Dissertations / Theses: 'Interprofessional collaboration'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

Chabot, Monique. "Fostering interprofessional collaboration in home design for older adults." Thesis, Boston University, 2014. https://hdl.handle.net/2144/10958.

Full text

Abstract:

Thesis (OTD)--Boston University
Universal design and the concept of"aging in place" is becoming an increasingly important topic as the Baby Boomers are growing older. Remaining at home helps older adults stay connected to their communities and social supports as well as maintain a sense of dignity and autonomy. Recent research demonstrates that aging in place is important for the health and well being of older adults; yet many communities are not equipped to handle the growing number of older adults, nor provide environments suited to meet the needs of an aging person. In addition, current older adults express a desire to remain at home and choose the time and place of a move, if necessary. Despite a desire to age in place, older adults are living in environments unsuited to their needs due to decreased likelihood to have completed necessary home modifications to increase their independence at home. This doctoral project intends to address the lack of interprofessional collaboration between occupational therapists, architects, contractors, handymen, and interior designers when designing living environments for older adult. Interprofessional collaboration has been proven effective for increasing positive outcomes for the client; and websites are an effective method of advocating for a profession and educating others on specific issues. This project utilizes an educational website with an interactive blog in order to provide education for the home design professionals on each professions' respective roles in aging in place. The website also intends to facilitate discussion on various home features, the roles of the different professions, garner interest in home design for older adults, and lead to the creation of interprofessional teams to design living environments that allow people to age in place.

APA, Harvard, Vancouver, ISO, and other styles

7

Levesque, Marie-Julie. "Interprofessional Collaboration in the Operating Room: A Nursing Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42751.

Full text

Abstract:

The aim of this thesis was to examine the contribution of nurses to interprofessional collaboration (IPC) in the operating room (OR) guided by the Interprofessional Education Collaborative Patient Care Practice (IECPCP) framework. First, a secondary analysis of interviews with 19 registered nurses was conducted. Twenty emergent themes were identified. The most prevalent of the four dimensions (internalization; shared goals and vision; governance; and formalization) consisted of the internalization dimension relating to human interaction and sense of belonging within the interprofessional team. A scoping review then identified 20 studies evaluating four interventions (briefings, checklists, team training, and debriefings) used to improve IPC in the OR. Despite weak study designs, these interventions showed improvements in communication, teamwork, and safety outcomes. OR nurses contribute mainly through interactional processes and they require organizational support to foster their efforts in IPC. Nurse are involved in all IPC interventions and their contribution is important to support IPC in the OR.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Wener, Pamela. "Collaborating in the context of co-location: An interprofessional collaborative relationship building model." Taylor & Francis, 2013. http://hdl.handle.net/1993/31989.

Full text

Abstract:

Background: Primary care providers, family physicians and nurse practitioners provide most mental health services in Canada. However, primary care providers lack knowledge, skills, and time to provide these services. Access to onsite mental health consultation or collaborative mental health care, affords primary care providers support to offer patients increased access to mental health services. Researchers suggest that interprofessional collaborative relationships are foundational to the success of collaborative mental health care. However, there is little understanding of how to build these relationships. Purpose: The purpose of this grounded theory study was to develop an understanding of how primary care and mental health care providers collaborate to deliver mental health care in primary care settings. Methods: Counsellors, family physicians, psychiatrists, nurse practitioners, and program leaders were recruited (N=40). Data were collected using individual (19) and focus group (7) semi-structured interviews. Interviews were audio recorded, transcribed and open coded. After open coding the first seven interviews, memos were written on each participant and focus group. These memos were sorted, compared to previous memos and then used to create a coding table. This iterative process of open coding, memo writing and then adding emergent codes to the coding table was repeated for all transcripts. Similar codes were grouped then collapsed to create the preliminary categories. Preliminary categories were sent to the participants after the primary care provider interviews and again after the provider focus groups to create the final categories. The final categories were compared to examine their relationships to one another. Findings: The main finding of this study is a theoretical rendering of the participants’ experiences and ascribed meaning of interprofessional collaboration to deliver mental health services in primary care. Specifically, a collaborative relationship building model with four developmental stages: 1) Primary Care Providers Need for Collaboration, 2) Initiating Co-location, 3) Fitting-in, and 4) Growing Reciprocity is offered. Conclusions: The findings underscore that collaborative care requires an understood need for collaboration, organizational support, contextually effective modes of communication, and a perception that collaboration improves patient care. Further research may explore the applicability of this model to other health care contexts.
February 2017

APA, Harvard, Vancouver, ISO, and other styles

10

Berghout, Tamara Powell. "Undergraduate Nurse Educator Perceptions of Preparation to Teach Interprofessional Collaboration." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7532.

Full text

Abstract:

If nurse educators do not teach students to function in interprofessional teams, students may lack communication and teamwork skills, which can result in patient harm; however, nurse educators do not always understand the concept of interprofessional collaboration (IPC) and may, therefore, fail to teach it to students. The purpose of this multiple case study was to understand how undergraduate nurse educators prepared to teach IPC and how their preparation informed their teaching. The theory of transformative learning and the Interprofessional Education Collaborative core competencies of IPC framed this study. Data included semistructured interviews and associated documents from 9 nurse educators representing 3 different schools of nursing. Transcribed interviews and associated documents were coded for emergent themes. The 5 key themes that emerged related to nurse educator preparation to teach IPC were academic IPC preparation was limited, lack of formal preparation and an incomplete understanding, interprofessional communication: positive perceptions and perceived barriers, previous IPC exposure influenced instruction, and educators taught IPC informally. The results of this study may influence positive social change by inspiring educational leaders to consider the possibility that nurse educators may need IPC-specific faculty development. Research suggests that when educators know how to teach IPC, they can prepare students to practice in interprofessional teams. Most importantly, when new nurses know how to work in interprofessional teams, this may result in a decrease in the incidence of unintentional patient injuries.

APA, Harvard, Vancouver, ISO, and other styles

11

Oehrtman, Jeremy P. "School Counselors and Intra/Interprofessional Collaboration: A Grounded Theory Study on School Counselors’ Utilization of Intra/Interprofessional Collaboration and its Perceived Impact on Student Success." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523473250075462.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Gocan, Sophia J. "How Is Interprofessional Collaboration Making a Difference in Tobacco Dependence Treatment?" Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23503.

Full text

Abstract:

Objective: To explore the role of interprofessional collaboration in the delivery of team-based tobacco dependence treatments within primary care. Methods: A narrative review of the literature was completed to examine FHT team functioning in Ontario, followed by a single, multi-site qualitative exploratory case study. Results: Interprofessional collaboration contributed to changes in tobacco dependence treatment through the initiation of system-wide change, cultivation of collective action, and supporting enhanced quality of smoking cessation care. Conclusion: Interprofessional collaboration can enhance the comprehensive delivery of evidence-based treatments for individuals trying to quit smoking. Supportive public policy, education for patients and providers, and evaluation research is needed to advance FHT functioning.

APA, Harvard, Vancouver, ISO, and other styles

13

Binnie-McLeod, Eleanor. "Developing networks : networks and interprofessional collaboration in the NHS in Scotland." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=203395.

Full text

Abstract:

This thesis analyses network, networking and interprofessional collaborative features and their potential development within health services. An ethnographic methodology was used that included non-participant observations to provide a background, basic quantitative data as well as a qualitative approach. The qualitative method involved a random sample of twenty-four individuals working in one acute NHS hospital using semi-structured, in-depth interview questions to determine, through thematic interpretation of the analytical data, their perceptions of network, networking and interprofessional collaboration features. This provided insights into how these features manifest themselves and are interlinked.

APA, Harvard, Vancouver, ISO, and other styles

14

Phillips, Joy Coursey. "Interprofessional collaboration for low income and immigrant families : a case study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Mottram, Anita J. "Interprofessional collaboration : how is it created and sustained in intermediate care?" Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34541/.

