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Journal articles on the topic 'Interprofessional collaboration'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Fatalina, Femy, Sunartini Sunartini, Widyandana Widyandana, and Mariyono Sedyowinarso. "Collaborative Practice Bidang Maternitas pada Tenaga Kesehatan." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 4, no. 1 (March 29, 2015): 28. http://dx.doi.org/10.22146/jpki.25264.

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Background: World's current health systems are in a crisis, causing public health needs are not being met. Mother Mortality Rate in Indonesia was still high. It indicated that maternity care was not optimal yet. One of solution is an implementation of interprofessional collaborative practice. Currently, in Indonesian’s hospitals have not seen an equal team collaboration. The objective of this study was to explore the perceptions and acceptance of health workers maternity’s interprofessional collaborative practice in Dr. Sardjito Yogyakarta’s Hospital. Methods: This study was a qualitative with a phenomenology design. Subjects were nurses, midwives, obstetrics and gynecologist, pharmacists, and nutritionists who had collaboration experience in obstetrics gynecology department in Dr. Sardjito Yogyakarta’s Hospital, included 10 respondents. Sampling technique used a purposive sampling, while data collection used a Focus Group Discussion and in-depth interviews. Data’s credibility and reliability obtained by triangulation, debriefing, member checking and rich data. Research ethics included an informed consent and ethics committee’s approval. This study was conducted in February-July 2014. Result: Most respondents had a wrong perception of interprofessional collaboration’s definition. All of respondents accepted if interprofesional collaboration implemented properly. Data analysis resulted in six categories: perception of health workers about interprofessional collaboration, implementation of interprofessional collaboration in hospital, application of collaboration’s elements in interprofessional collaboration, health workers’s expectations for better collaboration, health workers’s motivation in doing interprofessional collaboration and variation of health workers’s acceptance of interprofessional collaboration. Conclusion: Most of health workers have not had a correct perception of interprofessional collaborative practice. All health workers accepted if interprofessional collaborative practice applied properly in maternity area in Dr. Sardjito Yogyakarta’s Hospital.

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Behrend, Ronja, Harm Peters, Andreas Böttner, and Cornelia Heinze. "Interprofessional learning: learning gain and change of attitude in first semester medical students / Interprofessionelles Lernen: Lernzuwachs und Einstellungsänderung bei Medizinstudierenden im 1. Semester." International Journal of Health Professions 4, no. 1 (June 30, 2017): 43–52. http://dx.doi.org/10.1515/ijhp-2017-0006.

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Abstract Background The competence and willingness of physicians to work in interprofessional teams is important for the quality of patient care. To train this competence, the integration of interprofessional learning into undergraduate medical curricula is recommended by experts. This study analyses how a single interprofessional teaching course impacts on medical students’ learning gain and change of attitude towards interprofessional collaboration. Method With a questionnaire study in a pre/post design, the learning gain of five learning goals were analyzed. For analyzing change of attitude towards interprofessional collaboration, the “Readiness for interprofessional learning scale” was used in a German translation (RIPLS-D). 71 interprofessionally taught medical students were compared to 227 monoprofessionally taught medical students. In addition, the subjective impressions of the course were analyzed qualitatively by free text answers. Results Four out of five learning goals show no differences in the extent of learning gain between inter- and monoprofessionally taught groups. The group comparison shows a change of attitude towards interprofessional collaboration for the interprofessionally taught group. The free text responses show positive feedback on the course and suggest good acceptance of interprofessional learning. Discussion The present study is evidence of a positive impact of interprofessional teaching on medical students’ willingness towards interprofessional collaboration. In addition, medical students express a good acceptance for interprofessional learning. In order to detect long-term effects on health care practice, conditions for long-term testing of interprofessional teaching should be established in undergraduate medical curricula.

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Siokal, Brajakson. "POTENSI PENERAPAN INTERPROFESSIONAL PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN." Journal of Aafiyah Health Research (JAHR) 2, no. 1 (January 23, 2021): 1–8. http://dx.doi.org/10.52103/jahr.v2i1.306.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatan yang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambil keputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien. Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessional collaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengan desain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknik purposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitian menunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteria keberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, dan harapan profesional kesehatan terhadap interprofessiona collaboration practice.

