Gotowe bibliografie tematyczne / Interprofessional

Gotowa bibliografia na temat „Interprofessional”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 7 lipca 2024

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Artykuły w czasopismach na temat "Interprofessional"

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Behrend, Ronja, Harm Peters, Andreas Böttner i Cornelia Heinze. "Interprofessional learning: learning gain and change of attitude in first semester medical students / Interprofessionelles Lernen: Lernzuwachs und Einstellungsänderung bei Medizinstudierenden im 1. Semester". International Journal of Health Professions 4, nr 1 (30.06.2017): 43–52. http://dx.doi.org/10.1515/ijhp-2017-0006.

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Abstract Background The competence and willingness of physicians to work in interprofessional teams is important for the quality of patient care. To train this competence, the integration of interprofessional learning into undergraduate medical curricula is recommended by experts. This study analyses how a single interprofessional teaching course impacts on medical students’ learning gain and change of attitude towards interprofessional collaboration. Method With a questionnaire study in a pre/post design, the learning gain of five learning goals were analyzed. For analyzing change of attitude towards interprofessional collaboration, the “Readiness for interprofessional learning scale” was used in a German translation (RIPLS-D). 71 interprofessionally taught medical students were compared to 227 monoprofessionally taught medical students. In addition, the subjective impressions of the course were analyzed qualitatively by free text answers. Results Four out of five learning goals show no differences in the extent of learning gain between inter- and monoprofessionally taught groups. The group comparison shows a change of attitude towards interprofessional collaboration for the interprofessionally taught group. The free text responses show positive feedback on the course and suggest good acceptance of interprofessional learning. Discussion The present study is evidence of a positive impact of interprofessional teaching on medical students’ willingness towards interprofessional collaboration. In addition, medical students express a good acceptance for interprofessional learning. In order to detect long-term effects on health care practice, conditions for long-term testing of interprofessional teaching should be established in undergraduate medical curricula.
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Hemingway, Steve, John Stephenson i Lydia Arnold. "Promoting safe prescribing practice and interprofessional working: a workshop follow-up evaluation". Journal of Prescribing Practice 2, nr 4 (2.04.2020): 188–92. http://dx.doi.org/10.12968/jprp.2020.2.4.188.

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Safe prescribing requires successful interprofessional working. One way to facilitate this is to develop interprofessional education across disciplines. This paper presents findings from a follow-up evaluation of an interprofessional workshop for prescribing safety to assess the perceptions and attitudes toward working interprofessionally in non-medical prescribers and MPharm students. The objectives were to further validate an internal workshop questionnaire and the use of the of a scale to assess the readiness for interprofessional learning. An interprofessional workshop, centered around the issue of prescriptions and determinants of competence and safety, was attended by 126 non-medical prescribers and MPharm students. The workshop was evaluated using the Readiness for Interprofessional Learning questionnaire and an internally-produced evaluation, The workshop was evaluated using the Readiness for Interprofessional Learning questionnaire and an internally-produced evaluation. As part of this process, internal consistency of the internally-produced evaluation was verified.. The workshop was rated highly by all participants with overall positivity toward working interprofessionally. There was no evidence that non-medical prescribers and students rated the workshop significantly differently, but MPharm students scored slightly higher than non-medical prescribers on one domain of the internally-produced instrument. All domains of this instrument demonstrated good internal consistency. The workshop overall was received well and appears to meet the standards set out by The Centre for the Advancement of Interprofessional Education. While reliability measures of the internally produced instrument are promising, further work is needed to develop internal validity; and to determine whether any adaptations to the Readiness for Interprofessional Learning Scale are needed for subsequent use with different groups of participants.
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Siokal, Brajakson. "POTENSI PENERAPAN INTERPROFESSIONAL PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN". Journal of Aafiyah Health Research (JAHR) 2, nr 1 (23.01.2021): 1–8. http://dx.doi.org/10.52103/jahr.v2i1.306.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatan yang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambil keputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien. Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessional collaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengan desain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknik purposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitian menunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteria keberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, dan harapan profesional kesehatan terhadap interprofessiona collaboration practice.
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Brajakson Siokal i Wahyuningsih. "POTENSI PROFESIONAL KESEHATAN DALAM MENJALANKAN INTERPROFESSIONAL COLLABORATION PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN". Bina Generasi : Jurnal Kesehatan 11, nr 1 (31.08.2019): 13–20. http://dx.doi.org/10.35907/jksbg.v11i1.128.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatan yang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambil keputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien. Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessional collaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengan desain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknik purposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitian menunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteria keberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, danharapan profesional kesehatanterhadap interprofessiona collaborationpractice.
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Syahrani Hajri, Waode, Masta Hutasoit i Retty Nirmala Santiasari. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA". MEDIA ILMU KESEHATAN 7, nr 2 (17.11.2019): 169–78. http://dx.doi.org/10.30989/mik.v7i2.238.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers
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Hutasoit, Masta. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA". Media Ilmu Kesehatan 7, nr 2 (30.08.2018): 169–78. http://dx.doi.org/10.30989/mik.v7i2.285.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers
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Mulvaney, Elizabeth A., Rachel Jantea, Paula Leslie, Pamela Toto, Mary Allias, Catherine Grant, Victoria Hornyak i in. "Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology". Advances in Social Work 20, nr 2 (10.09.2020): 184–203. http://dx.doi.org/10.18060/23682.