Full text

Abstract:

The perceived value of interprofessional collaboration, in the provision of services, has continued to be prominent in the United Kingdom’s contemporary health and social care policy, however, there has been limited empirical evidence of how the interpersonal elements of this are created and sustained within operational teams. This qualitative research provides important insight into the experiences of National Health Service (NHS) staff working in the specialist area of Intermediate Care. It ascertains their perception of the presence of interprofessional collaboration within their respective services, the impact that this had on the staff within them and the factors that had affected its evolution. Semi-structured interviews were undertaken during 2014 and 2015 to collect and analyse data from clinical staff working in five intermediate care services and a Constructivist Grounded Theory approach was utilised to abstract themes from the data obtained. The findings offer an original contribution to knowledge through determining that the presence of adversity in the workplace was a significant factor in creating and sustaining interprofessional collaboration within the services in this study. A strong, collective identity for their respective social groups was formulated by the participants through situated learning, with a greater emphasis placed on interpersonal relationships, rather than interprofessional competencies. Theorising the findings, the participants interacted in their contextualised settings, communicating with each other to attain and maintain consensus, applying coping strategies to manage the internal and external stressors affecting them. By working dynamically in this way, consistency of meanings, behaviours and culture were negotiated, offering an assurance of stability and order within settings that were frequently affected by change. These four components were labelled the 4Cs of Interprofessional Collaboration. The strength of these components was evident, even though an exercise to explore the constituent elements of the participants’ services discovered that all of the participants perceived the construction of their respective services differently, reinforcing the presence of subjective, multiple realities. The results of this study offer an improved recognition that creating and sustaining interprofessional collaboration is a process in constant flux to manage the internal and external stressors affecting it. It requires proactive action, mutual engagement, “Facilitating Interaction” and negotiation between individuals, to develop shared mental models. Participants worked flexibly within defined parameters of practice maintaining Dynamic Consistency in order to achieve this.

APA, Harvard, Vancouver, ISO, and other styles

16

Lankhof, Brenda. "Perceptions of Collaboration and Mutual Respect among Members of Interprofessional Teams." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843247.

Full text

Abstract:

Government agencies are encouraging healthcare practitioners to work in interprofessional teams to address the complex needs of an aging population, to improve client outcomes, and to increase the cost-effectiveness of health care. However, a clearer understanding of the elements required for an effective interprofessional collaborative practice is needed. The purpose of this online, descriptive study was to focus on one component, mutual respect, and determine its relationship to collaboration among members of interprofessional teams working in family health teams (FHTs) and community health centers (CHCs) across Ontario. D’Amour’s four-dimensional model of collaboration was used as the theoretical basis. This model suggests that collective action can be analyzed based on shared goals and vision, internalization, formalization, and governance. FHTs and CHCs were contacted by telephone and email to recruit participants and 99 healthcare professionals returned usable surveys. Using Spearman’s rho and multiple regression, a significant positive relationship was found between mutual respect and collaboration. After controlling for the respondents’ demographic characteristics, the correlation between these variables remained significant. Correlation scores between mutual respect and collaboration were higher in FHTs compared to CHCs. Significant differences in scores were also demonstrated between nurses and nonurses, and levels of education. This research provided data on how collaboration is progressing, how respected professionals felt, and assisted in the identification of areas that may be influential in making improvements. The knowledge obtained can affect positive social change by influencing practice, education, and guiding future research.

APA, Harvard, Vancouver, ISO, and other styles

17

Niemi, Robert John. "Towards a theory of interprofessional collaboration in the commercialization of biotechnology." Case Western Reserve University School of Graduate Studies / OhioLINK, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=case1056741752.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Sharp, Christopher. "INTERPROFESSIONAL COLLABORATION BETWEEN CRIMINAL JUSTICE AND MENTAL HEALTH PRACTITIONERS REGARDING MENTALLY ILL OFFENDERS: PERCE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3321.

Full text

Abstract:

The federal program of deinstitutionalizing psychiatric facilities has resulted in a well documented, ever-increasing mentally ill population in the nation's prisons and jails. Historically, the criminal justice system has maintained a laissez-faire attitude toward the mentally ill, and only became involved with the mentally ill when a crime had been committed. As such, the President's Mental Health and Criminal Justice Consensus Project was developed to explore ways that the two systems could work together to address the growing problem of the mentally ill offender. However, challenges arise because the criminal justice system has typically been viewed as a loosely coupled, fragmented system that is unwilling or unable to address the social issue of the mentally ill offender. The concept of coupling between agencies has serious ramifications for the ability of agencies to successfully collaborate. Theoretical foundations for collaboration between mental health and criminal justice agencies lie partly in labeling theory and the drive to avoid the negative stigmatization of the mentally ill by the formal criminal justice system. A second theoretical foundation is found in developmental theories, which seek to explain the development of organizational knowledge and skills, in handling mentally ill offenders, through interaction between the mental health and criminal justice systems. In this study, it is asserted that agencies that are appropriately coupled and have experience with collaboration will perceive greater benefits from the collaborative exchange. Furthermore, this leads to the main hypothesis of the current study that agency coupling and collaborative experience will increase the perception of benefits of collaboration and support of collaborative efforts that deal with mentally ill offenders. To assess the main hypothesis of the current study, a modified Dillman methodology was utilized. The research population consisted of a complete enumeration of the 20 Florida State's Attorneys Offices, the 66 County Sheriffs, the 54 Probation Office Managers, and the 313 municipal law enforcement agencies for a total study population of 453 possible respondents, of which 49% responded. Overall, the findings of the current study illustrate a willingness of agencies to couple with outside agencies to address the phenomenon of the mentally ill offender. The results provide theoretical support for the need to reduce the negative stigma of a mentally ill individual being additionally labeled a criminal offender. The results additionally bolster the belief that the knowledge and skills to do this can best be accomplished through interaction with outside agencies.
Ph.D.
Other
Health and Public Affairs
Public Affairs: Ph.D.

APA, Harvard, Vancouver, ISO, and other styles

19

Vieira, Francisca Maria Bezerra Ribeiro. "Interprofessional collaboration Project in Health and Prevention in Schools: the case Sobral." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9751.

Full text

Abstract:

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
Nosso cotidiano profissional Ã permeado por relaÃÃes sociais constantes que ocorrem nas organizaÃÃes de trabalho; assim, a colaboraÃÃo interprofissional se constitui num tema de grande significado no contexto dessas organizaÃÃes; no sentido de responder Ãs necessidades nos trabalhos em equipe, de forma especial nos serviÃos de atenÃÃo Ã saÃde. Estudar a colaboraÃÃo interprofissional no Projeto SaÃde e PrevenÃÃo nas Escolas (PSPE) Ã relevante pela potencialidade de analisÃ-la em um projeto que tem por princÃpio a intersetorialidade, sinalizando a evidÃncia de potencialidades e fragilidades nas relaÃÃes entre os profissionais envolvidos nessa proposta; alÃm das possibilidades de fortalecer o desenvolvimento teÃrico-conceitual sobre colaboraÃÃo interprofissional e enriquecer a literatura cientÃfica acerca deste tema relevante para a concretizaÃÃo de prÃticas adequadas em saÃde. Neste estudo objetivou-se analisar em que dimensÃo ocorre a colaboraÃÃo interprofissional no PSPE no municÃpio de Sobral - CE. Trata-se de um estudo de caso, com abordagem qualitativa. Na fase de coleta de dados examinamos documentos relativos ao Projeto SaÃde e PrevenÃÃo nas Escolas e aplicamos questionÃrios aos sujeitos-chave. O referencial teÃrico-metodolÃgico do Modelo de ColaboraÃÃo Interprofissional de DâAmour (1997) subsidiou a organizaÃÃo, anÃlise e interpretaÃÃo dos dados. Relativamente Ãs quatro dimensÃes e aos dez indicadores propostos, os resultados evidenciaram que: os articuladores do PSPE alcanÃam parcialmente Ãxito na realizaÃÃo de suas atividades ao trabalharem juntos em torno de objetivos comuns; os profissionais do PSPE guiam suas condutas de acordo com seus interesses profissionais e nÃo conforme os interesses dos adolescentes e jovens; existem poucas oportunidades para que os integrantes do Projeto se conheÃam e interajam entre si; percebe-se uma confianÃa nas competÃncias e na capacidade dos outros em assumirem responsabilidades; os acordos formais ocorridos dentro do Projeto nÃo sÃo consensuais e ainda estÃo em processo de negociaÃÃo ou construÃÃo; a infra-estrutura de troca de informaÃÃo nÃo Ã usada adequadamente e/ou estÃ incompleta; o papel das esferas pÃblicas nÃo estÃ promovendo adequadamente a implementaÃÃo de estruturas para o desenvolvimento das aÃÃes realizadas dentro do PSPE; a lideranÃa existente no Projeto Ã do tipo fragmentada e pouco impactante; existem momentos de capacitaÃÃo para os profissionais integrantes do PSPE, porÃm, os sujeitos revelam que os articuladores responsÃveis por esses momentos nem sempre estÃo bem preparados para realizÃ-los; os espaÃos e momentos de encontro dos profissionais do PSPE sÃo para discussÃo de questÃes pontuais e especÃficas, que nÃo abordam aspectos contextuais como um todo. Esses resultados sinalizam que o nÃvel de colaboraÃÃo interprofissional desenvolvido neste Projeto Ã do tipo colaboraÃÃo âem desenvolvimentoâ, a qual para DâAmour et al. (2008) se constitui na colaboraÃÃo que nÃo estÃ com as raÃzes fincadas nas culturas das organizaÃÃes e podem ainda estarem sujeitas Ã reavaliaÃÃo com base interna ou fatores ambientais. Percebe-se neste estudo que a realizaÃÃo no nÃvel mÃximo (ativo) de colaboraÃÃo interprofissional dentro do referido Projeto Ã algo possÃvel; entretanto, ainda Ã um desafio a ser conquistado. Ã necessÃrio inserir na agenda de aÃÃes dos gestores e profissionais envolvidos no contexto do PSPE, aspectos conceituais e a prÃtica da colaboraÃÃo para a melhoria de condiÃÃes de vida dos adolescentes e jovens de nossa sociedade.
Our daily work is permeated by constant social relations that occur in work organizations, so the interprofessional collaboration constitutes a topic of great significance in the context of these organizations, in order to meet the needs in teamwork, especially in the form of services health care. Studying interprofessional collaboration in Health and Prevention in Schools (PSPE) is relevant for the potential to analyze it in a project, whose principle intersectorality, signaling the evidence of strengths and weaknesses in the relationship between the professionals involved in this proposal; beyond the possibilities of strengthening the theoretical and conceptual model for interprofessional collaboration and enrich the scientific literature on this subject relevant to the achievement of best practice in health. This study aimed to examine to what extent occurs in interprofessional collaboration PSPE the city of Sobral - CE. This is a case study with a qualitative approach. At the stage of data collection examined documents relating to the Health and Prevention in Schools and applied questionnaires to key subjects. The theoretical and methodological Interprofessional Collaboration Model D'Amour (1997) supported the data analysis. For the four dimensions and the ten indicators, the results showed that: the articulators of reach PSPE partially successful in conducting its activities to work together around common goals; PSPE professionals guide their behavior according to their professional interests and not according to the interests of teenagers and young people are few opportunities for members of the Project to meet and interact with each other, there is a perceived competence and confidence in the ability of others to take responsibility; formal agreements occurring within the Project not are consensual and are still under negotiation or construction, the infrastructure for the exchange of information is not used properly and / or is incomplete, the role of public spheres is not adequately promoting the implementation of structures for the development of actions taken within the PSPE; existing leadership in the Project is the type fragmented and somewhat shocking, there are moments of training for professional members of PSPE, however, subjects reveal that the articulators responsible for these moments are not always well prepared to perform them, the spaces and moments of meeting professionals are PSPE to discuss specific issues and specific, that do not address contextual issues as a whole. These results indicate that the level of interprofessional collaboration developed in this project is kind of collaboration "in development", to which D'Amour et al. (2008) constitutes the collaboration that is not stuck with the roots in the cultures of the organizations and may still be subject to revaluation based internal or environmental factors. It is observed in this study that the performance at maximum (active) interprofessional collaboration within this project is something possible, however, remains a challenge to be conquered. You must enter the action agenda of managers and professionals involved in the context of PSPE, conceptual aspects and practice of collaboration for the improvement of living conditions of adolescents and youth of our society.