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Nunez, Loretta, Janet Koehnke, and A. Lynn Williams. "Interprofessional Collaboration." Hearing Journal 72, no. 7 (July 2019): 12. http://dx.doi.org/10.1097/01.hj.0000575356.37456.6c.

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Goldsmith, R. Jeffrey. "Interprofessional Collaboration." Journal of Addictions Nursing 26, no. 2 (2015): 55–57. http://dx.doi.org/10.1097/jan.0000000000000071.

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CRANSTON, CHRISTEL S., GORDON ULREY, ROBIN HANSEN, MARY HUDLER, RICHARD MARSHALL, and DONALD WUORI. "Interprofessional Collaboration." Journal of Developmental & Behavioral Pediatrics 9, no. 3 (June 1988): 134???139. http://dx.doi.org/10.1097/00004703-198806000-00004.

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Prentice, Dawn, Joyce Engel, Karyn Taplay, and Karl Stobbe. "Interprofessional Collaboration." Global Qualitative Nursing Research 2 (January 21, 2015): 233339361456056. http://dx.doi.org/10.1177/2333393614560566.

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Zidek, Stephanie, and Jacqueline Medland. "Interprofessional Collaboration." JONA: The Journal of Nursing Administration 50, no. 10 (October 2020): E8—E11. http://dx.doi.org/10.1097/nna.0000000000000933.

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9

RN EdD, M. S. "Interprofessional collaboration." Canadian Medical Association Journal 178, no. 2 (January 15, 2008): 190. http://dx.doi.org/10.1503/cmaj.1070156.

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Brajakson Siokal and Wahyuningsih. "POTENSI PROFESIONAL KESEHATAN DALAM MENJALANKAN INTERPROFESSIONAL COLLABORATION PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN." Bina Generasi : Jurnal Kesehatan 11, no. 1 (August 31, 2019): 13–20. http://dx.doi.org/10.35907/jksbg.v11i1.128.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatan yang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambil keputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien. Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessional collaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengan desain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknik purposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitian menunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteria keberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, danharapan profesional kesehatanterhadap interprofessiona collaborationpractice.

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Gardner, Marcia R. "Interprofessional Collaboration and Interprofessional Education." Pediatrics and Neonatal Nursing - Open Journal 2, no. 2 (October 14, 2015): 70–71. http://dx.doi.org/10.17140/pnnoj-2-111.

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Brajakson Siokal and Wahyuningsih. "POTENSI PROFESIONAL KESEHATAN DALAM MENJALANKAN INTERPROFESSIONAL COLLABORATION PRACTICE DI RUMAH SAKIT UNIVERSITAS HASANUDDIN." Bina Generasi : Jurnal Kesehatan 11, no. 01 (August 30, 2019): 13–20. http://dx.doi.org/10.35907/jksbg.v11i01.132.

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Interprofessional collaboration practice adalah interaksi atau hubungan dari dua atau lebih profesional kesehatanyang bekerja saling bergantung untuk memberikan perawatan untuk pasien, berbagi informasi untuk mengambilkeputusan bersama, dan mengetahui waktu yang optimal untuk melakukan kerjasama dalam perawatan pasien.Penelitian ini bertujuan untuk mengetahui potensi profesional kesehatan dalaam menjalan interprofessionalcollaboration practice di rumah sakit Universitas Hasanuddin. Penelitian ini merupakan penelitian kualitatif dengandesain fenomonologi. Partisipan dalam penelitian sebanyak 7 (tujuh) partisipan yang diperoleh melalui penggunaan teknikpurposive sampling. Data dianalisis secara analisis tematik untuk mengetahui tema yang dihasilkan. Hasil penelitianmenunjukkan bahwa melalui analisis tematik dihasilkan 4 (empat) tema antara lain: dasar-dasar kompetensi kolaborasi, kriteriakeberhasilan interprofessional collaboration practice, hambatan penerapan interprofessional collaboration practice, dan harapanprofesional kesehatan terhadap interprofessiona collaboration practice.

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Ndibu Muntu Keba Kebe, Nicolas, François Chiocchio, Jean-Marie Bamvita, and Marie-Josée Fleury. "Profiling mental health professionals in relation to perceived interprofessional collaboration on teams." SAGE Open Medicine 7 (January 2019): 205031211984146. http://dx.doi.org/10.1177/2050312119841467.

