Artículos de revistas sobre el tema "Interprofessional boundaries"
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Jakobsen, Helene Filstad y Cathrine Filstad. "Crossing Knowledge Boundaries in Interprofessional Collaborations". Nordic Journal of Studies in Policing 7, n.º 02 (9 de diciembre de 2020): 121–36. http://dx.doi.org/10.18261/issn.2703-7045-2020-02-04.
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Comeau-Vallée, Mariline y Ann Langley. "The Interplay of Inter- and Intraprofessional Boundary Work in Multidisciplinary Teams". Organization Studies 41, n.º 12 (16 de mayo de 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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Jones, Isabel F. "The theory of boundaries: Impact on interprofessional working". Journal of Interprofessional Care 21, n.º 3 (enero de 2007): 355–57. http://dx.doi.org/10.1080/13561820701257383.
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King, Olivia, Susan Nancarrow, Sandra Grace y Alan Borthwick. "Interprofessional role boundaries in diabetes education in Australia". Health Sociology Review 28, n.º 2 (2 de abril de 2019): 162–76. http://dx.doi.org/10.1080/14461242.2019.1600380.
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Sauzet, Sofie. "Et tværprofessionelt ansvar?" Forskning i Pædagogers Profession og Uddannelse 6, n.º 1 (11 de abril de 2022): 14. http://dx.doi.org/10.7146/fppu.v6i1.132318.
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DK resumé Det tværprofessionelle samarbejde mellem pædagoger og lærere i skolen begrebsliggøres på forskellig vis i danske uddannelsesbekendtgørelser til lærer- og pædagoguddannelsen fra 1986-2017. I artiklen analyseres tre varianter over det tværprofessionelle samarbejde i uddannelsesbekendtgørelsestekster, der læses som sammenvævede med velfærdssektorielle moderniserings-, professionaliserings- og reformprocesser. Analysen viser, at uddannelsesbekendtgørelserne fremskriver en tiltagende specialisering og differentiering af det tværprofessionelle samarbejde og betoner et stadig mere modsætningsfuldt og komplekst ansvar for lærere og pædagoger i det tværprofessionelle samarbejde. Det er et modsætningsfuldt ansvar for både at kende til og kommunikere egen og andres faglighed, forstå grænserne imellem professionerne og tage hensyn hertil, og bryde med de selvsamme grænser. Samtidig er det et komplekst ansvar, hvor professionerne både skal udvikle på samarbejdet og på betingelserne for samarbejdet. Ved at adressere det tværprofessionelle samarbejde som et midlertidigt resultat, tæt forbundet til velfærdsektorielle bevægelser, peger artiklen på, at professionernes kernebegreber ikke udvikles i et vakuum. Og artiklen viser, hvordan begrebsliggørelser af det tværprofessionelle samarbejde er med til at forme forståelser af, og betingelser for, professionernes fagligheder og samarbejdsobjekter. – Samtidig med, at betingelserne for samarbejdet justeres i velfærdsuddannelserne og velfærdsarbejdet, hvor stadig mere ambitiøse forhåbninger om hvad det tværprofessionelle kan løse af problemer, foldes ud.
Abstract – UKIn this article I show three variations of the concept of interprofessional collaboration between teachers and pedagogues in schools, in the ministerial orders for the programmes for teachers and pedagogues from 1986-2017. The article analyses variations in the concept of interprofessional collaboration as closely entangled with concomitant tendencies and processes in the welfare sector. Through the analysis it is argued that the ministerial orders for the professional programmes have involved a continuous specialization and differentiation of interprofessional collaboration, and an intensified and contradictory responsibilization of the professionals for knowing about, and manifesting, their own expertise, and the expertise of others, understanding the boundaries between the professions and solving tasks in caring for these differences. – While they are expected to overcome these boundaries and innovate on their conditions for collaborating interprofessionally. By addressing the concept of interprofessional collaboration as closely entangled with concomitant processes and tendencies in the welfare state, the article argues that the core concepts of the professions are not made in a vacuum. Rather, the article shows how conceptualizations unfold – whilst conditions for collaborating are adjusted and contradictory responsibilities are developed, as welfare reforms unfold with increasingly complex ambitions towards what problems interprofessional collaboration might solve.
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Smith, Tony. "?Skill transfer? and interprofessional boundaries in rural and remote radiography". Australian Journal of Rural Health 15, n.º 4 (agosto de 2007): 273–74. http://dx.doi.org/10.1111/j.1440-1584.2007.00907.x.
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Santy, J. "Interprofessional boundaries between nursing and physiotherapy in the orthopaedic setting". Journal of Orthopaedic Nursing 3, n.º 2 (mayo de 1999): 88–94. http://dx.doi.org/10.1016/s1361-3111(99)80031-4.
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Bjørke, Gerd y Nina E. Haavie. "Crossing boundaries: Implementing an interprofessional module into uniprofessional Bachelor programmes". Journal of Interprofessional Care 20, n.º 6 (enero de 2006): 641–53. http://dx.doi.org/10.1080/13561820600991801.
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Siebert, Sabina. "Symbolic demarcation: the role of status symbols in preserving interprofessional boundaries". Journal of Professions and Organization 7, n.º 1 (1 de marzo de 2020): 47–69. http://dx.doi.org/10.1093/jpo/joaa004.
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Abstract Interprofessional demarcation is one of the key themes in the study of the professions. This study aims to understand the symbolic resources activated when an elite profession faces challenges to its task jurisdiction from a new, emerging profession. I attempt to answer the following question: ‘How are status symbols used to maintain jurisdictional boundaries between professions?’ I analyzed ethnographic material concerning one of the most elite and ancient professions: Scottish advocates—known as barristers outside Scotland. I found that when faced with competition from other professions, advocates engaged in differentiation through the use of status symbols such as professional dress in and out of court, ceremonies, and everyday rituals. I observed two concurrent processes of differentiation: the maintenance of stability of status symbols and the maintenance of mobility of status symbols, that is, the ongoing cycle of imitation and avoidance, which happens on the boundary of two competing professions. Building on the Simmel effect (1890), I argue that imitation and distinctiveness preserve professional differentiation, and that managing the stability of some symbols and the mobility of others allow elite professionals to maintain their superior status.
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Pichonnaz, David, Alexandre Lambelet y Valérie Hugentobler. "Disagreements in Nursing Homes. Analysing the Competition between Occupations with Fuzzy Boundaries". Swiss Journal of Sociology 46, n.º 1 (1 de marzo de 2020): 97–115. http://dx.doi.org/10.2478/sjs-2020-0005.
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AbstractThis article looks at interprofessional disagreements about how care should be provided in nursing homes for elderly people. The article shows that, while work is discussed by referring to four general principles, their prioritization remains a point of contention. This priority ranking is specific to the norms of each profession involved, which are not always compatible.
