Journal of Interprofessional Education and Practice最新文献

{"title":"National Academies of Practice Announces Leadership Transition and 2025 Award Winners","authors":"Jess Campbell","doi":"10.1016/j.xjep.2025.100745","DOIUrl":"10.1016/j.xjep.2025.100745","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100745"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684206","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 position statement: Access to healthcare","authors":"Melanie Bowzer","doi":"10.1016/j.xjep.2025.100744","DOIUrl":"10.1016/j.xjep.2025.100744","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100744"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684207","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":"Lessons from the 2025 National Academies Of Practice Keynote: “Strategic interprofessional Impact: Stories from the field”","authors":"Teresa Wagner","doi":"10.1016/j.xjep.2025.100758","DOIUrl":"10.1016/j.xjep.2025.100758","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100758"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684229","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":"Contextualizing interprofessional competencies in the Balkans: Healthcare workers’ understanding of the concepts based on an existing framework and a self-report instrument","authors":"Ruhija Hodza-Beganovic ,&nbsp;Peter Berggren ,&nbsp;Samuel Edelbring","doi":"10.1016/j.xjep.2025.100787","DOIUrl":"10.1016/j.xjep.2025.100787","url":null,"abstract":"<div><div>This paper emphasizes adapting frameworks for interprofessional collaboration (IPC) from high-income settings to culturally distinct, resource-constrained regions. We adapted and validated the Interprofessional Education Collaborative (IPEC) competency framework within a Balkan healthcare context facing systemic, educational, and financial challenges. Frameworks such as IPEC may not fully capture contextual nuances in lower-middle-income countries (LMICs). Therefore, we examined how the IPEC framework could be culturally adapted for healthcare workers in the Balkans. A convergent mixed-methods design was employed, involving two interprofessional workshops and a follow-up survey. Healthcare workers from Bosnia and Herzegovina, Montenegro, and Kosovo participated in reflective discussions and prioritized competencies from the original 38-item IPEC instrument. The adapted instrument (IPEC-21B) was evaluated for psychometric reliability and contextual relevance and proved to be both valid and practical due to its shorter format. The instrument measured attitudes toward IPC and encouraged critical dialogue about hierarchy, communication, and shared roles, positioning it as both an assessment tool and a catalyst for professional learning. The results demonstrate how an adapted survey on IPC foster systemic thinking and professional development provides a tool for increased awareness. By retaining all core IPEC domains, IPEC-21B provides a tool for increasing awareness and developing interprofessional competencies in a way that aligns with local cultural and educational needs in settings with limited traditions of interprofessional practice. Tailoring an IPC instrument to local contexts enhances healthcare workers’ understanding of collaboration and may improve patient outcomes and care equity. The participatory adaptation process emphasizes embedding dialogue and shared understanding into interprofessional education and assessment in LMICs.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100787"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684228","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":"2025-12-01","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":"Interprofessional treatment of brain injury utilizing a Computer Assisted Rehabilitation Environment (CAREN): A short report","authors":"Christina Esposito ,&nbsp;Colette F.H. Stenz ,&nbsp;Celeste Delap ,&nbsp;Kate L. Jansen ,&nbsp;Sharon Edwards ,&nbsp;Alison De la Montaigne","doi":"10.1016/j.xjep.2025.100782","DOIUrl":"10.1016/j.xjep.2025.100782","url":null,"abstract":"<div><div>Integrated care models are recommended for patients with brain injury due to multidisciplinary rehabilitation needs. A Collaborative Care Model (CCM) (i.e., behavioral health, occupational therapy, optometry, physical therapy, and speech-language pathology) for brain injury treatment that utilizes a Computer-Assisted Rehabilitation Environment (CAREN) system is a novel interprofessional approach. This report seeks to add to current literature on the use of CAREN systems with patients with TBI within a CCM. A case study provides proof of concept in integrated treatment of brain injury patients with the CAREN system, describing improvements in functional outcomes including gait, balance, and coping. Further evaluation of the model is warranted for a variety of brain injury presentations.