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Objectives: This study aims at identifying profiles of mental health professionals based on individual, interactional, structural and professional role characteristics related to interprofessional collaboration. Methods: Mental health professionals ( N = 315) working in primary health care and specialized mental health teams in four Quebec local service networks completed a self-administered questionnaire eliciting information on individual, interactional, structural and professional role characteristics. Results: Cluster analysis identified four profiles of mental health professionals. Those with the highest interprofessional collaboration scores comprised two profiles labeled “highly collaborative female professionals with fewer conflicts and more knowledge sharing and integration” and “highly collaborative male professionals with fewer conflicts, more participation in decision-making and mutual trust.” By contrast, the profile labeled “slightly collaborative professionals with high seniority, many conflicts and less knowledge integration and mutual trust” had the lowest interprofessional collaboration score. Another profile positioned between these groups was identified as “moderately collaborative female psychosocial professionals with less participation in decision-making.” Discussion and conclusion: Organizational support, participation in decision-making, knowledge sharing, knowledge integration, mutual trust, affective commitment toward the team, professional diversity and belief in the benefits of interdisciplinary collaboration were features associated with profiles where perceived interprofessional collaboration was higher. These team qualities should be strongly encouraged by mental health managers for improving interprofessional collaboration. Training is also needed to promote improvement in interprofessional collaboration competencies.

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Conrad, Martha, Diane Brown, Connie Chronister, Kelli Chronister, and Rami Ahmed. "Interprofessional Simulation Begins with Interprofessional Collaboration." Clinical Simulation in Nursing 7, no. 6 (November 2011): e249. http://dx.doi.org/10.1016/j.ecns.2011.09.019.

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Freeth, Della. "Sustaining interprofessional collaboration." Journal of Interprofessional Care 15, no. 1 (January 2001): 37–46. http://dx.doi.org/10.1080/13561820020022864.

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Allison, Althea, and Ann Ewens. "Tensions in Sharing Client Confidences While Respecting Autonomy: implications for interprofessional practice." Nursing Ethics 5, no. 5 (September 1998): 441–50. http://dx.doi.org/10.1177/096973309800500507.

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This article aims to explore the ethical issues arising from the sharing of information in the context of interprofessional collaboration. The increased emphasis on interprofessional working has highlighted the need for greater collaboration and sharing of client information. Through the medium of a case study, we identify a number of tensions that arise from collaborative relationships, which are not conducive to supporting interprofessional working in an ethically sound manner. Within this article, it is argued that the way forward within these collaborative relationships is to set clear parameters to the professional-client relationship, paying full regard to the autonomy of both the clients and the professionals involved. We conclude that this approach to working will place the client at the centre of care provision and arguments used for not collaborating that are based on breaches of confidentiality will be negated. Using the approach offered, collaborative working will be not only possible but desirable.

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Tsakitzidis, Giannoula, Sibyl Anthierens, Olaf Timmermans, Steven Truijen, Herman Meulemans, and Paul Van Royen. "Do not confuse multidisciplinary task management in nursing homes with interprofessional care!" Primary Health Care Research & Development 18, no. 06 (June 19, 2017): 591–602. http://dx.doi.org/10.1017/s146342361700024x.

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Problem statement Little is known about how interprofessional healthcare providers in nursing homes work together. We know that interprofessional teamwork evolves from trial and error learning and so interprofessional collaboration has to be actively taught. This study aims to gain insights in the perception of professionals towards interprofessional collaboration in nursing homes and the factors that have an impact on interprofessional collaboration. Approach A qualitative descriptive methodology using focus group interviews and additional semi-structured interviews was performed. In total three focus group sessions with healthcare providers from different disciplines were held and additionally nine semi-structured interviews were executed. A thematic analysis was performed. The transcripts were read to immerse in the data and initial ideas were noted. Both open coding (identification of primary themes) and axial coding (analysis of relationships among themes) were conducted and re-focussed into potential themes. Findings Four main themes emerge from the analysis: context, collaboration, care and experience. From the findings it seems that healthcare teams in nursing homes work as ‘separated groups’. A lot of collaboration is perceived, but no common vision or responsibility sharing is found. The role description of the different disciplines does not always seem clear or is not always explicit. Conclusion In usual care the perceived interactions between professionals are called collaboration. Obviously physicians and all healthcare professionals do not work interprofessionally according to definitions from the literature. This study provided evidence of the awareness that interprofessional collaboration in usual care is situational and fragmentary organised.

