Journal of Interprofessional Education and Practice最新文献

{"title":"Exploring the implementation of the Stages2Engage model to support collaborative relationships with families: interprofessional views","authors":"Clare Carroll","doi":"10.1016/j.xjep.2025.100771","DOIUrl":"10.1016/j.xjep.2025.100771","url":null,"abstract":"<div><h3>Purpose</h3><div>The implementation of evidence-based practices is important. This study explored how an evidence-informed model to support integrated working with children with disabilities could be used in interprofessional practice.</div></div><div><h3>Method</h3><div>Fifty-one professionals completed a survey during interprofessional training focused on understanding and exploring relationship building between professionals and families. Analysis involved descriptive statistics and qualitative content analysis.</div></div><div><h3>Results</h3><div>The professionals shared how they expect families to demonstrate participation in intervention and what the theoretical model means in their local context. The model, Stages2Engage, could provide a framework for engagement and collaborative working with families and be used to reflect on relationships.</div></div><div><h3>Discussion</h3><div>This research indicates that the exploration stage of implementation research is fundamental to understand the perspectives of the people who will use the model. However, further exploration is required to guide the implementation of the model, and to learn from the team after time to reflect on the training.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100771"},"PeriodicalIF":0.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145265841","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":"Factors affecting Inter-Professional Collaboration (IPC) in a Community Hospital (CH) in Singapore using measurement by Collaborative Practice Assessment Tool (CPAT)","authors":"Jong Yi Foo ,&nbsp;Ginny Si Min Quek ,&nbsp;Sharna Si Ying Seah ,&nbsp;Chong Yau Ong ,&nbsp;Junjie Aw ,&nbsp;Yu Xian Loo","doi":"10.1016/j.xjep.2025.100768","DOIUrl":"10.1016/j.xjep.2025.100768","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100768"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219131","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":"Factors influencing teamwork in a paediatric interventional radiology team","authors":"Dimitri A. Parra ,&nbsp;Linda M. Jones","doi":"10.1016/j.xjep.2025.100770","DOIUrl":"10.1016/j.xjep.2025.100770","url":null,"abstract":"<div><h3>Background</h3><div>Successful interprofessional teamwork is fundamental for safe and high-quality healthcare. Teamwork enablers and barriers have been studied in settings such as operating rooms but there are few studies in interventional radiology. Relevant factors include communication, stress, and clinical complexity.</div></div><div><h3>Objectives</h3><div>To determine factors influencing teamwork in a paediatric interventional radiology team, compare them with the existing literature, and identify improvement opportunities.</div></div><div><h3>Materials and methods</h3><div>A qualitative case study was performed. Data was gathered using semi-structured interviews, followed by a validated online survey. Registered nurses, medical radiation technologist, physicians and administrative staff were included. An inductive approach was utilized to perform a thematic analysis, assisted by the NVivo 12 data organization software.</div></div><div><h3>Results</h3><div>All professional groups were represented in 17 interviews and 20 survey replies. Seven themes were identified: functional teamwork; communication; stress and patient complexity; learning opportunities; processual complexities; organizational support; and hierarchy. Teamwork enablers were adequate team function, collegiality, and collaboration; and barriers were communication issues, stress, and lack of feedback. Improvement opportunities included team building activities and interprofessional learning. There were differences in the perception of team performance in different professional groups, with registered nurses having the lower perception of communication.</div></div><div><h3>Conclusion</h3><div>Factors influencing teamwork found in the paediatric interventional radiology team studied were similar to those reported in the literature for the operating rooms including, communication, collaboration, stress, and hierarchy. Awareness of these factors is crucial for patient safety, job satisfaction, productivity, and team function. Different professional groups have diverse perceptions and challenges. Teamwork improvement strategies require multilayer interventions at the personal, team and institutional level.