Journal of Interprofessional Care最新文献

{"title":"Fostering professional identity through interprofessional debriefing: a scoping review.","authors":"Melbye Marita Christina Susanne, Larsen Bjørn Kjetil, Eines Trude Fløystad","doi":"10.1080/13561820.2025.2568867","DOIUrl":"https://doi.org/10.1080/13561820.2025.2568867","url":null,"abstract":"<p><p>Simulation-enhanced interprofessional education (IPE-sim) improves students' interprofessional collaboration skills. During the debriefing phase, students analyze and reflect on their performance to develop the collaborative skills required for effective teamwork. Although IPE-sim has become increasingly common in health professional education, interprofessional debriefing after IPE-sims lacks clarity. This scoping review was guided by the Joanna Briggs Institute's scoping review methodology and aimed to expound empirical research on IPE in a healthcare context, focusing on debriefing in IPE-sim. A systematic search of Ovid MEDLINE, CINAHL, Embase, and Google Scholar was undertaken between April and May 2024. A total of 17 articles were included. Three themes were identified. The first theme highlights how healthcare students learn through interprofessional reflection during debriefing. The second focuses on the importance of structuring the interprofessional debriefing process. Finally, the third theme emphasizes the facilitator's role in supporting a learning environment for interprofessional debriefing. Debriefing allows students to develop their professional identities and dual roles in interprofessional teamwork, with facilitators playing a crucial role. Future researchers should examine how interprofessional debriefing can best be designed and aligned with established competency frameworks to optimize identity development and collaborative practice in healthcare education.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-13"},"PeriodicalIF":2.6,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaboration orchestration in complex rehabilitation services-a qualitative study.","authors":"Randi Skumsnes, Hilde Thygesen, Karen Synne Groven","doi":"10.1080/13561820.2025.2562076","DOIUrl":"https://doi.org/10.1080/13561820.2025.2562076","url":null,"abstract":"<p><p>Interprofessional collaboration in rehabilitation is essential but challenging. Although factors supporting interprofessional collaboration are well known, how professionals make collaboration work within complex practices is underexamined. In response, we explored interprofessional collaboration and communication in a complex, dynamic rehabilitation setting, along with how healthcare professionals experience such collaboration and their actions to make it work across organizational boundaries. To those ends, we conducted semi-structured individual interviews with 14 healthcare practitioners from a hospital and the primary healthcare rehabilitation services in Western Norway. The interview transcripts were analyzed through thematic analysis, and we applied the theoretical perspective of relational expertise in interpreting the findings. We developed two main themes with sub-themes: that professionals enable and orchestrate collaborative work by (1) using different communication approaches flexibly and adjusting the collaboration to each patient's needs and to the collaborative situation, and (2) acknowledging the significance of interpersonal relations by cultivating mutual trust and understanding. Those new insights contribute to interprofessional practice by urging practice and policymakers to acknowledge practitioners' need for flexibility and to develop relational expertise as well professional expertise, especially in dynamic rehabilitation settings. Practitioners, educators and policymakers should support the cultivation of collaborative skills and structures.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-11"},"PeriodicalIF":2.6,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating an interprofessional curriculum: the interprofessional education passport and the quest for an interprofessional identity.","authors":"Luzaan Africa, Labeeqah Jaffer, Gerard Filies, Firdouza Waggie, Lukhanyo H Nyati, Shamila Gamiet, Pholoso Nyalungu","doi":"10.1080/13561820.2025.2566106","DOIUrl":"https://doi.org/10.1080/13561820.2025.2566106","url":null,"abstract":"<p><p>Interprofessional education (IPE) is recognized globally as essential for preparing healthcare students to collaborate effectively in practice. A critical but underexplored aspect of IPE is the development of an interprofessional identity. However, many curricula still prioritize competency-based outcomes, creating a gap in addressing identity formation. The University of the Western Cape employed an IPE passport to develop students' interprofessional identity. We aimed to evaluate whether the IPE passport effectively develops and assesses students' interprofessional identity. Using a document analysis design, IPE student guides, booklets, and rubrics were systematically assessed through a four-step methodology against the Interprofessional