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Chalmers, Laura. "Simulation based learning in practice with interprofessional students: organic disruptive simulation and golden teachable moments". Journal of Practice Teaching and Learning 16, n.º 1-2 (9 de mayo de 2019): 110–17. http://dx.doi.org/10.1921/jpts.v16i1.1225.
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Enhancing collaborative practice through Interprofessional education/learning is essential preparation for future health and social work student. This must not only sit within the universities but can be achieved in practice placement areas such as teaching rooms and the coffee room. Simulation based education is used to deliver a suite of low-fidelity simulations in practice for the overt student rehearsal of the multi-disciplinary team meeting. An unexpected outcome of this project was the development of a simulation debriefing technique and coaching style that transcend the boundaries of traditional simulation debriefing to one of coaching conversations and enhancing interprofessional education/learning.
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Cassie, Rachel, Christine Griffiths y George Parker. "Promoting positive interactions between midwives and obstetricians at the primary/secondary interface". New Zealand College of Midwives Journal 57 (1 de diciembre de 2021): 41–48. http://dx.doi.org/10.12784/nzcomjnl57.2021.6.41-48.
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Background: Interprofessional communication is a critical component of safe maternity care. The literature reports circumstances in Aotearoa New Zealand and overseas when interprofessional collaboration works well between midwives and obstetricians, as well as descriptions of unsatisfactory communication between the two professions. Aim: To explore and define effective collaboration between midwives and obstetricians at the primary/secondary interface in maternity care, in order to generate suggestions to foster positive collaboration. Method: Eight primary care midwives, three obstetricians and two obstetric registrars from a single District Health Board in Aotearoa New Zealand were interviewed about their interactions at the primary/secondary interface and their understanding, and use, of the Referral Guidelines. The theoretical perspective was Appreciative Inquiry. Data were analysed using thematic analysis. Findings: Results indicate usually positive interprofessional interactions. Dominant emergent themes are the need to negotiate differing philosophies, to clarify blurred boundaries that sometimes lead to lack of clear lines of responsibility, and the importance of three-way conversations. Of the three themes, this article focuses on three-way communication between midwife, obstetrician/registrar and woman. Participants reported that, when effective three-way communication between woman, midwife and obstetrician occurred, philosophical difference could be negotiated, blurred boundaries clarified and understanding of the respective roles of the LMC midwife and the obstetric team promoted. Participants value the Referral Guidelines but report some limitations to their applicability. Conclusion: Effective three-way communication promotes good maternity care. This study has identified ways to support optimal communication.
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Caronia, Letizia, Marzia Saglietti y Arturo Chieregato. "Challenging the interprofessional epistemic boundaries: The practices of informing in nurse-physician interaction". Social Science & Medicine 246 (febrero de 2020): 112732. http://dx.doi.org/10.1016/j.socscimed.2019.112732.
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Bolland, R. y L. Roderique. "G215 Setting and maintaining professional boundaries in paeditric clinical perspectives from an interprofessional perspective". Archives of Disease in Childhood 100, Suppl 3 (abril de 2015): A91.3—A92. http://dx.doi.org/10.1136/archdischild-2015-308599.209.
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Kiesewetter, Jan, Ingo Kollar, Nicolas Fernandez, Stuart Lubarsky, Claudia Kiessling, Martin R. Fischer y Bernard Charlin. "Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts". Journal of Interprofessional Care 30, n.º 5 (16 de junio de 2016): 689–92. http://dx.doi.org/10.1080/13561820.2016.1184238.
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Machin, Laura L. y R. A. Williams. "Interprofessional spanning and building boundaries when supporting potential embryo donors to stem cell research". Journal of Interprofessional Care 31, n.º 3 (31 de enero de 2017): 342–50. http://dx.doi.org/10.1080/13561820.2016.1253546.
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Belrhiti, Zakaria, Sara Van Belle y Bart Criel. "How medical dominance and interprofessional conflicts undermine patient-centred care in hospitals: historical analysis and multiple embedded case study in Morocco". BMJ Global Health 6, n.º 7 (julio de 2021): e006140. http://dx.doi.org/10.1136/bmjgh-2021-006140.
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BackgroundIn Morocco’s health systems, reforms were accompanied by increased tensions among doctors, nurses and health managers, poor interprofessional collaboration and counterproductive power struggles. However, little attention has focused on the processes underlying these interprofessional conflicts and their nature. Here, we explored the perspective of health workers and managers in four Moroccan hospitals.MethodsWe adopted a multiple embedded case study design and conducted 68 interviews, 8 focus group discussions and 11 group discussions with doctors, nurses, administrators and health managers at different organisational levels. We analysed what health workers (doctors and nurses) and health managers said about their sources of power, perceived roles and relationships with other healthcare professions. For our iterative qualitative data analysis, we coded all data sources using NVivo V.11 software and carried out thematic analysis using the concepts of ‘negotiated order’ and the four worldviews. For context, we used historical analysis to trace the development of medical and nursing professions during the colonial and postcolonial eras in Morocco.ResultsOur findings highlight professional hierarchies that counterbalance the power of formal hierarchies. Interprofessional interactions in Moroccan hospitals are marked by conflicts, power struggles and daily negotiated orders that may not serve the best interests of patients. The results confirm the dominance of medical specialists occupying the top of the professional hierarchy pyramid, as perceived at all levels in the four hospitals. In addition, health managers, lacking institutional backing, resources and decision spaces, often must rely on soft power when dealing with health workers to ensure smooth collaboration in care.ConclusionThe stratified order of care professions creates hierarchical professional boundaries in Moroccan hospitals, leading to partitioning of care and poor interprofessional collaboration. More attention should be placed on empowering health workers in delivering quality care by ensuring smooth interprofessional collaboration.
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Dahle, Rannveig. "Shifting boundaries and negotiations on knowledge: interprofessional conflicts between nurses and nursing assistants in Norway". International Journal of Sociology and Social Policy 23, n.º 4/5 (abril de 2003): 139–58. http://dx.doi.org/10.1108/01443330310790552.
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Wong, Rene, Petra Breiner y Maria Mylopoulos. "Shifting contours of boundaries: an exploration of inter-agency integration between hospital and community interprofessional diabetes programs". Journal of Interprofessional Care 28, n.º 5 (28 de abril de 2014): 447–52. http://dx.doi.org/10.3109/13561820.2014.909795.
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Rydenfält, Christofer, Per-Anders Larsson y Per Odenrick. "An action-oriented method for interprofessional organization development at a hospital operating unit". Action Research 15, n.º 2 (16 de febrero de 2016): 177–97. http://dx.doi.org/10.1177/1476750316631806.