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Interprofessional, collaborative health care is the ideal standard in geriatrics. Students’ interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students’ knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p < 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students’ practice of IP teamwork competencies.
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Brajakson Siokal i Wahyuningsih. "POTENSI PROFESIONAL KESEHATAN DALAM MENJALANKAN INTERPROFESSIONAL COLLABORATION PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN". Bina Generasi : Jurnal Kesehatan 11, nr 01 (30.08.2019): 13–20. http://dx.doi.org/10.35907/jksbg.v11i01.132.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatanyang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambilkeputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien.Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessionalcollaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengandesain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknikpurposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitianmenunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteriakeberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, dan harapanprofesional kesehatan terhadap interprofessiona collaboration practice.
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Stewart, Victoria, Michelle Crozier i Amanda Wheeler. "Interprofessional learning issues in postgraduate mental health education". Journal of Social Inclusion 7, nr 1 (28.07.2016): 98–106. http://dx.doi.org/10.36251/josi106.

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Interprofessional care within many clinical and community mental health teams in Australia require staff to work collaboratively and outside their traditional scope. Whilst shared decision making and interprofessional collaboration are important approaches in supporting an individual’s recovery journey, working interprofessionally can create issues within teams when determining and defining ways to respond, care and support people with mental illness. The aim of this report is to examine workforce perspectives regarding an interprofessional postgraduate learning approach in mental health practice. Semistructured in-depth interviews were conducted with eight mental health stakeholders. Findings indicate that practitioner learning needs are dependent on practice setting (i.e. hospital/clinical vs. community) and professional background (i.e. social work, nursing). Learning needs were related to the application of practice frameworks (therapeutic relationship, recovery and professional identity) and the workforce issues for employers (qualifications and skills). Overall interprofessional understanding and collaboration were seen as an essential requirement in ensuring an evidence based response to improve quality of life and economic and social participation for consumers. Tension between professional identities and the need for mental health practitioners to operate successfully within interprofessional contexts provides a challenge for postgraduate higher education providers.
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Dilles, Tinne, Jana Heczkova, Styliani Tziaferi, Ann Karin Helgesen, Vigdis Abrahamsen Grøndahl, Bart Van Rompaey, Carolien G. Sino i Sue Jordan. "Nurses and Pharmaceutical Care: Interprofessional, Evidence-Based Working to Improve Patient Care and Outcomes". International Journal of Environmental Research and Public Health 18, nr 11 (2.06.2021): 5973. http://dx.doi.org/10.3390/ijerph18115973.

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

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Schutt, Hannah. "An investigation of the relationship between interprofessional education, interprofessional attitudes, and interprofessional practice". Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/62383/.