Socialisation Framework and the IPE passport's activities were assessed against Rubric Interprofessional Identity Development's criteria. Findings revealed a disconnect between competency-focused assessment and identity-focused outcomes, highlighting the need for intentional scaffolding of identity development throughout the curriculum. In response, an IPE Passport model is proposed, integrating Interprofessional Entrustable Professional Activities and combining analytic and holistic rubrics to support identity-based assessment. This approach reframes assessment as not only measuring what students can do, but also who they are becoming as collaborative practitioners. This study demonstrates how theoretically grounded tools can guide institutions in embedding interprofessional identity development into IPE curricula, particularly in resource-constrained contexts.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-11"},"PeriodicalIF":2.6,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review on content, structure and process characteristics of interprofessional case discussions (InCaD) involving nurses in adult acute hospital care.","authors":"Julien Pöhner, Eva-Maria Regelmann, Kathrin Seibert, Henrikje Stanze","doi":"10.1080/13561820.2025.2562071","DOIUrl":"10.1080/13561820.2025.2562071","url":null,"abstract":"<p><p>This systematic review examines the content, structure, and process characteristics of interprofessional case discussions (InCaD) involving nurses in adult acute hospital care. Given the complexity of patient care and the need for enhanced interprofessional collaboration. Drawing on the structuration model of interprofessional collaboration framework, a comprehensive search was conducted in PubMed, CINAHL, Cochrane Library and PsycINFO (last search: December 2024). Studies with any type of multiprofessional case discussion were included if they described nurse´s tasks and roles. It was conducted a Level of Evidence statement. In total 42 out of 4541 studies were included. Eight types of InCaD were identified, including interprofessional bedside rounds (I(B)Rs), interdisciplinary rounds (IDRs), structured interdisciplinary bedside rounds (SIBR), and multidisciplinary team meetings (MDTM). Central contents of InCaD encompass collaborative decision-making, coordination of care, ethical reflection, and the integration of patient and family perspectives. Nurses play a pivotal role in InCaD, fulfilling tasks related to information exchange, ethical reflection, and coordination of care. However, nurses rarely assume leadership roles within InCaD. Our results reveal considerable heterogeneity in InCaD formats, theoretical foundations, and methodological approaches, no meta-analysis was feasible. While InCaD are seen as a valuable tool to improve care outcomes, further research to establish standardized frameworks and best practices is needed. These findings underscore the need for clear guidelines, nurse-led initiatives, and structured implementation strategies to optimize InCaD in clinical practice. The broad definition used may limit coherence and generalizability, and robust evidence on effectiveness remains scarce. This review provides insights for healthcare leaders, nurse educators by highlighting how the heterogeneity of InCaD formats can be harnessed as a flexible toolkit to develop context-sensitive implementation strategies, strengthen interprofessional collaboration, and ensure patient-centered, team-based care across diverse clinical settings.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-17"},"PeriodicalIF":2.6,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional communication in the ambulatory health sector in Germany: a multi-perspective cross-sectional study (<i>interprof</i> HOME).","authors":"R A Dano, L Bremer, C A Müller, A L Mazur, B Tetzlaff, A M Knieps, M Scherer, K Balzer, T Friede, E Hummers, S Köpke","doi":"10.1080/13561820.2025.2558633","DOIUrl":"https://doi.org/10.1080/13561820.2025.2558633","url":null,"abstract":"<p><p>Comprehensible interprofessional (IP) communication is a key element for effective collaboration. Focussing on person-centeredness in healthcare, healthcare providers such as registered nurses (RN), general practitioners (GP), and therapists (TH) should ensure transparency in patient-related information to promote safety and satisfaction. In Germany, IP communication is challenging, especially in home care. This survey constitutes the quantitative sub-study of the mixed-methods study <i>interprof</i> HOME and aims to describe the situation of IP communication focussing on the home care setting. We surveyed RNs, GPs, THs, persons receiving home care (PRHC) and relatives (RL) in Germany. Data were analyzed descriptively. 