Journal of Interprofessional Education and Practice最新文献

{"title":"Enhancing interprofessional teaming and communication through a standardized patient tele-health simulation","authors":"S. Renee Hodgkins ,&nbsp;Ashley Counts ,&nbsp;Ashley Crowl-Glissman ,&nbsp;Delois Meyer Laverentz ,&nbsp;Jessica Kalender-Rich ,&nbsp;Kristy Johnston","doi":"10.1016/j.xjep.2026.100799","DOIUrl":"10.1016/j.xjep.2026.100799","url":null,"abstract":"<div><div>Telehealth is becoming a common healthcare service. To address the need for training in this area during the pandemic, we developed a learning activity wherein learners demonstrate interprofessional communication and teamwork via a simulated educational telehealth encounter. This learning activity includes over 355 learners from six professional programs including: clinical laboratory sciences, health administration, medicine, nursing, pharmacy, and respiratory therapy. The objectives of the simulation were to demonstrate an effective huddle, assign a leader, inclusion of each profession in creating the care plan, and use of closed-loop communication. An implicit objective is for the learners to include the patient's feedback in the care plan. Evaluation of the simulation was two-fold. First, faculty used an online observational tool during the simulation to assess the learner team performance during the event. Second, learners completed a satisfaction survey after the simulation. The observational tool revealed that the majority of the teams performed at the “better than average” or “excellent” range in all TeamSTEPPS® domains as defined by the Performance Assessment for Communication and Teamwork Evaluation tool (PACT). A satisfaction survey was evaluated quantitatively for the Likert-scale questions and qualitatively using a content analysis of the open-ended question in the survey. Survey quantitative data showed the telehealth simulation was valuable, and qualitative data showed that learners perceived improved skills in Teamwork &amp; Collaboration with increased confidence and comfort in working in interprofessional teams.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100799"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077461","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":"Examining the content validity and reliability of the Interprofessional Competencies Tool (ICT)","authors":"Lisa A. Salvati ,&nbsp;Margaret C. de Voest ,&nbsp;Sarah B. Hinkley ,&nbsp;Susan J. Owens ,&nbsp;Andrew D. Booth ,&nbsp;Matthew T. Emery ,&nbsp;Jennifer K. Sansom ,&nbsp;Greg S. Wellman","doi":"10.1016/j.xjep.2026.100801","DOIUrl":"10.1016/j.xjep.2026.100801","url":null,"abstract":"<div><div>Interprofessional education (IPE) is a requirement of many health professions programs, but further work is needed to assess interprofessional competencies of health professional students. The Interprofessional Competencies Tool (ICT) was developed mirroring the Pharmacist Interprofessional Competencies Tool, a previously validated IPE assessment tool for pharmacy students. The objective of this study was to establish content validity of the ICT and to assess inter-rater reliability (IRR) using intraclass correlation coefficients (ICC) at the level of individual raters, with evaluators and students representing a range of health professions. The ICT has five interprofessional criterion (“Teamwork and Collaboration,” “Ownership of Profession,” “Respect and Ethical Practice,” “Effective Communication,” and “Application of Knowledge and Skills”) and four competency levels (“Unacceptable,” “Novice,” “Competent,” and “Proficient”). Ten healthcare professionals representing six unique professions evaluated six video-recorded interprofessional learning activities, which included 21 students studying four different health professions. The ICT showed good reliability for assessing interprofessional competencies in a variety of health professions students. The individual item ICC were good to excellent, with “Respect and Ethical Practice” being fair. Measures of IRR for one single rater of any profession serving as the sole evaluator for any given student of any profession would be considered poor. Further exploration of improving assessment practices between health professions is needed to provide accurate feedback for a variety of health professional students.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100801"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077462","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":"Addressing hospital malnutrition in people living with dementia: An innovative interprofessional curriculum","authors":"Serena P. Wong ,&nbsp;Kathryn N. Porter Starr ,&nbsp;Jill Brennan-Cook ,&nbsp;Elizabeth Brown ,&nbsp;Melanie Bunn ,&nbsp;Mary Ann Eller ,&nbsp;Mara Sanchez ,&nbsp;Angela Webb ,&nbsp;Mitchell T. Heflin","doi":"10.1016/j.xjep.2025.100798","DOIUrl":"10.1016/j.xjep.2025.100798","url":null,"abstract":"<div><div>A course was developed for interprofessional health professions learners (including pre-licensure students from the medical, physician assistant, nursing, physical therapy, occupational therapy, and speech-language pathology programs, and geriatric medicine fellows) to recognize and reduce risk for malnutrition in hospitalized patients with dementia. Four sessions were developed, each with pre-session didactics, in-person small-group activities, and large-group debriefs. Small-group activities focused on clinical skill development and interprofessional socialization. Each of the sessions had one topic of focus: approach to care for people living with dementia, addressing malnutrition in the hospital, supporting caregivers, and interprofessional practice and communication.</div><div>Over the first four years of offering the course, one hundred learners registered for the program, and 39 completed both the pre-and post-assessments. Outcomes included improvement in knowledge about dementia and malnutrition, implementation of clinical practice changes to reduce malnutrition risk, and improvement in measures of interprofessional practice. These were assessed by adapting items from three validated questionnaires: the Malnutrition Knowledge and Awareness Test, the Dementia Knowledge Assessment Scale, and the Interprofessional Socialization and Valuing Scale. Key components for the success of this program include interprofessional faculty and learner groups, hands-on skills development, and a patient-centered focus.