APA, Harvard, Vancouver, ISO, and other styles

20

DeLoach, Charette Coleman. "The Impact of Interprofessional Collaboration on Diabetes Outcomes in Primary Care Settings." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5693.

Full text

Abstract:

Inadequate interprofessional collaboration (IPC) and communication among health care professionals are associated with medical errors and mortality. Guided by the theory of goal attainment and the chronic care model, a systematic review was conducted to explore the evidence related to whether interprofessional collaborative primary care can have a positive effect on health outcomes for patients living with diabetes (PLWD). The systematic review followed the Joanna Briggs Institute method for systematic reviews and results were complied with the PRISMA evidence-based minimum set for reporting. Data were analyzed to identify if IPC positively impacted the health outcomes of PLWD, as evidenced by a reduction in hemoglobin A1c and body mass index. Five studies met the inclusion criteria of English-speaking, peer-reviewed studies. Statistically significant improvement in hemoglobin A1c (p < 0.001) and body mass index (p = 0.026) was shown in 2 studies. Two studies lacked robust statistical analysis of the data; however, researchers showed an average reduction in participants' hemoglobin A1c from 10.6% to 8.8% (N = 45) in one study and a change of -0.7 to -0.9% (N = 3) in another. A fifth study showed that collaboration patterns that included equitable and comprehensive participation of 3 disciplines resulted in a lower proportion of patients with hemoglobin A1c levels greater than 9%. Four out of the 5 research studies noted the integration of pharmacists into the interprofessional collaborative team. The implication for positive social change for this systematic review is that the greater use of interprofessional collaboration and communication may improve the outcomes of patients with diabetes in primary care settings.

APA, Harvard, Vancouver, ISO, and other styles

21

Loversidge, Jacqueline M. "Faculty Perceptions of Preparation of Medical and Nursing Students for Interprofessional Collaboration." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337615230.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Monge, Xochitl, and Xochitl Monge. "Enhancing Interprofessional Collaboration Between Doulas, Nurses, And Providers In The Birth Setting." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621958.

Full text

Abstract:

Enhancing the interprofessional collaboration between doulas and healthcare professionals is crucial in providing the best care for childbearing women and their families. The purpose of this thesis is to propose a best practice plan for strengthened collaboration between birth doulas and birth professionals, specifically, labor and delivery nurses and providers in the birth setting. Review and synthesis of current research on the relationship between the two roles led to formulation of interventions in the form of a hospital in-service, an informational pamphlet, and a motivational poster. The aforementioned interventions aim to educate healthcare professionals about the role of birth doulas, highlight the importance of enhanced collaboration, and offer recommendations for building positive interprofessional relationships. The interventions included in this thesis are for use is any hospital birth setting where healthcare professionals work with birth doulas. Plans for evaluation of the interventions include using a written questionnaire completed by the labor and delivery nurses and providers in the birth setting.

APA, Harvard, Vancouver, ISO, and other styles

23

Somers, Jennifer. "Interprofessional Collaboration and the Introduction of Nursing Guidelines at Best Practice Spotlight Organizations." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/31992.

Full text

Abstract:

Effective patient care requires interprofessional collaboration and decisions based on clinical guidelines. The goal of this study was to determine how interprofessional collaboration influences the introduction of nursing Best Practice Guidelines. This study was a secondary qualitative analysis of data obtained from interviews and reports from two selected sites (long term care and community health care) that demonstrated interprofessional collaboration during the introduction of nursing Best Practice Guidelines. Findings emphasized the importance of communication, the role of an interprofessional team, and the understanding of the roles of all involved in the introduction of discipline specific clinical guidelines. In addition, unregulated staff members were involved in leadership roles and their work was important in providing effective interprofessional collaborative care during the introduction of guidelines. Therefore, it is essential to appropriately involve all members of the interprofessional team, regardless of discipline or educational level, during the introduction of clinical guidelines.

APA, Harvard, Vancouver, ISO, and other styles

24

Ekwueme, Osaeloka Christiandolus. "Nigerian Hospital-Based Interprofessional Collaborative Patterns and Organizational Implications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6011.

Full text

Abstract:

Interprofessional collaboration is recognized as the innovative, evidence-based strategy that strengthens health systems and improves performance and health outcomes. While resource-rich countries have benefited much from the implementation of this initiative, literature is scarce regarding sub-Sahara Africa. This quantitative cross-sectional descriptive study described the extent of interprofessional collaborative practice at the tertiary care level in Nigeria and its implications on patient health outcomes, professionals' performance, satisfaction, and healthy practice environment. The relational coordination theory (RCT) provided the conceptual framework for the study. Key research questions were on the association between the extents of interprofessional practice and each of the outcome implications. Data were collected using a questionnaire survey and were analyzed using means, standard deviations, t tests, correlation and regression statistics, and Chi-square tests. Results showed that the health professionals rated the practice of interprofessional collaboration low and perceived that the extents of the practice negatively affected patient's mortality, professionals' work performance, job satisfaction, and the frequency of interprofessional conflicts and strike actions. Recommendations included policy formulation and implementation, commitment and willingness by the health professionals to teamwork and patient-centered care. The implications for positive social change is that these results could be used as a tool to advocate for policy formulation and policy change for effective implementation of interprofessional collaboration; and as a database for future training intervention on collaborative practices among health professionals.

APA, Harvard, Vancouver, ISO, and other styles

25

Cataldo, Jessica. "Exploring the Role of Organizational Context in Interprofessional Collaboration: A Mixed Methods Study." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1964.