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Study aims: This study aimed to explore: the interprofessional attitudes of first- and final-year healthcare students, recent graduates, and senior healthcare professionals; the influences upon those attitudes (including participation in interprofessional education (IPE)); how attitudes change over time and between groups; and the factors influencing interprofessional interaction in education and practice settings. Methods and methodology: This study used a mixed methods convergent parallel design. Quantitative data were collected from first- and final-year healthcare students using the Attitudes to Health Professionals Questionnaire. A control group of first-year students who had not participated in the IPL programme was used to determine the effect of participation in the Interprofessional Learning (IPL) programme. Data from first- and final-year students were compared to explore changes in interprofessional attitudes during students’ training. Qualitative data were collected from first- and final-year students using focus groups and from graduates and senior healthcare professionals using individual interviews. These data provided insight into the attitudes of participants to IPE and practice and into factors that influence their attitude towards interprofessional interaction and other professions. Key findings: The interprofessional attitudes of first-year students who participated in the IPL programme are more positive than those of the control group, but this effect does is not sustained with final-year students. Students’ attitudes towards the IPL programme are mixed, but graduates’ views are more positive. The qualitative data showed there are many factors aside from participating in the IPL programme that influence the interprofessional attitudes, and these factors affect the attitudes of all participants. Conclusions: IPE is a viable way of improving students’ interprofessional attitudes. Ensuring that students value IPE and that IPE addresses issues influencing student attitudes should produce graduates who will be better equipped to deal with the necessity of interprofessional working, benefitting patients, and meeting the evolving needs of the health service.
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Blackwelder, Reid B. "Interprofessional Care". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6973.

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Margison, Judith. "Interactional dynamics of interprofessional collaboration". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86894.

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The purpose of this study was to investigate the interactional dynamics that occur when health-care professionals collaborate on a medical case. Social exchange theory and the literature on collaboration and teamwork provided the theoretical basis from which interaction was investigated. The participants in the study were 13 health-care professionals and one patient. They participated in two workshops during which they collaborated on an interprofessional care plan. Their interactions were audio-and video-taped. The recordings were transcribed and analyzed using the Roter Interaction Analysis System (RIAS), a widely used method developed for analyzing the dynamics of physician-patient interactions. The data were analyzed using chi-square standardized residuals. The study concluded that while the RIAS format was useful, the original RIAS categories needed to be extensively supplemented with items that specifically addressed the interprofessional interaction. An examination of the categories with variability indicated that the majority of the interactions were task-related and that the response patterns varied depending on whether the categories were grouped according to participant, workshop group, or profession. This study demonstrated that it is possible to assess the degree of interprofessionalism in interactions using a scenario that is more ecologically valid than that offered by attitude questionnaires completed individually. The study offers a methodology by which it might be possible to chart the growth of interprofessionalism in communication among medical and other professionals in the course their work.
Le but de la présente thèse est d'investiguer la dynamique interactive se produisant lorsque des professionnels de la santé collaborent dans un dossier médical. La théorie de l'échange social et la littérature sur la collaboration et le travail en équipe a servi de base théorique à partir de laquelle l'interaction a été investiguée. Treize professionnels de la santé ainsi qu'un patient ont participé à cette étude. Ces participants ont collaboré à établir un programme de soins interprofessionnels durant deux séances de travail. Leur interaction a été filmée et enregistrée. Les enregistrements vidéos et audio ont été retranscrits et analysés à l'aide du système d'analyse des interactions de Roter (RIAS), une méthode très usitée afin de développer une méthode pour analyser la dynamique des relations entre patient et docteur. Les données ont été analysées grâce à la méthode standardisée khi carré. La recherche a montré que, même si le RIAS demeure utile, les catégories initiales du RIAS exigeaient de vastes suppléments avec des items répondant spécifiquement à l'interaction interprofessionnelle. Un examen des catégories comportant des variables indique que la majorité des interactions était liée aux tâches et que les schémas des réponses variaient selon que les catégories étaient groupées en fonction du participant, des ateliers de groupes, ou de la profession. Cette étude a démontré qu'il est possible de déterminer le niveau d'interprofessionnalisme dans les interactions en utilisant un scénario qui est plus valide écologiquement que celui offert dans des questionnaires d'attitude complétés individuellement. La thèse offre une méthodologie permettant de tenir compte de la croissance de l'interprofessionnalisme dans la communication entre professionnels de la santé ou d'autres secteurs dans le cadre de leur travail.
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Blackwelder, Reid B. "Interprofessional Education and Learning Successes". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6936.

