Journal of Interprofessional Education and Practice最新文献

{"title":"Analyzing the clinical and professional impact of interprofessional practice & education activities on the facilitator","authors":"Kathryn L. Hoffman,&nbsp;Jason F. Craig,&nbsp;Gina M. Baugh","doi":"10.1016/j.xjep.2025.100743","DOIUrl":"10.1016/j.xjep.2025.100743","url":null,"abstract":"<div><div>Many studies of educational activities are focused on results gathered from surveys and performance data of the learner. However, the impact of participation in educational activities on the facilitator, particularly those involving interprofessional practice and education (IPE), should not be ignored. By facilitating these sessions, educators and healthcare providers may be exposed to professions unfamiliar to them as compared to their normal professional practice. In this study, a retrospective pre-post survey was utilized to evaluate the impact of facilitation on IPE facilitators’ (1.) understanding of the IPE Core Competencies as described by the Interprofessional Education Collaborative (IPEC), (2) clinical communication, and (3) collaboration opportunities.</div><div>Results indicated statistical significance related to the improved understanding of roles and responsibilities of professions and IPE Core Competencies. Neither impact on collaboration nor communication in the clinical setting was found to be significant during this study. Further investigation narrowing the scope of professions and their concurrent interactions with other disciplines may be warranted.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100743"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Family members’ experience of involvement in the patient care process on an interprofessional training ward: A qualitative interview study","authors":"Sofia Hemle Jerntorp,&nbsp;Jenny Jakobsson,&nbsp;Malin Axelsson,&nbsp;Elisabeth Carlson,&nbsp;Anna Carin Aho","doi":"10.1016/j.xjep.2025.100742","DOIUrl":"10.1016/j.xjep.2025.100742","url":null,"abstract":"<div><h3>Background</h3><div>Involving family members in the care process leads to higher-quality patient care. However, this requires collaboration among various healthcare professionals. At interprofessional training wards, healthcare students learn to work together across different disciplines. However, there is limited knowledge about family member's involvement in the patient care process during interprofessional education in clinical settings.</div></div><div><h3>Aim</h3><div>This study aimed to explore family members’ experience of involvement in the patient care process on an interprofessional training ward.</div></div><div><h3>Method</h3><div>An inductive content analysis was applied on data from individual interviews with 19 family members of patients admitted to an interprofessional training ward.</div></div><div><h3>Results</h3><div>Family members experienced that they had to be involved in the patient care process to bridge knowledge between the patient and the interprofessional student team in order to influence healthcare and have control over the situation. Moreover, they wanted to be acknowledged as family members and needed transparency in the patient care process. Family members' involvement was governed by the patient's needs and influenced by the degree of trust in the interprofessional student team.</div></div><div><h3>Conclusion</h3><div>Interprofessional education activities should focus more on family members’ involvement in the interprofessional training ward.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100742"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of interprofessional education perceptions at the team level: A study across three student cohorts","authors":"Tina Gunaldo ,&nbsp;Kelsey Witmeier ,&nbsp;Harun Mazumder ,&nbsp;Sharon Duffy ,&nbsp;Colette Baudoin ,&nbsp;Henry Sauviac ,&nbsp;Susanne Straif-Bourgeois ,&nbsp;Scott Edwards","doi":"10.1016/j.xjep.2025.100741","DOIUrl":"10.1016/j.xjep.2025.100741","url":null,"abstract":"<div><div>The interprofessional education (IPE) literature showcases many studies reporting results at the all-student and academic program levels. However, if the purpose of <span>IPE</span> is to develop collaborative-practice ready professionals, analysis at the team level would better support the advancement of the <span>IPE</span> literature and future health care goals. Pre-licensure students engaged in a two-year IPE curriculum and individually completed the Student Perceptions of Interprofessional Clinical Education-Revised survey, version 2 (SPICE-R2), at the end of the first and second year. Teams were comprised of health profession students from 12 academic programs associated with the university. Exploratory and longitudinal analyses of the change in mean SPICE-R2 scores from post-year 1 and post-year 2 were conducted. Overall positive changes were seen at the all-student level. However, exploration at a team level revealed more divergent outcomes. Further research into the determinants of these team-level disparities is required to improve IPE curriculum design.