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Ewashen, Carol, Gloria McInnis-Perry, and Norma Murphy. "Interprofessional collaboration-in-practice." Nursing Ethics 20, no. 3 (January 17, 2013): 325–35. http://dx.doi.org/10.1177/0969733012462048.

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The main question examined is: How do nurses and other healthcare professionals ensure ethical interprofessional collaboration-in-practice as an everyday practice actuality? Ethical interprofessional collaboration becomes especially relevant and necessary when interprofessional practice decisions are contested. To illustrate, two healthcare scenarios are analyzed through three ethics lenses. Biomedical ethics, relational ethics, and virtue ethics provide different ways of knowing how to be ethical and to act ethically as healthcare professionals. Biomedical ethics focuses on situated, reflective, and nonabsolute principled justification, all things considered; relational ethics on intersubjective, professional, and institutional relations; and virtue ethics on prephilosophical tradition and what it means to be good and to be human embedded in social and political community. Analysis suggests that interprofessional collaboration-in-practice may be more rhetoric than actuality. Key challenges of interprofessional collaboration-in-practice and specific conditions perpetuating dissension and conflict are outlined with specific education and policy recommendations included.

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Lau, Phyllis, Anthony Tran, Matthew Chen, Evelyn Boyce, Rachel Martin, and Hanny Calache. "Interprofessional diabetes and oral health management: what do primary healthcare professionals think?" F1000Research 10 (May 4, 2021): 339. http://dx.doi.org/10.12688/f1000research.52297.1.

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Background: Diabetes and periodontitis have a bi-directional relationship. And yet, collaborations between primary healthcare practitioners in diabetes and oral health care are minimal. This study explored the views of general practice and oral health professionals on the link between diabetes and periodontitis, and interprofessional diabetes and oral health management. Methods: A sequential mixed-methods exploratory research design was used. General practice and oral health professionals were recruited from four community health centres in Melbourne. Quantitative surveys explored participants’ experiences, attitudes and knowledge of diabetes and oral health management and interprofessional collaboration; qualitative follow-up interviews explored survey responses with selected participants. Results: 58 participants completed the online surveys; 22 then participated in semi-structured interviews. Participants generally had strong intentions to collaborate interprofessionally in diabetes and oral health management. Most general practice and oral health professional participants were willing to perform simple screening for periodontitis or diabetes respectively. Themes from the interviews were grouped under three domains: ‘attitude towards diabetes and oral health management’, ‘subjective norms’ and ‘perceived behavioural control’; and an overarching domain to describe participants’ ‘current practice’. Existing siloed primary healthcare practices and lack of formal referral pathways contribute to poor interprofessional collaboration. Most participants were unsure of each other’s responsibilities and roles. Their lack of training in the relationship between general and oral health, compounded by systemic barriers including time constraint, high dental costs, long public dental waiting list and unintegrated health information systems, also impeded interprofessional care. Conclusions: The diabetes and oral health link is not properly recognised or managed collaboratively by relevant primary healthcare professionals in Australia. There is, nonetheless, strong intentions to engage in interprofessional diabetes and oral health care to contribute to improved patient outcomes. Primary healthcare professionals need dedicated and accredited interprofessional training and competencies, formal referral systems and sustainable health policies to facilitate collaboration.

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Al-Salloum, Jumana, Dixon Thomas, Ghada AlAni, and Baljinder Singh. "Interprofessional Care of Emergency Department Doctors and Pharmacists: Crossing a Collaboration Chasm." INNOVATIONS in pharmacy 11, no. 2 (June 9, 2020): 12. http://dx.doi.org/10.24926/iip.v11i2.3259.

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Role clarity of emergency department doctors and pharmacists is essential to provide collaborative care. Evidence is available that interprofessional care of doctor-pharmacist collaboration improves patient care in emergency settings. Pharmacists need to improve their knowledge and skill in emergency practice to be more productive and sought after. Team dynamics, training, and administrative support are critical. Interprofessional collaboration should not be programmed to fail for the short-term convenience of any profession. With more considerable effort from different stakeholders, once a collaborative system is established that will sustain improved patient care and the public trust of healthcare. Crossing a collaboration chasm takes time and effort. Interprofessional education should be built-in essential competencies to be collaborative with role clarity, teamwork, better communication, and ultimately patient-centeredness. Article Type: Commentary

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Engel, Joyce, and Dawn Prentice. "The ethics of interprofessional collaboration." Nursing Ethics 20, no. 4 (January 17, 2013): 426–35. http://dx.doi.org/10.1177/0969733012468466.