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Barr, Hugh. "Grounding interprofessional education in scholarship". Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/8537/.

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The 18 papers submitted are a cross-section of my publications in interprofessional education (IPE) since becoming actively engaged in that field in 1989. They comprise four themes. Each is updated and complemented by additional conceptualisations. Together, they point to the need to: systematise relationships between stakeholders centrally; remodel IPE as a continuous cycle of learning and development; triangulate data from monitoring, reviews and evaluations to verify its evidence base; and establish IPE as a community of practice. ii) Introduction Revisiting the papers submitted provides an opportunity to reflect upon my contribution to the development of IPE during the past 18 years. The need to prepare this commentary instils an overdue discipline to establish coherent relationships between papers written at different times for different purposes and different readerships. IPE has become more varied in form, purpose and content during those years as it has been adopted and adapted for different fields of practice with different configurations of professions in different countries. Any attempt to impose a single set of structures would invite the riposte that 'one size does not fit all'. The need is rather for frames of reference within which to locate different approaches to IPE. This commentary suggests some of them within which earlier formulations in the papers submitted can be embedded.
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Proctor-Williams, Kerry. "Interprofessional Practice: A Pediatric Perspective". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1820.

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McHenry, Kristen L. "Interprofessional Opportunities in Sleep Practice". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2540.

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Ernawati, Desak Ketut. "Medication safety in Indonesia: Expanding pharmacists’ role through Interprofessional Education (IPE) and Interprofessional Practice (IPP)". Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2047.

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This study undertaken in Indonesia, examined how the pharmacist's role could be expanded into medication safety. It explored the feasibility of implementing interprofessional education as a means of fostering interprofessional practice. While also looking at pharmacy students' readiness to engage in interprofessional learning and graduates' perceptions of their preparedness to deliver patient care, a clinical pharmacy service pilot was also conducted to document need. Facilitators and barriers to education and practice change were also explored.
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Andersson, Elinor. "Vad är speciellt med handledare vid klinisk undervisningsavdelning (KUA)?-En kvalitativ studie". Thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-116537.

