knowing) – are needed in order to promote mutual recognition and agency among participants, an issue at the heart of interprofessional collaborative work.
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"Interprofessional Relations." In The Ethics of Teaching, 181–92. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410606655-24.

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Sacchidanand, S. "Interprofessional Relations." In Management Issues for a Dermatologist, 119. Jaypee Brothers Medical Publishers (P) Ltd., 2009. http://dx.doi.org/10.5005/jp/books/10451_14.

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Gowan, Jennifer, Louis Roller, and Alistair Lloyd. "Interprofessional Relations in Drug Therapy Decisions." In Social and Behavioral Aspects of Pharmaceutical Care, 213–52. CRC Press, 1996. http://dx.doi.org/10.1201/b14358-12.

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Falkner, Gerda. "The Interprofessional Social Dialogue at European Level." In Industrial Relations and European Integration, 11–29. Routledge, 2018. http://dx.doi.org/10.4324/9781315198903-2.

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Brody, Eugene B. "Interprofessional Relations, or Psychologists and Psychiatrists Are Human, Too, Only More So." In The Clinical Psychologist, 247–52. Routledge, 2017. http://dx.doi.org/10.4324/9781315131320-39.

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Souza, Alesandra Perazzoli de, Paola Ribas Gonçalves dos Santos, Flávia Eduarda Cachoeira, and Solange de Bortoli Beal. "Interprofessionality in Health Care." In GLOBAL HEALTH TRENDS AND PERSPECTIVES IN HEALTH SCIENCES. Seven Editora, 2023. http://dx.doi.org/10.56238/globalhealthprespesc-037.

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Introduction: Interprofessional education in health has been revealed as an important strategy of professional training, in which professionals are able to develop teamwork that seeks to achieve integrality in health care. Objective: Tounderstand interprofessional education in health from the perspective of health education. Method: A bibliographic review with a reflective approach was carried out published between 2011 and 2021 in the SciElo, Pubmed and CAPS databases, using specific descriptors, in Portuguese and English languages, in February 2022. The titles and abstracts were analyzed, followed by the selection of articles that related to the theme, and 7 articles were included in the final sample. Subsequently, the reflection on the theme was carried out. Results and Discussions: From the selection of the articles, it was possible to understand that there is a long trajectory in the implementation of changes in teaching in the context of health education, and there is a need to improve the teaching-service-community integration, as well as to prioritize interdisciplinarity and interprofessionality, enabling cooperation for the exercise of transformative practices. Final considerations: this study revealed the urgent need for the implementation, strengthening and support of interinstitutional partnerships, the promotion of public policies that qualify the faculty for the development of interprofessional education and the strengthening of relations between the university, health institutions and the community. In addition, it pointed out the need to promote a culture of collaboration and teamwork among health professionals, valuing the diversity of knowledge and skills in order to achieve more comprehensive results to improve the results and quality of health care.
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10

Ka’opua, Lana Sue, Luana M. Y. Scanlan, and Yvonne Duhaylongsod Yim. "Culture, Social Determinants of Health, and Palliative Care in the Pacific Basin." In The Oxford Textbook of Palliative Social Work, edited by Terry Altilio, Shirley Otis-Green, and John G. Cagle, 499–503. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780197537855.003.0051.

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The salience of cultural diversity in health/death literacy is consistently affirmed in both published literature and practice wisdom. Dying at home is a common desire across diverse cultures. For Pacific Islanders living in the United States diaspora, dying at home may involve return to the place of one’s ancestors and living relations, thus signifying the affirmation of Indigenous identity in completing the arc of one’s life. However, travel to the homeland may be complicated by medical risk and socioeconomic factors. Examples of health/death literacy approaches are described. A patient narrative illustrates how the palliative social worker applied health/death literacy approaches to facilitate a culturally acceptable solution in conflicts arising among an Indigenous Pacific Islander woman, her family, and the interprofessional palliative team. Resources are provided for additional learning and discussion at the nexus of culture, health/death literacy, cancer care disparities, and palliative social work.
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Conference papers on the topic "Interprofessional relations"

1

Aguirre, Nelson, Peter Carswell, and Tim Kenealy. "Social Relations: Interprofessional Networks and Influence on Integrated Care." In Annual Global Healthcare Conference. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3833_ghc12.40.

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Loke, Jennifer, Derek Coluquhoun, and Kah Wai Lee. "A Reconstruction of Power-Relations Based on Caring Within Interprofessional Online Learning." In Annual Global Healthcare Conference. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3833_ghc12.29.

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Guzman, Cirila Estela Vasquez, Leah Gordon, Samuel Edwards, Anais Tuepker, Brian Park, and Alexander Mansour. "Assessing the Intersection of Virtual Meetings and Relational Leadership Tools in Healthcare and Interprofessional Settings." In NAPCRG 50th Annual Meeting — Abstracts of Completed Research 2022. American Academy of Family Physicians, 2023. http://dx.doi.org/10.1370/afm.21.s1.4039.

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You might also be interested in the extended bibliographies on the topic 'Interprofessional relations' for particular source types:
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