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Journal articles on the topic 'Interprofessional'

To see the other types of publications on this topic, follow the link: Interprofessional.

Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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1

Behrend, Ronja, Harm Peters, Andreas Böttner, and Cornelia Heinze. "Interprofessional learning: learning gain and change of attitude in first semester medical students / Interprofessionelles Lernen: Lernzuwachs und Einstellungsänderung bei Medizinstudierenden im 1. Semester." International Journal of Health Professions 4, no. 1 (June 30, 2017): 43–52. http://dx.doi.org/10.1515/ijhp-2017-0006.

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Abstract Background The competence and willingness of physicians to work in interprofessional teams is important for the quality of patient care. To train this competence, the integration of interprofessional learning into undergraduate medical curricula is recommended by experts. This study analyses how a single interprofessional teaching course impacts on medical students’ learning gain and change of attitude towards interprofessional collaboration. Method With a questionnaire study in a pre/post design, the learning gain of five learning goals were analyzed. For analyzing change of attitude towards interprofessional collaboration, the “Readiness for interprofessional learning scale” was used in a German translation (RIPLS-D). 71 interprofessionally taught medical students were compared to 227 monoprofessionally taught medical students. In addition, the subjective impressions of the course were analyzed qualitatively by free text answers. Results Four out of five learning goals show no differences in the extent of learning gain between inter- and monoprofessionally taught groups. The group comparison shows a change of attitude towards interprofessional collaboration for the interprofessionally taught group. The free text responses show positive feedback on the course and suggest good acceptance of interprofessional learning. Discussion The present study is evidence of a positive impact of interprofessional teaching on medical students’ willingness towards interprofessional collaboration. In addition, medical students express a good acceptance for interprofessional learning. In order to detect long-term effects on health care practice, conditions for long-term testing of interprofessional teaching should be established in undergraduate medical curricula.

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Hemingway, Steve, John Stephenson, and Lydia Arnold. "Promoting safe prescribing practice and interprofessional working: a workshop follow-up evaluation." Journal of Prescribing Practice 2, no. 4 (April 2, 2020): 188–92. http://dx.doi.org/10.12968/jprp.2020.2.4.188.

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Safe prescribing requires successful interprofessional working. One way to facilitate this is to develop interprofessional education across disciplines. This paper presents findings from a follow-up evaluation of an interprofessional workshop for prescribing safety to assess the perceptions and attitudes toward working interprofessionally in non-medical prescribers and MPharm students. The objectives were to further validate an internal workshop questionnaire and the use of the of a scale to assess the readiness for interprofessional learning. An interprofessional workshop, centered around the issue of prescriptions and determinants of competence and safety, was attended by 126 non-medical prescribers and MPharm students. The workshop was evaluated using the Readiness for Interprofessional Learning questionnaire and an internally-produced evaluation, The workshop was evaluated using the Readiness for Interprofessional Learning questionnaire and an internally-produced evaluation. As part of this process, internal consistency of the internally-produced evaluation was verified.. The workshop was rated highly by all participants with overall positivity toward working interprofessionally. There was no evidence that non-medical prescribers and students rated the workshop significantly differently, but MPharm students scored slightly higher than non-medical prescribers on one domain of the internally-produced instrument. All domains of this instrument demonstrated good internal consistency. The workshop overall was received well and appears to meet the standards set out by The Centre for the Advancement of Interprofessional Education. While reliability measures of the internally produced instrument are promising, further work is needed to develop internal validity; and to determine whether any adaptations to the Readiness for Interprofessional Learning Scale are needed for subsequent use with different groups of participants.

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Siokal, Brajakson. "POTENSI PENERAPAN INTERPROFESSIONAL PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN." Journal of Aafiyah Health Research (JAHR) 2, no. 1 (January 23, 2021): 1–8. http://dx.doi.org/10.52103/jahr.v2i1.306.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatan yang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambil keputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien. Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessional collaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengan desain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknik purposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitian menunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteria keberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, dan harapan profesional kesehatan terhadap interprofessiona collaboration practice.

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Brajakson Siokal and Wahyuningsih. "POTENSI PROFESIONAL KESEHATAN DALAM MENJALANKAN INTERPROFESSIONAL COLLABORATION PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN." Bina Generasi : Jurnal Kesehatan 11, no. 1 (August 31, 2019): 13–20. http://dx.doi.org/10.35907/jksbg.v11i1.128.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatan yang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambil keputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien. Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessional collaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengan desain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknik purposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitian menunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteria keberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, danharapan profesional kesehatanterhadap interprofessiona collaborationpractice.