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Interprofessional collaboration has become accepted as an important component in today’s health care and has been guided by concerns with patient safety, quality health-care outcomes, and economics. It is widely accepted that interprofessional collaboration improves patient outcomes through enhanced communication among health-care providers and increased accessibility to services. Although there is a paucity of research that provides confirmatory evidence, interprofessional competencies continue to be incorporated into the curricula of health-care students. This article examines the ethics of interprofessional collaboration and ethical issues that arise from the mainstream adoption of interprofessional competencies and the potential for moral distress in nursing.

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Menighan, Thomas E. "Strength in interprofessional collaboration." Pharmacy Today 19, no. 8 (August 2013): 10–16. http://dx.doi.org/10.1016/s1042-0991(15)31215-9.

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DeLeon, Patrick. "Interprofessional collaboration – The future." Journal of Interprofessional Education & Practice 1, no. 1 (March 2015): 6. http://dx.doi.org/10.1016/j.xjep.2015.03.009.

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Sullivan, Mary, Richard D. Kiovsky, Diana J. Mason, Cordelia D. Hill, and Carissa Dukes. "Interprofessional Collaboration and Education." AJN, American Journal of Nursing 115, no. 3 (March 2015): 47–54. http://dx.doi.org/10.1097/01.naj.0000461822.40440.58.

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Vanclay, Lonica. "Developing collaboration: interprofessional education." British Journal of Therapy and Rehabilitation 5, no. 1 (January 1998): 6–7. http://dx.doi.org/10.12968/bjtr.1998.5.1.14105.

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Bainbridge, Lesley, Louise Nasmith, Carole Orchard, and Victoria Wood. "Competencies for Interprofessional Collaboration." Journal of Physical Therapy Education 24, no. 1 (2010): 6–11. http://dx.doi.org/10.1097/00001416-201010000-00003.

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Gregory, Paul A. M., and Zubin Austin. "Trust in interprofessional collaboration." Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 149, no. 4 (May 16, 2016): 236–45. http://dx.doi.org/10.1177/1715163516647749.

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Haruta, Junji. "Interprofessional Collaboration in Community." Nihon Naika Gakkai Zasshi 107, no. 6 (June 10, 2018): 1076–82. http://dx.doi.org/10.2169/naika.107.1076.

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Schmidt, Kari L. "Interprofessional Collaboration and Partnership." Journal for Nurses in Professional Development 31, no. 1 (2017): 1. http://dx.doi.org/10.1097/nnd.0000000000000311.

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Troseth, Michelle R. "Interprofessional collaboration through technology." Nursing Management (Springhouse) 48, no. 8 (August 2017): 15–17. http://dx.doi.org/10.1097/01.numa.0000521583.55623.c0.

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Dilles, Tinne, Jana Heczkova, Styliani Tziaferi, Ann Karin Helgesen, Vigdis Abrahamsen Grøndahl, Bart Van Rompaey, Carolien G. Sino, and Sue Jordan. "Nurses and Pharmaceutical Care: Interprofessional, Evidence-Based Working to Improve Patient Care and Outcomes." International Journal of Environmental Research and Public Health 18, no. 11 (June 2, 2021): 5973. http://dx.doi.org/10.3390/ijerph18115973.

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

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Self, Trisha L., Linda M. Mitchell, Sean Hess, Karissa J. Marble, and Jeffrey Swails. "Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children With Possible Autism Spectrum Disorder." Communication Disorders Quarterly 38, no. 3 (June 24, 2016): 185–92. http://dx.doi.org/10.1177/1525740116655774.

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Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve developmental outcomes; however, many SLPs are not prepared to engage in this type of collaborative practice. Based on the American Speech-Language-Hearing Association’s (ASHA) recommendation that university programs include interprofessoinal education (IPE) into Communication Sciences and Disorders programs, coupled with the need to prepare students to provide interprofessional services for children with ASD, Wichita State University developed a field-based interprofessional diagnostic team for SLP students. The process used to develop this team followed Pickering and Embry’s recommended steps for cultivating interprofessional collaboration within a university environment. The purpose of this article is to describe the procedures used to develop the team and activities used to target competencies for interprofessional collaborative practice.