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"39 ","pages":"Article 100741"},"PeriodicalIF":0.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric evaluation of scales assessing interprofessional practice attitudes and skills for collaborative classroom-based language intervention","authors":"Gerard H. Poll ,&nbsp;Tracey K. Hoffman","doi":"10.1016/j.xjep.2025.100739","DOIUrl":"10.1016/j.xjep.2025.100739","url":null,"abstract":"<div><h3>Background</h3><div>Developing professionals’ skills for interprofessional practice is critical for both healthcare and educational settings. To refine interprofessional education curricula, validated outcome measures are needed.</div></div><div><h3>Purpose</h3><div>This study evaluated the measurement properties of an item set for assessing attitudes toward school-based interprofessional practice, and used the scales to assess the attitudes of preservice teachers and preservice speech-language pathologists (SLPs).</div></div><div><h3>Method</h3><div>Forty-seven preservice teachers and preservice SLPs completed 18 rating scale items designed to assess their attitudes toward collaborating on language interventions in classrooms. Four sets of items were analyzed using Rasch techniques to determine their psychometric properties.</div></div><div><h3>Results</h3><div>Four unidimensional scales were identified, three with sufficient internal consistency. Preservice teachers and preservice SLPs attitudes were similar toward interprofessional practice, but differed in their perceived skills for classroom child language work.</div></div><div><h3>Conclusions</h3><div>Curricula designed to foster interprofessional skills can have a similar starting point for both preservice teachers and preservice SLPs, but preservice teachers may require more support to gain confidence in their ability to recognize children's language development.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100739"},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The state of interprofessional education within family medicine Graduate Medical Education: A 2022 CERA survey","authors":"Brooke Salzman ,&nbsp;Lauren Hersh ,&nbsp;Amy Cunningham ,&nbsp;Richard W. Hass","doi":"10.1016/j.xjep.2025.100738","DOIUrl":"10.1016/j.xjep.2025.100738","url":null,"abstract":"<div><h3>Background and purpose</h3><div>The need for interprofessional education (IPE) to enable effective team-based care has been well-established. This study describes IPE in family medicine residency programs and identifies barriers and facilitators to IPE implementation.</div></div><div><h3>Methods</h3><div>Ten survey questions addressing IPE were part of a national survey of family medicine residency program directors. Statistical analysis of survey data included chi-square analyses and descriptive statistics.</div></div><div><h3>Results</h3><div>The response rate was 42.18 % (286/678). Nearly 83 % of program directors agreed that IPE is essential to training competent family medicine physicians. Approximately 62 % reported learning objectives pertaining to interprofessional collaborative practice. Barriers to implementing IPE included lack of time and scheduling conflicts. Facilitators included ties with other health professions training programs and leadership support.</div></div><div><h3>Conclusion</h3><div>This survey demonstrated interprofessional collaborative practice as a highly valued component of family medicine training; yet shows a need for deliberately designed IPE with explicit learning objectives and competency-based assessment strategies.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100738"},"PeriodicalIF":0.0,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143422624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional quality improvement simulation: A virtual simulation activity for geographically distributed learners","authors":"Joshua D. Hamer ,&nbsp;Roma Nayyar ,&nbsp;Sudha Yarlaggadda ,&nbsp;Kelley Arredondo ,&nbsp;Judith Pechacek ,&nbsp;Molly J. Horstman ,&nbsp;Kyler M. Godwin","doi":"10.1016/j.xjep.2024.100737","DOIUrl":"10.1016/j.xjep.2024.100737","url":null,"abstract":"<div><div>There is a recognized need for distance learning approaches to overcome barriers to traditional QI training. Virtual learning environments present challenges for delivering interprofessional learning activities. Therefore, we drew from the knowledge of subject matter experts in education, distance learning, and team science to appropriately adapt a QI simulation for the virtual environment as part of a national QI training program. The virtual simulation integrated aspects of team development (i.e., team formation, communication, designation of team member roles, developing a team charter) into the Model for Improvement to train geographically distributed fellows. The developmental strategy of the simulation activity was guided by a learner-centered design approach such that expected outcomes and behaviors of the learning activity were identified <em>a priori</em>. The activity garnered good participant responsiveness from interdisciplinary postdoctoral learners (Advanced Practice Nurse Practitioners, Registered Nurses, Pharmacists, Physicians, Clinical Psychologists, Licensed Clinical Social Works, other clinical and postdoctoral healthcare trainees) such that 81 % (<em>n</em> = 54) of learners’ responses on a 5-point Likert scale (1 = Poor, 5 = Very Well) indicated the learning activity was effective at helping them improve their knowledge of principles and tools to enhance team performance and data utilization. This adaptation of a QI learning activity fostered QI competence among a group of nationally distributed interprofessional fellows.</div></div><div><h3>Format</h3><div>Flexible hybrid virtual and/or in-person activity, small group simulation activity, large group discussion, and large group debrief.</div></div><div><h3>Target audience</h3><div>Interprofessional QI trainees that range from beginner to intermediate levels of experience using QI methodologies.</div></div><div><h3>Objectives</h3><div>By the end of this activity, learners will be able to:<ul><li><span>1.</span><span><div>Apply improvement principles and tools to improve team performance</div></span></li><li><span>2.</span><span><div>Utilize effective team-building and communication strategies for improvement work</div></span></li><li><span>3.</span><span><div>Interpret data to guide improvement in team performance</div></span></li></ul></div><div><ul><li><span>1.</span><span><div>Apply improvement principles and tools to improve team performance</div></span></li><li><span>2.</span><span><div>Utilize effective team-building and communication strategies for improvement work</div></span></li><li><span>3.</span><span><div>Interpret data to guide improvement in team performance</div></span></li></ul></div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100737"},"PeriodicalIF":0.0,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving chronic care management through asynchronous telehealth simulations","authors":"Angela L. Goodhart ,&nbsp;Jennifer Momen","doi":"10.1016/j.xjep.2024.100736","DOIUrl":"10.1016/j.xjep.2024.100736","url":null,"abstract":"<div><div>Interdisciplinary approaches to chronic care have been shown to improve health outcomes both in person and via telehealth. This article details a replicable activity involving telehealth simulations with asynchronous collaboration between student pharmacists and student physician assistants in an interprofessional activity focusing on chronic care management between the Physician Assistant and Doctor of Pharmacy programs. The activity consisted of six standardized patient encounters with components of asynchronous communication between each series of encounters. Qualitative data was analyzed for emerging themes as well as for predefined themes corresponding to the four Interprofessional Education Collaborative core competencies for interprofessional education: <em>roles and responsibilities</em>, <em>teamwork</em>, <em>communication</em>, and <em>values and ethics</em>. The asynchronous interprofessional chronic care management telehealth simulation was well received by students in both programs and allowed learners to practice providing virtual care and collaborating as part of a team in a realistic manner, strengthening the competencies of teamwork and communication.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"38 ","pages":"Article 100736"},"PeriodicalIF":0.0,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"National Academies of Practice (NAP) comments on file code CMS-1807-P","authors":"Joanne M. Wisely","doi":"10.1016/j.xjep.2024.100731","DOIUrl":"10.1016/j.xjep.2024.100731","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100731"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"NAP 2025 annual meeting & forum: Igniting interprofessional collaboration!","authors":"Marty Sexton,&nbsp;Joseph LaRochelle","doi":"10.1016/j.xjep.2024.100733","DOIUrl":"10.1016/j.xjep.2024.100733","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100733"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"NAP's national survey of workplace mental health and well-being","authors":"Neil J MacKinnon PhD, FASHP, FCSHP, FNAP,&nbsp;Preshit Ambade DrPH","doi":"10.1016/j.xjep.2024.100732","DOIUrl":"10.1016/j.xjep.2024.100732","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"37 ","pages":"Article 100732"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}