244 participants (PRHC/RL <i>n</i> = 38; RN <i>n</i> = 75; GP <i>n</i> = 39; TH <i>n</i> = 92) took part in the survey (response rates: RN: 12%; GP: 6%; TH: 28%; response rate from PRHC/RL not determinable due to indirect recruitment). Results show that PRHC/RLs are dissatisfied (45%) with the collaboration between RNs and GPs and feel their efforts only seldom served their well-being (50%). Interventions to promote IP communication favored by RNs, GPs and THs included interprofessional case conferences or joint home visits. Overall, healthcare providers are open for improvement. Nevertheless, they are critical for the implementation of the interventions, e.g. due to lack of time resources.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-12"},"PeriodicalIF":2.6,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desktop based virtual reality to enhance role clarification.","authors":"B S Botha, L Hugo, C N Nyoni","doi":"10.1080/13561820.2025.2562070","DOIUrl":"https://doi.org/10.1080/13561820.2025.2562070","url":null,"abstract":"<p><p>Role clarification is essential for health care professionals to understand each role in a health professions team. However, educators struggle to design and execute effective learning activities focusing on role clarification within interprofessional education programmes, often due to a limited understanding of each other's professions or limited experience within interprofessional teams. To assist in addressing this issue, a qualitative exploratory design was applied using a desktop-based virtual reality (VR) simulation to facilitate a discussion on role clarification and explore the influence of virtual reality in the development of shared mental models about role clarification. Ten educators were recruited to participate in a workshop, after which they engaged in a discussion session on the facilitation of role clarification in Interprofessional education (IPE) programmes. Educators were first expected to individually create their desktop-based virtual reality scenario, which reflected their professional roles. Once completed, other educators interacted with their scenario by asking questions and reflecting on their practice as educators and practitioners. Narrative data collected during the discussions on the scenarios of each of the educators were analyzed thematically, resulting in four themes, namely \"skills and tasks,\" \"responsibilities in patient care,\" \"tools of the trade\" and \"communication.\" The educators discussed various aspects of their professional roles but ignored the fact that they have dual roles as practitioners and educators. The length of the workshop limited the development of fully shared mental models. Future research should explore the longitudinal use of desktop-based VR in role clarification toward shared mental models.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-4"},"PeriodicalIF":2.6,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional tensions on designing an arts-based theatre intervention in a rehabilitation setting.","authors":"Sébastien Finlay, Camille D'Anjou, Stefano Rezzonico, Maud Gendron-Langevin, Guylaine Le Dorze, Ingrid Verduyckt","doi":"10.1080/13561820.2025.2562066","DOIUrl":"https://doi.org/10.1080/13561820.2025.2562066","url":null,"abstract":"<p><p>This study examines the tensions encountered by an interprofessional team collaborating to design an arts-based theater intervention in a rehabilitation setting. A qualitative focus group with 13 participants, including clinicians, patient participants, researchers, and theater professionals, identified five key tensions: defining the intervention (physicality vs. intellectualization), roles of clinicians (defined vs. transversal), objectives of the intervention (therapeutic vs. theatrical), modality of the intervention (individual vs. group), and target population (specific vs. general). These findings underscore the challenge of balancing disciplinary expertise with innovation in collaborative settings. Reflective practices can help navigate these tensions, fostering integration of creative and clinical approaches. Future research should examine how such dynamics shape collaboration across diverse contexts.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-4"},"PeriodicalIF":2.6,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical students' interprofessional placements in primary care: exploring supervisor perceptions and motivation using self-determination theory.","authors":"Linda Taoube, Annette Burgess, Priya Khanna, Chris Roberts, Carl R Schneider","doi":"10.1080/13561820.2025.2551962","DOIUrl":"https://doi.org/10.1080/13561820.2025.2551962","url":null,"abstract":"<p><p>There are increasing demands for including interprofessional education (IPE) within medical curricula. Primary care is a relatively new medium for IPE. Traditionally in medical programs, most primary care placements are in general medical practice. However, primary care may provide a sustainable solution for practice-based interprofessional learning; ultimately, improving interprofessional collaborative practice. An innovative program at Sydney Medical Program (Australia) incorporates medical student placements with various primary care interprofessional supervisors. Uniprofessional supervisor experiences are well documented. In this qualitative study, we aimed to gain an in-depth understanding of interprofessional