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Tivener, Kristin Ann, and Donna Sue Gloe. "Designing Simulations for Athletic Training Students Through Interprofessional Teaching Collaboration." Athletic Training Education Journal 10, no. 3 (July 1, 2015): 249–55. http://dx.doi.org/10.4085/1003249.

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Context While multidisciplinary team approaches to education and practice have been promoted for decades, literature on collaborative efforts in athletic training and nursing remains sparse. Objective The goal of this article is to provide an example of an interprofessional teaching collaboration in which a simulation scenario was developed between athletic training and nursing education faculty members and to outline the observed benefits and barriers arising from this approach. Background Interprofessional education and interdepartmental faculty collaboration are increasingly becoming more established and practiced elements of health professionals' education. Bringing together professionals from diverse but interrelated disciplines in a collaborative teaching activity can enhance students' understanding of the health care system and the technical expertise each professional provides in emergent situations. Description In many health care education programs simulation has been increasingly used as a teaching tool to provide students with opportunities to practice and learn in an environment that mirrors reality as closely as possible. An example of a simulation scenario developed through an interprofessional teaching collaborative is provided as a foundational design for reproduction. Clinical Advantage(s) Interprofessional teaching collaboration of athletic training and nursing faculty can greatly enhance the content and realism of cardiopulmonary simulation for athletic training students when it involves the combined knowledge and experience of these 2 disciplines. Conclusion(s) Interprofessional teaching collaboration in simulation scenarios can greatly enhance learning insights and clinical relevance for athletic training students.

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Tyszka, Andrea Carr, and Lynette DiLuzio. "Collaborative Groups: Application of a Framework for Interprofessional Collaboration in a High School Setting." Perspectives on School-Based Issues 16, no. 4 (November 2015): 131–38. http://dx.doi.org/10.1044/sbi16.4.131.

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Interprofessional collaboration (IPC), also referred to as interdisciplinary collaboration, is defined in the social work literature as “an effective interpersonal process that facilitates the achievement of goals that cannot be reached when individual professionals act on their own” (Bronstein, 2003, p. 299). IPC is well documented in health care literature and is largely considered best practice in both clinical & educational settings. So much so that the World Health Organization (WHO) developed a Framework for Action on Interprofessional Education (WHO, 2010) and the Canadian Interprofessional Health Collaborative (CIHC) developed a National Interprofessional Competency Framework (CIHC, 2010). According to a systematic review of collaborative models for health and education professionals working in the school settings, models of IPC are described in research but not explicitly evaluated, and there remains a need for robust research in this area (Hillier, Civetta, & Pridham, 2010). This article describes the implementation of an IPC with high school aged students in a special education classroom. The following interconnecting domains from the Canadian National Interprofessional Competency Framework (CIHC, 2010) will be discussed and described: Role Clarification Patient/Client/Family/Community-Centered Team Functioning Collaborative Leadership Interprofessional Communication Interprofessional Conflict Resolution Background considerations, benefits, and barriers will be reviewed also.

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Zechariah, Sunitha, Benjamin E. Ansa, Stephanie W. Johnson, Amy M. Gates, and Gianluca De Leo. "Interprofessional Education and Collaboration in Healthcare: An Exploratory Study of the Perspectives of Medical Students in the United States." Healthcare 7, no. 4 (October 15, 2019): 117. http://dx.doi.org/10.3390/healthcare7040117.

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Qualified and competent healthcare professionals working in a collaborative team environment is a prerequisite for high quality patient care. In order to be successful in the healthcare working environment, medical students need to be exposed to interprofessional learning early in their education. A single stage online survey was administered to medical students to evaluate their attitudes and perceptions of interprofessional education (IPE) and whether prior exposure to IPE increased their appreciation for interprofessional collaboration. The results suggest that irrespective of prior exposure to IPE, medical students appreciated the importance of interprofessional education and collaboration. Medical students showed a strong interest in attending interprofessional courses in other disciplines. Time constraints, scheduling conflicts, and communication emerged as barriers to IPE. Medical students embraced IPE and welcomed the opportunity to learn with other disciplines. Clinical case studies and simulations were identified as potential methods to integrate with other healthcare disciplines. The positive attitude and perceptions of the medical students toward interprofessional education and collaboration warrants the inclusion of related courses in medical curricula, as this may further increase students’ potentials in becoming effective healthcare providers.

