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Rozprawy doktorskie na temat „Interprofessional”

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

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1

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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2

Blackwelder, Reid B. "Interprofessional Care". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6973.

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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Smith, S. K., April Stidham, Sarah Melton, M. Lee i Christine M. Mullins. "Building Capacity for the Interprofessional Management of Multiple Chronic Conditions: The Role of Interprofessional Student Clinics". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7136.

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Stephens, T., Jodi Polaha i Leonard B. Cross. "Creating an Interprofessional Code of Ethics". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6565.

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Objectives: To identify personal values that are consistent with participant’s respective profession’s code of ethics. To compare and contrast personal values with those of other team members. To create an interprofessional team code of ethics.
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13

Calhoun, McKenzie L. "Discussion on Interprofessional Education and Practice". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6886.

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Blackwelder, Reid B., i Brian Cross. "Interprofessional Education and Learning in Action". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6935.

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15

Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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Weeks, Susan Mace, i David Farmer. "Institutional Collaboration to Accelerate Interprofessional Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/2.

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Evidence has been generated and synthesized to support enhanced outcomes in healthcare environments supportive of interprofessional practice. Despite the preponderance of evidence, many health professions education programs do not prepare their students for interprofessional practice. Multiple factors influence the integration of interprofessional education into a program’s curricular offerings including availability of potential partnering professions, conflicting schedules, lack of curricular alignment, and logistical challenges. This manuscript describes initiatives and innovations used to replace health profession and institutional silos with interprofessional and cross-institutional collaboration in Fort Worth, Texas, USA. While the initial point of connection involved the administrators and faculty members from Texas Christian University and the University of North Texas Health Science Center collaborating to create interprofessional training opportunities for health professions students, this collaboration continues to generate new innovations and cooperative initiatives. These initiatives include research projects supported by significant external funding awards and a decision by the leaders of the two institutions to collaborate to develop a new medical school.
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Murray, Davis Elizabeth. "Becoming an interprofessional practitioner : exploring the application of pre-qualification interprofessional education in the professional practice of midwives". Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/10347/.

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The rationale for interprofessional education (IPE) is based on the assumption that it will result in improved interprofessional practice. Despite the evidence that prequalifying IPE will modify attitudes and provide knowledge and skills for collaboration, this evidence tells us little about whether these new skills and attitudes can be applied and sustained in professional practice. The aim of this research project was to explore how midwifery students who participate in pre-qualification interprofessional education apply their learning to the context of professional practice, and what elements facilitate this application. A purposive sample of midwifery students, midwifery educators, Heads of Midwifery and newly qualified midwives from four universities in the UK participated in semi-structured interviews, focus groups and qualitative questionnaires. Using the principles of Grounded Theory, the emerging findings highlight how professional and systemic factors both promote and prevent newly qualified midwives from turning their interprofessional theory into practice. Graduates appear better able to apply their training when interprofessional working and learning is made explicit within both the university learning environment and the workplace. This understanding of how newly qualified midwives apply IPE to practice is useful for advancing IPE curriculum development and for encouraging effective interprofessional relationships between midwives and other health professionals.
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18

Wilhelmsson, Margaretha. "Developing Interprofessional Competence : Theoretical and Empirical Contributions". Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69603.

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Background: Different professions meet and work together in teams every day in health and social care. In order to idenUiy and deliver the best quality of care for the patient, the teamworkers need to be both professionally and interprofessionally competent. How can higher education prepare teamworkers to be both professionillly and interprofcssionally competent? This thesis seeks to contribute theoretically and empirically to this issuc. A starting point for interprofessional education (WE) worldwide was when WHO presented a document entitled "Leaming Together to Work Together for Bdter Health". The basic idea in this strateg)' was that it is favourable for undergraduilte students and the development of their own professionill identity to experience other professions in health and sodal sectors as earlyas during their undcrgraduate studies. Inherent in this scheme is that the various professions will work together in practice. Thc overall winner in this new thinking about education and professionai prLlctice would be the patient. One of the Hrst systematic attempts to organize IPE academically was initiated in 1986 at the Faculty of Health Sciences (FHS) at Linköping University in Sweden. The "Linköping Model" has now yielded 25 yeilrs of practical experience and development of IPE curricula. Aims: The overall aims of this thesis we.re to define, describe and measure effects and outcomes of interprofessional education/learning. Methods: In the research papers theoretical, aualitative and quantitative methods have been used. Results: The newly registered medical doctors educated at the FHS at Linköping University and exposed to WE and PBL reported more confidence (p < 0.0001) that their lIndergraduate studies had given them interprofessional skilIs and abilities to collaborate with other professions than medical students from all other medical faculties in Sweden. Nurses who hild been exposed to interprofessional curricula during their undergraduate education ilt FHS reported to greater extent (p = 0.003) that they were prepared to work as a nurse. Furthermore, they also reported to a greater extent (p < 0.0001) that their undergraduate education hild prepared them to work with other healt care professions. Other findings in this thesis wcre that female tudents in generill and nursing students had a more positive view of interprofessional learning and were more open-minded about collaboration with other professions. Only to a minor extent did exposure to a more extensive interprofessional curriculum promote a positive attitude towards teamwork. Conclusions: A major challenge to modern health care is the need for more interprofessional teamwork to improve the safety and quality of patient-centred care. This thesis indicates some directions for more successful interprofessional education.
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Hood, Rick. "Complexity and interprofessional working in children's services". Thesis, Royal Holloway, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577994.