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Syahrani Hajri, Waode, Masta Hutasoit, and Retty Nirmala Santiasari. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." MEDIA ILMU KESEHATAN 7, no. 2 (November 17, 2019): 169–78. http://dx.doi.org/10.30989/mik.v7i2.238.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers

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Hutasoit, Masta. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." Media Ilmu Kesehatan 7, no. 2 (August 30, 2018): 169–78. http://dx.doi.org/10.30989/mik.v7i2.285.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers

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Mulvaney, Elizabeth A., Rachel Jantea, Paula Leslie, Pamela Toto, Mary Allias, Catherine Grant, Victoria Hornyak, et al. "Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology." Advances in Social Work 20, no. 2 (September 10, 2020): 184–203. http://dx.doi.org/10.18060/23682.

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Interprofessional, collaborative health care is the ideal standard in geriatrics. Students’ interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students’ knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p < 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students’ practice of IP teamwork competencies.

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Brajakson Siokal and Wahyuningsih. "POTENSI PROFESIONAL KESEHATAN DALAM MENJALANKAN INTERPROFESSIONAL COLLABORATION PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN." Bina Generasi : Jurnal Kesehatan 11, no. 01 (August 30, 2019): 13–20. http://dx.doi.org/10.35907/jksbg.v11i01.132.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatanyang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambilkeputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien.Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessionalcollaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengandesain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknikpurposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitianmenunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteriakeberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, dan harapanprofesional kesehatan terhadap interprofessiona collaboration practice.

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Stewart, Victoria, Michelle Crozier, and Amanda Wheeler. "Interprofessional learning issues in postgraduate mental health education." Journal of Social Inclusion 7, no. 1 (July 28, 2016): 98–106. http://dx.doi.org/10.36251/josi106.

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Interprofessional care within many clinical and community mental health teams in Australia require staff to work collaboratively and outside their traditional scope. Whilst shared decision making and interprofessional collaboration are important approaches in supporting an individual’s recovery journey, working interprofessionally can create issues within teams when determining and defining ways to respond, care and support people with mental illness. The aim of this report is to examine workforce perspectives regarding an interprofessional postgraduate learning approach in mental health practice. Semistructured in-depth interviews were conducted with eight mental health stakeholders. Findings indicate that practitioner learning needs are dependent on practice setting (i.e. hospital/clinical vs. community) and professional background (i.e. social work, nursing). Learning needs were related to the application of practice frameworks (therapeutic relationship, recovery and professional identity) and the workforce issues for employers (qualifications and skills). Overall interprofessional understanding and collaboration were seen as an essential requirement in ensuring an evidence based response to improve quality of life and economic and social participation for consumers. Tension between professional identities and the need for mental health practitioners to operate successfully within interprofessional contexts provides a challenge for postgraduate higher education providers.

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Dilles, Tinne, Jana Heczkova, Styliani Tziaferi, Ann Karin Helgesen, Vigdis Abrahamsen Grøndahl, Bart Van Rompaey, Carolien G. Sino, and Sue Jordan. "Nurses and Pharmaceutical Care: Interprofessional, Evidence-Based Working to Improve Patient Care and Outcomes." International Journal of Environmental Research and Public Health 18, no. 11 (June 2, 2021): 5973. http://dx.doi.org/10.3390/ijerph18115973.

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Pharmaceutical care necessitates significant efforts from patients, informal caregivers, the interprofessional team of health care professionals and health care system administrators. Collaboration, mutual respect and agreement amongst all stakeholders regarding responsibilities throughout the complex process of pharmaceutical care is needed before patients can take full advantage of modern medicine. Based on the literature and policy documents, in this position paper, we reflect on opportunities for integrated evidence-based pharmaceutical care to improve care quality and patient outcomes from a nursing perspective. Despite the consensus that interprofessional collaboration is essential, in clinical practice, research, education and policy-making challenges are often not addressed interprofessionally. This paper concludes with specific advises to move towards the implementation of more interprofessional, evidence-based pharmaceutical care.