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Kruzliakova, Natalie A., Brittany Dale, Leslie J. Remache, Constance E. McIntosh, and Jayanthi Kandiah. "Interprofessional Collaboration in School-Based Settings, Part 3: Implementation of IC Through Case Scenarios." NASN School Nurse 36, no. 5 (May 14, 2021): 271–75. http://dx.doi.org/10.1177/1942602x211008639.

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This article is the last in a series of three that discusses the importance of interprofessional collaboration (IC) between the school nurse and other school-based and community professionals and provides a succinct recap on the importance of IC along with illustrating how IC can successfully be implemented in the school setting through case scenarios. The case scenarios will depict how the school nurse works interprofessionally with school healthcare professionals, community healthcare professionals, and school staff to provide a comprehensive, collaborative approach.

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McIntosh, Constance E., Brittany Dale, Natalie Kruzliakova, and Jayanthi Kandiah. "Interprofessional Collaboration in School-Based Settings Part 1: Definition and the Role of the School Nurse." NASN School Nurse 36, no. 3 (January 23, 2021): 170–75. http://dx.doi.org/10.1177/1942602x20985420.

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Interprofessional collaboration is an important approach in providing quality care to patients by healthcare professionals. Interprofessional collaboration is common in healthcare organizations such as hospitals and long-term healthcare facilities where each professional of the healthcare team contributes to the overall healthcare plan for the patient. But, little research or discussion how interprofessional collaboration is implemented within the school systems exist. This article looks at interprofessional collaboration within the schools and how the school nurse can facilitate collaboration among healthcare and education professionals to ultimately benefit students. This first article, in a series of three, will define and discuss frameworks and models of interprofessional collaboration.

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Purnasiwi, Dewi, and Ikhlas M. Jenie. "Literature Review: Effect of Interprofessional Collaboration Implementation of Patient Services." Indonesian Journal Of Occupational Safety and Health 10, no. 2 (July 30, 2021): 265. http://dx.doi.org/10.20473/ijosh.v10i2.2021.265-272.

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Introduction: At present progress in the health, the sector requires health workers to provide professional services. The patient's problem is also increasingly complex. Health workers are required to work in an integrated manner, therefore good collaboration and collaboration between healthcare professionals is needed in realizing patient satisfaction. Health services in hospitals are carried out by various health professionals. Effective interprofessional collaboration practices are key to providing health services. The management of the patient's health and all actions must be patient-focused. The model of providing care with interprofessional collaboration is very important so that all services are coordinated and there is good communication between caregivers. This study aims to find out about the effect of implementing interprofessional collaboration on patients. Methods: This research is a literature review. The research source was taken from several databases, with the keywords "Interprofessional collaboration, patient safety, health services". The Google Scholar database was found in 15,455 journals, EBSCO found 32, NCBI found 98, MEDLINE 23, and ProQuest 61. From the total database, only 11 met the inclusion criteria. Results: This meta-analysis shows that interprofessional collaboration has a positive impact. There are several benefits obtained from the application of interprofessional collaboration, namely affecting patient safety, patient quality of life, reducing the risk of falls, preventing medication errors, increasing the patient's functional status. elderly patients. Conclusion: Interprofessional collaboration or Interprofessional Collaboration (IPC) is collaboration between people with different professional backgrounds and working together to solve patient health problems and realize professional health services that focus on patients.Keywords: health services, interprofessional collaboration (ipc), patient safety

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Fang, Yiying, Yulin Feng, and Yan Xu. "Interprofessional collaboration: A gastrointestinal unit case study." Journal of Nursing Education and Practice 8, no. 9 (April 23, 2018): 73. http://dx.doi.org/10.5430/jnep.v8n9p73.

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Interprofessional collaboration plays a vital role in improving patient outcomes. The ability to work with professionals from different disciplines is considered a critical element of interprofessional practice. In this article, a case of a patient with upper gastrointestinal tract hemorrhage in a gastrointestinal unit is reported and analyzed from the perspective of interprofessional practice. Strategies are also introduced in the article. Enhancing mutual understanding and communication skills is conductive to interprofessional collaboration. Meanwhile, interprofessional education, as another strategy, is proved to improve the quality of health care by enhancing the cooperation among different medical team members.