Full text

Abstract:

The purpose of this exploratory sequential mixed methods study was to explore organizational contextual factors important to successful interprofessional collaboration (IPC) among primary care teams. In Phase 1, a single embedded case study design was utilized to understand how primary care teams describe IPC, the organizational contextual factors identified as most important to successful IPC, and differences in context between teams. In Phase 2, a quantitative survey was administered to primary care team members at 10 organizations to objectively measure the relationship between contextual factors identified in Phase 1 and IPC. In Phase 1, primary care team members generally described IPC positively with notable challenges to consistently collaborating as a team. Teams varied in terms of their team structure, physical layout of the practice, and organizational hierarchy of the practice. Organizational contextual factors that were deemed most important included team structure and resources, including staff, time, and communication tools; supportive, patient-centered culture, including team member support and expectations for IPC as the way to provide the best care to patients; leadership, including organizational leadership support and provider leadership; and organizational structure and resources, including status as a federally qualified health center (FQHC) and academic facility. In Phase 2, a strong, positive relationship was found between IPC and team member support and provider leadership. A moderate, positive relationship was found between IPC and team resources, clan culture, and perceived organizational support. A weak, positive relationship was found between IPC and patient-centered values. No statistically significant relationship was found between IPC and status as a FQHC or presence of a physician residency program. The findings support the importance of organizational context for IPC and suggest that organizational culture and leadership hold particular importance for IPC success.

APA, Harvard, Vancouver, ISO, and other styles

26

Osundina, Feyikemi D. "Factors that Predict Intent to Participate in Collaborative Practices: A Comparison of Pharmacy Students with and without Interprofessional Education (IPE)." University of Toledo Health Science Campus / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=mco1493050714962113.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hughes, Mary Laurette. "Attitudes and Practices of School Nurses and Pediatric Primary Care Providers toward Collaboration around Childhood Obesity:." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107301.

Full text

Abstract:

Thesis advisor: Susan Kelly-Weeder
Background: Addressing childhood obesity requires a multidisciplinary approach. School based BMI screening and referral provided an opportunity for school nurses (SNs) and pediatric primary care physicians to collaborate. Understanding the capacity to collaborate, as well as the barriers and benefits, help to support interprofessional care. Purpose: The purpose of this investigation was to determine SNs’ and pediatric physicians’ attitudes toward collaboration as well as the presence of successful collaboration proposed in the Four Dimension of Collaboration Model (FDCM). Methods & Sample: An exploratory, cross-sectional mixed methods study of SNs’ and pediatric physicians’ attitudes and practices regarding collaboration was conducted using a combination of web-based and mailed survey instruments utilizing both open and closed-ended questions. One hundred and fourteen school nurses and sixty-three pediatric physicians completed the study. Results: While SNs and physicians both reported high scores on the Jefferson Scale of Attitudes toward MD-RN Collaboration (JSAC) indicating a positive attitudes toward physician – nurse collaboration; SNs scores were significantly higher than physician scores (55.05 + 3.30 v 52.42 + 5.74, p = .001). A regression model identified that physician’s age, community location, and having a moderate percentage of obese patients within their practices were associated with positive (age) and negative (community and moderate percent obese patients) effects on attitude toward collaboration. Providers’ responses indicated deficits throughout the FDCM. Dimension indicator, “mutual acquaintanceship” indicated that 37% physicians did not know any SNs. Similarly, 24% SNs reported that they did not “trust” local physicians to listen to their concerns. Qualitative analysis indicated the myriad of challenges faced by both providers. Benefits and barriers were similar for SNs and physicians; however, their experiences suggested a lack of mutual knowledge. Conclusions: Collaboration around childhood obesity is a unique struggle due to its multifaceted nature. School nurses and physicians showed positive attitudes toward collaboration; however, their capacity to act was limited. School nurses and pediatric physicians recognized the value of interprofessional collaboration recommending improvements to the current system
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing

APA, Harvard, Vancouver, ISO, and other styles

28

Landriault, Angele. "Perceived Contributions of Team Members in Post-graduate Medical Education: A Case Study of Learning Interprofessional Collaboration During a Critical Care Rotation." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32748.

Full text

Abstract:

Purpose: To explore how non-physician team members of a health care team perceive their contributions to educating residents about interprofessional collaboration in an intensive care rotation and to compare this to residents’ perceptions. Method: Participants in this exploratory case study were selected using maximal variation, purposive and convenience sampling strategies. Data were collected through semi-structured individual and focus group interviews, and analyzed using inductive thematic analysis. Findings: Contributions occurred implicitly and explicitly during patient care activities and focused on role clarification, sharing of expertise, and help navigating the workflow. Contributions were influenced by a) Intensive Care Unit context, b) tension between working and teaching, c) expectations, d) resident engagement, e) power/hierarchy. Conclusion: Team members contribute to residents’ education about collaboration through participation in the everyday business of caring for critically ill patients. Recognition of this contribution may improve resident training. However, some residents may not be learning basic skills, what they learn about interprofessional collaboration may have limited transferability, and team interactions may influence the validity of judgements made about entrustability and performance.

APA, Harvard, Vancouver, ISO, and other styles

29

MacNaughton, Kate. "The Dynamics of Role Construction in Interprofessional Primary Health Care Teams." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23544.

Full text

Abstract:

This qualitative study explores how roles are constructed within interprofessional health care teams. It focuses on elucidating the different types of role boundaries, the influences on role construction and the implications for professionals and patients. A comparative case study was conducted with two interprofessional primary health care teams. The data collection included a total of 26 interviews (13 with each team) and non-participant observations of team meetings (2-3 meetings at each site). Thematic analysis was used to analyze the data and a model was developed to represent the emergent findings. The role boundaries are organized around interprofessional interactions (autonomous-collaborative boundaries) and the distribution of tasks (interchangeable-differentiated boundaries). Salient influences are categorized as structural, interpersonal and individual dynamics. The implications of role construction include professional satisfaction and more favourable wait times for patients. The elements in this conceptual model may be transferable to other interprofessional primary health care teams. It may benefit these teams by raising awareness of the potential impact of various within-team influences on role construction.

APA, Harvard, Vancouver, ISO, and other styles

30

El-Awaisi, Alla. "Pharmacy's perspectives of interprofessional education and collaborative practice : an investigative study in Qatar and the Middle East." Thesis, Robert Gordon University, 2017. http://hdl.handle.net/10059/2439.

Full text

Abstract:

The need to incorporate interprofessional education (IPE) as part of any healthcare profession curricula is growing in an approach to prepare a collaborative practice-ready workforce. Pharmacy students should be equipped with the necessary competencies and skills needed for them to practise interprofessionally, commensurate with the expanding and evolving role of the pharmacist. Thus, the Qatar University College of Pharmacy has decided to incorporate IPE initiatives formally into the pharmacy curriculum in collaboration with other healthcare institutions in Qatar to meet the accreditation standards set by the Canadian Council for Accreditation of Pharmacy Programs (CCAPP) and fulfil the recommendations set in the World Health Organization (WHO) framework. To implement effective IPE strategies, it is important to consider the prior attitudes and expectations of various stakeholders in the process -- particularly students, faculty, and practising pharmacists. The overall aim of this PhD research is to explore the pharmacy perspectives of IPE and collaborative practice from a Middle Eastern context. The research started with a comprehensive systematic review of the literature focusing on the perspectives of pharmacy students, pharmacy faculty, and practising pharmacists on IPE and collaborative practice. Five themes have been identified from the systematic review: inconsistency in reporting IPE research, professional image of the pharmacist, lack of longitudinal follow-up, lack of IPE research on faculty, and lack of mixed method studies. This was followed by three sequential explanatory mixed method designs, to explore the perception of faculty, students, and practising pharmacists, individually. This was undertaken to gain an in depth understanding of the strengths and challenges of each group that can affect the implementation and perspectives toward IPE and collaborative practice. Two data collection methods were used: quantitative surveys and qualitative focus groups. Quantitative data were imported into SPSS® version 22 and analysed using both descriptive and inferential statistics. Qualitative data from the focus groups were analysed using thematic analysis. For the quantitative surveys, the overall response rate was 117 out of 334 (35%) for pharmacy faculty in the Middle East, 102/132 (77%) for pharmacy students in Qatar and 178/285 (63%) for practising pharmacists in Qatar. This was followed by seven focus groups with a total of 51 participants. Findings, from both the survey and focus groups, support that students, faculty and practising pharmacists are ready to engage in IPE and collaborative practice. The findings further identified positive attitudes that reinforce the need to incorporate IPE into healthcare curricula. They perceive anticipated benefits to them as professionals and to the patients. However, a large number of challenges have been highlighted, including the existence of a hierarchical culture, pharmacists’ role and image, a weak sense of professional identity among pharmacists, their marginalised contribution, resistance from the healthcare teams to the evolving role of the pharmacists, and the heterogeneous background of healthcare professionals. Promisingly, the education and healthcare system in Qatar is undergoing significant changes with some positive influences noted within education and practice settings. This is the first study investigating pharmacy perspectives of IPE in Qatar, the Middle East, and worldwide. The findings from this research generated a body of knowledge regarding the pharmacy perspectives of IPE and provided a better understanding of what shapes this perspective from a Middle Eastern context. The research presents a new model based on collective input, efforts, and readiness in five key stages: academic institution, faculty, student, practice, and environment. The model moves beyond focusing on the individual stages separately and expands to consider the complexity of linking and aligning the stages together. Coordinated efforts, between the stages, focused on a more comprehensive and holistic implementation, is essential for successful implementation of IPE and collaborative practice.