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Att handleda studenter på klinisk undervisnings avdelning (KUA) har bedrivits under ett tjugotal år. Studenter från olika utbildningsprogram inom hälso- och sjukvårdsutbildningar utvecklar sin interprofessionella kompetens under en tvåveckorsperiod. Studier visar att interprofessionellt lärande ger studenter en möjlighet att dels få en helhetssyn av patientens vårdbehov dels ökar förståelsen för varandras yrkesroller och kunskaper. Få studier har fokuserat på handledarnas erfarenheter inom detta ämne och om sin roll på KUA. Studiens syfte var att beskriva fenomenet KUA handledare genom handledares uppfattning om rollen som interprofessionell handledare och interprofessionellt lärande på KUA. En kvalitativ metod användes och 19 interprofessionella handledare från professionerna, arbetsterapi, läkare, sjukgymnast och sjuksköterska intervjuades individuellt. Texterna bearbetades och analyserades utifrån innehållsanalys. Utifrån analysen identifierades tre kategorier, ”handledaren”, ”handledningen” och ”KUA konceptet”. Det visade sig att interprofessionella handledare har ett genuint intresse och engagemang för handledning, studenter, pedagogik och samarbete. Olika strategier används i den interprofessionella handledningen. Handledarna arbetar med teamet i fokus dels för studenters lärande, dels för att visa på teamets betydelse för patientens vård i hälso- och sjukvård. KUA konceptet kräver både tid och engagemang av handledarna men uppfattas som ett bra koncept där studenterna tillsammans kan utveckla det interprofessionella samarbetet. Handledarnas inställning till studenters lärande och handledning gör skillnad i handledningen. Att vara interprofessionell handledare kräver kunskaper om såväl pedagogik som grupp och grupprocess. Studentteamens kunskaper driver KUA vilket påverkar handledningen. KUA konceptet har en positiv inverkan på handledarna och interprofessionell handledning uppfattas som stimulerande och utmanande.
Supervising students in a clinical training ward (CTW) has been used for some 20 years. Studies show that interprofessional learning gives students an opportunity to get a comprehensive view of a particular patient’s health-care needs, as well as an increased and mutual understanding of their colleague’s position and knowledge. Only a few studies have focused on the supervisor’s view of his or her own role within the activity of the CTW. The purpose of the study was to describe the CTW supervisor and his or her own perception of her role as an interprofessional supervisor as well as to describe interprofessional learning on its own at the CTW. A qualitative method was used, and 19 interprofessional supervisors from and within occupational therapy, along with physicians, physiotherapists, and nurses, were interviewed. The texts were content-analysed. Three categories were identified: ‘the supervisor’, ‘the supervision’, and ‘the concept of CTW’. It turned out that the interprofessional supervisor has a genuine interest and commitment to supervise, to work pedagogically, to collaborate, and to work with students. The supervisors all used different strategies, and they worked with the team in focus, partly for the benefit of the students but also to show the team’s importance in relation to the patient’s health care situation. The CTW concept requires lots of time and dedication from the supervisor, but it is perceived as a good concept where students can develop interprofessional collaboration. The supervisor’s understanding and approach to student learning makes a huge difference in the process of supervision. Being an interprofessional supervisor requires a pedagogical knowledge and understanding of a group and of the group process. The student’s team knowledge influences the CTW, which affects the supervision. The concept of the CTW has a positive impact on the supervisors, and the interprofessional supervision is perceived to be stimulating and challenging.
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Calhoun, McKenzie L., L. Brian Cross, D. Byrd i L. Calhoun. "International Masterclass as a Catalyst to Expand Interprofessional Learning (IPL) and Interprofessional Practice (IPP) in Ireland". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6895.

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Książki na temat "Interprofessional"

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Dean, Sarah G., Richard J. Siegert i William J. Taylor, red. Interprofessional Rehabilitation. West Sussex, UK: John Wiley & Sons, Ltd.,, 2012. http://dx.doi.org/10.1002/9781118702741.

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Bluteau, Patricia, i Ann Jackson, red. Interprofessional Education. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-08028-8.

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Marilyn, Hammick, red. Being interprofessional. Cambridge, UK: Polity, 2009.

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Freeth, Della, Marilyn Hammick, Scott Reeves, Ivan Koppel i Hugh Barr, red. Effective Interprofessional Education. Oxford, UK: Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470776438.

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Barr, Hugh, Ivan Koppel, Scott Reeves, Marilyn Hammick i Della Freeth, red. Effective Interprofessional Education. Oxford, UK: Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470776445.

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Ian, Shaw. Evaluating interprofessional training. Aldershot, Hants, England: Avebury, 1994.

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Forman, Dawn, Marion Jones i Jill Thistlethwaite, red. Sustainability and Interprofessional Collaboration. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40281-5.

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

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Moyers, Penelope, i Patricia Finch-Guthrie. Interprofessional Evidence-Based Practice. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003524632.

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

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Części książek na temat "Interprofessional"

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Joy, Abel, i Philip C. Dittmar. "Interprofessional Collaboration". W Hospital Medicine, 95–103. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49092-2_10.

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Freeth, Della. "Interprofessional education". W Understanding Medical Education, 81–96. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch6.

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Palaganas, Janice C., Ella Scott, Mary E. Mancini i Glenn Stryjewski. "Interprofessional Education". W Comprehensive Healthcare Simulation: Pediatrics, 195–208. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24187-6_15.

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Psaila, Kim, i Virginia Schmied. "Interprofessional Collaboration". W Psychosocial Resilience and Risk in the Perinatal Period, 201–17. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315656854-14.

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Freeth, Della. "Interprofessional Education". W Understanding Medical Education, 53–68. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch4.