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The complexity of modern interdisciplinary health care practices, where different specialties work together to solve complex problems, challenges traditional approaches to organizational development and quality improvement. An example of this is surgery. This article describes and evaluates an action-oriented method to facilitate organizational development and innovation at an operating unit, centered on interprofessional aspects of health care, a method that shares some features with action learning. At its core the method had a group with members from all specialties in an operating team, who participated in regular meetings facilitated by a process leader, according to experiential learning principles. The group was evaluated using mixed methods (including interaction process analysis (IPA)), of which video recorded group meetings and interviews constituted the main sources of data. Results showed that the group achieved a successful organizational change. Indications of the success of the group process were the low level of conflicts and the high level of task focus. Interprofessional boundaries appeared to be bridged as all members participated in formulation of both problems and solutions while not being afraid to voice different opinions. Problems could be attributed to lack of awareness of the group at the operating unit at which the intervention took place.
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Duner, Anna. "Care planning and decision-making in teams in Swedish elderly care: A study of interprofessional collaboration and professional boundaries". Journal of Interprofessional Care 27, n.º 3 (23 de enero de 2013): 246–53. http://dx.doi.org/10.3109/13561820.2012.757730.
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Chesluk, Benjamin, Elizabeth Bernabeo, Siddharta Reddy, Lorna Lynn, Brian Hess, Thor Odhner y Eric Holmboe. "How hospitalists work to pull healthcare teams together". Journal of Health Organization and Management 29, n.º 7 (16 de noviembre de 2015): 933–47. http://dx.doi.org/10.1108/jhom-01-2015-0008.
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Purpose – The purpose of this paper is to document everyday practices by which hospitalist physicians negotiate barriers to effective teamwork. Design/methodology/approach – Ethnographic observation with a sample of hospitalists chosen to represent a range of hospital and practice types. Findings – Hospitals rely on effective, interprofessional teamwork but typically do not support it. Hospitalist physicians must bridge the internal boundaries within their hospitals to coordinate their patients’ care, but they face challenges – scattered patients, fragmented information, uncoordinated teams, and unreliable processes – that can impact the timeliness and safety of care. Hospitalists largely rely on personal presence and memory to deal with these challenges. Some invent low-tech supports for teamwork, but these are typically neither tested nor shared with others. Formal support for teamwork, primarily case management rounds, is applied unevenly and may not be respected by all team members. Research limitations/implications – The findings are drawn from observation over a limited period of time with a small, purposefully chosen sample of physicians and hospitals. Practical implications – Hospitals must recognize the issues hospitalists and other providers face, evaluate and disseminate supports for teamwork, and make interprofessional teamwork a core feature of hospital design and evaluation. Originality/value – The authors show the nuances of how hospitalists struggle to practice teamwork in a challenging context, and how the approaches they take (relying on memory and personal presence) do not address, and may actually contribute to, the system-level problems they face.
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McDevitt, S. y V. Passi. "Evaluation of a pilot interprofessional education programme for eating disorder training in mental health services". Irish Journal of Psychological Medicine 35, n.º 4 (17 de diciembre de 2015): 289–99. http://dx.doi.org/10.1017/ipm.2015.61.
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ObjectiveTo evaluate the effectiveness of an Interprofessional Education (IPE) programme in eating disorders for mental health practitioners using a case-based learning approach.MethodsA total of 25 mental health clinicians were asked to evaluate their IPE programme as part of training for the National Clinical Programme in Eating Disorders. They completed a Readiness for Interprofessional Learning Scale (RIPLS), a learner reaction questionnaire after each session and a final open evaluation at 4 months. Non-parametric statistical analysis was employed to analyse learner attitudes and reactions, and qualitative information was coded.ResultsA total of 23 (92%) clinicians from five disciplines participated. Baseline attitudes towards IPE were positive on all RIPLS subscales, and those with prior IPE experience had most positive views as to its benefits for teamwork and patient care (p=0.036). Learner reactions on content, delivery, outcome and structure indicated that individual learning experience was strongly positively endorsed. Change in clinical practice behaviour was reported in terms of communication, clinical activity, outcome evaluation and confidence. Barriers included other demands on time, organisational support, not having enough patients or co-workers to practice skills, and knowledge differentials between learners.ConclusionsIPE using a case based learning approach is an effective and acceptable means of developing specialist training across existing service, team and professional boundaries. It has potential for positive impact on knowledge, clinical behaviour and service delivery. Recommendations include the introduction of IPE group guidelines, wider circulation of learning points and content, and the use of self-competency ratings and reflective logs.
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Mohammed, Shan Darrel, Pamela Savage y Camilla Zimmermann. "Nurses’ roles and responsibilities in the provision of early palliative care: A grounded theory study." Journal of Clinical Oncology 35, n.º 31_suppl (1 de noviembre de 2017): 98. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.98.
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98 Background: The benefits of providing early palliative care (EPC) are well researched. Few studies have explored the knowledge and skill used by nurses to help patients and families transition to and receive palliative care. In this study, we examine the roles and responsibilities of nurses in the provision of EPC and explore some of the barriers and facilitators they encounter as part of this complicated work. Methods: We drew on constructivist grounded theory to guide our methods and analysis. Nurses were recruited from several ambulatory care clinics in a comprehensive cancer center in Ontario, Canada. Nurses who participated in the study completed semi-structured interviews seeking to examine the roles, responsibilities, knowledge, and skills they utilized to provide EPC. Results: Ten nurse practitioners, six staff nurses, and four advanced practice nurses completed interviews for a total of 20 participants. Participants practiced in a variety of settings such as head and neck, breast, pancreatic, and hematology. The core category Brokering Palliative Care includes three subcategories: (1) Moving backwards and forward – stepping back to assess patients’ willingness to hear about EPC and then proceeding by selling the benefits of palliative to improving everyday function; (2) Addressing misconceptions and stigma – dealing with patients’ assumptions about palliative care as diminishing hope and accelerating the end of life; and (3) Advocating with the interprofessional team – bringing patient concerns forward to the team, managing interprofessional dynamics, and seeding the process of referral to EPC. Conclusions: Oncology nurses play a central role by brokering EPC for patients with serious cancers and their families. They draw on their proximity to patients, relational and communication capabilities, care coordination skills, and advocacy abilities. Brokering palliative care is conditional on nurses’ comfort level, experience, workload, and relationships with other healthcare professionals, especially oncologists. Moreover, the brokering work of nurses must be enacted within the boundaries of the nursing role and their relative position within the healthcare system.
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Raine, Rosalind, Simon Carter, Tom Sensky y Nick Black. "‘Referral into a Void': Opinions of General Practitioners and Others on Single Point of Access to Mental Health Care". Journal of the Royal Society of Medicine 98, n.º 4 (abril de 2005): 153–57. http://dx.doi.org/10.1177/014107680509800404.