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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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Gardner, Marcia R. "Interprofessional Collaboration and Interprofessional Education." Pediatrics and Neonatal Nursing - Open Journal 2, no. 2 (October 14, 2015): 70–71. http://dx.doi.org/10.17140/pnnoj-2-111.

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Mikić, Milena, and Ivana Dondo. "Interprofessional education as a condition for success of the interprofessionaly team." Inspirium, no. 14 (2015): 21–24. http://dx.doi.org/10.5937/insp1514021m.

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In the light of the development of medicine, in order to care and treatment of the population, emerged the need to form a multiprofessional teams that will work in a unique way in the direction of improving the health service users. One of the conditions for the work of the team is implementing interprofessional education both in the school system and in the system of work organization. Interprofessional concept of education is available in the literature, but is not recognized in practice. What is most important is to identify the reasons for this situation, and find a way how it could be overcome. All this has a unique the target creating interprofessional team.

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Lau, Phyllis, Anthony Tran, Matthew Chen, Evelyn Boyce, Rachel Martin, and Hanny Calache. "Interprofessional diabetes and oral health management: what do primary healthcare professionals think?" F1000Research 10 (May 4, 2021): 339. http://dx.doi.org/10.12688/f1000research.52297.1.

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Background: Diabetes and periodontitis have a bi-directional relationship. And yet, collaborations between primary healthcare practitioners in diabetes and oral health care are minimal. This study explored the views of general practice and oral health professionals on the link between diabetes and periodontitis, and interprofessional diabetes and oral health management. Methods: A sequential mixed-methods exploratory research design was used. General practice and oral health professionals were recruited from four community health centres in Melbourne. Quantitative surveys explored participants’ experiences, attitudes and knowledge of diabetes and oral health management and interprofessional collaboration; qualitative follow-up interviews explored survey responses with selected participants. Results: 58 participants completed the online surveys; 22 then participated in semi-structured interviews. Participants generally had strong intentions to collaborate interprofessionally in diabetes and oral health management. Most general practice and oral health professional participants were willing to perform simple screening for periodontitis or diabetes respectively. Themes from the interviews were grouped under three domains: ‘attitude towards diabetes and oral health management’, ‘subjective norms’ and ‘perceived behavioural control’; and an overarching domain to describe participants’ ‘current practice’. Existing siloed primary healthcare practices and lack of formal referral pathways contribute to poor interprofessional collaboration. Most participants were unsure of each other’s responsibilities and roles. Their lack of training in the relationship between general and oral health, compounded by systemic barriers including time constraint, high dental costs, long public dental waiting list and unintegrated health information systems, also impeded interprofessional care. Conclusions: The diabetes and oral health link is not properly recognised or managed collaboratively by relevant primary healthcare professionals in Australia. There is, nonetheless, strong intentions to engage in interprofessional diabetes and oral health care to contribute to improved patient outcomes. Primary healthcare professionals need dedicated and accredited interprofessional training and competencies, formal referral systems and sustainable health policies to facilitate collaboration.

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Malik, Alam Sher, and Rukhsana Hussain Malik. "Interprofessional Education for Interprofessional Collaborative Practice." Annals of King Edward Medical University 27, no. 4 (January 27, 2022): 474–78. http://dx.doi.org/10.21649/akemu.v27i4.4894.

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Inter professional Collaborative Practice (ICP) has evolved as a key intervention for efficient and effective promotion of health apart from treating patients, particularly those suffering from complex disorders and need multi-professional care.

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Singleterry, Lisa, Sally Vliem, Kristine Gibson, and Scott T. Gaynor. "Interprofessional improvement of interprofessional teaching practices." Journal of Interprofessional Education & Practice 14 (March 2019): 43–46. http://dx.doi.org/10.1016/j.xjep.2018.11.004.

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Ketcherside, Miranda, Darson Rhodes, Stephanie Powelson, Carol Cox, and Justin Parker. "Translating interprofessional theory to interprofessional practice." Journal of Professional Nursing 33, no. 5 (September 2017): 370–77. http://dx.doi.org/10.1016/j.profnurs.2017.03.002.

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Conrad, Martha, Diane Brown, Connie Chronister, Kelli Chronister, and Rami Ahmed. "Interprofessional Simulation Begins with Interprofessional Collaboration." Clinical Simulation in Nursing 7, no. 6 (November 2011): e249. http://dx.doi.org/10.1016/j.ecns.2011.09.019.