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Sewell, Alexandra. "Interprofessional Collaboration". W Diverse Voices in Educational Practice, 64–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003165842-4.

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Morgan, Jane. "Interprofessional learning". W Foundation Studies for Caring, 26–45. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-16202-1_2.

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Freeth, Della, Maggi Savin-Baden i Jill Thistlethwaite. "Interprofessional Education". W Understanding Medical Education, 191–206. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch14.

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Shinwell, Eric. "Interprofessional Education". W Active Education for Future Doctors, 135–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41780-2_11.

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Waddie, Nicola. "Interprofessional Working". W Professional Perspective in Health Care, 61–82. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-09034-8_4.

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Streszczenia konferencji na temat "Interprofessional"

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Abd Hamid, Nur Zainie, Siti Zaleha Abdul Rasid, Siti Maon, Naffisah Mohd Hassan i Leny Suzana Suddin. "Interprofessional Communication and Interprofessional Collaboration (IPC) among Health Care Professionals". W BE-ci 2016 International Conference on Business and Economics. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.02.38.

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Bahun, Mateja, Barbara Benedik, Sedina Kalender Smajlović i Sanela Pivač. "Izobraževanje za medprofesionalno sodelovanje v zdravstvu: sistematični pregled literature". W Interdisciplinarity Counts. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.fov.3.2023.7.

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Background: Interprofessional cooperation in health care is a key factor for the successful team work and safe high-quality treatment of patients. The values and ethics of interprofessional cooperation begin to develop through the educational process. Methods: A systematic literature review was conducted in databases PubMed, Wiley, CINAHL, Springer Link and Cobiss from November 2021 to January 2022. The search terms were: "interprofessional", "multidisciplinary", "transdisciplinary", "cooperation", "collaboration", "health care", "education". Inclusion criteria were: scientific journal, peer-reviewed, free access in full text, Slovenian or English language, period 2016–2021. The results were analyzed using thematic analysis. Results: A total of 4138 hits were identified and 22 included in the final analysis, of these, 4 systematic literature reviews, 10 cross-sectional and 8 qualitative studies and one case study. We created 2 categories: 1. "advantages/importance of interprofessional education and cooperation" with subcategories: "importance of interprofessional education for patients and healthcare workers" and "importance of interprofessional education for students" and 2. "implementation of interprofessional education programs". Discussion: Interprofessional education is important approach for preparing students to enter the working environment in healthcare, where teamwork and cooperation are important competencies. Good cooperation is achieved through respectful and effective communication and respect for the autonomy of professions.
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Tupolskih, T. I., N. N. Shumskya i D. N. Savenkov. "FORMATION OF INTERPROFESSIONAL COMPETENCES OF STUDENTS". W INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.253-256.

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The article considers the issue of forming a graduate of a bachelor's program who has interprofessional competencies and practical skills not only in his specialty, but also in related ones, necessary in this production for solving production problems, effective teamwork and creating positive interprofessional and interqualification working relationships.
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Selman, Tony, i Tony Westcott. "Interprofessional Issues in Construction Education". W Construction Research Congress 2005. Reston, VA: American Society of Civil Engineers, 2005. http://dx.doi.org/10.1061/40754(183)44.

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Schnabel, Marc Aurel, i Evelyn L. C. Howe. "The interprofessional virtual design studio". W CAADRIA 2010: New Frontiers. CAADRIA, 2010. http://dx.doi.org/10.52842/conf.caadria.2010.219.

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Wardani, Arista Kusuma. "Interprofessional Collaboration on Mental Health: A Scoping Review". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.26.