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nterprofessional working can be regarded as both a response to complex' problems and a source of additional complexity. In the context of children's services, there has been little research into what complexity actually means for practitioners working together in the team around the child. Drawing on the results of a qualitative research study, this thesis explores the phenomenon of complexity as something that is experienced by practitioners in complex cases, and constructed in their accounts of collaborative casework. For the study, core groups in two complex child protection cases were approached within an outer London children's trust and seventeen practitioners agreed to take part in semi-structured interviews. Interview transcripts were analysed using two different qualitative methods: interpretative phenomenological analysis (IPAI and critical discourse analysis (CDA). The findings reveal complexity to be a multi-facetted phenomenon. It is shown how the dynamics of complex systems feed into relationships, processes of assessment and intervention, and the management of risk. Practitioners' accounts of complexity are built on the conflict and congruence between different orders of discourse relating to professional and interprofessional practice. The findings enable a critical re -engagement with the literature on integrated children's services and child protection. The implications of complexity are discussed in terms of socio-technical systems and the question of how best to facilitate interprofessional working in the team around the child. Some suggestions are made for policy and practice in this area.
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Quinlan, Amy. "Attitudes of nurse practitioners toward interprofessional collaboration". Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680893.

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Effective interprofessional collaboration between nurse practitioners and physicians is imperative to meet the health care needs of all Americans. This project measures attitudes of nurse practitioners to determine the barriers to effective interprofessional collaboration with their physician colleagues. It was hypothesized that there is a positive relationship between nurse practitioner attitudes and interprofessional collaboration and a positive relationship between years in practice and interprofessional collaboration. Sixty-three nurse practitioners participated by completing the Collaborative Practice Scale and Jefferson Scale of Attitudes toward Physician and Nurse Collaboration. The Core Competencies for Interprofessional Collaborative Practice served as the framework for this project. Findings of this project revealed nurse practitioners are overall accountable for their patient care and report high levels of interprofessional collaboration. These results are a foundation for future inquiry in providing and evaluating programs to enhance interprofessional collaboration.

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

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This thesis is concerned with communication in interprofessional practice, an issue which is identified as a ‘difficulty’ but ‘essential’ in the literature. The research is based on a case study focusing on the communication between professionals in a series of planning meetings held to support the transition of a child with additional support needs from playgroup into the nursery class of a primary school in Scotland. The study explores the dynamics and complexities of communication through the theoretical frameworks of ethnography of communication and Dewey’s concept of communication as participative action. This joint analysis illustrates the way in which the group worked together to make something in common and the extent of commonality that was needed for them to work actively together. The findings show the interprofessional group functioning as a speech community with a bounding feature of working with the child. The soft-shell of this community illustrates a flexibility of practice and the ability of the group to expand or contract to meet the needs of the child and family. The way in which the participants worked together to agree the outcomes they were working towards is an illustration of Deweyan communication, making something in common between them. This process included the recognition of the competence and responsibility of individual professions. The study demonstrates that the doctors who were members of the interprofessional group were recognised as holding more power than the other members of the group and were bound by the outcomes and procedures of their own profession. This difference affected the dynamics of communication within the interprofessional team. The findings add to our understanding of the complexities of communication in an interprofessional team and show that communication in a Deweyan sense can strengthen the work of an interprofessional group and develop their support for the child or family they are working with.
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Mullins, Christine M. "ANEP Grant Orientation: Student-led Interprofessional Clinic". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7140.

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Hegarty, Kelly, i Cydney Marrs. "Perspectives on Interprofessional Education: Communication and Culture". The University of Arizona, 2010. http://hdl.handle.net/10150/623881.

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Class of 2010 Abstract
OBJECTIVES: To examine the potential differences in attitudes between the colleges of pharmacy, nursing, medicine, and social work relating to the “Culture and Communication” IPE activity at the University of Arizona in 2007. METHODS: This was a retrospective study comparing the opinions and attitudes of different groups of healthcare students concerning the IPE activity “Culture and Communication” at the University of Arizona. The independent variable in this study was academic discipline: medicine, pharmacy, nursing, law, or social work. The dependent variables were the attitudes and opinions of the effectiveness of this IPE activity on Culture and Communication. RESULTS: A total of 589 questionnaires (medicine=119, pharmacy=89, nursing=77, social work=21) were completed and included in 2007. Overall, students felt the Culture and Communication IPE activity improved their knowledge of how to identify barriers to communication and reduce the likelihood of miscommunication with other healthcare professionals. The percent of students who believed they had a very high understanding of the barriers to effective communication among health care providers increased from 11.3% before the IPE activity to 34.5% after. The percent of students who believed they had a very high knowledge of how to reduce the likelihood of miscommunication increased from 6.6% before the IPE activity to 37.4% after. There were differences between the groups relating to the different questions that the questionnaire focused on. CONCLUSIONS: There were significant differences between the various healthcare professionals relating to the usefulness and effectiveness of the Culture and Communication IPE activities at the University of Arizona. Overall, students seemed to benefit from and enjoy the IPE activity and would recommend having future students participate in the activities. The majority of students felt the Culture and Communication IPE activity was benificial and allowed for the improvement of relationships and attitudes between the health care professions. There were similar responses between the medicine, nursing, pharmacy, and social work students.
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Frey, Nicolette. "Interprofessional Practice (IPP): from Text to Context". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367261.

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There is a significant gap between the theorising of interprofessional practice (IPP) and the existence of IPP in community healthcare teams who provide services to people with severe mental illness (SMI). This study aims to clarify the concept of IPP both in the literature and in self-identified teams focused on improving the physical health of people with SMI in Queensland. It is widely acknowledged that the physical health of people with SMI is poor and their healthcare needs remain unmet. The reasons for their poor health outcomes are multiple and complex, and as the complexities of their healthcare needs increase, so too does their reliance on the healthcare system. However, the healthcare system is also complex with multiple problems, including a lack of continuity, fragmentation of services, and shortages in workforce and skills. In response to this complex situation, scholars and policymakers repeatedly call for the integration of care through multidisciplinary healthcare teams that practise in interprofessional ways. The challenges to the implementation of IPP are many, and include professional educational differences, a paucity of opportunities to learn together, and competition for limited resources. The community mental healthcare team is one place where an interprofessional approach is thought to be critical, especially to deliver services to those with multiple complex needs created by SMI and comorbidities. People with complex needs rely on multiple healthcare providers who are required to operate with continuity across disciplinary and organisational boundaries.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Services and Social Work
Griffith Health
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25

Parker-Tomlin, Michelle. "Clinical Decision Making for Interprofessional Collaborative Practice". Thesis, Griffith University, 2019. http://hdl.handle.net/10072/387381.

