Literatura académica sobre el tema "Accordi interprofessionali"
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Artículos de revistas sobre el tema "Accordi interprofessionali"
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Lagacé, Josée, Margaret Bélanger-Schaadt, Jacinthe Savard y Claire-Jehanne Dubouloz. "Interprofessional Approach to Auditory Processing Disorders". Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 9, n.º 4 (diciembre de 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 y Paul Van Royen. "Do not confuse multidisciplinary task management in nursing homes with interprofessional care!" Primary Health Care Research & Development 18, n.º 06 (19 de junio de 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 y Jill F. White. "Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders". Australian Health Review 35, n.º 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 y Saskia Praditya. "Nurse-Doctor Interprofessional Collaboration In Hospital: Study Description". JURNAL KEPERAWATAN DAN FISIOTERAPI (JKF) 5, n.º 1 (30 de octubre de 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 y Muhammad K. Che Hasan. "Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia". Sultan Qaboos University Medical Journal [SQUMJ] 20, n.º 4 (28 de diciembre de 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 y Lynette DiLuzio. "Collaborative Groups: Application of a Framework for Interprofessional Collaboration in a High School Setting". Perspectives on School-Based Issues 16, n.º 4 (noviembre de 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 y 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, n.º 16 (16 de agosto de 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 y Nor Anith Mohd Azhare. "Readiness for interprofessional education amongst students at public and private Medical Universities in Malaysia". Cypriot Journal of Educational Sciences 15, n.º 6 (31 de diciembre de 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 y Gianluca De Leo. "Attitudes and Behavior towards Interprofessional Collaboration among Healthcare Professionals in a Large Academic Medical Center". Healthcare 8, n.º 3 (6 de septiembre de 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 y Alla El-Awaisi. "Interprofessional education in health professions education programmes in the Arab world: a scoping review protocol". BMJ Open 12, n.º 11 (noviembre de 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.
Capítulos de libros sobre el tema "Accordi interprofessionali"
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Obichi, Chidiebele Constance, April D. Newton y Ukamaka Marian Oruche. "Interprofessionality". En Evaluating Challenges and Opportunities for Healthcare Reform, 195–214. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2949-2.ch009.
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Preventable medical errors (PME) is the third leading cause of death in the United States with an incidence range of 210,000 to 400,000 deaths per year and an estimated cost of $19.5 billion to $958 billion per year. Despite advances in patient safety, PME persists across the nation. An unmarked extremity, a soft sponge, medication dose, poor communication, etc. are possible precursors of PME that may lead to death. Preventable medical errors such as wrong-patient or wrong-site surgery, botched transplants, and death from myocardial infarction or septic shock following a discharge from the emergency department are frequently reported. According to the Institute of Medicine, most PME in the healthcare system are caused by poor team collaboration and care coordination, particularly when patient care was provided by independent providers. Therefore, the healthcare workforce must work within interprofessional teams for safe, cost-effective, and quality care delivery significant to sustainable healthcare reform.
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Rastogi, Sachin y Fiona Campbell. "Drugs for neuropathic pain". En Oxford Textbook of Pediatric Pain, editado por Bonnie J. Stevens, Gareth Hathway y William T. Zempsky, 500–510. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198818762.003.0048.
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Neuropathic pain is defined as “pain arising as a direct consequence of a lesion or disease affecting the somatosensory system.” It is often contrasted with nociceptive pain, which is associated with tissue injury or inflammation. Neuropathic pain conditions in children are qualitatively different from those common in adults and include complex regional pain syndrome, postoperative neuropathic pain, and autoimmune and degenerative neuropathies. Few randomized controlled trials in pediatrics means that evidence from adult studies is extrapolated to guide pharmacological management in children, which is problematic as the etiologies and mechanisms are different. An algorithm for drug therapy is proposed based on the best-available evidence, clinical experience, and the safety of these drugs in pediatric practice. A step-wise approach should be tried methodically according to effectiveness and side effects. Neuropathic pain in children, if identified and treated in a timely manner as part of an interprofessional framework, can be managed effectively.
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Söderström, Kerstin. "Bekymring for det ufødte liv og omsorgsovertakelse ved fødsel: Posisjoner, verdikonflikter og spenninger i tverrfaglig arbeid". En Verdier i barnevern, 131–51. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.103.ch7.
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Separating a mother and newborn at the maternity ward is a challenging, potentially traumatic, and value-laden intervention. Cross-disciplinary collaboration in this tense and intense situation ideally assists child protection services in reaching well-founded decisions. However, differing opinions, professional stances and values can jeopardize the decisional process and threaten the quality of care and rights of the client(s). The main aim is to describe and analyse cross-disciplinary teamwork during pregnancy and the process towards a child protection decision. Participant observation and interviews provided data and descriptions of the case study, analysed according to positioning theory. The results show how two main storylines, a medical-therapeutic and a child protection storyline, each with a set of professional positions, create friction and tension in cross-disciplinary collaboration. The case describes the initial tensions, how they were overcome, and how they finally resulted in a planned removal at birth. This gave the mentally ill mother-to-be the opportunity to participate and prepare for the separation. The study demonstrates how a supervised, structured and reflective collaborative process enabled the participants to deal with conflicts and uncertainties stemming from positions and the dynamics of positioning. Further research and practical experiences, e.g. through simulation training, are needed to inform safe and caring removal practices and validate the usefulness of positioning theory to illuminate interprofessional conflict.