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100782"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579044","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":"Pediatric Code White! - Interprofessional collaboration in the management of youths who are agitated: a simulation pilot","authors":"Shirley Quach ,&nbsp;Arden Azim ,&nbsp;James Leung ,&nbsp;Allison Sohanlal ,&nbsp;Sarah Patterson ,&nbsp;Bingxian Wang ,&nbsp;Sarah Wojkowski","doi":"10.1016/j.xjep.2025.100783","DOIUrl":"10.1016/j.xjep.2025.100783","url":null,"abstract":"<div><div>A pediatric pilot simulation for health profession students was offered as a 2-h workshop. This interprofessional educational (IPE) activity focused on interprofessional management of a youth who is agitated (YWA). The aim of the pilot was to improve students' comfort and preparedness for these situations. Enrolment was limited to 12 learners to maximize engagement, and 10 learners from five disciplines participated. To assess the pilot, learners were invited to complete surveys before and after the pilot simulation to share their experiences in engaging with patients and youths who were agitated. Likert median scores of learners' preparedness changed before and after the pilot, regarding their abilities to: 1) recognize signs of agitation (3.0 vs. 3.5, p = 0.06), maintain personal safety (2.5 vs 3.0, p = 0.008), de-escalate the situation (2.0 vs 3.0, p = 0.002) and work with other health professionals (3 vs 4, p = 0.02). On a 7-point global change scale, learners had a positive change in their comfort level to interact with a YWA, ranging 5 (somewhat better) to 7 (much better). Learners' feedback showed that the pilot simulation gave them opportunities to work on several IPE domains listed in the Canadian Interprofessional Health Collaboratives' IPE Competency framework (<em>Team Communications, Collaborative Relationships, Collaborative Leadership</em> and <em>Team Functioning</em>). This <em>Pediatric Code White</em> pilot simulation enhanced learners' overall comfort and preparedness for working with YWA after this pilot simulation, satisfying the learning objectives of the knowledge and skills domains, and addressing several IPE competency domains. Understanding and managing the psychosocial care of youth in healthcare environments are an important and can positively inform learners’ future practices.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100783"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579042","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":"2025-12-01","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}

{"title":"Stroke Boot Camp: A collaborative interprofessional educational activity for nursing, occupational, physical, and speech therapy students","authors":"Mary Grace Yousef ,&nbsp;Jennifer Martin ,&nbsp;Alisa Woods ,&nbsp;Merri Leigh Johnson ,&nbsp;Noralyn Pickens","doi":"10.1016/j.xjep.2025.100775","DOIUrl":"10.1016/j.xjep.2025.100775","url":null,"abstract":"<div><div>Stroke rehabilitation inherently requires interprofessional collaboration. A health and wellness-focused, full-day Stroke Boot Camp offered a platform for students (n = 121) from four different professions and at various levels of training to work together on assessment and intervention for community-dwelling stroke clients and caregivers. Student learning and program objectives aligned with Interprofessional Education Collaborative competencies of values and ethics (specifically VE3), roles and responsibilities (RR1), and communication (C4). We evaluated our objectives using the Perception of Interprofessional Collaboration Model Questionnaire (PINCOM-Q) and the Creighton-Interprofessional Collaborative Evaluation (C-ICE). The program's quality improvement and client impact were evaluated through surveys and interviews. Results from the PINCOM-Q demonstrated an improved perception of motivation and organizational aspects of interprofessional teams; however, there was a reduction in professional power and group leadership after the Stroke Boot Camp. C-ICE scores were overall positive. Both measures highlighted areas for future IPE programming. Student feedback was instrumental in refining the program for future iterations. Clients and caregivers reported that the home health and wellness plans promoted healthy exercise and engagement in self-management activities.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100775"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361710","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 virtual pre-departure training program to prepare interprofessional rehabilitation teams for international service-learning experiences","authors":"Christienne L. Parten ,&nbsp;Mary A. Smith ,&nbsp;Suzanne F. Trotter","doi":"10.1016/j.xjep.2025.100789","DOIUrl":"10.1016/j.xjep.2025.100789","url":null,"abstract":"<div><div>This curricular report describes a five-week asynchronous and synchronous virtual pre-departure training (PDT) program that prepares interprofessional rehabilitation teams for service in a resource-limited country. The PDT curriculum was delivered twice over a year for two separate teams and emphasized interprofessional collaboration, communication, and cultural humility, culminating with a virtual simulation with physical therapy and occupational therapy students. The virtual simulation aimed to increase interprofessional collaboration in working through an ethical dilemma with a standardized patient and an interpreter. A survey tool was utilized to assess the program, and results demonstrated significant improvement in participants’ confidence levels and preparedness for treatment, safety, and interprofessional collaboration. Two themes emerged from the qualitative data on the survey: self-efficacy in clinical skills and curiosity about cross-cultural training after PDT. This report highlights the importance of structured PDT. It offers insights to ensure the safety and efficacy of how interprofessional healthcare teams can prepare and adapt for international service-learning (ISL) experiences.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100789"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623225","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}