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Objective: Interprofessional collaborative practice skills and the ability to make effective clinical decisions are among the most important skills required for practising health professionals, and are an important focus of health discipline students’ training. Individual differences can affect decision making style (e.g., Appelt, Milch, Handgraaf & Weber, 2011; Hewes, 2009; Phillips, Fletcher, Marks, & Hine, 2016; Shaban, 2005), and cognitive processes that use decision making heuristics are prone to biases by both expert and novice clinicians (Bradley, 2005). Therefore, errors and biases could affect the successful interprofessional functioning of healthcare teams. Understanding individual health practitioners’ and students’ natural cognitive processing style, decision making style, and factors that influence these, could be key to researching methods of enhancing clinical decision making (CDM). Considerable evidence supports the positive benefits of healthcare practitioners engaging in interprofessional collaborative practices (IPCP) for patients, clients, and consumers (Morgan, Pullon, & McKinlay, 2015; Sexton, 2016). This includes interprofessional education (IPE) and interprofessional practice development (Barr, Freeth, Hammick, Koppel, & Reeves, 2006; Blue & Garr, 2007; Curran, Sharpe, Flynn, & Button, 2009, (McAllister, Morrissey, Davidson, McAuliffe, McConnell, & Reddy, 2011, Mickan, Hoffman, & Nasmith, 2010; Morgan, Pullon, & McKinlay, 2015, Sexton, 2016). Being able to make optimal clinical decisions and the ability to communicate and collaborate around clinical decisions with other team members, consumers and their families is paramount to successful healthcare. These core IPCP processes are also considered to be extremely important components of contemporary interprofessionalism. This thesis comprises a series of published and under review papers, that provide a critical analysis of cognitive continuum theory (CCT), and which examines a selective number of individual difference factors with clear theoretical relevance to explore natural processing and decision--making styles in student and health practitioner samples. The CCT theoretical framework is explored as a decision--making orientation strategy in IPE. To further examine CCT’s influence on health practitioner, student, and simulated healthcare teams’ clinical decision making, this thesis assesses the extent to which IPE training can optimally orientate such decision making. CCT requires a precise language to describe both the type of task under consideration, and decision--making methods employed. This research also examines the feasibility of IPE workshops and their potential for providing a platform for healthcare teams to communicate and collaborate around clinical decisions, specifically, CCT’s ability to control for individual differences in cognitive processing, and natural decision--making style. Method: One critical analysis and two research studies were conducted. The critical analysis explored CCT as a model of human judgment and decision making with the potential to orientate decision--making processes. The critical review specifically examined current applications of CCT and its potential use to a wider range of interprofessional healthcare team processes, including implications for future research, education, practice and policy. The two research studies assessed individual novice––expert health practitioner and interprofessional team decision--making, and components of interprofessional practice (IPP; communication and collaboration) through IPE. Study 1 explored key variables used to assess individual differences in cognitive processing and decision--making styles. Theoretically relevant factors that the literature indicated as having significant influences were examined. These include the amount of discipline education, clinical experience, IPE, IPP experience, age, personality, and interpersonal motivations, as well as natural decision--making and cognitive processing styles on intuitive, analytic, rational, and experiential continua. A convenience sample (N = 229) current Australian--based healthcare practitioners, and students enrolled in tertiary related health programs, completed an online survey. Respondents were classified as either novices (n = 73), intermediate (n = 85), or expert (n = 71) in their discipline (dental/oral health, dietetics/nutrition, exercise physiology, human service/social work, medicine, midwifery, nursing, occupational therapy, pharmacy, physiotherapy, podiatry, psychology, speech & language pathology). Study 2 explored the feasibility of using CCT as a decision--making orientation strategy within IPE workshops using a cross--sectional design and an independent convenience sample (N = 33) of health professionals. Using a randomized control method with student participants, this research compared collaborative practice in workshops with the decision--making orientation strategy (CCT workshop) with another already well--established IPE multi--disciplinary mental health (MDMH) workshop (Morrissey, Davidson, McAuliffe, McAllister, McConnell & Reddy, 2011). A convenience sample of 43 students was randomly assigned to either the MDMH or the CCT workshop. In addition, this research also examined the CCT model in a series of workshops with 33 practising health professionals. In summary workshop totals included professional workshops (n = 33), CCT student workshops (n = 23), and MDMH student workshops (n = 20). This format enabled the workshop content and processes in part 1 (CCT or MDMH) to be examined within student interprofessional groups while part 2 also compared CCT suitability for students and professional practitioner populations. Results: The analysis identified applying CCT as having the potential to improve both individual health practitioner, and interprofessional team understanding about, and communication of, CDM processes. It highlighted the need for further research using the CCT framework before extending its widespread deployment within healthcare sectors. The studies added to the literature with respect to critically appraising a CDM orientation strategy. Study 1 expanded understanding of the complexity of examining natural cognitive processing and decision--making styles, and factors influencing these. Study 2 examined IPP through IPE, and the feasibility of CCT’s application to improve and orientate CDM and interprofessional teams’ communication and collaboration. The critical review concluded that, by guiding decision--making, a CCT framework can potentially provide a useful application in interprofessional healthcare education around CDM. The findings from Study 1 highlighted that research into cognitive processing and decision--making styles yielded inconsistent and contradictory results, which were challenging to interpret, and that were inevitably sample specific. These findings were demonstrated even when research was conducted using a systematic theory--driven approach. Study 2 examined CCT as an IPE tool and usefully added to the literature with respect to the benefits of encouraging IPP through IPE and interprofessional learning in tertiary education and continuing professional development.
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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McIntosh, Nathalie. "Intra- and interprofessional coordination in inpatient medicine". Thesis, Boston University, 2013. https://hdl.handle.net/2144/12818.