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In the past, British general practitioners (GPs) have referred patients to individual consultants. There is now a trend towards generic referral, whereby the specialist team is consulted via a single point of access. We examined the impact of this innovation on the relationship between GPs and specialists in mental health care. Sixteen groups of randomly selected GPs and mental health professionals (MHPs) in England discussed clinical scenarios involving the use of mental health interventions for patients with functional somatic symptoms. The meetings were audiotaped, transcribed and analysed to the point at which no major new themes were emerging. The final analysis was confined to a purposive sample of six of the sixteen groups, comprising 54 GPs and 15 MHPs. Although the rationale for the single point of access was clear to both GPs and MHPs, the approach erected boundaries because it impeded the establishment of professional relationships and transfer of knowledge. GPs thought the system reduced their capacity to be accountable to their patients and limited the potential for their own professional development. MHPs did not seem to be aware of GPs’ concerns. Effective interprofessional management of individual patients depends upon confidence in colleagues’ skills and good communication. Factors that hamper these must be addressed in the development of this system of referral.
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Villeneuve, Michelle A. y Lyn M. Shulha. "Learning together for effective collaboration in school-based occupational therapy practice". Canadian Journal of Occupational Therapy 79, n.º 5 (diciembre de 2012): 293–302. http://dx.doi.org/10.2182/cjot.2012.79.5.5.
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Background. School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. Purpose. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to provide an evidence-informed foundation for decision making about implementation of these services. Methods Within an appreciative inquiry framework (Cooperrider, Whitney, & Stavros, 2008), Developmental Work Research methods (Engeström, 2000) were used to facilitate shared learning for improved SBOT collaborative consultation. Program administrators participated alongside program providers and service recipients in a series of facilitated workshops to develop principles that will guide future planning and decision making about the delivery of SBOT services. Findings. Facilitated discussion among stakeholders led to the articulation of 12 principles for effective collaborative practice. Program administrators used their shared understanding to propose a new model for delivering SBOT services. Implications. Horizontal and vertical learning across agency and professional boundaries led to the development of powerful solutions for program improvement.
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Agreli, Heloise, Ruthanne Huising y Marina Peduzzi. "Role reconfiguration: what ethnographic studies tell us about the implications of technological change for work and collaboration in healthcare". BMJ Leader 5, n.º 2 (28 de abril de 2021): 134–41. http://dx.doi.org/10.1136/leader-2020-000224.
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New technologies including digital health and robotics are driving the evolution of healthcare. At the same time, healthcare systems are transitioning from a multiprofessional model approach of healthcare delivery to an interprofessional model. The concurrence of these two trends may represent an opportunity for leaders in healthcare because both require renegotiation of the complex division of work and enhanced interdependency. This review examines how the introduction of new technologies alters the role boundaries of occupations and interdependencies among health occupations. Based on a scoping review of ethnographic studies of technology implementation in a variety of contexts (from primary care to operating room) and of diverse technologies (from health informatics systems to robotics), we develop the concept of role reconfiguration to capture simultaneous adjustments of multiple, interdependent roles during technological change. Ethnographic and qualitative studies provide rich, detailed accounts of what people actually do and how their work and role is changed (or not) when a new technology arrives. Through a synthesis of these studies, we develop a typology of four types of role reconfiguration: negotiation, clarification, enlargement and restriction. We discuss leadership challenges in managing role reconfiguration and formulate four leadership priorities. We suggest that leaders: redesign roles proactively, paying attention to interdependencies; offer opportunities for collective learning about new technologies; ensure that knowledge of new technologies is distributed across roles and prepare to address resistance.
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Young, Jessica, Chrystal Jaye, Tony Egan, Martyn Williamson, Anna Askerud, Peter Radue y Maree Penese. "Communities of clinical practice in action: Doing whatever it takes". Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 22, n.º 2 (23 de enero de 2017): 109–27. http://dx.doi.org/10.1177/1363459316688515.
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Burgeoning numbers of patients with long-term conditions requiring complex care have placed pressures on healthcare systems around the world. In New Zealand, complex patients are increasingly being managed within the community. The Community of Clinical Practice concept identifies the network of carers around an individual patient whose central participants share a common purpose of increasing that patient’s well-being. We conducted a focused ethnography of nine communities of clinical practice in one general practice setting using participant observation and interviews, and examined the patients’ medical records. Data were analysed using a template organising style. Communities of clinical practice were interprofessional and included informal supports, services and non-professionals. These communities of clinical practice mediate practice, utilising informal networks to cut across boundaries, bureaucracy, mandated clinical pathways and professional jurisdictions to achieve optimum patient-centred care. Communities of clinical practice’s repertoires are characterised by care and are driven by the moral imperative to care. They do ‘whatever it takes’, although there is a cost to this form of care. Well-functioning communities of clinical practice use patient’s well-being as a guiding light and, by sharing a vision of care through trusting and respectful relationships, avoid fragmentation of care. The Community of Clinical Practice (CoCP) model is particularly useful in accounting for the ‘messiness’ of community-based care.
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Sharley, Victoria. "Identifying and Responding to Child Neglect within Schools: Differing Perspectives and the Implications for Inter-Agency Practice". Child Indicators Research 13, n.º 2 (15 de noviembre de 2019): 551–71. http://dx.doi.org/10.1007/s12187-019-09681-z.
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AbstractChild neglect is the most common reason for a child to be placed on the child protection register in Wales. Due to their central position within the community, schools provide opportunities for staff to observe children’s interactions with peers and family members, five days a week, over an extended period of time and development. Although literature acknowledges schools as pivotal sites for the identification of child maltreatment, little is known about the manner in which school staff recognise and respond to child neglect in their roles. This paper brings new understanding about the way in which child neglect is identified by school staff in Wales. The mixed method research design comprises two phases: quantitative social work case file analysis, qualitative semi-structured interviews and non-participant observation. This paper presents two key findings from the thirty interviews with staff in mainstream schools undertaken within the second phase of the study. Findings emphasise the presence of differing professional perspectives between school staff and social services: firstly the identification of child neglect within the boundaries of the school, and secondly the interprofessional challenges which exist for school staff when responding to child neglect. Findings have important implications for future policy and practice in the delivery of school-based service provision, and broader messages for the development of effective inter-professional relationships between staff in all universal services and statutory services when supporting and protecting children who are suspected of living with neglect.
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Sasangohar, Farzan, Major R. Bradshaw, Marianne Millen Carlson, James N. Flack, James C. Fowler, Diana Freeland, John Head et al. "Adapting an Outpatient Psychiatric Clinic to Telehealth During the COVID-19 Pandemic: A Practice Perspective". Journal of Medical Internet Research 22, n.º 10 (1 de octubre de 2020): e22523. http://dx.doi.org/10.2196/22523.