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Erstad, Brian L. "How interprofessional is your interprofessional organization?" JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 5, no. 12 (December 2022): 1232–35. http://dx.doi.org/10.1002/jac5.1683.

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Holtman, Matthew C., Jody S. Frost, Dana P. Hammer, Kathy McGuinn, and Loretta M. Nunez. "Interprofessional professionalism: Linking professionalism and interprofessional care." Journal of Interprofessional Care 25, no. 5 (July 6, 2011): 383–85. http://dx.doi.org/10.3109/13561820.2011.588350.

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Tong, Ruyi, Margo Brewer, Helen Flavell, and Lynne Roberts. "Exploring interprofessional identity development in healthcare graduates and its impact on practice." PLOS ONE 17, no. 5 (May 27, 2022): e0268745. http://dx.doi.org/10.1371/journal.pone.0268745.

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Interprofessional identity development is an emerging area of research. Whilst there is a growing body of studies exploring interprofessional identity development and interprofessional education, little is known about interprofessional identity development in healthcare professionals and the impact of interprofessional identity on practice. This study explored interprofessional identity development in graduates during their first year of work as health professionals and the influence of this on practice. All graduates had prior interprofessional education as students. Fourteen interviews with eight graduates were conducted. Data was analysed cross-sectionally using inductive thematic analysis. Three inter-related themes were developed: ‘growing confidence,’ ‘commitment to client-centred care,’ and ‘maintaining dual identification in different contexts.’ These themes demonstrated that, first, interprofessional identity development occurred along a continuum influenced by the practice context and the individual’s commitment to client-centred care. Second, confidence identifying and practising as a healthcare professional facilitates further interprofessional identity development. Third, maintaining identification as an interprofessional practitioner involves developing an increasingly sophisticated understanding of interprofessional practice by viewing interprofessional identity through increasingly complex meaning-making lenses consistent with the constructive developmental theory of self. Findings support the inclusion of pre-licensure interprofessional education and inform further interprofessional identity research in professionals beyond their first year of practice.

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Sutcliffe, Barbara J. "Interprofessional cooperation." Physiotherapy Practice 4, no. 3 (January 1988): 127–28. http://dx.doi.org/10.3109/09593988809159062.

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Iroku-Malize, T., C. Matson, J. Freeman, M. McGrew, and A. David. "Interprofessional Education." Annals of Family Medicine 11, no. 2 (March 1, 2013): 188–89. http://dx.doi.org/10.1370/afm.1523.

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Nelson-Brantley, Heather V., and Nora E. Warshawsky. "Interprofessional Education." JONA: The Journal of Nursing Administration 48, no. 5 (May 2018): 235–37. http://dx.doi.org/10.1097/nna.0000000000000607.

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Zidek, Stephanie, and Jacqueline Medland. "Interprofessional Collaboration." JONA: The Journal of Nursing Administration 50, no. 10 (October 2020): E8—E11. http://dx.doi.org/10.1097/nna.0000000000000933.

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&NA;. "Interprofessional Simulation." Journal for Nurses in Professional Development 30, no. 3 (2014): 159–60. http://dx.doi.org/10.1097/nnd.0000000000000071.

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Park, Chan W. "Interprofessional Education." Journal for Nurses in Professional Development 31, no. 4 (2015): 242–43. http://dx.doi.org/10.1097/nnd.0000000000000194.

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Holtschneider, Mary Edel, and Chan W. Park. "Interprofessional Simulation." Journal for Nurses in Professional Development 31, no. 5 (2015): 305–6. http://dx.doi.org/10.1097/nnd.0000000000000208.

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Holtschneider, Mary Edel, and Chan W. Park. "Interprofessional Simulation." Journal for Nurses in Professional Development 31, no. 6 (2015): 341–42. http://dx.doi.org/10.1097/nnd.0000000000000219.

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Park, Chan W., and Mary Edel Holtschneider. "Interprofessional Simulation." Journal for Nurses in Professional Development 32, no. 1 (2016): 44–46. http://dx.doi.org/10.1097/nnd.0000000000000239.

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Park, Chan W., and Mary Edel Holtschneider. "Interprofessional Simulation." Journal for Nurses in Professional Development 32, no. 2 (2016): 102–4. http://dx.doi.org/10.1097/nnd.0000000000000253.