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"42 ","pages":"Article 100798"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977847","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":"2025-12-01","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":"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":"2025-12-01","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":"Experiences and motivations of community volunteers engaging with a longitudinal experiential interprofessional education program","authors":"Kathryn Nunes,&nbsp;Nethra S. Ankam,&nbsp;Anne B. Mitchell,&nbsp;Brooke Salzman,&nbsp;Shreyas Chandragiri,&nbsp;Eleanor Matthews,&nbsp;Richard W. Hass,&nbsp;Maria Brucato","doi":"10.1016/j.xjep.2025.100772","DOIUrl":"10.1016/j.xjep.2025.100772","url":null,"abstract":"<div><div>This mixed-methods study investigated the motivations and experiences of Health Mentors (HMs), community volunteers with chronic health conditions who participated in the Health Mentors Program at Thomas Jefferson University (HMP). During the 18-month three-module program, HMs work with interprofessional teams of healthcare students as they learn about teaming principles and experiences of patients living with chronic conditions. 73 HMs whose time volunteering for HMP ranged from 1 to 15 years completed a survey following module 2 in the Spring of 2020. The survey consisted of quantitative and qualitative questions regarding why they participate, their experiences with the program, and its impacts on them—if any. Directed content analysis was conducted on open-ended responses. Results from a mixed-method triangulation analysis indicated that when responding through a quantitative Likert scale, most HMs reported no changes to their health as a result of participating in HMP. However, through open-ended responses, approximately half of HMs shared that participating in HMP resulted in new or reinforced current understanding of their health or their ability to improve it. Reasons for volunteering for the program included: to support student learning, for their own enjoyment, and to benefit future patients. This study contributes to our understanding of HMs’ motivations for engaging with interprofessional education, which can inform the recruitment and retention of community volunteers for sustainability and design improvement of IPE programs.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100772"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319920","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":"2025-12-01","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":"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":"2025-12-01","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":"Allied health student engagement in interprofessional education and collaborative practice on profession-specific clinical placements","authors":"Susan Stoikov ,&nbsp;Cate Fitzgerald ,&nbsp;Susan Waller ,&nbsp;Kassie Shardlow","doi":"10.1016/j.xjep.2025.100777","DOIUrl":"10.1016/j.xjep.2025.100777","url":null,"abstract":"<div><h3>Introduction</h3><div>Health professional student engagement in interprofessional learning (IPL) activities on clinical placements is reported to enhance student readiness to meet the needs of consumers. There is currently limited understanding of how frequently students participate in IPL within health care settings.</div></div><div><h3>Purpose</h3><div>The study had three objectives. Firstly, investigate whether allied health students participated in identified interprofessional collaborative practice (IPCP) activities and identified interprofessional education (IPE) activities on clinical placement. Secondly, identify the frequency of their participation in these activities and thirdly whether variation in participation in IPE and IPCP occurred across metropolitan and non-metropolitan health services and clinical practice areas.</div></div><div><h3>Method</h3><div>An evidence-informed survey was designed via a modified Delphi process and administered to allied health students during their last week of placement within the final years of their degrees. Data were analysed via descriptive statistics and non-parametric analysis.</div></div><div><h3>Results</h3><div>A total of 223 allied health students participated in the study with most students reporting that they participated in IPCP (96.9 %) and/or an IPE activity (93.7 %) at least once per placement. However, participation in specific IPCP and IPE activities is infrequent. Variability in the frequency of participation in IPCP and IPE was evidenced across clinical practice areas and geographical locations with participation higher in non-metropolitan localities.</div></div><div><h3>Conclusion</h3><div>Clinical placements offer allied health students opportunities for IPCP and IPE, but the frequency of participation is low. Enhancing supervisor support and collaboration across stakeholders could be key to improving student engagement in IPE and IPCP across geographical locations and clinical practice areas.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100777"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361561","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":"Establishing content validity of the Creighton Interprofessional Collaborative Evaluation (C-ICE) 2.0 instrument to assess interprofessional team behaviors","authors":"Lindsay Iverson ,&nbsp;Julia Shin ,&nbsp;Cassie Eno ,&nbsp;Julie Peterson ,&nbsp;Kimberley Begley ,&nbsp;Ann Ryan-Haddad ,&nbsp;Katie Zander ,&nbsp;Lisa Benson-DeVries ,&nbsp;Jack Taylor","doi":"10.1016/j.xjep.2025.100791","DOIUrl":"10.1016/j.xjep.2025.100791","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100791"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623224","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}