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100770"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219603","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":"The perspectives of healthcare professionals regarding interprofessional collaboration among three tertiary hospitals in the Tshwane district, Gauteng","authors":"Nontembiso Magida ,&nbsp;Kirsten Hellberg ,&nbsp;Charmari Kotze ,&nbsp;Kgopotso Mathume ,&nbsp;Thuto Molapo ,&nbsp;Lara Moolman ,&nbsp;Bianke Schoeman ,&nbsp;Marien Alet Graham","doi":"10.1016/j.xjep.2025.100769","DOIUrl":"10.1016/j.xjep.2025.100769","url":null,"abstract":"<div><div>Healthcare professionals' perspectives on interprofessional collaboration differ, although structured organisational environments and professional relationships remain essential for quality healthcare. We aimed to determine healthcare professionals' perspectives regarding interprofessional collaboration in tertiary hospitals in Gauteng, South Africa. Healthcare professionals older than 18 participated in this cross-sectional survey, conducted in Tshwane district. Snowball sampling recruited registered healthcare professionals who worked more than a week at the participating hospitals. A Google link with a consent form and questionnaire was shared with departmental heads to share with their co-workers; 77 people completed the questionnaires. All ethical principles were followed. Statistical Package for Social Science version-27 analysed data. A five-point Likert scale determined perspectives of healthcare professionals’ level of collaboration. A signed-rank test determined the significant difference between hospitals' personal and organisational factors. The participants perceived personal relationships among healthcare professionals as better than the organisational environment in interprofessional collaboration. The organisational environment requires improvement for better collaboration.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100769"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219130","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":"A qualitative exploration of music therapy and physical therapy co-treatment: Joining forces to treat individuals with late-stage Huntington's disease","authors":"Elizabeth Ulanowski ,&nbsp;Megan Danzl ,&nbsp;Jenny Branson ,&nbsp;Alyssa Patton ,&nbsp;Alex Thompson ,&nbsp;Lisa Popson ,&nbsp;Katie Starr","doi":"10.1016/j.xjep.2025.100766","DOIUrl":"10.1016/j.xjep.2025.100766","url":null,"abstract":"<div><h3>Background</h3><div>There is no research exploring music therapy and physical therapy co-treatment in Huntington's disease (HD).</div></div><div><h3>Purpose</h3><div>This qualitative descriptive study describes a music therapy and physical therapy co-treatment approach for individuals with late stage HD.</div></div><div><h3>Method</h3><div>Ten individuals in a long-term care facility were evaluated by a Physical Therapist (PT) and Music Therapist-Board Certified (MT-BC) with a follow-up of functional movements under 3 conditions: physical therapy, physical therapy with simple rhythmic cue, and physical therapy with melodic rhythmic cue. Participant observations and semi-structured interviews with the PT and MT-BC were conducted and analyzed.</div></div><div><h3>Discussion</h3><div>Two themes emerged: 1) two parts make a whole (subthemes: novice versus expert, knowledge of the other, interprofessional respect, professional comfort zone), 2) symbiotic interactions (subthemes: collaborative goal-directed preparation, co-direction of intervention, co-treatment cueing).</div></div><div><h3>Conclusions</h3><div>This work illuminates the value of a PT and MT-BC interprofessional collaboration with the late stage HD population in long-term care and identifies key variables for patient care and future research.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100766"},"PeriodicalIF":0.0,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219069","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":"Patient and staff perceptions of transdisciplinary stroke assessment: Insights into experience, team trust, and confidence in each other from a mixed method study","authors":"Aleysha K. Martin ,&nbsp;Theresa L. Green ,&nbsp;Alexandra L. McCarthy ,&nbsp;P Marcin Sowa ,&nbsp;E-Liisa Laakso","doi":"10.1016/j.xjep.2025.100767","DOIUrl":"10.1016/j.xjep.2025.100767","url":null,"abstract":"<div><div>Transdisciplinary models of care combine clinical knowledge and skills from multiple disciplines and can help healthcare teams reorganise and optimise service delivery. However, there are many factors that could impact the success of transdisciplinary initiatives. The aim of the study was to understand factors impacting the implementation of a transdisciplinary stroke assessment by allied health professionals. A mixed-method exploratory design was used. Surveys, focus groups and individual interviews were completed at multiple time points. Data analysis was completed in two stages. First, key survey results were descriptively summarised for presentation in focus groups and interviews. Second, inductive content analysis was completed with NVivo 12 Plus software. Patient experience with the assessment was related to repetition, length, and thoroughness. Staff were satisfied with using the transdisciplinary assessment due to workload-sharing benefits. The main reasons for team trust were the consistency of assessment administration and results (i.e., trust in each other), perceived benefits of the transdisciplinary assessment (i.e., trust in the assessment), and facilitators such as prospective conversations about trust. Staff confidence in their own and other's ability to safely and effectively use the transdisciplinary assessment was linked to competence and supported by training, observation of colleagues, and familiarity with assessment tasks. The study provides important insights that could inform the planning and implementation of future transdisciplinary approaches in healthcare settings.