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As the demand for telepsychiatry increases during the COVID-19 pandemic, the strengths and challenges of telepsychiatry implementation must be articulated to improve clinical practices in the long term. Currently, observations within US contexts are lacking; therefore, we report on the rapid implementation of telepsychiatry and workflow experiences in a psychiatric practice based within a large health care system in southeast Texas with a national catchment area. We discuss the logistics of the implementation, including modes of communication, scheduling, coordination, and capacity; the psychological effects of web-based services, including both the loss of the physical therapeutic environment and the unique interpersonal dynamics experienced in the virtual environment; and postadoption patterns of engagement with our services and with other clinical functions affected by the rapid adaptation to telemedicine. Our art therapy group programming serves as an applied case study, demonstrating the value of a well-managed web-based program (eg, patients were receptive and well-engaged, and they appreciated the continuity of accessible service) as well as the challenges (eg, the need for backup plans and technological fallbacks, managing interruptions and telecommunication learning curves, and working around the difference in resources for art and music therapy between a well-stocked clinical setting versus clients’ home spaces). We conclude from our experience that the overall strengths of telepsychiatry include receptive and well-engaged responses from patients as well as the expansion of boundaries, which provides a directly contextualized view into patients’ home lives. Challenges and corresponding recommendations include the need for more careful safety planning for high-risk patients; maintaining professional boundaries in the newly informal virtual setting; designing the physical space to both frame the patient encounter and maintain work-life balance for the therapist; allowing for delays and interruptions (including an initial acclimation session); and preserving interprofessional care team collaboration when the physical locations that normally facilitate such encounters are not accessible. We believe that careful observations of the strengths and challenges of telepsychiatry during this pandemic will better inform practices that are considering telepsychiatry adoption both within pandemic contexts and more broadly thereafter.
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Liaw, Siaw-Teng y Gregory Peterson. "Doctor and pharmacist — back to the apothecary!" Australian Health Review 33, n.º 2 (2009): 268. http://dx.doi.org/10.1071/ah090268.
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The Australian National Medicines Policy embodies four tenets: availability, quality, safety and efficacy of medicines; timely access to affordable medicines; quality use of medicines (QUM); and a responsible and viable medicines industry. The promotion of QUM requires a multidisciplinary approach, including contributions from government, the pharmaceutical industry, health professionals, consumers and academia. However, there are significant tensions and unintended effects associated with the multidisciplinary approach, especially with the relationships between prescribers and dispensers of medicines. The general practitioner and the pharmacist share a common ancestor ? the apothecary. The separation of dispensing from prescribing, which began in medieval Europe and 19th century England, reframed and confined the patient?doctor relationship to one of diagnosis, prescription and non-drug management. The role of pharmacists was limited to dispensing, though the present trend is for their responsibilities to be widened. Historical antecedents, the contribution of an increasing number of actors to the costs of health care, universal health insurance and an evolving regulatory framework, are among the factors influencing doctor?pharmacist relations. The prescribing and dispensing of medicines must be guided by an ethical clinical governance structure encompassing health professionals, regulators, the pharmaceutical industry and consumers. There must be close monitoring of safety and effectiveness, and promotion of quality use of medicines and improved patient outcomes. Ongoing training and professional development, within and across professional boundaries, is essential to support harmonious and cost-effective interprofessional practice. The approach must be ?apothecarial? with complementary roles and responsibilities for the prescriber and dispenser within the patient?clinician therapeutic relationship, and not adversarial.
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Zoëga, S., S. Gunnarsdóttir y D. B. Gordon. "Quality pain management in the hospital setting—A concept evaluation". Scandinavian Journal of Pain 5, n.º 3 (1 de julio de 2014): 212–13. http://dx.doi.org/10.1016/j.sjpain.2014.05.026.
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AbstractAimsTo gain an understanding of the concept of quality pain management (QPM) in the hospital setting, and to define the concept.MethodsA concept evaluation based on the method by Morse and colleagues was done. The literature was searched according to selected key words in five databases. Over 5000 articles were found but data were limited to 37 articles directly related to both quality and pain management in adults in the hospital setting, and published in peer-reviewed journals or by an official organization. Data were extracted from these articles and then synthesized according to definition, characteristics, boundaries, preconditions, and outcomes of QPM.ResultsQPM is a multidimensional concept that is commonly used but remains vaguely defined. A common understanding of the concept is nonetheless evident in the literature. QPM refers to the structure, process, and outcomes of care rooted in equitable, effective, patient-centered, safe, and efficient services. The structure encompasses competent staff and staff accountability, organizationally supported evidence-based policies, and access to interprofessional and specialized care. The process consists of screening, assessing and reassessing pain, individualized and evidence-based treatment, communication of pain and pain treatment, and patient and family education. Finally, outcomes include increase in patient satisfaction, reduced pain severity, less functional interferences, and decrease in both prevalence and severity of adverse effects from pain or its treatment.ConclusionsQPM is a complex concept that despite common use lacks a clear definition. The relationship between structure, process, and outcome needs to be studied in order to improve QPM. The conceptual model put forward in this study needs to be further refined and tested.
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Erichsen Andersson, Annette, Wendy Gifford y Kerstin Nilsson. "Improving care in surgery – a qualitative study of managers’ experiences of implementing evidence-based practice in the operating room". Journal of Hospital Administration 4, n.º 4 (17 de mayo de 2015): 73. http://dx.doi.org/10.5430/jha.v4n4p73.
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Background: More knowledge is needed on the preconditions and circumstances for leading implementation of evidence based practice in the operating room (OR). Effective leadership support is critical to enhance the provision of safer care. The aim of this study was to explore managers’ and clinical leaders’ experiences of implementing evidence-based practice to increase patient safety in the operating room.Methods: The study had a qualitative descriptive design. In all, 25 managers were interviewed, with different surgical specialities (orthopedics, general and pediatric surgery) and operating room suites, from eight hospitals and 15 departments.Results: The organizational structures were defined as key obstacles to implementation. Specifically, lack of a common platform for cooperation between managers from different departments, organizational levels and professional groups impeded the alignment of shared goals and directions. In cases where implementation was successful, well-functioning and supportive relationships between the managers from different professions and levels were crucial along with a strong sense of ownership and control over the implementation process. Whilst managers expressed the conviction that safety was an important issue that was supported by top management, the goal was usually to “get through” as many operations as possible. This created conflicts between either prioritizing implementation of safety measures or production goals, which sometimes led to decisions that were counter to evidence-based practice (EBP). While evidence was considered crucial in all implementation efforts, it might be neglected and mistrusted if hierarchical boundaries between professional subgroups were challenged, or if it concerned preventive innovations as opposed to technical innovations.Conclusions: The preconditions for implementing EBP in the OR are suboptimal; thus addressing leadership, organizational and interprofessional barriers are of vital importance.
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Buysse, Ann. "Ouderverstoting Over tussenkomen in familiezaken en in familierelaties : complexe dynamieken tussen ouders en kinderen (na scheiding)". Relaties en Nieuwe Gezinnen 6, n.º 1 (31 de marzo de 2016): 1–18. http://dx.doi.org/10.21825/reng.v6i1.18259.