APA, Harvard, Vancouver, ISO, and other styles

31

Kvarnström, Susanne. "Collaboration in Health and Social Care : Service User Participation and Teamwork in Interprofessional Clinical Microsystems." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för beteendevetenskap och socialt arbete, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15022.

Full text

Abstract:

This thesis addresses the relationship between citizens and the welfare state with a focus on the collaboration between service users and professionals in Swedish health and social care services. The overall aim of the thesis was to explore how professionals and service users experience collaboration in health and social care. Descriptive and interpretative study designs were employed in the four studies that comprise this thesis. A total of 87 persons participated in the four studies, including 22 service users and 65 front-line professionals. The research methods included focused group interviews, individual interviews and interactive participant reflection dialogues. The first study describes the discursive patterns in the front-line professionals’ constructions of ‘we the team’ which positions the service user as both a member and a non-member of the interprofessional team. The second study surfaces the difficulties of interprofessional teamwork as perceived by professionals. The third and the fourth studies explore how service users and professionals construct and perceive the concept of service user participation. The findings show that collaboration in terms of service user participation cannot only be understood as contract relationships between consumers and service providers. Service users and professionals perceive that there are several other ways to act as a citizen and for people to exercise human agency in relation to the welfare state. This thesis shows that the various conceptions of service user participation in interprofessional practice encompass dimensions that include themes of togetherness, understanding and interaction within the clinical microsystem. The findings of the four studies are discussed and used to create models that aim to conceptualise collaboration. These models can contribute to learning and improvement processes which facilitate the development of innovative service user-centered clinical microsystems in health and social care.

APA, Harvard, Vancouver, ISO, and other styles

32

Hutchison, Beverly. "Social workers and lawyers, a study of interprofessional collaboration within a local child protection agency." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ32138.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Giordano, Carolyn. "INTERPROFESSIONAL COLLABORATION IN HEALTH EDUCATION: A MIXED METHODS EVALUATION OF THE JEFFERSON HEALTH MENTORS PROGRAM." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66119.

Full text

Abstract:

Educational Psychology
Ph.D.
In recent years the complexity and integrated nature of health care has increased. It has become accepted that the needs of patients are often greater than one single health profession can address and requires collaboration on the part of health care providers (Freeth, 2001). Interprofessional health education (IPHE) is the interactive educational process and cooperation among various health care professions. It is a valuable pedagogical approach for teaching health care students that they cannot work effectively without the use of a team, and is thought to be the first step in the direction of changing health care practice in the clinical setting. Using a two phase mixed methods approach, this dissertation investigated changes in student attitudes and measured interprofessional readiness as a result of a longitudinal interprofessional educational experience at Thomas Jefferson University called Health Mentors. The health care professions included in this program are: medicine, nursing, physical therapy, occupational therapy, and pharmacy. Together, these students visit an individual living in the greater Philadelphia, PA region with one or more chronic health conditions four times during the year. Of the five hundred and seventy-six students participating in the Health Mentors program, four hundred and ninety-six completed two surveys in September 2008 and again in April 2009. These were the Interprofessional Education Perception Scale (IEPS) and the Readiness for Interprofessional Learning Scale (RIPLS) which measured their attitudes and readiness toward interprofessional education. Analysis revealed slight significant differences in the means of the health programs and showed small significant decreases in attitudes and readiness over time. Two focus groups were conducted to better understand the quantitative results. Using grounded theory, the following themes emerged: preparation for future professional experience, personal enjoyment from working with their Mentor, logistical conflicts, unknown roles, and program assignments seen as an `add on' or `busy work'. The results from both the qualitative and quantitative methods indicate that students have a high opinion of the theory of IPHE but find the application difficult in practice.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

34

Björk, Jessica, and Alina Lindholm. "Att respektera varandras kompetenser : Sjuksköterskors erfarenheter av att arbeta i interprofessionella team." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28212.

Full text

Abstract:

Framgångsrik interprofessionell samverkan i team har bevisats öka patientsäkerheten i hälso- och sjukvården. Sjuksköterskor är ofta en del av interprofessionella team och en av deras kärnkompetenser är samverkan i team. För att uppfylla kärnkompetensen krävs kunskap om vad som påverkar samverkan. Syftet var således att belysa sjuksköterskors erfarenheter av samverkan i interprofessionella team. Metoden som tillämpades var en osystematisk litteraturöversikt med systematiska sökningar av omvårdnadsforskning. Litteraturöversikten baserades på 13 vetenskapliga artiklar där resultaten bearbetades med inspiration av kvalitativ innehållsanalys och fyra kategorier av erfarenheter kunde skapas. De fyra kategorier som framkom var att respektera varandras kompetenser, att ha en tydlig arbetsfördelning, att arbeta med olika personligheter och att arbeta för gemensamma mål. Sjuksköterskor erfor att klinisk kompetens, social kompetens, respekt, kommunikation, tillit, utbildning, rollförståelse och gemensamma mål var grundläggande för en fungerande samverkan. För att förbereda sjuksköterskestudenter för interprofessionell samverkan rekommenderas såväl teoretisk som praktisk utbildning tillsammans med andra vårdaktörer under utbildning. Även gemensam utbildning för befintlig hälso- och sjukvårdspersonal anses värdefull. Ytterligare forskning kring sjuksköterskors erfarenheter av interprofessionell samverkan är angeläget för att öka sjuksköterskors kompetens i samverkan i team.
In the healthcare sector, interprofessional collaboration has proven to enhance patient safety. Nurses are often a part of interprofessional teams and collaboration is one of the core competencies of nurses. Knowledge about what affects collaboration is needed to fulfill this core competence. The purpose was therefore to illustrate nurses experiences of interprofessional collaboration. The study was conducted as a literature review of nursing research. The literature review was based on 13 scientific articles whos results were analyzed with guidance from a qualitative content analysis and four categories of nurses experiences arose from the analysis. These categories were to respect each others competences, to have a clear job allocation, to work with different personalities and to work towards a common goal. According to nurses experiences, clinical competence, social competence, respect, communication, trust, education, understanding of roles and common goals were essential for succesfull collaboration. To prepare nursing students for interprofessional collaboration, theoretical and practical education with other healthcare students are suggested. Education for staff already working in the healthcare sector is also believed to be valuable. To enhace nurses competence in collaboration, further research of nurses experiences of interprofessional collaboration is necessary.

APA, Harvard, Vancouver, ISO, and other styles

35

Perunka, Heidi, and Malihe Shoorni. "Faktorer som påverkar interprofessionell kommunikation vid multitrauma : En litteraturstudie." Thesis, Luleå tekniska universitet, Institutionen för hälsovetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82570.

Full text

Abstract:

Inledning: Kommunikation är en viktig del inom hälso- och sjukvård och innebär utbyte av information mellan människor. Speciellt vid multitrauma är det viktigt att kommunikationen fungerar eftersom personal från olika avdelningar ska samarbeta med varandra. Dock kan kommunikation påverkas av olika faktorer, som i sin tur kan påverka patienten. Syfte: Syftet med studien var att beskriva vilka faktorer som kan påverka interprofessionell kommunikation vid multitrauma. Metod: Studien genomfördes som en allmän litteraturöversikt där tio vetenskapliga artiklar inkluderades. Resultat: Resultatet i studien visade fyra olika kategorier som påverkar interprofessionell kommunikation både positivt och negativt vid multitrauma. Dessa faktorer kategoriserades till; strukturerad överrapportering, stressig och kaotisk arbetsmiljö, erfarenhet och kunskap samt ledarskap. Att inneha erfarenhet och kunskap inom multitrauma är viktigt för att ett traumateam ska fungera på optimalt sätt. Personal utan erfarenhet eller kunskap kring multitrauma eller kommunikationen mellan teamet påverkar samarbetet negativt. Slutsats: Studiens resultat visar att det finns ett flertal faktorer som kan påverka interprofessionell kommunikation negativt, men även positivt. Med hjälp av traumaledare kan arbetet struktureras upp, men det krävs en viss nivå av kunskap och erfarenhet för att kommunikationen mellan traumateamet ska fungera på optimalt sätt.
Introduction: Communication is an important part of healthcare and involves the exchange of information between people. Especially in the case of multitrauma, it is important that the communication work because staff from different departments must cooperate with each other. However, communication can be affected for various reasons, which in turn can affect the patient. Aim: The purpose of the study is to describe the factors that can affect interprofessional communication in multitrauma. Method: The study was conducted as a general literature review where 10 scientific articles were included. Results: The results of the study showed four different categories that affect interprofessional communication both positively and negatively in multiple trauma. These factors were categorized into; overreporting, stressful and chaotic work environment, experience and knowledge as well as leadership. Having experience and knowledge in multiple trauma is important for a trauma team to function optimally. Staff without experience or knowledge of multiple trauma or communication between the team has a negative effect on the collaboration. Conclusion: The results of the study show that there are a number of factors that can affect interprofessional communication negatively, but also positively. With the help of a trauma leaders, the work can be structured, but a certain level of knowledge and experience is required for the communication between the trauma team to function optimally.