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Thesis (Ph.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Hospitals are increasingly providing services for more medically complicated patients who require the care of multiple providers. This results in complex interdependent work relationships that require coordination to optimize patient care. Consequently, coordination-- especially between nurses and physicians who constitute the main providers of care-- may play an increasingly important role in the provision of quality care to hospitalized patients. Three studies were done to examine the role of intra- and interprofessional coordination of nurses and physicians in inpatient medical care. All were cross-sectional, descriptive studies using multivariate linear regression methodology, with data aggregated and analyzed at the facility level. Both primary data obtained from surveys of nurse managers, attending physicians and chiefs of medicine, and secondary data obtained from surveys of staff nurses and administrative data sources were used. Study One: The impact of provider coordination on provider perceptions of patient care and job satisfaction in inpatient medicine examined the association between intra- and interprofessional coordination and provider perceptions of the quality of patient care, and provider job satisfaction and intent to leave. Study Two: Organizational predictors of provider perceptions of coordination in inpatient medicine examined the association between organizational factors and provider perceptions of inpatient coordination. Study Three: The impact of provider coordination on patient outcomes examined the association between perceptions of intra- and interprofessional coordination and patient satisfaction; in-hospital fall, pressure ulcer, readmission and mortality rates; hospital costs; and lengths of stay. These studies contribute to the literature by assessing the impact of perceived coordination on patient and provider outcomes, and by identifying the organizational factors associated with perceptions of coordination. Results indicated that greater intra- and/ or interprofessional coordination may be associated with: better provider perceptions of patient care, patient satisfaction, and physician job satisfaction; higher hospital costs; and lower provider intent to leave and mortality rates. An organization's explicit commitment to patient care, to resources that enable providers to do their jobs, and to strategies that enhance communication between providers may improve coordination. Some factors, such as appropriate staffing, may be pre-requisites before coordination can have an impact on some patient outcomes.
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Foreman, Rabia, Lacey Harris, Kathryn McGuire, Kerry Proctor-Williams i Katie Baker. "Students’ Attitudes and Perceptions Toward Interprofessional Education". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1833.

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Fagelson, Marc A. "Traumatic Exposures and Interprofessional Management of Tinnitus". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1656.

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Musick, J., A. Forrester, L. Green, R. Jones, Kerry Proctor-Williams i Katie Baker. "Faculty Attitudes & Perceptions Toward Interprofessional Education". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1836.

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Hagaman, Angela M., i Stephanie M. Mathis. "Interprofessional Working Group Addresses Prescription Drug Abuse". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3198.

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Northeast Tennessee has been disproportionately burdened by a high prevalence of opioid prescribing, prescription drug abuse, addiction, overdose, and Neonatal Abstinence Syndrome. The East Tennessee State University Prescription Drug Abuse and Misuse Working Group (PDAMWG) formed upon recognizing an urgent need for a collaborative, multi-faceted response to reduce prescription drug abuse. Composed of over 100 members from various agencies, organizations, and institutions, members of this highly interprofessional, university-sponsored working group include academic scholars, healthcare providers, pharmacists, elected officials, students, community members, and more. This collaboration has successfully generated multiple funded research projects and numerous evidence- and community-based initiatives targeting prescription drug abuse. This seminar will focus on substance abuse prevention, specifically the prevention of prescription drug abuse. In addition to providing a data supported summary of the epidemic in the region, this seminar will outline the historical development of the PDAMWG and describe past and present research and community-based initiatives. An emphasis will be on the continuous commitment of the PDAMWG to the development, dissemination, and implementation of evidence-based practices to reduce prescription drug abuse and improve population health in the region. This seminar will also document research as well as community-based outcomes of PDAMWG efforts. Consequently, participants will recognize the effectiveness of strong, cross-sector partnerships for population health improvement. Relatedly, participants will develop a concrete understanding of a collaborative approach that bridges academic research and community-based practice. Perhaps most importantly, participants will discover its potential for replication in other communities to support the achievement of maximum, evidence-based outcomes for various health concerns. Lastly, participants will be introduced to the underlying model of the PDAMWG, which visually depicts evidence-based strategies along the disease continuum. As a result, participants will appreciate the complexity of public health problems and the subsequent importance of a multi-pronged, evidence-based response to addressing them
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Crouch, Michael A., Leonard Brian Cross, Stacy D. Brown, Larry D. Calhoun i Wilsie S. Bishop. "Expanding Interprofessional Education Through a Graduation Requirement". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5288.

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McEwen, Lynn Ann. "Interprofessional Collaborative Care Educational Program for Nurses". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4463.