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James, Jerald, Rachel Chappell, Donald E. Mercante, and Tina Patel Gunaldo. "Promoting Hearing Health Collaboration Through an Interprofessional Education Experience." American Journal of Audiology 26, no. 4 (December 12, 2017): 570–75. http://dx.doi.org/10.1044/2017_aja-17-0040.

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Purpose To enhance audiology and physician assistant (PA) student appreciation for collaboration/team-based care through an interprofessional educational activity focused on hearing assessments. Method A total of 18 students from Louisiana State University Health–New Orleans's audiology and PA programs participated in an optional interprofessional education learning opportunity, which included a demonstration of hearing assessments. To assess student perspectives regarding interprofessional learning, the students completed pre- and post-surveys. Results Eighteen students completed a survey, including 5 questions using a Likert scale and 1 open-ended question. Both audiology and PA students demonstrated significant statistical improvement in 2 interprofessional competencies: roles/responsibilities and interprofessional communication. Students also reported increased awareness and knowledge in the skills of the opposite professions as related to hearing assessments. Conclusion Integrating interprofessional education experiences within an audiology program promotes collaborative practice patterns and supports new educational accreditation standards. Supplemental Material https://doi.org/10.23641/asha.5491669

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Borg, Elin, and Ida Drange. "Interprofessional collaboration in school: Effects on teaching and learning." Improving Schools 22, no. 3 (July 31, 2019): 251–66. http://dx.doi.org/10.1177/1365480219864812.

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The main objective of this study is to identify and understand interprofessional collaboration practices in schools using a mixed-methods design. First, we conducted a literature review on interprofessional collaboration in schools to give insights into the ways teachers and other professions collaborate with each other, and what kind of interprofessional interventions show positive effects on teaching and learning. Second, we collected data from five Norwegian elementary schools to gain knowledge of factors that facilitate and hinder interprofessional collaboration. The results show that interprofessional collaboration was defined differently in the literature, and that research is lacking on interprofessional collaboration that involves multiple professions in school. Interventions in which social workers and school nurses were involved gave positive, though small-to-moderate, effects on a range of outcome measures. However, interventions that targeted the whole school were found to be the most promising for making changes that persist over time.

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Bridges, DianeR, Richard A. Davidson, Peggy Soule Odegard, Ian V. Maki, and John Tomkowiak. "Interprofessional collaboration: three best practice models of interprofessional education." Medical Education Online 16, no. 1 (January 2011): 6035. http://dx.doi.org/10.3402/meo.v16i0.6035.

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Lachter, Liat Gafni, and Izabela Szymanska. "Teaching Entrepreneurship Through Interprofessional Collaboration." American Journal of Occupational Therapy 70, no. 4_Supplement_1 (August 1, 2016): 7011510204p1. http://dx.doi.org/10.5014/ajot.2016.70s1-po3066.

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Perkin, Karen. "Nurse practitioners and interprofessional collaboration." Journal of Interprofessional Care 25, no. 4 (June 20, 2011): 243–44. http://dx.doi.org/10.3109/13561820.2011.586244.

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Kingdon, David G. "Interprofessional collaboration in mental health." Journal of Interprofessional Care 6, no. 2 (January 1992): 141–47. http://dx.doi.org/10.3109/13561829209014928.

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Pajalich, LoriAnn. "Collaboration in healthcare delivery interprofessional." Journal of Interprofessional Education & Practice 15 (June 2019): 112–13. http://dx.doi.org/10.1016/j.xjep.2019.03.004.

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Lee, Grace, and C. Anne Koch. "Interprofessional Collaboration in Radiation Therapy." Journal of Medical Imaging and Radiation Sciences 51, no. 4 (December 2020): S112—S113. http://dx.doi.org/10.1016/j.jmir.2020.08.002.

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Smith, Denise C. "Interprofessional Collaboration in Perinatal Care." Journal of Perinatal & Neonatal Nursing 30, no. 3 (2016): 167–73. http://dx.doi.org/10.1097/jpn.0000000000000187.

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Garrett, Judith N. "Interprofessional Collaboration in Schools (book)." Journal of Educational and Psychological Consultation 9, no. 4 (December 1998): 375–77. http://dx.doi.org/10.1207/s1532768xjepc0904_6.

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Bosch, Brennan, and Holly Mansell. "Interprofessional collaboration in health care." Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 148, no. 4 (June 17, 2015): 176–79. http://dx.doi.org/10.1177/1715163515588106.

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