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100767"},"PeriodicalIF":0.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219070","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":"Perceived use, effectiveness and barriers of interprofessional interventions in an integrated Canadian trauma system: A practice survey","authors":"Alexandra Lapierre ,&nbsp;Mélanie Bérubé ,&nbsp;Valérie Turcotte ,&nbsp;Marianne Giroux ,&nbsp;Fabian Severino ,&nbsp;Liane Boisvert ,&nbsp;David Williamson ,&nbsp;Éric Mercier ,&nbsp;Andréane Richard-Denis ,&nbsp;Lynne Moore","doi":"10.1016/j.xjep.2025.100763","DOIUrl":"10.1016/j.xjep.2025.100763","url":null,"abstract":"<div><h3>Background</h3><div>Effective interprofessional collaboration (IPC) is crucial for trauma care, but professionals often work in silos, leading to fragmented care. Interprofessional interventions can enhance IPC and trauma care quality, but their implementation and stakeholders' preferences are not well understood. We aimed to assess the perceived use, effectiveness, and barriers of interprofessional interventions in an integrated trauma system.</div></div><div><h3>Methods</h3><div>We conducted a cross-sectional survey across level I to III trauma centers within a Canadian trauma system (n = 33). The survey was emailed to trauma program managers or medical directors, who forwarded it to their trauma committee members. The survey included 17 interprofessional interventions categorized into practice, education, and organization. Responses were analyzed using descriptive statistics and thematic analysis.</div></div><div><h3>Results</h3><div>79 % of trauma centers responded (n = 26/33), including 10 level I-II and 16 level III centers, with 1–9 participants per center (n = 76). The most commonly used interventions were practice-based, including patient-centered care (72 %), interprofessional protocols (70 %), and trauma team activation protocols (61 %). Educational interventions (13–28 %, e.g., simulation) and organizational interventions (4–58 %, e.g., specialized teams, clinical pathways) were less common. Highly effective interventions were primarily organizational (93–98 %, e.g., specialized teams), with some practice-based (92–95 %, e.g., debriefing) and one educational (91 %, simulation) intervention. Barriers included limited resources, time constraints, and team instability.</div></div><div><h3>Conclusion</h3><div>Our survey revealed variability in interprofessional interventions within a Canadian trauma system, with some perceived as highly effective but underutilized. We also identified barriers to implementation, guiding future efforts to improve trauma care through interprofessional strategies.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100763"},"PeriodicalIF":0.0,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996765","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":"Exploring interprofessional collaboration practices in dementia day centers","authors":"Nomiki Karpathiou ,&nbsp;Areti Efthymiou ,&nbsp;Eleni Dimakopoulou ,&nbsp;Xanthi Arampatzi ,&nbsp;Evangelia-Antonia Efstratiadou ,&nbsp;Panagiota Zoi ,&nbsp;Paraskevi Sakka","doi":"10.1016/j.xjep.2025.100764","DOIUrl":"10.1016/j.xjep.2025.100764","url":null,"abstract":"<div><h3>Background</h3><div>The growing prevalence of dementia due to population ageing has increased the demand for comprehensive, high-quality care. Interprofessional collaboration (IPC) has been shown to enhance outcomes for people with dementia, yet its implementation varies across settings. Dementia day centers provide a unique opportunity to examine IPC in practice within coordinated, multi-professional care environments.</div></div><div><h3>Objectives</h3><div>The study aimed to evaluate the extent to which professionals working in dementia day centers adhere to IPC standards and explore whether demographic and employment-related factors influence perceived adherence to these standards.</div></div><div><h3>Methods</h3><div>A questionnaire evaluating adherence to IPC standards was administered to 50 healthcare professionals. Multiple linear regression analysis was conducted to examine the association between adherence to IPC standards and participants' characteristics. The Friedman test was employed to compare the questionnaire's subscales and the Kruskal-Wallis test to compare perceived adherence to standards across demographic and employment-related subcategories. Responses to two open questions were analyzed using thematic analysis.</div></div><div><h3>Results</h3><div>Thirty-four professionals responded to the survey. Employment facility significantly contributed to the prediction of the regression model. Overall, participants had a positive perception of the adherence of clinical practices to IPC standards. Notably, role delineation was identified as a major IPC barrier.</div></div><div><h3>Conclusion</h3><div>This study supports the use of an IPC evaluation tool in day centers for identifying and addressing areas of low compliance to standards and maximize benefits for patients and healthcare professionals. IPC practices may vary across clinical settings even within the same organization.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100764"},"PeriodicalIF":0.