APA, Harvard, Vancouver, ISO, and other styles

36

Roth, Louise Marie, Megan M. Henley, Marla J. Seacrist, and Christine H. Morton. "North American Nurses' and Doulas' Views of Each Other." ELSEVIER SCIENCE INC, 2016. http://hdl.handle.net/10150/622560.

Full text

Abstract:

Objective: To analyze factors that lead nurses and doulas to have positive views of each other. Design: A multivariate analysis of a cross-sectional survey, the Maternity Support Survey. Setting: Online survey with labor and delivery nurses, doulas, and childbirth educators in the United States and Canada. Participants: A convenience sample of 704 labor and delivery nurses and 1,470 doulas. Methods: Multiple regression analysis was used to examine five sets of hypotheses about nurses' and doulas' attitudes toward each other. Scales of nurses' attitudes toward doulas and doulas' attitudes toward nurses included beliefs that nurses/doulas enhance communication, are collaborative team members, enhance a woman's birth experience, interfere with the ability to provide care, or interfere with relationships with the women for whom they care. Results: For nurses, exposure to doulas in their primary hospitals was associated with more positive views, whereas working more hours, feeling overworked, and a preference for clinical tasks over labor support were associated with more negative views of doulas. For doulas, working primarily in one hospital and certification were associated with more positive views of nurses. Nurses with more positive attitudes toward common obstetric practices had more negative attitudes toward doulas, whereas doulas with more positive attitudes toward common obstetric practices had more positive attitudes toward nurses. Conclusion: Our findings show factors that influence mutual understanding and appreciation of nurses and doulas for each other. These factors can be influenced by educational efforts to improve interprofessional collaboration between these maternity care support roles.

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Sjöberg, Milla, and Christine Norling. "En socionom bland pedagoger : Skolkuratorers upplevelse av att arbeta i skolans värld." Thesis, Uppsala universitet, Centrum för socialt arbete - CESAR, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-443831.

Full text

Abstract:

Syftet med denna uppsats är att undersöka skolkuratorers upplevelse av att arbeta inom skolan som tvärprofessionell verksamhet samt deras upplevda möjlighet att utföra sitt arbete. Skolkuratorn är en minoritet i verksamheten samt har ett annat perspektiv än de andra professionerna vilket gör det intressant att studera. Syftet undersöks genom att titta på kuratorns relationer till andra yrkesgrupper i skolan samt vad de anser är kännetecknande för yrkesrollen. Analysen utgår från en fenomenologisk ansats och Bourdieus teoretiska begrepp fält, habitus och kapital. Studien har utförts genom kvalitativa intervjuer med skolkuratorer och sedan analyserats genom en tematisk analys. Resultatet visar på att kuratorn är i underläge i skolans fält på grund av ett annat habitus än pedagogerna, samtidigt som de ses som experter inom sitt perspektiv och ofta rådfrågas. Det som är betydande för kuratorns position i fältet är relationen till ledningen och lärarna samt att få förtroende från dessa genom att ha ett högt värderat kunskapskapital. Skolkuratorerna lyfter även elevhälsoteamet som väldigt viktig för dem då de har en grupp de känner starkare tillhörighet till och blir mindre ensamma. Nätverk med andra kuratorer framstår också som betydande då det ger möjlighet att diskutera med andra socionomer samt ger en känsla av delaktighet. Kuratorsrollen beskrivs i övrigt som mångfacetterad, ensam, splittrad, otydlig och värdefull. Kuratorernas möjlighet att utföra sitt arbete påverkas till stor del av vilka förutsättningar som finns, exempelvis hur mycket tid de har till sitt befogande i relation till arbetsbördan.

APA, Harvard, Vancouver, ISO, and other styles

39

Heffner, Melissa E. "The Development and Implementation of a Music Therapy and Speech-Language Therapy Collaborative Model." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1482461323045229.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Catling, Michael Vincent. "The attitudes towards, and expectations of, social workers in interprofessional collaboration for disabled children : fulfilling social work potential." Thesis, Swansea University, 2002. https://cronfa.swan.ac.uk/Record/cronfa42964.

Full text

Abstract:

This thesis argues that social workers have the potential to overcome weaknesses in practice and difficulties in collaboration in the field of child disability. The study examines the nature of the relationship between social workers and other professionals. It explores how difficulties affecting collaboration are constructed and maintained, and considers how they might be overcome. The study explores the wide-ranging responsibilities that social workers carry for disabled children, and considers the particular importance of interprofessional collaboration and the social model of disability in their role. The thesis observes long-standing criticisms of social work practice in child disability work. Considering this, the adequacies of social work training and the place for specialisation in raising standards are explored. The thesis examines the relevance o f professional status in social work. This includes a discussion of that which characterises and constructs social work as a profession. The thesis explores how far a commitment to 'professionalism' is necessary for social work to fulfil its potential. Discussions highlight the inextricable links between social work's success in achieving professionalism and its relationship with employers. The discussion of research methods explains how the questionnaire and semi-structured interview were selected as tools for gathering the opinions of a wide range of practitioners concerning social work practice. The survey gathered the views of health and education professionals about the factors influencing their collaboration with social workers. Their opinions about social work competence in collaborative care planning for disabled children and families are discussed. The views of social workers are also explored, concerning their own practice and the adequacy of their training in preparing them for interprofessional collaboration and their role in child disability work. The survey provides insight into how the professionalism and potential of social work may be developed or restricted.

APA, Harvard, Vancouver, ISO, and other styles

41

Mačernytė, Rasa. "Kauno miesto visuomenės vaistinėse, esančiose netoli gydymo įstaigų, dirbančių farmacijos specialistų požiūrio į gydytojo ir vaistininko bendradarbiavimą tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140618_214531-99117.

Full text

Abstract:

Tyrimo tikslas: ištirti netoli gydymo įstaigų dirbančių farmacijos specialistų požiūrį į esamą gydytojo ir vaistininko bendradarbiavimą bei jo galimybes ateityje. Uždaviniai: 1. Ištirti netoli gydymo įstaigų dirbančių farmacijos specialistų požiūrį į esamą gydytojo ir vaistininko bendradarbiavimą. 2. Nustatyti veiksnius, turinčius įtakos gydytojo ir vaistininko bendradarbiavimui ir problemas, su kuriomis susiduriama. 3. Atskleisti farmacijos specialistų nuomonę apie gydytojo ir vaistininko bendradarbiavimo galimybes ateityje. 4. Įvardinti sprendimus, kuriuos įgyvendinant, gydytojo ir vaistininko bendradarbiavimas galėtų būti pagerintas. Metodika: Tyrimo dalyviai – farmacijos specialistai, dirbantys Kauno miesto visuomenės vaistinėse, esančiose šalia ligoninės, poliklinikos, šeimos klinikos ar individualaus gydytojo kabineto. Tyrimo metodas – anoniminė anketinė apklausa. Iš viso išdalintos 188 anketos, pilnai užpildytos grąžintos 157 anketos, iš jų (atsakomumas 83,51proc.). Duomenų statistinė analizė atlikta naudojant SPSS (Statistical Package for Social Science) 20.0 programinį statistinės analizės paketą. Tyrimo rezultatai: 61,15 proc. respondentų esamą gydytojo-vaistininko bendradarbiavimą vertina kaip nepakankamą. Esamo gydytojo ir vaistininko bendradarbiavimo vertinimas skiriasi priklausomai nuo to, kokią dalį gydytojų, dirbančių šalia esančioje gydymo įstaigoje, farmacijos specialistas pažįsta (p<0,05). 48,08 proc. respondentų nurodė, kad jų praktikoje... [toliau žr. visą tekstą]
Aim: To analyze the attitude of pharmacy professionals working nearby to different medical institutions to the current physician-pharmacist collaboration and its future possibilities. Tasks: 1. To investigate the approach of pharmacy specialists working nearby different medical institutions to the current physician-pharmacist collaboration; 2. To identify the factors that influence the collaboration between a physician and a pharmacist and the problems encountered; 3. Reveal the opinion of pharmaceutical professionals on the possibilities of physician-pharmacist collaboration in the future; 4. Identify solutions which could improve the physician - pharmacist collaboration. Methods: The participants of the research project - pharmaceutical professionals working in the community pharmacies in the city of Kaunas, located near hospitals, clinics, family clinics or private doctors office. Test method - an anonymous questionnaire. In total there were 188 questionnaires distributed, out of which 157 were returned fully completed (response rate 83.51%). The statistical analysis was performed using SPSS (Statistical Package for Social Science) 20.0. Results: 61.15 % of respondents identify the existing physician-pharmacist collaboration as insufficient. The assessment of the current level of collaboration varies depending on the proportion of physicians working in a nearby treatment facility, pharmacy technician knows (p <0.05). 48.08 % of respondents indicated that in their... [to full text]