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Interprofessional collaboration and collaborative patient and family-centered practice is increasingly advocated as a means of improving patient outcomes and the cost effectiveness of health care. The Canadian Interprofessional Health Collaborative and Registered Nurses Association of Ontario identified best practices and competencies required for interprofessional collaboration and collaborative practice. Despite the widespread dissemination of these competencies and best practice guidelines to health professional schools, there remains a gap in nursing practice regarding nursing knowledge about the core competencies required for interprofessional collaboration. The purpose of this project was the planning of an education program for nurses on interprofessional collaboration and collaborative care. At the project facility, the interprofessional practice team planned an education program for nursing staff to promote interprofessional collaborative practices and thereby improve patient and population health outcomes. The education project was guided by a model of instructional design used previously by the interprofessional practice department. The education program included a handout and a PowerPoint presentation describing the contents of the handout and clinical application of the competencies in nursing practice. The PowerPoint will be retained by the organization to present to nursing staff employed at the organization. Process evaluation included a team member questionnaire assessing leadership, participant involvement and meeting facilitation. Members of the interprofessional practice team agreed on the success of the process and involvement in the overall project. Increasing nursing knowledge about interprofessional collaboration and collaborative practices would represent positive social change to improve nursing practices and as a result, health outcomes for patients and their families.
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O'Carroll, Veronica. "Practice mentors' attitudes and perspectives of interprofessional working, and interprofessional practice learning for students : a mixed-methods case study". Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10482.

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The demands on health and social care organisations require professions to work more collaboratively. During pre-registration training, health care and social work students learn within practice settings, supported by practice mentors. These settings are rich learning environments to experience interprofessional working (IPW) and for students to learn together through interprofessional practice learning (IPPL). There is, however, evidence that students' experiences of both are varied or limited. The value placed on IPW, and IPPL, is therefore of interest. This thesis will investigate practice mentors' attitudes to IPW and IPPL, and explore their perspectives of the enablers and barriers to these occurring in practice settings. A mixed-methods case study approach was used to measure the attitudes of practice mentors from health and social work, and to identify enablers and barriers to IPW, and IPPL for students. Online surveys and semi-structured face to face interviews were carried out with a range of professions within one Scottish health board and associated local authority. Results showed that attitudes to IPW, and IPPL for students were generally positive. Attitudes were not significantly affected by governing body, gender, area of work, years of experience, or prior experience of IPE. IPW was perceived to be enabled by shared processes and policies, IPPL for staff, effective communication, established teams, and shared processes and policies. Proximity to other professions and shared spaces encouraged informal communication and positive interprofessional relationships. Regular structured IPPL opportunities for students were limited. However, where opportunities did occur, this was linked to areas where practice mentors perceived that there was a strong interprofessional team identity. Although attitudes to IPW, and IPPL for students are positive, further work is needed to identify systems for improving IPW, to strengthen professions' identity as interprofessional teams, and to increase IPPL opportunities for students.
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Erenfeld, Holly E. "Perceptions of an Interprofessional Collaborative Course among Healthcare Professional Students". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554204314410169.

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Collins, Fiona. "Interprofessional working : cultures, identities and conceptualisations of practice". Thesis, University of Chichester, 2011. http://eprints.chi.ac.uk/806/.

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The relationship between poor interprofessional working and child tragedies has been made apparent by numerous inquiries into child deaths. In seeking to address the well documented problems of professional communication, cooperation and collaboration; transformation in the structure (Children's Trusts) and delivery of services (integrated teams) for children and young people was initiated under the UK New Labour government (DfES, 2004). Focused on early interventions to meet the additional needs of children, the Common Assessment Framework brings together professionally and vocationally qualified practitioners from statutory, public and voluntary agencies. This research charts the origins and evolution of interprofessional practice in the context of children and young people highlighting historically important cases. Key developments in the legislative, social and cultural contexts and the effects of their interactions are scrutinised to aid further understanding of present day structures and practice. Semi-structured interview data was analysed to generate themes at individual and practitioner group level. Utilisation of the qualitative methodology Interpretative Phenomenological Analyses supported identification of three super-ordinate themes: Roles, Identities and Relationships, Change and Adaptation and Conflict and Contradictions. Theoretical connections with the literature on identity are explored providing insight into objectives, learning and new forms of practice. Drawing on ideas from Cultural Historical Activity Theory the implications for policy and practice are assessed. The thesis answers the call for the greater application of theory to interprofessional working (IPW) and education (IPE) contexts. Furthermore the research prioritises the perspective of the practitioner generating greater understanding of what it means to work collaboratively. Research findings pertain to the double binds experienced by practitioners which impeded collaboration but also generated unexpected innovations in practice and the identification of different practice orientations amongst professionally and vocationally qualified practitioners. The research concludes by asserting that partnership and child centred practice are being distorted by a performance culture.
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Kaini, Bachchu Kailash. "Interprofessional working in hospitals : the case of Nepal". Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/18160/.

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Interprofessional working is an essential part of a health service delivery system. Effective delivery of health services relies on the contribution of health care professionals with different types of expertise. Interprofessional working occurs in all parts of the health system, but it occurs in different ways depending upon the organisational circumstances and the needs of service users. The aim of the study is to examine how health care professionals collaborate and to assess their perceptions of interprofessional working on health care delivery. This study discusses different sides of professional power, identity and autonomy between medical, nursing and allied health professionals. A power perspective of the theory of professions is followed in order to analyse different perceptions of professionals involved in this study. A qualitative research case study was used in this study. The fieldwork was conducted in three hospitals in Nepal by using a semi-structured interview schedule. Purposive sampling was used and, altogether, thirty-eight health care professionals participated in the research. The study suggests that interprofessional working is widely recognised and understood. Health care professionals also valued the relevance of interprofessional working despite the fact that it is a relatively new concept in Nepalese hospitals. This study finds that there were no significant differences found in interprofessional working practices between the three different hospitals in Nepal. It is also observed that interprofessional working is not sufficiently motivated amongst health care professionals and adequate support for it is lacking from all stakeholders. Nurses and allied health professionals are quite critical towards the role of medical professionals because they feel dominated and professionally isolated from the medical staff. In practice there appears to be various organisational, professional and interpersonal barriers such as lack of education on interprofessional care, interpersonal and communication skills. The study concludes with recommendations to improve interprofessional working in Nepalese hospitals.
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Lindmeier, Connie. "Associate Degree Nursing Faculty Experiences Implementing Interprofessional Education". Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861066.