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144916543","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":"Impact of an innovative curriculum on medical student preparedness for interprofessional practice","authors":"Andrew Brown ,&nbsp;Dana Clifton ,&nbsp;Catherine Hart ,&nbsp;Tracy Truong ,&nbsp;Samrat U. Das","doi":"10.1016/j.xjep.2025.100762","DOIUrl":"10.1016/j.xjep.2025.100762","url":null,"abstract":"<div><div>Interprofessional education (IPE), defined by the World Health Organization as a process that “occurs when students from two or more professions learn about, from, and with each other”¹ is well-established as an important contributor to improving collaborative care and patient outcomes. However, strong evidence for specific interventions to foster IPE in the clinical setting is currently lacking. The goals of our curriculum are to expose medical students to the value of IPE and improve their knowledge about and attitudes towards the roles and responsibilities of other non-physician healthcare professionals in a real clinical environment.</div><div>Students identified two non-physician healthcare professionals involved in the care of patients they were responsible for, observed them in the clinical environment, and interviewed them. Students completed a pre- and post-curriculum survey including the Nebraska Interprofessional Education Attitudes Scale (NIPEAS). Wilcoxon signed rank test was used to compare responses and account for paired data. Student ability to correctly identify appropriate collaborators, as determined by the authors, was compared before and after the activity. All rotating students wrote individual and small group reflections during structured debrief sessions, and the session moderator documented highlights of these whole group sessions. Each debrief session was attended by at least four non-physician healthcare professionals who spoke about their roles and answered any questions from the medical students. A constant comparative multi-reviewer process was utilized for qualitative analysis to develop and finalize major themes.</div><div>Statistically significant improvements occurred in 9 of 19 NIPEAS items in the post-curriculum survey compared to pre-curriculum. Following the IPE curriculum, students were better able to identify appropriate collaborators in patient care. To explore potential ways to improve patient care and outcomes, the qualitative analysis identified key themes from the debrief sessions following the implementation of the interprofessional education curriculum. These themes included the diversity of expertise, collaborative care, mutual respect, comprehensive or holistic care, and a deeper understanding of roles. Additional themes highlighted the importance of improved communication, an environment conducive to learning, innovation, inclusivity, and the challenges inherent in these processes.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100762"},"PeriodicalIF":0.0,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144891991","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":"Investigating Interprofessional Education (IPE) Faculty Development Programs within United States IPE Centers","authors":"Cheryl Babin ,&nbsp;Yasser Salem ,&nbsp;Beth Davis","doi":"10.1016/j.xjep.2025.100761","DOIUrl":"10.1016/j.xjep.2025.100761","url":null,"abstract":"<div><h3>Purpose</h3><div>Interprofessional education (IPE) faculty development is vital for fostering IPE and collaborative practice initiatives. To our knowledge, there are no original research studies that describe the IPE faculty development in U.S. IPE Centers. The purpose of this study is to identify, describe, and expand the knowledge on IPE faculty development programs occurring within current IPE Centers in the U.S. through evidence-based research.</div></div><div><h3>Methods</h3><div>An electronic survey was distributed by email to 185 contacts for IPE Centers listed on the National Center for Interprofessional Practice and Education website. Descriptive statistics were performed on all closed-ended questions. The authors identified respondents’ open-ended comments and major thematic areas.</div></div><div><h3>Results</h3><div>Out of 169 deliverable emails, 70 responded to the survey and 57 met the inclusion criteria and completed the survey. Thirty-seven respondents (65 %) indicated that their institution/organization have a central IPE office and have dedicated staff/personnel. Thirty-eight respondents (67 %) reported that their institution/organization has an IPE faculty development program/activities. Almost all respondents (94 %) reported including training in the IPEC Core Competency areas. Length, format, and assessment results were varied.</div></div><div><h3>Conclusions</h3><div>This study provides valuable insights about IPE faculty development programs in the U.S. that may guide existing and developing IPE faculty development programs. The findings highlight the importance of institutional/organizational support, coordination mechanisms, and the need for standardized assessments in advancing the goals of IPE. Authors provide recommendations that may enhance the development, implementation, and sustainability of IPE faculty development.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100761"},"PeriodicalIF":0.0,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144713444","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}