A critical interpretive synthesis of interprofessional education interventions.

IF 1.9 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES
Journal of Interprofessional Care Pub Date : 2024-07-01 Epub Date: 2024-01-07 DOI:10.1080/13561820.2023.2294755
Sanne Kaas-Mason, Sylvia Langlois, Sabrina Bartlett, Farah Friesen, Stella Ng, Daniela Bellicoso, Paula Rowland
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引用次数: 0

Abstract

Interprofessional practice can look quite different depending on a number of dynamics. Interprofessional education interventions may or may not orient toward this range of practice possibilities. This literature review explores: (1) how interprofessional education interventions relate to different kinds of interprofessional practice and (2) the range of interprofessional practices assumed by interprofessional education interventions. Four databases were searched for articles published between 2011-2021 describing pre-licensure level interprofessional education interventions, resulting in a dataset of 110 articles. Our analysis involved (1) descriptive summaries of the articles, and (2) content analysis of the rationale and description of the intervention. Of the articles, 93% (102/110) of interprofessional education interventions were designed and/or evaluated using the concept of interprofessional education competencies. "Teamwork" was the most relied upon competency. Most articles were not explicit about the different kinds of interprofessional practices that these competencies might be oriented toward. Our study substantiates earlier claims that interprofessional education literature tends to focus on competencies and orient toward undifferentiated understandings of "teamwork." This analysis is particularly important as interprofessional teams are engaging in increasingly complex, fluid, and distributed forms of interprofessional practice that may not be captured in an undifferentiated approach to "teamwork."

对跨专业教育干预措施的批判性解释综述。
跨专业实践可能会因各种动态因素的不同而呈现出截然不同的面貌。跨专业教育干预措施可以面向或不面向这一系列实践可能性。本文献综述探讨:(1) 跨专业教育干预如何与不同类型的跨专业实践相关联;(2) 跨专业教育干预假设的跨专业实践范围。我们在四个数据库中搜索了 2011-2021 年间发表的描述执照前水平跨专业教育干预措施的文章,最终获得了 110 篇文章的数据集。我们的分析包括:(1)对文章的描述性总结;(2)对干预措施的原理和描述进行内容分析。在这些文章中,93%(102/110)的跨专业教育干预措施是利用跨专业教育能力的概念设计和/或评估的。"团队合作 "是最常用的能力。大多数文章没有明确说明这些能力可能面向的不同类型的跨专业实践。我们的研究证实了之前的说法,即跨专业教育文献往往侧重于能力,而对 "团队合作 "的理解则不尽相同。这一分析尤为重要,因为跨专业团队正在参与日益复杂、多变和分布式的跨专业实践,而这些实践可能无法被无差别的 "团队合作 "方法所捕捉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Interprofessional Care
Journal of Interprofessional Care HEALTH CARE SCIENCES & SERVICES-
CiteScore
5.80
自引率
14.80%
发文量
124
审稿时长
6-12 weeks
期刊介绍: The Journal of Interprofessional Care disseminates research and new developments in the field of interprofessional education and practice. We welcome contributions containing an explicit interprofessional focus, and involving a range of settings, professions, and fields. Areas of practice covered include primary, community and hospital care, health education and public health, and beyond health and social care into fields such as criminal justice and primary/elementary education. Papers introducing additional interprofessional views, for example, from a community development or environmental design perspective, are welcome. The Journal is disseminated internationally and encourages submissions from around the world.
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