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Health care profession graduates, including associate degree nursing graduates, are required to care for clients with complex medical conditions and multiple comorbidities. The Accreditation Commission for Education in Nursing (ACEN) has mandated the addition of interprofessional education into health care curricula to improve communication, collaboration, and teamwork. Associate degree nursing programs, thus, must implement interprofessional education into their curricula. The goal is to improve patient safety and patient outcomes. There was a gap in the literature about what was known about how associate degree nursing faculty implement interprofessional education. The purpose of this study was to better understand the experiences of associate degree nursing faculty who worked to implement interprofessional education and interprofessional competencies into nursing curricula. The research design was a basic qualitative approach using purposive, nonprobability sampling. The target population for the study was associate degree nursing faculty. Eleven participants who held a minimum of a master’s degree and were employed full-time in an associate degree nursing program took part in semistructured interviews. Thematic analysis of the data followed four steps, and four themes emerged from the results of the analysis: lack of knowledge of interprofessional education, barriers to implementation of interprofessional education activities, faculty desire to learn, and improved student outcomes. The results showed none of the associate degree nurse faculty participants could identify the requisite four competencies for interprofessional collaborative practice. Approximately 30% of the participants could articulate ACEN interprofessional standards for accreditation. All 11 participants indicated they were motivated to learn more about interprofessional education if they had the opportunity, and they would participate in faculty development about interprofessional education. The results of the study supported the need for associate degree nursing faculty development about interprofessional education and accreditation standards to better prepare associate degree nursing graduates to practice in complex health care environments.

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Lindh, Falk Annika. "Interprofessional Collaboration in Health Care : Education and Practice". Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-132962.

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Background: Interprofessional collaboration is of global interest for addressing to the complex health care needs and improving patient safety in health care. Professionals have to develop collaborative skills and the ability to share knowledge. Interprofessional education describes learning activities where students learn with, from and about each other to improve collaboration. The dimension of interprofessional collaboration is complex and includes different collaborative competencies to bring about the best for the patients. To  become a  professional, often understood as someone exerting expertise within a specific field of practice, involves a learning process that challenges the boundaries of the professions. Boundaries are not only barriers, but also places that increase learning. There is a complexity to studying the phenomenon of interprofessional collaboration and learning regarding how it occurs in education and health care practice. By using a sociomaterial perspective on practice, it is possible to more robustly explore the collaborative context. Aim: The overarching aim of the thesis has been to explore interprofessional collaboration and learning in health care education and in interprofessional health care practice. More specifically, the research questions in the thesis were answered in two studies regarding how professional knowledge is developed and shared in interprofessional undergraduate health care education and in interprofessional health care practice. Methods: A questionnaire was distributed to students from a medicine, nursing, physiotherapy and occupational therapy programme who participated in a two-week period of practice at an Interprofessional Training Ward in Linköping. The data was analysed quantitatively to explore how female and male students experienced their professional identity formation. The open-ended responses were analysed using a sociomaterial perspective on practice. An ethnographic study was conducted in a hospital setting during a period of one year, during which two interprofessional teams were observed. A theory-driven analysis was made using a sociomaterial perspective on practice, and this provided a lens through which the nature of interprofessional collaboration and knowledge sharing could be observed. Findings: The main findings from the questionnaire showed that the practice architectures of the Interprofessional Training Ward, prefigured practices where different professional responsibilities were enacted in ways that were reproducing expected and unexpected roles in a traditional health care practice. That disrupted the students´ practical and general understandings of professional responsibilities and the nature of professional work including their professional identity formation. The findings from the ethnographic study showed different patterns of how knowledge was shared among professionals in their daily work practice as it unfolded, like chains of actions. The patterns arose through activities where collaboration between professionals was planned beforehand, and at other times it arose in more spontaneous or responsive ways. Due to the way the activities were arranged, the nursing assistants were totally or partially excluded from the collaborative practices. Conclusions: The way that educational and health care practices were arranged had an influence on the patterns of interactions between the students as well as the professionals. The arrangement at the Interprofessional Training Ward enabled and constrained the possibilities for students to learn professional and interprofessional competencies. Professional practices in health care hung together through chains of actions that influenced interprofessional collaboration and learning. The relations between human actors, material objects and artifacts are of importance for understanding interprofessional practices.
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Smithgall, S., McKenzie L. Calhoun, Jesse Gilbreath i Peter Blockhurst. "Interprofessional Transitional Care Clinic Influence on Readmission Rates". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6897.

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Coidakis-Barss, Christina. "INTERPROFESSIONAL TEAMS IN HEALTHCARE: A MIXED-METHODS STUDY". Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428068372.

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Low, Nicole, i Nicole Low. "An Interprofessional Approach to Reducing Clostridium Difficle Infections". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624577.

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Clostridium difficile infections (CDI) are a significant burden for the healthcare system and are associated with increases in morbidity, mortality, and cost. Several factors have been shown to increase patient risk of developing CDI including exposure to the spore and receipt of proton pump inhibitors (PPIs), high-risk antimicrobials, or greater than three different antimicrobials. This project aimed to utilize a multidisciplinary approach to the reduction of CDI through environmental and pharmacological interventions. Environmental interventions included utilization of bleach in high touch areas and increase in frequency of hand hygiene audits. Pharmacological interventions included identification of key provider and pharmacy stakeholders to provide education and increased awareness of CDI risk factors. The interventions were enacted over a two-month period and included staff education, hand hygiene observations, and chart audits. Information from chart audits to determine percentage of patients prescribed PPI, high-risk antibiotic, or greater than three antibiotics was compared to baseline data. Analysis of the data showed there was a reduction in the percentage of patients who were prescribed PPIs and high-risk antibiotics that was not statistically significant. The overall prevalence of CDI decreased significantly during the months the project interventions were in place. Due to several limitations, the exact impact of the project interventions is unclear, but further research is warranted.
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Fagelson, Marc A. "Interprofessional Practice and Student Education for Tinnitus Management". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1604.