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Bij gezinstransities moeten grenzen, samenlevingsvormen en rollen heronderhandeld worden. Dat gaat vaak niet vanzelf. Niet in het minst omdat er geen universele norm voor bestaat. Een aantal decennia geleden was scheiding uitzonderlijk en moeilijk zodat het wel vaker aanleiding gaf tot een gevecht met lange, aversieve gerechtelijke procedures waarin ook kinderen en ouder – kind relaties meegezogen werden. In die context ontstond vanuit klinische observatie het begrip ouderverstoting. Wetenschappelijke evidentie is er niet. Oorspronkelijk gezien als een syndroom binnen een zuiver lineair, individueel en categoriaal denken onderging het begrip dan ook verschillende transities.In deze bijdrage bespreken we de ouder ‐ kind relatie en het begrip ‘ouderverstoting’ in de ondertussen ten gunste veranderde maatschappelijke context met een meer gender‐neutraal opvoedingsklimaat en een meer tolerante houding ten aanzien van scheiding en ‘andere gezinnen’. Ook nu is er geen universele norm voor ouder – kind relaties (na scheiding). Er zijn vele manieren om ouder te zijn en vele manieren om kind te zijn en de ouder ‐ kind relatie is te begrijpen binnen een complex samenspel van kwetsbaarheden van gezinsleden en gezinsrelaties. Een vertroebelde ouder – kind relatie met afwijzing kan oneindig veel betekenissen hebben en enkel de gezinsleden zijn hier eigenaar van. In functie van de context, de betekenisverlening en de vraag kan professioneel worden tussengekomen. Het gaat om het regelen van familiezaken met respect en aandacht voor familierelaties. Dit vergt een multidisciplinaire aanpak, met interprofessionele samenwerking. In de bijdrage doe ik enkele suggesties hiertoe.
Abstract :
Family transitions require a reorganization and re‐negotiation of boundaries and family roles. As there are no ‘standards’ for living in a post‐divorce family, this can be difficult. A few decades ago, divorce was rare and difficult. It often led to fights with long aversive court proceedings with negative effects on children and parent‐child relationships. Within this context, the notion of a parent alienation syndrome was described based on clinical observation. There is no scientific evidence to back‐up this clinical observation that rooted in purely linear, individual and categorical thinking. The concept of parent alienation has been the subject of strong debates. In this article I discuss the parent ‐ child relationship and the concept of parent alienation within the present societal context with more gender‐neutral parenting roles and a more tolerant attitude towards divorce and ‘other families’. I take a systemic perspective. There are many ways to be a parent and many ways to be a child and the parent ‐ child relationship can only be understood within the context of a complex interplay of family members’ strength and vulnerabilities as well as characteristics of family relationships. A distorted parent-child relationship can have many different meanings and only family members can give meaning to what exactly rejection means within a parent ‐ child relationship. I give some suggestions for how professionals could intervene in family matters and family relationships with a strong plea for a multidisciplinary approach.
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Farchi, Tomas, Sue Dopson y Ewan Ferlie. "Do We Still Need Professional Boundaries? The multiple influences of boundaries on interprofessional collaboration". Organization Studies, 16 de febrero de 2022, 017084062210741. http://dx.doi.org/10.1177/01708406221074146.
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Although a body of research suggests that interprofessional collaboration is hindered by the presence of professional boundaries, more recent work has demonstrated that removing these boundaries also has negative consequences for collaboration. To address these paradoxical findings, we examine two different team-level initiatives that aimed at softening and breaking down professional boundaries, drawing on data gathered from 78 in-depth interviews and two years of observations of four cross-occupational teams in the English National Health Service. Our inductive analysis of this data shows that professionals use boundaries and their manifestations – which become apparent through materialization, articulation and embodiment – to identify and retrieve professional categories. The conspicuous presence of boundaries allows professionals to anticipate other team members’ expertise and roles, as well as different aspects of team tasks. We theorize our findings by showing how professional boundaries can be positively interlaced with interprofessional collaboration by making visible and grounding naturalized systems of classification.
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Faresjo, Tomas. "Interprofessional education - to break boundaries and build bridges". Rural and Remote Health, 7 de julio de 2006. http://dx.doi.org/10.22605/rrh602.
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Vasset, Frøydis Perny y Synnøve Hofseth Almås. "Shadowing: Interprofessional Learning". Journal of Research in Interprofessional Practice and Education 5, n.º 2 (23 de noviembre de 2015). http://dx.doi.org/10.22230/jripe.2015v5n2a196.
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Background: The Norwegian government has indicated that health and socialstudies should emphasize interprofessional collaborative learning (IPL), especiallyin clinical placements. Through IPL, students have the opportunity to gain insightinto other professional responsibilities and minimize negative stereotypes. Thismight improve collaboration across professional boundaries. Professionals withcollaborative competence might solve complex health problems, and thus improvethe quality of healthcare. The objectives of this article are to investigate the IPLexperiences nursing students acquire through shadowing practice with differentprofessionals in home care.Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the students experienced interprofessional shadowing practice, the reflective notes were analyzed, templates for the selected professionals were drawn up, and four focus group interviews were conducted The results showed that students has acquired knowledge of other professions’ responsibilities and were aware of thneed for an interprofessional approach to home care.Conclusions: This kind of shadowing might be an ideal model for educationalinstitutions seeking to implement IPL.
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Hean, Sarah, Sue Staddon, LeeAnn Fenge, Andy Clapper, Vanessa Heaslip y Eleanor Jack. "Improving Collaborative Practice to Address Offender Mental Health: Criminal Justice and Mental Health Service Professionals' Attitudes Toward Interagency Training, Current Training Needs, and Constraints". Journal of Research in Interprofessional Practice and Education 5, n.º 1 (23 de febrero de 2015). http://dx.doi.org/10.22230/jripe.2015v5n1a182.
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Background: Professionals from the mental health and criminal justice systems must collaborate effectively to address offender mental health, but interprofessional training is lacking. Pedagogical frameworks are required to support the development of training in this new area. To inform this framework, this article explores the readiness of professionals toward interprofessional training and demographic differences in these. It explores expectations of interprofessional training, perceived obstacles to collaborative working, interprofessional training needs, and challenges facing delivery.Methods and Findings: A concurrent mixed methods approach collected data from professionals attending a crossing boundaries interprofessional workshop. Data were collected through a combination of the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire (N = 52), free text questions (N = 52), and focus groups (N = 6). Mental health and criminal justice professionals' attitude toward interprofessional learning were positive (M = 17.81; N = 43). They did not see their own service as insular (M= 4.02; N = 44) and reported strong person centredness (M = 6.07; N = 43). These findings suggest professionals are open to the introduction and implementation of future interprofessional training. There were no significant demographic differences in these attitudes.Conclusions: Professionals raised a range of generic curriculum and educator mechanisms in the development of future interprofessional training, suggesting the transfer of pedagogical frameworks from established interprofessional programs into this new arena is feasible. Context-specific factors, such as offender national policy agendas and the challenges of user involvement for mentally ill offenders, must be taken into account. Greater clarity on multi- versus interprofessional training is still required with this group of professionals.
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Bivall, Ann-Charlotte, Annika Lindh Falk y Maria Gustavsson. "Students’ interprofessional workplace learning in clinical placement". Professions and Professionalism 11, n.º 2 (8 de octubre de 2021). http://dx.doi.org/10.7577/pp.4140.
