Journal of Interprofessional Education and Practice最新文献

{"title":"Development and initial validation of the interprofessional clinical competency evaluation tool (ICET): A clinical evaluation tool used in student assessment of interprofessional collaboration competency","authors":"Stephanie Au , Cheryl Wisseh , Alisa Wray , Tiffany Nielsen , Nana Entsuah-Boateng , Lindsay Holt , Mike Bueno , Katelynne Au , Candice Whealon","doi":"10.1016/j.xjep.2025.100786","DOIUrl":"10.1016/j.xjep.2025.100786","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100786"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579043","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":"2025-12-01","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":"The post-hospitalization huddle: An interprofessional education model for clinical telemedicine","authors":"Jessica Thayer ,&nbsp;Brett Miller ,&nbsp;Marcelino Mederos Liriano ,&nbsp;Kathryn L. Hoffman ,&nbsp;Jesse Thompson ,&nbsp;Gina Baugh ,&nbsp;Jenna Sizemore","doi":"10.1016/j.xjep.2025.100774","DOIUrl":"10.1016/j.xjep.2025.100774","url":null,"abstract":"<div><div>To address the growing need for telemedicine experience and interprofessional collaboration among early learners, an Interprofessional Education (IPE) Huddle was developed and integrated into a telemedicine-based outpatient clinic. This clinic serves patients at risk for geographic healthcare disparities post-hospital discharge. The IPE Huddles provided pre-encounter discussions on-site at the clinic just prior to a patient encounter. The Huddles facilitated team-based planning and allowed students to contribute to patient care during virtual visits. Participants from diverse health professions were assessed via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) and a telemedicine exposure survey. Results demonstrated significant improvement in interprofessional competencies and highlighted the value of interprofessional collaboration in virtual clinical settings.</div></div><div><h3>Format</h3><div>Our experience was delivered in a clinical setting with a small group of learners completing structured huddle discussions.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100774"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465980","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's member survey on workplace mental health and well-being","authors":"Neil J. MacKinnon,&nbsp;Preshit N. Ambade","doi":"10.1016/j.xjep.2025.100784","DOIUrl":"10.1016/j.xjep.2025.100784","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100784"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684203","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":"Cultivating interprofessional wisdom: An evaluation of the American Interprofessional Health Collaborative mentoring program","authors":"Aline H. Saad ,&nbsp;Melissa Zarn ,&nbsp;Caitlin E. Rukat ,&nbsp;Kaisa Syväoja","doi":"10.1016/j.xjep.2025.100788","DOIUrl":"10.1016/j.xjep.2025.100788","url":null,"abstract":"<div><div>Mentoring serves as an essential tool to facilitate the growth and development of healthcare educators engaged in interprofessional practice and education (IPE). The American Interprofessional Health Collaborative (AIHC), in collaboration with the National Center for Interprofessional Practice and Education, developed the AIHC mentoring program. This study reports on the perceived effectiveness of the program in meeting its objectives and assesses if participation supported achieving participants' personal goals. The AIHC mentoring program is a year-long virtual program that comprises three components including self-reflection and goal setting, one-on-one meetings between mentors and mentees, and quarterly cohort meetings. At the conclusion of the program, mentors and mentees completed the same 16-question survey assessing each of the program's components. Between 2019 and 2024, 80 healthcare educators participated in the program, of which 26 (32 %) served as mentors and 54 (68 %) were mentees. The top three areas mentors felt they could provide the most support in were building an IPE program (81 %), curriculum development (69 %), and learner assessment and research/scholarship (58 %). The three highest listed needs for IPE support among mentees were in curriculum development (50 %), research/scholarship (48 %), and program evaluation (43 %). A total of 38 of 80 participants completed the post-program evaluation survey (48 % response rate). Participants completely agreed that the program met its objectives while effectively supporting their achievement of set goals particularly through regular mentor/mentee meetings.