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Tinnitus has the potential to influence a wide range of routine and important activities in a person's life. It can impair sleep, communication, concentration, and in severe cases can be affected by depression, anxiety, and other mental health issues. Perhaps more important, tinnitus may influence the patient's psychological state; its bidirectional effects, although well established, often challenge patients and providers across a variety of clinical settings. Management of tinnitus requires audiologists to be adept at communicating and supporting coping strategies that may include, but should not be limited to, patient-centered counseling and delivery of sound therapy or hearing aids. In the short term, patient care may benefit from interprofessional collaborations and effective referral networks. In the long term, the inclusion of tinnitus clinic rotations, classes, and interprofessional opportunities for students in Audiology programs should provide AuD students the experiences and competencies to provide for patients with tinnitus.
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Prince-Clark, Lisa. "An Interprofessional Collaborative Approach to Fall Prevention Education". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6945.

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Hospital falls among medical-surgical inpatients are a safety concern. Inpatient falls that lead to significant injuries may be reduced by fall intervention education, which can lead to the preparedness of the patient and care providers. Orlando's deliberative nursing process theory and the plan-do-check-act model were applied to address the project practice-focused question that explored whether the education of staff nurses on fall prevention interventions would reduce the incidence of falls during a 2-month period. The purpose of the project was to implement and evaluate nursing staff education on the Morse fall scale, an evidence-based fall-prevention intervention. Evaluation of staff nurse knowledge related to use of the scale and data that indicated the number of patient falls were collected before and after implementation of the education project. The education project was effective in decreasing fall rates from 4.2 to 3.4 falls per 1,000 days over a 2-month period; it also resulted in an average Morse fall scale assessment score of 90%. The implications of this project for positive social change include protecting patients from injury and promoting safety through the identification of high-risk patients and application of individualized fall-reduction interventions. The outcome of the project demonstrated that falls can be prevented through improved education and the use of fall interventions.
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Stephens, Jacqueline G. "Relationships Between Interprofessional Teamwork and Clinical Management of". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4565.

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Diabetes mellitus (DM) is a highly prevalent chronic disease that affects 29 million people in the United States including over 2 million veterans who receive care through the Veterans Administration. Patient-aligned care teams (PACTs) are an interprofessional teamwork system designed to improve outcomes of chronic illness, but empirical explorations of the efficacy of the PACTs have been insufficient. Utilizing the chronic care model, the purpose of this retrospective study was to determine if PACTs have been efficient in the diabetic management of veterans receiving care through a Southeastern VA. Medical records for 114 veterans with type 2 DM were randomly selected. A 1-way ANOVA was used to analyze outcomes for 5 evidence-based standards (SBP, DBP, BGL, A1C, & LDL) among 6 outpatient clinics. A repeated measures ANOVA was used for the same 5 evidence-based standards for the clinics to assess if there were any changes from FY2014 to FY2016. Results revealed that blood pressure readings and LDL levels met evidence-based standards, while A1C and BGL levels did not. No significant differences over the 3-year period were noted nor were there significant differences in patterns of performance between the clinics. The findings provide an essential basis for initiating a discussion on the potential of PACTs for the delivery of quality healthcare to U.S. veterans with diabetes and other chronic diseases. Positive social change can result from improving the delivery of healthcare using the PACT model to decrease morbidity, improve clinical outcomes, and increase the quality of life of U.S. veterans with type 2 DM. Future research that examines perceptions of clinical team members, team stability, and the delivery of shared care is warranted.
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McHenry, Kristen L. "Interprofessional Team Based Care for Persons with ALS". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5441.

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Highsmith, McKenzie Calhoun, Jesse Gilreath, Peter Bockhorst, Kathleen White i Beth Bailey. "Evaluation of an Innovative Transitional Care Clinic in an Interprofessional Teaching Practice". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/ijhse/vol7/iss1/5.

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During transitions of care, great opportunity exists for miscommunication, poor care coordination, adverse events, medication errors and unnecessary healthcare utilization costing billions of dollars annually. An Interprofessional Transitions of Care (IPTC) clinic was developed utilizing a Family Medicine team that included physicians, nurses, a clinical social worker, and a clinical pharmacist. The purpose of this study was to determine if utilization of an IPTC clinic prevented hospital readmission, and to identify factors that predict most benefit from an interprofessional approach to transitions of care. A retrospective chart review of 1,001 patients was completed. A treatment group (TG) of 501 patients were offered IPTC clinic appointments following hospital discharge. A control group (CG) of 500 patients were hospitalized and received traditional follow-up prior to development of the IPTC clinic. Traditional follow-up typically consisted of an automated appointment reminder and a physician office visit. Outcomes assessed included 30-day hospital readmission of TG versus CG, and whether patient characteristics predisposed specific patient groups to attend IPTC appointments or benefit more from IPTC participation. Compared with CG, patients who completed an IPTC appointment were 48% less likely to be readmitted to the hospital within 30 days. Patients with congestive heart failure and cellulitis particularly benefited from IPTC. Telephone contact within two business days of discharge was the greatest predictor of patients attending an IPTC appointment. These results demonstrate that an interprofessional approach to transitions in care effectively addresses this high risk for error and high cost time in the continuum of care.
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Maxwell, Barbara. "Mechanisms, contexts and outcomes of interprofessional education in a student-run interprofessional clinic : a realist evaluation approach to developing programme theory". Thesis, Bournemouth University, 2018. http://eprints.bournemouth.ac.uk/31107/.