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Students’ learning in the workplace during their clinical placements is an important part of their education to become healthcare professionals. Despite the number of studies of student interprofessional learning in clinical placements, little is still known about the significance of interprofessional learning and how it is facilitated and arranged for to occur. This article aims to investigate interprofessional learning between students collaborating in a workplace-driven arrangement integrated into a clinical placement. A focused ethnographic research approach was applied, comprising observations of ten students participating in the arrangement organised by clinical supervisors on a medical emergency ward at a Swedish university hospital, followed by group interviews. Using a boundary-crossing lens, the article analyses the workplace arrangement, in which students’ learning across professional boundaries and their negotiations around a boundary object were prerequisites to coordinate their interprofessional knowledge and manage emerging challenges while being in charge of care on the ward.
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Weber, Clarissa E., Christian Kortkamp, Indre Maurer y Eva Hummers. "Boundary Work in Response to Professionals’ Contextual Constraints: Micro-strategies in Interprofessional Collaboration". Organization Studies, 16 de febrero de 2022, 017084062210741. http://dx.doi.org/10.1177/01708406221074135.
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Boundary-work research has extensively explored how professionals engage in boundary work to protect or expand their professional boundaries in interprofessional collaboration (IPC). Yet professionals’ contextual constraints in everyday work, such as time pressure or legal restrictions, often result in competing interests of the professionals involved in IPC, prompting them to engage in boundary work to limit—instead of protect or expand—their boundaries. Our empirical analysis uses comprehensive qualitative data on IPC in Germany between self-employed general practitioners (GPs) and registered nurses employed in nursing homes. In this IPC, GPs’ efficiency interests frequently compete with nurses’ safeguarding interests, leading both professionals to engage in boundary-work efforts to limit their boundaries. Our findings provide a comprehensive understanding and framework of professionals’ boundary work, showing that individual GPs and nurses typically hold a portfolio of various defending and accommodating micro-strategies. Based on our first-order findings, we identify how different sources of power enable particular micro-strategies and explore how the choice of micro-strategies depends on different forms of trust in the collaborating partner. Last, we outline interactions of micro-strategies, illustrating how the outcomes of professionals’ bilateral boundary work depend on the sequence of these strategies.
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Mannsåker, Ida Krag-Rønne, André Vågan, Amy Østertun Geirdal y Una Stenberg. "Hospital Social Workers’ Boundary Work in Paediatric Acute Wards—Competitive or Collaborative?" British Journal of Social Work, 30 de octubre de 2021. http://dx.doi.org/10.1093/bjsw/bcab209.
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Abstract Recent research suggests that the notion of boundary work can improve our understanding of interprofessional tension and collaboration in health care, yet hospital social workers (HSWs) have not received sufficient attention in this area. Using boundary work as a theoretical framework, this article investigates HSWs’ boundary work in interactions with other health care professionals in paediatric acute wards. The data were based on in-depth interviews with nineteen HSWs at hospitals in Norway about their experiences with interprofessional collaboration. Based on their situated narratives, abductive analysis was performed, using the conceptually distinct but inter-related forms of competitive and collaborative boundary work that are grounded in Abbott’s framework of jurisdiction. The findings demonstrate how HSWs construct, defend and extend boundaries to create distinctions between themselves and others, and how they sometimes adapt and downplay boundaries in order to achieve common goals and perform their work. As a facilitator of this process, the HSW might be viewed as a boundary subject. This, in turn, can result in optional and intentional ways for HSWs to carry out boundary work. There is reason to believe that, the less specific educational requirements and role guidelines, the more important these mechanisms become.
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MacNaughton, Kate, Samia Chreim y Ivy Lynn Bourgeault. "Role construction and boundaries in interprofessional primary health care teams: a qualitative study". BMC Health Services Research 13, n.º 1 (24 de noviembre de 2013). http://dx.doi.org/10.1186/1472-6963-13-486.
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Lokatt, Erika, Charlotte Holgersson, Monica Lindgren, Johann Packendorff y Louise Hagander. "An interprofessional perspective on healthcare work: physicians and nurses co-constructing identities and spaces of action". Journal of Management & Organization, 19 de diciembre de 2019, 1–17. http://dx.doi.org/10.1017/jmo.2019.89.
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Abstract In this article we develop a theoretical perspective of how professional identities in multi-professional organisational settings are co-constructed in daily interactions. The research reported here is located in a healthcare context where overlapping knowledge bases, unclear divisions of responsibilities, and an increased managerialist emphasis on teamwork make interprofessional boundaries in healthcare operations more complex and blurred than ever. We thereby build on a research tradition that recognises the healthcare sector as a negotiated order, specifically studying how professional identities are invoked, constructed, and re-constructed in everyday work interactions. The perspective is employed in an analysis of qualitative data from interviews and participant observation at a large Swedish hospital, in which we find three main processes in the construction of space of action: hierarchical, inclusive, and pseudo-inclusive. In most of the interactions, existing inter-professional divides and power relations are sustained, preventing developments towards integrated interprofessional teamwork.
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Larsen, Bjørn Kjetil, Sarah Hean y Atle Ødegård. "Exploring Norwegian prison frontline workers’ perceptions of interprofessional collaboration – a pilot study". International Journal of Prisoner Health, 15 de diciembre de 2021. http://dx.doi.org/10.1108/ijph-08-2021-0084.
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Purpose Interprofessional collaboration is necessary for handling the complex psychosocial needs of prisoners. This collaboration must be addressed to avoid high recidivism rates and the human and societal costs linked to them. Challenges are exacerbated by a linear approach to handling prisoners’ problems, silo working between welfare agencies and professional boundaries between frontline workers. There are few adequate theoretical frameworks and tools to address these challenges in the prison context. The purpose of this study is to explore the perceptions that frontline staff working in Norwegian prison facilities have regarding interprofessional collaboration in providing mental health services for prisoners. Design/methodology/approach This study had a non-experimental, cross-sectional design to explore perceptions of interprofessional collaboration in a prison context. Descriptive and multifactorial analyses (exploratory factor analysis and confirmatory factor analysis) were used to explore the data. Findings The analysis showed that three factors, communication, organizational culture and domain, explained 95% of the variance. Results are discussed using relational coordination, as well as the conceptual PINCOM model, as a theoretical framework. Originality/value Few studies explicitly explore collaboration between professionals in mental health and prison services despite its being a prerequisite to achieving sufficient services for prisoners. To our knowledge, this current study is one of the first in Norway to explore collaboration in a prison context by analysing quantitative data and focusing on frontline workers perception of the phenomenon.
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Bonello, M. "Moving out of the silos through interprofessional education: what do we know and where do we go?" European Journal of Public Health 30, Supplement_5 (1 de septiembre de 2020). http://dx.doi.org/10.1093/eurpub/ckaa166.480.