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ABSTRACT Background: The increasing prevalence rate of mental illness due to demographic changes became the burden of disease in primary health care. Effective interprofessional collaboration strategies are required to improve professional welfare and quality of care. Interdisciplinary teamwork plays an important role in the treatment of chronic care, including mental illness. This scoping review aimed to investigate the benefit and barrier of interprofessional collaboration approach to mental health care. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Science­Direct, and Willey Online library databases. The inclusion criteria were English-language, full-text, and free access articles published between 2010 and 2020. The data were reported by the PRISMA flow chart. Results: A total of 316 articles obtained from the search databases, in which 263 articles unmet the inclusion criteria and 53 duplicates were excluded. Based on the selected seven articles, one article from a developed country (Malaysia), and six articles from developing countries (Australia, Canada, Belgium, Norway) with quantitative (cross-sectional, surveil­lance) and qualitative study designs. The reviewed findings were benefit and barrier of interprofessional collaboration on mental health. Benefits included improve quality of care, increase job satisfaction, improve patient health status, increase staff satisfaction, increase performance motivation among employees, as well as shorter duration of treat­ment and lower cost. Barriers included hierarchy culture, lack of resources, lack of time, poor communication, and inadequate training. Conclusion: Interprofessional teamwork and collaboration have been considered an essential solution for effective mental health care. Keywords: interprofessional collaboration, benefit, barrier, mental health Correspondence: Arista Kusuma Wardani. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ring Road Barat) No. 63 Mlangi, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: wardanikusuma­1313@gmail.com. Mobile: +6281805204773 DOI: https://doi.org/10.26911/the7thicph.04.26
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Warella, Y., Sutopo Patria Jati i Meidiana Dwidiyanti. "The Effectiveness of Collaborative Leadership on Improving Interprofessional Collaboration Practice in the Comprehensive Emergency Obstetric and Neonatal Services". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.19.

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ABSTRACT Background: Maternal and infant mortality rates remain high in most developing countries including Indonesia. An approach so called as the interprofessional collaboration (IPC) has been considered to have its potential to improve the emergency obstetric and neonatal care. Little is known about the effectiveness of leadership in enhancing IPC. This study aimed to determine the effectiveness of leadership on improving the IPC in the comprehensive emergency obstetric and neonatal services. Subjects and Method: This was a qualitative study using an embedded case study approach. This study was conducted at PKU Muhammadiyah Gamping Hospital, Yogyakarta, as a type C teaching hospital. The data were collected by observation, in-depth interview, and document review. Results: This study found three themes: (1) collaborative leadership; (2) leadership issues; and (3) stakeholder input. The inter-professional collaboration included doctors, consultant doctors, supervisor, shift coordinator, and nurses in charge of nursing care. The interprofessional collaboration had been implemented. The principle of leadership had supported the interprofessional collaboration. The IPC team had understood and applied the principles of leadership that support the IPC. The leadership attributes on demand for the IPC included visionary, participatory, and coaching. The leadership issues included the difference in advice between doctors. The theme for nurses was improving the quality of interprofesional collaboration. Conclusion: The leadership attributes to improve the interprofessional collaboration include visionary, participatory, and coaching for the comprehensive emergency obstetric and neonatal services. Keywords: interprofessional collaboration, leadership Correspondence: Sulistyaningsih. Faculty of Health Sciences, Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Lingkar Barat) No. 63 Pundung, Nogotirto, Gamping, Sleman, DIY, Indonesia. Email: sulistyaningsih@unisayogya.ac.id. Mobile: +6281328067154 DOI: https://doi.org/10.26911/the7thicph.04.19
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Mardon, Julie, i Bernadette Mallon. "P39 Undergraduate interprofessional in situ simulation". W Abstracts of the Association for Simulated Practice in Healthcare 9th Annual Conference, 13th to 15th November 2018, Southport Theatre and Convention Centre, UK. The Association for Simulated Practice in Healthcare, 2018. http://dx.doi.org/10.1136/bmjstel-2018-aspihconf.131.

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Azzam, Mohammad. "Integrated Interprofessional Education Curricula's Influence on Interprofessional Collaborative Practice: Phase 1 of a Multiple-Case Study". W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2006823.

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Aliyanto, Warjidin, Retno Hastuti, Tori Rihiantoro i Kodri Kodri. "Readiness To Learn And Interprofessional Knowledges : A Pilot Study Of Interprofessional Education In Health Polytechnic Tanjungkarang". W Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296243.