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100788"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623222","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":"Faculty-led interprofessional clinical experience with people experiencing homelessness: A curricular resource for community-based learning","authors":"Emily Horvath ,&nbsp;Emily J. Hawkins ,&nbsp;Tina Gustin","doi":"10.1016/j.xjep.2025.100785","DOIUrl":"10.1016/j.xjep.2025.100785","url":null,"abstract":"<div><div>This curricular resource addresses the critical need to prepare interprofessional healthcare students to provide unbiased, patient-centered care for vulnerable populations while developing interprofessional collaborative practice competencies. The educational intervention utilizes a faculty-led, student-run free clinic embedded within a community non-profit serving people experiencing homelessness (PEH). Students from multiple healthcare disciplines participate in at least one half-day (4-h) clinical experience working as an interprofessional team to provide direct patient care. The clinic experience aims to improve students' attitudes toward PEH, develop interprofessional competencies, and enhance understanding of negative social determinants of health. Student outcomes were measured using the Health Professionals' Attitudes Toward the Homeless Inventory (HPATHI) administered pre- and post-experience. Results demonstrated significant improvement in attitudes toward PEH with large effect sizes. The intervention resulted in more positive perceptions across 18 of 19 measured items. Resources needed include clinic space, faculty and students from multiple professions, faculty supervision from each discipline, basic medical supplies, and the adapted HPATHI assessment. This resource can be replicated by partnering with existing community organizations serving vulnerable populations and establishing interprofessional faculty leadership structures.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100785"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623226","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":"Camp chronicles: The power of IPE collaboration between occupational therapy and speech-language pathology students","authors":"Hope McCarroll ,&nbsp;Tiffany Sears Leach ,&nbsp;Kelly Litton","doi":"10.1016/j.xjep.2025.100792","DOIUrl":"10.1016/j.xjep.2025.100792","url":null,"abstract":"<div><div>Interprofessional education (IPE) is an opportunity for healthcare students to be practice ready and meaningfully contribute to a collaborative workforce. Occupational therapy (OT) and speech-language pathology (SLP) students explored the transformative potential of interprofessional education through a two-week Preschool Language Camp. This summer camp fostered the development of collaborative clinical skills through a thematic, literacy-based curriculum aimed at addressing the complex language and motor needs of preschool-aged children with disabilities. OT and SLP students worked together to plan, execute, and reflect on strategies for integrated therapy for children with disabilities. Debriefs with the OT and SLP students at the end of each day included the use of Huddle and written reflections to encourage students to develop, articulate, and share insights into their experiences. Outcomes highlighted substantial growth in interprofessional communication and teamwork skills, and mutual understanding of discipline-specific roles.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100792"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684230","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":"Comparison of three online modalities of an interprofessional education case study activity","authors":"Tara Sharpp ,&nbsp;Laura Gaeta","doi":"10.1016/j.xjep.2025.100781","DOIUrl":"10.1016/j.xjep.2025.100781","url":null,"abstract":"<div><h3>Background</h3><div>Interprofessional education (IPE) is integral to training the new population of health practitioners who will provide care for the aging population in the United States.</div></div><div><h3>Aim</h3><div>The purpose of this study was to compare the effectiveness of an IPE activity focused on care of older adults for Nursing, Audiology, Communication Sciences, Gerontology, and Health Science students using three online modalities (synchronous, asynchronous, and bichronous).</div></div><div><h3>Design</h3><div>A quasi-experimental design was used to compare the three groups of online modalities.</div></div><div><h3>Setting</h3><div>Health professions faculty and programs within a large public university in the Western United States.</div></div><div><h3>Participants</h3><div>177 students in combined classes (nursing, audiology, gerontology, health science, and speech language pathology) over three terms.</div></div><div><h3>Methods</h3><div>Students participated in an IPE activity in one of three online modalities and completed pretest and posttest measures on knowledge of care of older adults and attitude toward IPE.