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Abstract Interprofessional education (IPE) is increasingly being recognised as one way how to develop a collaborative health workforce better equipped to deal with the diversity and complexity of future healthcare contexts [1]. IPE could also contribute towards blurring some of the institutionally demarcated professional boundaries and silos, so widespread in most health professional education and health systems. However, despite the rhetoric of IPE, the development of this pedagogy remains variable worldwide. The challenges of developing, implementing and sustaining interprofessional education are often underestimated or overlooked. Achieving an interprofessional agenda is a wicked problem [2] and is at odds with the prevalent and privileged medical narrative, sharp professional domains, traditional curricula and scarce resources. This presentation which stems from primary research and a systematic search and review of the literature, aims to de-construct IPE by moving beyond the rhetoric of this pedagogy; precisely by acknowledging its complexity, and the myriad of micro, meso and macro level determinants that influence its development. It will map out key recommendations of what is needed to move IPE forward. It is only when we reflect and engage in such dialogues that we can start to develop a range of context-specific IPE curricula aspiring towards a collaborative health workforce. Kuhlmann, E., Batenburg, R., Wismar, M., Dussault, G., Maier, C. B., Glinos, I. A., ... & Groenewegen, P. P. (2018). A call for action to establish a research agenda for building a future health workforce in Europe. Health research policy and systems, 16 (1), 52.Varpio, L., Aschenbrener, C., & Bates, J. (2017). Tackling wicked problems: how theories of agency can provide new insights. Medical education, 51(4), 353-365. Key messages Interprofessional education could contribute towards a collaborative health workforce. The road map for sustainable IPE curricula needs to be context-specific acknowledging both enablers and challenges.
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"DEFINING THE INTERPROFESSIONAL BOUNDARIES BETWEEN THE LAW AND THE BEHAVIORAL SCIENCES IN THE PRACTICE OF DIVORCE MEDIATION". Family Court Review 23, n.º 2 (15 de marzo de 2005): v—viii. http://dx.doi.org/10.1111/j.174-1617.1985.tb00110.x.
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Yevu, Selorm Mensah. "The Refereess are Biased, Further Solidifying Entrenched Professional Boundaries: An Expository Dilemma of Interprofessional Work in Healthcare". SSRN Electronic Journal, 2013. http://dx.doi.org/10.2139/ssrn.2317242.
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"A Worthwhile Collaboration: Integrating Optometry and Occupational Therapy in the Treatment of Children". Vision Development & Rehabilitation, 1 de octubre de 2020, 221–36. http://dx.doi.org/10.31707/vdr2020.6.3.p221.
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Background: Vision deficits are highly prevalent in children with neurodevelopmental disorders including those with motor delays, learning and reading difficulties, and maladaptive behaviors. These deficits can interfere with their participation and performance in everyday life activities and therefore, require a comprehensive approach to therapy. As such, optometrists and occupational therapists are an optimal team to provide interprofessional collaborative care, reported in research as best practice, in the treatment of these children. However, little is known about the long-called-for collaboration between these professions. The purpose of this study was to explore factors and implications associated with a collaborative practice between optometrists and occupational therapists in the co-management of vision deficits in the pediatric population. Methods: A qualitative, descriptive design was employed to explore perceptions of collaborative practice among teams of optometrists and occupational therapists in the remedial care of children with visual deficits. Following IRB approval, co-located optometrists and occupational therapists were recruited for this study. Semistructured interviews served as the primary data collection tool to investigate the factors and implications of collaborative practice. Results: Eleven professionals provided informed consent and took part in this study, including five occupational therapists and six optometrists. Following thematic analysis, four overarching themes emerged including 1) professional boundaries, 2) co-located, integrated practice, 3) professional growth, and 4) improved patient care. Participants indicated that although barriers exist, exercising humility, upholding patient-centered focus, maintaining mutual respect, communicating frequently, and co-location were factors that enable collaboration. Positive outcomes related to both the provider and the patient were further highlighted supporting the interprofessional collaboration between these professionals. Conclusions: The findings of this qualitative study add to the body of evidence underpinning interprofessional collaborative practice. Furthermore, this study supports the coordination of care, through optometry and occupational therapy collaboration, in the treatment of visual deficits in children with special needs.
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Finotto, Stefano, Giovanna Artioli, Simona Bodecchi, Carlotta Mainini, Cristina Pedroni, Silvia Di Leo, Luca Ghirotto, Mark Hayter y Silvia Tanzi. "“Challenging Professional Boundaries”: A Grounded Theory Study of Health Professionals’ First Experiences of End-of-Life Care in Hospital". OMEGA - Journal of Death and Dying, 9 de septiembre de 2020, 003022282095495. http://dx.doi.org/10.1177/0030222820954957.
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Little is known about health professionals first experiences of End-of-Life care in hospital. This study aims to understand the psycho-social process that occurs when hospital-based health professionals engage in caring for a dying patient for the first time. We conducted a Grounded Theory study, with 19 health professionals. Challenging professional boundaries is the core category which explains the overall process. The theoretical model we conceptualized evidenced three phases: 1) building a relationship between patient/family and professionals, 2) the disrupting impact and 3) the reaction phase. Our analysis highlighted the initial strong impact of this experience, which brought professionals to perceive emotional suffering and feelings of inadequacy. The new aspect our grounded theory revealed is that all the categories are pertinent to all the professionals involved, therefore they explain important aspects of interprofessional collaboration in End-of-Life care.
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Meyer, Jordan, Paula Leslie, Angela Ciccia y Juleen Rodakowski. "Whose Job Is It? Addressing the Overlap of Speech-Language Pathologists and Occupational Therapists When Caring for People With Dementia". Perspectives of the ASHA Special Interest Groups, 5 de enero de 2021, 1–4. http://dx.doi.org/10.1044/2020_persp-20-00122.
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Purpose This article discusses the complexities of caring for individuals with dementia with an interdisciplinary team approach. The overlap and potential conflict between speech-language pathologists (SLPs) and occupational therapists (OTs) are addressed. SLPs and OTs have potentially similar roles when caring for people with dementia, so it can be difficult to decipher whose job it is to implement similar therapy techniques. However, there are ways health care professionals can prepare themselves to work collaboratively and potentially avoid conflict among team members, such as overstepping their professional boundaries and scopes of practice. This article discusses three beneficial techniques for interprofessional collaboration: acquiring sufficient knowledge about the scopes of practice of both SLPs and OTs, developing effective communication skills, and identifying the intentions of each therapeutic technique. Conclusions There is no straightforward or universal answer to the question “Whose job is it?” when considering SLPs and OTs in caring for people with dementia. Deciding whether an SLP or an OT should implement certain aspects of therapy depends on the roles of each professional and how they can benefit the patient. Interdisciplinary team members must work together to identify how their roles interact and overlap. SLPs and OTs must have a solid knowledge base about each other's scopes of practice, develop effective communication skills, and be able to identify the intentions of their therapy. Developing these skills allows SLPs and OTs to work harmoniously in interprofessional teams.