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Raporty organizacyjne na temat "Interprofessional"

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Boynes, Sean, Lisa Davis, Graham Adams i Mark Deutchman. Narrowing the Rural Interprofessional Oral Health Care Gap. University of Colorado School of Medicine, styczeń 2019. http://dx.doi.org/10.35565/dqp00002.

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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
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Rada, Gabriel, i Simon Lewin. Does collaboration among health and social care professionals improve practice or patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/1705172.

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Interprofessional collaboration is the process by which two or more health or social care professionals work together to improve the delivery of health and social care and health outcomes. Practice based interventions to promote interprofessional collaboration (i.e. better work interactions and teamworking among providers) in healthcare delivery are intended to respond to the needs of restructuring, reorganisation, and cost containment, and to the increasing complexity of healthcare knowledge and work.
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Boynes, Sean, Lisa Davis, Graham Adams, Michelle Mills i Mark Deutchman. MORE Care: Narrowing the Rural Interprofessional Oral Health Care Gap. DentaQuest Partnership for Oral Health Advancement, czerwiec 2019. http://dx.doi.org/10.35565/dqp.2019.2005.

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Stilp, Curt. Rural Interprofessional Health Care Education: A Study of Student Perspectives. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5516.

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Mertz, Lynn. Enhancing Mental Health Coordination at Community-Based Interprofessional Training Sites. Washington, DC: AARP Thought Leadership, czerwiec 2024. http://dx.doi.org/10.26419/int.00056.021.

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Weiss, Kevin, Morgan Passiment, Laura Riordan i Robin Wagner. Achieving the Optimal Interprofessional Clinical Learning Environment: Proceedings From an NCICLE Symposium. National Collaborative for Improving the Clincial Learning Environment, styczeń 2019. http://dx.doi.org/10.33385/ncicle.0002.

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Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems i Lisa Howley, red. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, marzec 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.

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As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.
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Darud, Annica, Anna Edberg, Charlotte Gillrell, Christofer Johansson, Madeleine Stjernström i Martina Svensson. Interprofessionell handledning och handledarskap - på en klinisk utbildningsavdelning. Region Skåne & Malmö universitet, 2019. http://dx.doi.org/10.24834/isbn.9789178770519.

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Studsrød, Ingunn, Ragnhild Gjerstad Sørensen, Brita Gjerstad, Patrycja Sosnowska-Buxton i Kathrine Skoland. “It’s very complex”: Professionals’ work with domestic violence (DV): Report – FGI and interviews 2022. University of Stavanger, listopad 2022. http://dx.doi.org/10.31265/usps.249.

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This study explores Norwegian professionals' experiences of working within partner violence (PV) prevention area, including, cross-sectoral and interdisciplinary cooperation as well as possible successful strategies and measures in this area. This report is one of the deliverables of the “Integrated System of Domestic Violence Prevention” (ISDVP) project and of the agreement with The State Treasury, the Institute of Justice in Warsaw, Poland. This study contributes to research on professionals’ experiences of interprofessional collaboration in the domestic violence prevention area – a similar study was conducted in Poland. To facilitate an interdisciplinary and interagency group discussion, five focus groups (with 19 participants) were conducted. The analysis reveals that there is inter- and intra-sectoral collaboration in the domestic violence prevention area. There are marked challenges but also notable success stories. The participants talked about several barriers to cross-sectoral collaborations, such as i) professional requirements of confidentiality, mandate, and/or duty to report, especially in the domestic violence prevention stages; ii) the complexity and plethora of practical and organizational measures and initiatives as well as who does what and when, particularly when helping a client navigate through the system; and iii) the difficulty in defining as well as uncovering domestic violence because it can be understood differently by various parties, especially from a cross-cultural perspective and gender stereotypes. In terms of effective management of multisectoral collaboration, the participants mentioned i) several tools and models, e.g., SARA and Flexid, and ii) organization of emergency shelters; and iii) networking. Besides, the participants reported a need for a nuanced and multifocal approach to domestic violence prevention, including addressing the specificities of different vulnerable groups such as the elderly and the LGBQT+ community. They also talked about the importance of initiatives aimed at removing the stigma and taboo around domestic violence, also through targeting higher education establishments.
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