</div></div><div><h3>Results</h3><div>Knowledge quiz scores significantly improved in all three groups (synchronous: t = −2.586, 2-sided p = 0.013; asynchronous: t = −4.129, 2-sided p &lt; 0.001; bichronous: t = −3.748, 2-sided p &lt; 0.001). Students also demonstrated increased attitudes toward working in teams in the IPAS subscale in the posttest in all three groups. ANOVA and Kruskal Wallis tests demonstrated no statistically significant differences in the knowledge quiz or IPAS subscale between the three modality groups. The qualitative analysis of the open-ended evaluation question supported the quantitative findings that all three modalities effectively improved attitudes toward <span>IPE</span>.</div></div><div><h3>Conclusions</h3><div>The findings indicate that healthcare students can effectively learn to collaborate within an interprofessional team on a case study for older adults. Similar benefits across modalities suggest that diverse online formats can equally facilitate effective learning among healthcare students. Nursing and health professions faculty can provide effective interprofessional education activities in a variety of online modalities.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100781"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465984","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":"Nurse & public health partnership for health literate advance care planning","authors":"Teresa Wagner ,&nbsp;Kate Taylor","doi":"10.1016/j.xjep.2025.100778","DOIUrl":"10.1016/j.xjep.2025.100778","url":null,"abstract":"<div><h3>Background</h3><div>Older adults can have low health literacy due to cognitive decline impacting their abilities to promote health and self-manage disease even in young older adults. These barriers can extend to advanced care planning (ACP) decisions.</div></div><div><h3>Purpose/methods</h3><div>UNT Health purposefully obtained Age-Friendly designation to optimize care in the Center for Older Adults (COA). Nursing partnered with public health's health literacy expert to incorporate health literacy principles in age-friendly care providing an innovative nurse-led ACP service for our patient population.</div></div><div><h3>Results/discussion</h3><div>From 2019 to 2021, ACP services increased by 400 % for eligible patients aged 65 years or older. Revenue from ACPs increased, demonstrating practice financial value. Provider referrals were encouraged at annual wellness visits and other interactions with patients.</div></div><div><h3>Conclusion</h3><div>This nurse-led intervention for health literate advance care planning supports innovation for nurses who want to lead healthcare transformation. This project provides a replicable model for health literacy-driven, nurse-led care delivery.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100778"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415849","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":"Disrupting racial microaggressions: Microintervention strategies to improve culture and communication in interprofessional collaborative practice: A curricular short report","authors":"Laurel Daniels Abbruzzese ,&nbsp;Bimpe Adenusi ,&nbsp;Kathy Lee Bishop ,&nbsp;Lydia Ann Thurston ,&nbsp;Rita K. Adeniran ,&nbsp;Phyllis Simon ,&nbsp;Travis Threats ,&nbsp;Olaide Oluwole-Sangoseni ,&nbsp;Barbara Maxwell","doi":"10.1016/j.xjep.2025.100773","DOIUrl":"10.1016/j.xjep.2025.100773","url":null,"abstract":"<div><div>Uncovering bias and strengthening one's position as an antiracist practitioner, educator, or advocate requires intentional critical self-reflection. This curricular resource describes a highly interactive workshop that explores the power and privilege embedded in medical hierarchies and social identities that can influence communication and culture in academic and healthcare settings. The workshop explored the historical underpinnings and impact of microaggressions in the healthcare setting, along with strategies for addressing these microaggressions when they arise. The workshop discussions focused on real-life scenarios, highlighting how interactive audience feedback technology can be an effective tool in examining micro-intervention approaches. As outlined in the literature, microaggression microinterventions illuminate these often-subtle forms of bias, neutralize their impact, educate those responsible, and provide avenues for external validation and support for those impacted. Organizations committed to creating equitable spaces for meaningful dialog and advocacy can utilize this workshop as a model to organize professional development opportunities and foster a sense of collective accountability.</div></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":"41 ","pages":"Article 100773"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319921","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}