APA, Harvard, Vancouver, ISO, and other styles

42

Bradley, Fay. "Exploring interactions between General Practitioners and Community Pharmacists : a novel application of social network analysis." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/exploring-interactions-between-general-practitioners-and-community-pharmacists-a-novel-application-of-social-network-analysis(d55b4c02-1c23-4f57-a0f8-4afed6406c64).html.

Full text

Abstract:

Increasing collaborative working between GPs and community pharmacists has recently become a high priority for the NHS. Previous research suggests that interaction is limited and problematic between the two professions, forming a barrier to service provision. This PhD aimed to explore the level, nature and process of interaction between GPs and community pharmacists, using a social network analysis approach.The study focused on four geographically different case study areas and 90 GPs and community pharmacists participated in total. A two-stage design was adopted. Firstly data were collected through a network questionnaire and analysed using social network analysis. Secondly, qualitative interviews were conducted to provide narrative to the network findings and analysed using the framework approach.The nature of contact was characterised as mostly indirect through brokers, de-personalised and non-reciprocal and seemingly at odds with collaborative behaviour. A misalignment in responses pointed to asymmetry in the relationship, representing little commonality, knowing and understanding of each other. Through social network analysis, individuals and dyads in possession of strong ties were identified. Strong ties were not the norm and were characterised by more personalised forms of reciprocal contact. Qualitative interviews provided insight into the processes of interaction between the two professional groups. An approach to the interaction, which involved pharmacists tactically managing the potential conflict in the interaction through use of deferential and sometimes subservient behaviour, was conceptualised as the ‘pharmacist-GP game’. Those pharmacists with strong ties to GPs also, at times, adopted aspects of this approach but also attempted to set themselves apart from other pharmacists in order to develop and maintain their strong ties with GPs. However, possession of strong ties did not always lead to capitalisation, and the benefits of possessing these were often viewed as efficiency and convenience gains rather than anything more wide-reaching. Often, more isolated GPs and pharmacists did not view strong ties as a necessity, with the benefits of these not considered rewarding enough for the time and effort required to achieve them. This effort-reward conflict was identified as an important constraint faced by GPs and pharmacists in relation to transforming these loose connections into more integrated networks. Other micro and macro level constraints were also identified and a series of accompanying recommendations made for future practice and research.

APA, Harvard, Vancouver, ISO, and other styles

43

Karuguti, M. Wallace. "A model development for an interdisciplinary approach to patient care: a case for curriculum development." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4293.

Full text

Abstract:

Philosophiae Doctor - PhD
The complexity of human health and its determinants has been developing gradually and the means to attend to them has gone beyond the scope of a specific health discipline. Advocacy is underway by health stakeholders such as the World Health Organisation (WHO), higher learning institutions and individual scholars to incorporate interprofessional practice initiatives in health as a means of ensuring that health practitioners share ideas communicate and collaborate in order to put forward a comprehensive management plan for patients. These initiatives seek to ensure that a problem that could hardly be solved uniprofessionally is shed light on. The University of the Western Cape (UWC) is among the universities in the world that have incorporated an Interdisciplinary Core Courses Curriculum to be undertaken by all undergraduate students enrolled in the Faculty of Community and Health Sciences (FCHS) hence aiming at producing graduates who are collaboration conscious in their practice. This effort adds into the UWC’s endeavor of producing socially responsible graduates. This study analysed the UWC curriculum in order to ascertain its cognitive rigor for delivery of the interprofessional competencies. It further sought to identify whether the effort that the FCHS is putting through the Interdisciplinary Core Courses in having an impact on the perceptions of final year students during their field work placements in various health care institutions. The study also sought to find out whether the health care institutions practice policies are interprofessional practice friendly. Finally, the views and perceptions towards interprofessional collaboration (IPC) of institutional manager’s for institutions where UWC places more than one discipline of students for practice were explored.

APA, Harvard, Vancouver, ISO, and other styles

44

Drewlo, Margaret A. "Factors in Optimal Collaboration Between Psychologists and Primary Healthcare Physicians." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1402843063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Kapral, Olena. "Analysis of Actors and Discourse in the Amendment of Ontario’s Regulated Health Professions Act, 1991, to Support Interprofessional Collaboration." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26061.

Full text

Abstract:

Identifying how policy proposals are selected by policy-makers is an important question for scholars. This thesis evaluates the use of discourse and the role of actors in the exchange of ideas to support interprofessional collaboration (IPC) among Ontario’s regulatory colleges. A variation of discourse analysis was developed, based on the seven areas of reality that are constructed by language, to evaluate the interactions between state and policy actors. I argue that actors did not appear to engage in meaningful discourse because the state established the parameters of the consultative processes, which suggests the expert consultative processes were tools to legitimize the policy process for Bill 179. The state appears to have increasingly greater control of both the content and context of policy- making in this field. Further evaluation of the interactions between health professional organizations and the state is needed to better understand the importance of discourse in the health policy process.

APA, Harvard, Vancouver, ISO, and other styles

46

Moore, Kristi A. "Interprofessional Patient Simulation Training Compared to Online Training for learning to use In-Line Speaking Valves." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3021.

Full text

Abstract:

Restoring speech in persons who are tracheostomy and ventilator dependent, through the use of a Passy-Muir Speaking Valve (PMSV), requires specific training. Methods of training interprofessional team members to assess in-line PMSVs are unclear. This study used a pretest/ post-test design to compare effects of online training and online training plus simulation training on knowledge acquisition, skills performance, and comfort levels when working with persons who are tracheostomy and ventilator dependent. Twenty-six students studying either respiratory therapy (N=13) or speech-language pathology (N=13) were assigned to the control group or experimental group. Results revealed that online training proved beneficial for increasing tracheostomy and ventilator knowledge. Participants who underwent simulation training reported greater levels of comfort and demonstrated more efficient skills performance during simulation post-testing. Simulation training is efficacious to train interprofessional teams how to properly assess this population for use of in-line PMSVs.

APA, Harvard, Vancouver, ISO, and other styles

47

Briggs, Marion Christine Elizabeth. "Complexity and the practices of communities in healthcare : implications for an internal practice consultant." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8969.

Full text

Abstract:

Current literature regarding quality health services frequently identifies interprofessional collaboration (IPC) as essential to patient-centred care, sustainable health systems, and a productive workforce. The IPC literature tends to focus on interprofessionalism and collaboration and pays little attention to the concept of practice, which is thought to be a represented world of objects and processes that have pre-given characteristics practitioners can know cognitively and apply or manage correctly. Many strategies intended to support IPC simplify and codify the complex, contested, and unpredictable day-to-day interactions among interdependent agents that I argue constitute the practices of a community. These strategies are based in systems thinking, which understand the system as distinct from experience and subject to rational, linear logic. In this thinking, a leader can step outside of the system to develop an ideal plan, which is then implemented to unfold the predetermined ideal future. However, changes in health services and healthcare practices are often difficult to enact and sustain.This thesis problematises the concept of ‘practice’, and claims practices as thoroughly social and emergent phenomenon constituted by interdependent and iterative processes of representation (policies and practice guidelines), signification (sense making through negotiation and reflective and reflexive practices), and improvisation (acting into the circumstances that present at the point and in the moments of care). I argue that local and population-wide patterns are negotiated and iteratively co-expressed through relations of power, values, and identity. Moreover, practice (including the practice of leadership or consulting) is inherently concerned with ethics, which I also formulate as both normative and social/relational in nature. I argue that theory and practice are not separate but paradoxical phenomena that remain in generative tension, which in healthcare is often felt as tension between what we should do (best practice) and what we actually do (best possible practice in the contingent circumstances we find ourselves in). I articulate the implications this has for how knowledge and knowing are understood, how organisations change, and how the role of an internal practice consultant is understood. An important implication is that practice-based evidence and evidence-based practice are iterative and coexpressed(not sequential), and while practice is primordial, it is not privileged over theory.I propose that a practice consultant could usefully become a temporary participant in the practices of a particular community. Through a position of ‘involved detachment’, a consultant can more easily notice and articulate the practices of a community that for participants are most often implicit and taken for granted. Reflective and reflexive consideration of what is taken for granted may change conversations and thus be transformative.