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Hovland, Cynthia A., Maureen Whitford, and Joan Niederriter. "Interprofessional Education." Journal for Nurses in Professional Development 34, no. 4 (2018): 219–25. http://dx.doi.org/10.1097/nnd.0000000000000466.

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Gordon, Mary Anna, Kathie Lasater, Patrick Brunett, and Nathan F. Dieckmann. "Interprofessional Education." Nurse Educator 40, no. 5 (2015): 249–53. http://dx.doi.org/10.1097/nne.0000000000000164.

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Wilkerson, Katherine. "Interprofessional Education." Nurse Educator 40, no. 6 (2015): 273. http://dx.doi.org/10.1097/nne.0000000000000187.

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Munro, Teresa Marie. "Interprofessional Education." Nurse Educator 41, no. 5 (2016): E4. http://dx.doi.org/10.1097/nne.0000000000000317.

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Evans, Jennifer Titzer, Mary Rock, and Jody Delp. "Interprofessional Coaches." Nurse Educator 45, no. 2 (2020): E17—E18. http://dx.doi.org/10.1097/nne.0000000000000706.

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Sklar, David P. "Interprofessional Teams." Academic Medicine 89, no. 7 (July 2014): 955–57. http://dx.doi.org/10.1097/acm.0000000000000302.

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HORDER, JOHN. "Interprofessional education." Medical Education 26, no. 6 (November 1992): 427–28. http://dx.doi.org/10.1111/j.1365-2923.1992.tb00200.x.

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Makaram, Salwa. "Interprofessional cooperation." Medical Education 29 (December 1995): 65–69. http://dx.doi.org/10.1111/j.1365-2923.1995.tb02893.x.

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Hays, Richard. "Interprofessional education." Clinical Teacher 10, no. 5 (September 10, 2013): 339–41. http://dx.doi.org/10.1111/tct.12115.

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Nunez, Loretta, Janet Koehnke, and A. Lynn Williams. "Interprofessional Collaboration." Hearing Journal 72, no. 7 (July 2019): 12. http://dx.doi.org/10.1097/01.hj.0000575356.37456.6c.

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CRANSTON, CHRISTEL S., GORDON ULREY, ROBIN HANSEN, MARY HUDLER, RICHARD MARSHALL, and DONALD WUORI. "Interprofessional Collaboration." Journal of Developmental & Behavioral Pediatrics 9, no. 3 (June 1988): 134???139. http://dx.doi.org/10.1097/00004703-198806000-00004.

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Goldsmith, R. Jeffrey. "Interprofessional Collaboration." Journal of Addictions Nursing 26, no. 2 (2015): 55–57. http://dx.doi.org/10.1097/jan.0000000000000071.

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Lohenry, Kevin, Désirée Lie, Cha-Chi Fung, Sonia Crandall, and Reamer L. Bushardt. "Interprofessional Education." Journal of Physician Assistant Education 27, no. 2 (June 2016): 63–67. http://dx.doi.org/10.1097/jpa.0000000000000072.

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Ayello, Elizabeth A., Richard “Sal” Salcido, and R. Gary Sibbald. "Interprofessional Education." Advances in Skin & Wound Care 30, no. 2 (February 2017): 54. http://dx.doi.org/10.1097/01.asw.0000511880.03341.1c.

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Eriksson, Nomie, and Tomas Müllern. "Interprofessional Barriers." Quality Management in Health Care 26, no. 2 (2017): 63–69. http://dx.doi.org/10.1097/qmh.0000000000000129.

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Steel, A. C. "Interprofessional education." Acta Anaesthesiologica Scandinavica 51, no. 6 (July 2007): 775. http://dx.doi.org/10.1111/j.1399-6576.2007.01316.x.

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Prentice, Dawn, Joyce Engel, Karyn Taplay, and Karl Stobbe. "Interprofessional Collaboration." Global Qualitative Nursing Research 2 (January 21, 2015): 233339361456056. http://dx.doi.org/10.1177/2333393614560566.

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Baird, Jennifer, Michele Ashland, and Glenn Rosenbluth. "Interprofessional Teams." Pediatric Clinics of North America 66, no. 4 (August 2019): 739–50. http://dx.doi.org/10.1016/j.pcl.2019.03.003.

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Steinberg, D. "Interprofessional consultation." British Homoeopathic journal 82, no. 3 (July 1993): 188. http://dx.doi.org/10.1016/s0007-0785(05)80012-2.

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