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Background: Interprofessional student-run clinics (SRCs) serve as valuable settings for interprofessional education but there is a lack of understanding of how these clinics work or the processes and outcomes of interprofessional education within them. Aims: This study addresses this knowledge gap through a realist evaluation of a SRC, developing programme theories that identify and explain participant outcomes. Method: Using a qualitative approach and a single-case study design, clinic documentation were analysed and realist semi-structured interviews conducted with 25 key stakeholders (student leaders, volunteers, and faculty clinicians) within one SRC that ran between June 2015 and February 2016. An analytic induction and framework analysis connected threads of key contexts-mechanisms, and outcomes. Findings: Twenty-four programme theories emerged that explained student and patient experiences. Exposure to different forms and durations of interprofessional work framed three main clinic learning experiences with diverse student outcomes. Equal status among students, facilitated by psychological safety and a shared novice identity, had positive effects. Perceived student inequality, fostered by limited interprofessional engagement and role modelling of hierarchy and professional dominance by faculty clinicians, were negative. Patient contact ensured that students valued their experiences and service colocation facilitated better quality, more holistic, integrated care, and positive patient and system-level outcomes. Discussion and conclusions: A realist approach was successful in uncovering how the interprofessional SRC works and the developed programme theories have potential to support the development and evaluation of SRCs. It is recommended that training be provided for faculty and student leaders on fostering equal status, psychological safety, co- development of interprofessional and professional identities, and role modelling behaviours that can enhance collaborative behaviours. Engineering service integration and colocation is key to achieving positive patient and system outcomes.
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Boynewicz, Kara, M. Davenport, Margaret A. Lowdermilk i N. Clark. "Effects of a Specific Interprofessional Education Experience with Physical Therapy and Physical Therapy Assistant Students Attitudes Towards Interprofessional Teamwork and Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8355.

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49

Filies, Gerard Charl. "Development of an interprofessional education model that aims to instil the core competencies of interprofessional collaborative practice in allied health students curriculum". University of the Western Cape, 2017. http://hdl.handle.net/11394/6108.

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Philosophiae Doctor - PhD (Social Work)
Health Professions Education has not prepared graduates to address the health challenges of the twenty first century, largely due to fragmented, outdated and static curricula. Interprofessional education (IPE) is a leading approach to facilitate student learning for future interprofessional teams in addressing the complex health needs of the community. To achieve this outcome, different core competencies need to be developed, including 1) interprofessional communication; 2) patient/client/family/community-centred care; 3) role clarification; 4) team functioning; 5) collaborative leadership and 6) interprofessional conflict resolution. This study aims to design an interprofessional education model that endeavours to instil the core competencies of interprofessional collaborative practice in allied health students. This study makes use of a mixed methods approach and included a systematic review; a readiness for interprofessional education survey; a Delphi study; curriculum mapping and model design aspects.. The data collection methods used included both quantitative and qualitative methods. The study population for the implementation phase incorporates students from the disciplines of Nursing, Physiotherapy, Occupational Therapy, Natural Medicine and Social Work registered for the 2015/2016 academic year. The methodological framework for this study was Designed Based Research (DBR).
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50

Cohen, Julia, i Tobias Jakobsson. "Sjuksköterskestudenters uppfattning om interprofessionellt lärande". Thesis, Uppsala University, Department of Public Health and Caring Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-125575.

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Aim: To evaluate nurse student’s apprehension of an interprofessional seminar as part of training. Method: A descriptive, qualitative study built on the analysis of 43 questionnaires and one group interview with nurse student’s who participated in the seminar. For the analysis of the collected material we used the method of analysis of contents as described by Graneheim and Lundman. Primary results: The analysis highlights five different categories which show the nurse student’s apprehension of the seminar. From the analysis of contents it was established that questions remained unanswered after the seminar and that there remained some uncertainty as for the carrying through of the seminar. It was however also established that the seminar helped the students to gain insight about the profession of physiotherapists and the importance of cooperation. All in all, the students apprehended interprofessional education as a valid part of training. Conclusion: An interprofessional seminar together with physiotherapists was a great initiative taken by the responsible for the nursing course. It is important, however, that the information and the tasks are well prepared, and that there is valid follow-up to any interprofessional seminar, in order to make it as successful as possible.


Syfte: Utvärdera sjuksköterskestudenters uppfattning av interprofessionellt seminarium som utbildningsmoment. Metod: Deskriptiv studie med kvalitativ ansats med enkäter och en fokusgruppintervju. 43 enkäter och en fokusgruppintervju med sjuksköterskestudenter som deltog i det interprofessionella seminariet analyserades med hjälp av Graneheim och Lundmans innehållsanalys. Huvudresultat: Utifrån analysen framkom fem kategorier som belyser hur sjuksköterskestudenterna uppfattade det interprofessionella seminariet. Ur innehållsanalysen framkom att sjuksköterskestudenterna hade kvarstående frågor efter seminariet och att det fanns otydligheter kring seminariets genomförande. Det framkom även att seminariet gav insikt i betydelsen av samarbete, förståelse för sjukgymnasternas profession samt att studenterna upplevde interprofessionell utbildning som ett bra utbildningsmoment. Slutsats: Att genomföra ett interprofessionellt seminarium tillsammans med sjukgymnaster var ett bra initiativ av ansvariga på sjuksköterskeprogrammet. Det är dock viktigt att förberedelserna, informationen och uppgifterna är väl förberedda och att det finns en bra uppföljning, detta för att den interprofessionella utbildningen ska bli så bra som möjlig.

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