supervisor experiences and motivating factors affecting their recruitment and ongoing engagement. Semi-structured interviews were conducted with 21 supervisors from various health professions. Themes were developed through reflexive thematic analysis and further explored using self-determination theory (SDT) as a theoretical lens. Key themes impacting motivation were identified: (a) Affordances and challenges in providing placements (b) Developing competencies and enhancing skills (c) Bridging gaps in primary care. Using SDT as a framework enabled a better understanding of supervisor perceptions and motivation for participating in student placements. Encouraging supervisor autonomy, engaging supervisors in faculty development, and strengthening their relatedness to universities are key to forming sustainable partnerships and enriching student learning in uni- and interprofessional settings.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-11"},"PeriodicalIF":2.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145066334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring early interprofessional socialization: a pilot study of student's experiences in medical history taking.","authors":"Christine Arnold, Sarah Berger, Nadine Gronewold, Denise Schwabe, Burkhard Götsch, Cornelia Mahler, Jobst-Hendrik Schultz","doi":"10.1080/13561820.2019.1708872","DOIUrl":"10.1080/13561820.2019.1708872","url":null,"abstract":"<p><p>Traditional hierarchies and structures in healthcare, as well as traditional professional socialization practices, continue to create barriers to effective interprofessional collaboration. Nevertheless, some studies indicate that early socialization with other health professionals can build bridges and improve understanding of each other's roles and contributions to patient care. This pilot study aimed to gain insights into the nursing and medical students' experiences of interprofessional medical history taking during a collective learning activity. A descriptive case study was conducted using modified interviews based on the speed-dating (SD) technique to explore participants' reasons for the choice of profession (SD1) and experiences of interprofessional history taking (SD2). Data were digitally captured using audio-recordings. An inductive-deductive approach to qualitative content analysis of transcribed responses was undertaken. Eighteen students (medicine n = 6; nursing n = 12) participated. Two main categories with sub-themes emerged from the inductive SD1 analysis: (a) reasons for choosing a career and (b) knowledge about professions. The SD2 deductive analysis identified three major categories with sub-themes: (a) breaking down barriers, (b) interprofessional role learning - interprofessional collaboration and (c) dual-identity development. Our findings showed that early interprofessional socialization of students supported their learning about the complementary roles of doctors and nurses and enabled them to gain early experiences of interprofessional teamwork.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"799-806"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37534546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Tool to Observe the Construction of Knowledge in Interprofessional teams (TOCK-IP) an example with nursing and pharmacy learners.","authors":"Jody L Lounsbery, Leslie Carstensen Floren, Elena Geiger-Simpson, Barbara Peterson, Amy L Pittenger","doi":"10.1080/13561820.2025.2515458","DOIUrl":"10.1080/13561820.2025.2515458","url":null,"abstract":"<p><p>An interprofessional team is required to address comprehensive healthcare needs of people living with mental health conditions in the US. Within interprofessional teams, collaborative decision-making improves patient care quality. This process relies on development of constructive learning behaviors - including sharing of knowledge, exploring divergent opinions, building on team members' ideas, and coming to consensus - that must be taught, practiced, and assessed. Without explicit description of these behaviors, it is difficult to communicate expectations to learners and provide them with formative feedback to support progression. A novel observational assessment tool, Tool for Observing Construction of Knowledge in Interprofessional teams (TOCK-IP), was designed to guide clinical educators' observations and formative assessment of discrete, constructive learning behaviors and to support greater consistency and quality of feedback to learners. Faculty raters applied the TOCK-IP to learner teams in the year-long didactic portion of the interprofessional Doctor of Nursing Psychiatric Mental Health Practitioner/Doctor of Pharmacy program to assess its feasibility and utility in real-use situations. This short report provides the results of this assessment, using feedback from learners and faculty raters. Application of the TOCK-IP was feasible and useful in an interprofessional educational setting.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"895-899"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}