APA, Harvard, Vancouver, ISO, and other styles

48

Kvarnström, Susanne. "Interprofessionella team i vården : En studie om samarbete mellan hälsoprofessioner." Licentiate thesis, Linköping University, Linköping University, Division of Preventive and Social Medicine and Public Health Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9837.

Full text

Abstract:

There are great expectations that collaboration among professions and various sectors will further develop health care and thus lead to improved public health. In the World Health Organization’s declaration “Health 21” the designated goal for health professions in the member nations in Europe by the year 2010 is to have developed health promotional competence, including teamwork and cooperation based on mutual respect for the expertise of various professions. The challenges faced by the interprofessional teams are, however, multifaceted, and these challenges place demands upon society, which, in turn, determines the fundamental conditions for collaboration among the health professions within the health care organizations.

This licentiate dissertation contains discourse and content analyses of interprofessional teamwork in health care. The major objective of this dissertation is to study and describe how the team members construct and create the content and significance of teams and teamwork among health professions. One specific goal has been to study how the members of a multi-professional health care team refer to their team, especially the discursive patterns that emerge and the function that these patterns has (I). The second specific goal has been to identify and describe the difficulties that the health professionals have experienced within their interprofessional teamwork. One purpose has been to enable discussions of the implications for interprofessional learning (II).

Focused group interviews with team members (n=32) from six teams were studied using discursive social psychological research approach. The analysis concentrated on the use of the pronouns “I”, “we” and “them”. The results were then analyzed in relation to theories on discursive membership and discursive communities (I). Individual semi-structured interviews with team members (n=18) from four of the six teams were carried out using critical incident techniques. The interviews were analysed via latent qualitative content analysis and the results were interpreted in the light of theories on sociology of professions and learning at work (II).

The findings showed that two discursive patterns emerged in the team members’ constructions of “we the team”. These patterns were designated knowledge synergy and trustful support (I). The following three themes that touched upon the difficulties of interprofessional teamwork were identified in the personal interviews: (A) difficulties concerning the teams’ dynamics that arose when the team members acted as representatives for their respective professions; (B) difficulties when the various contributions of knowledge interacted in the team; and (C) difficulties that were related to the surrounding organisation’s influence on the team (II).

The conclusion was reached that the discursive pattern provided rhetorical resources for the team members, both in order to reaffirm membership in the team and to promote their views with other care providers, but also to deal with difficulties regarding, for example, lack of unity in outlook. The conclusion was also drawn that, in addition to the individual consequences, one outcome of the perceived difficulties was that they caused limitations of the use of collaborative resources to arrive at a holistic view of the patient’s problems. Thus the patients could not be met in the desired manner.

The practical implications of the research project concern the development of teams in which various forms of interprofessional learning can influence the continued development of the team and the management of health care in regard to the importance of implementation processes and organisational learning.

Stora förväntningar ställs på att samarbete mellan yrkesgrupper och mellan sektorer ska utveckla hälso- och sjukvården och leda till en förbättrad folkhälsa. I Världshälsoorganisationens policydokument “Health21” anges exempelvis målsättningen att hälsoprofessionerna i de europeiska medlemsländerna till år 2010 ska ha utvecklat en hälsofrämjande kompetens som bland annat innefattar teamarbete och samarbete på basis av ömsesidig respekt för de olika professionernas expertis. Det interprofessionella teamets utmaningar är dock mångfacetterade och kräver uppmärksamhet från det samhälle som skapar villkoren för hälsoprofessionernas samarbete inom hälso- och sjukvårdens organisationer.

Denna licentiatavhandling innehåller diskurs- och innehållsanalytiska studier om interprofessionellt teamarbete i vården. Avhandlingens övergripandet syfte var att undersöka och beskriva hur teammedlemmar konstruerar och skapar innebörder av team och teamarbete mellan flera hälsoprofessioner. Det ena specifika syftet var att undersöka hur medlemmar i multiprofessionella vårdteam talar om sitt team, särskilt avseende de diskursiva mönster som framträdde och vilken funktion dessa mönster hade (studie I). Det andra specifika syftet var att identifiera och beskriva svårigheter som hälsoprofessioner har uppfattat vid interprofessionellt teamarbete, där avsikten även var att möjliggöra en diskussion om implikationer för interprofessionellt lärande (studie II).

Fokusgruppintervjuer med teammedlemmar (n=32) från sex team analyserades utifrån en diskursiv socialpsykologisk forskningsansats och fokuserade på användningen av pronomina ”jag”, ”vi” och ”de”. Fynden relaterades sedan till teorier om diskursivt medlemskap och diskursiva samhällen (studie I). Individuella semistrukturerade intervjuer med teammedlemmar (n=18) från fyra av de sex teamen genomfördes med critical incident-teknik. Intervjuerna analyserades via latent kvalitativ innehållsanalys och fynden tolkades utifrån teorier om professionssociologi och lärande i arbetet (studie II).

Resultaten visade att två diskursiva mönster framträdde i teammedlemmarnas konstruktioner av ”vi-som-team”. Dessa mönster benämndes kunskapssynergi och tillitsfullt stöd (studie I). Vid individuella intervjuer med teammedlemmar identifierades följande tre teman som rörde svårigheter vid interprofessionellt teamarbete; (i) svårigheter som gällde den teamdynamik som uppstod när teammedlemmarna agerade som företrädare för sina professioner i relation till teamet, (ii) svårigheter när medlemmarnas olika kunskapsbidrag interagerade i teamet och (iii) svårigheter som rörde den omgivande organisationens påverkan på teamet (studie II).

Konklusionen gjordes att de diskursiva mönstren utgjorde retoriska resurser för teammedlemmarna, både för att bekräfta medlemskapet i teamet, för att hävda sina åsikter i kontakter med andra vårdgivare (”de andra”) och även för att hantera uppfattade svårigheter beträffande exempelvis bristande samsyn. Vidare drogs slutsatsen att en konsekvens av de uppfattade svårigheterna var, förutom individuella konsekvenser, begränsningar i användandet av de gemensamma resurserna för att nå en helhetssyn på patientens problem och att patienterna inte kunde bemötas på det sätt som önskades.

Forskningsprojektets praktiska implikationer rörde teamutveckling där olika former av interprofessionellt lärande påverkar teamets fortsatta utveckling, samt ledning av hälso- och sjukvården avseende betydelsen av imple-menteringsprocesser och organisatoriskt lärande.

APA, Harvard, Vancouver, ISO, and other styles

49

Kristensson, Hampus, and Elias Perry. "Samverkan som prinSip - en studie av interprofessionell samverkan genom SIP." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24956.

Full text

Abstract:

The professionals active in the Swedish health and welfare system have in recent years become less holistic and more specialised in their professions. This has resulted in complications due to the complex nature of some cases they work on. The focus on expertise the individual professional possesses has a tendency to blind them of relevant aspects of the clients case outside their own field of expertise. Due to this there has been a noted tendency of clients” falling between the cracks” and not receiving the help they are entitled to. By performing a directed qualitative content analysis, the authors of this paper aim to investigate aspects of the interprofessional collaboration that either benefit or harm the work they do. To do this the authors of this paper analyse different evaluation reports made by Swedish municipalities and regions on their interprofessional collaborations through what is known as a coordinated individual plan, and compare these reports to previous research and also analyse these results with the aid of Domain theory. In this paper we discover that boundaries set up between professionals both benefit and harm the work that is done in Swedish welfare organisations. We also discover how the Swedish social works professional identity affect their relations with other organisations and professionals.

APA, Harvard, Vancouver, ISO, and other styles

50

Kanayama, Mieko. "Longitudinal burnout-collaboration patterns in Japanese medical care workers at special needs schools: a latent class growth analysis." Kyoto University, 2016. http://hdl.handle.net/2433/217741.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Interprofessional collaboration'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles