Journal of Interprofessional Care最新文献

Qualitative focus group study of interprofessional healthcare providers to inform the development of a virtual psychoeducational training program for the treatment of childhood interpersonal trauma. 对跨专业医疗服务提供者进行焦点小组定性研究，为开发治疗儿童人际创伤的虚拟心理教育培训项目提供信息。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-12 DOI: 10.1080/13561820.2024.2395989

Dana C Ross,Nancy McCallum,Aysha Butt,Annie K Truuvert,David Rojas,Sophie Soklaridis,Simone Vigod

{"title":"Qualitative focus group study of interprofessional healthcare providers to inform the development of a virtual psychoeducational training program for the treatment of childhood interpersonal trauma.","authors":"Dana C Ross,Nancy McCallum,Aysha Butt,Annie K Truuvert,David Rojas,Sophie Soklaridis,Simone Vigod","doi":"10.1080/13561820.2024.2395989","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395989","url":null,"abstract":"The shortage of adequately trained healthcare providers (HCPs) able to treat adults who have experienced childhood interpersonal trauma (CIT) is a pressing concern. This study explored HCPs' training needs for a trauma-focused psychoeducational group intervention and the potential barriers and facilitators to accessing such training. Three 1-hour focus group sessions were conducted with HCPs (n = 17) from two urban and one rural community healthcare organization serving diverse populations in Ontario, Canada, including under-housed people, women struggling with mental health and addiction, and LGBTQ+ populations. On average, participants had 2.4 years in their current role and 18.1 years of mental health field experience. Thematic analysis revealed key findings: a strong clinical need for trauma services, accessible training programs, and broadly applicable interventions relevant for diverse populations. Notably, participants emphasized the clinical advantages and increased accessibility of a virtual training programs focused on psychoeducational treatment interventions, particularly within community-based healthcare settings. This study highlights the potential of a virtual psychoeducational training programs for HCPs to address this critical gap in healthcare provision for individual with CIT. It also underscores the need to move beyond training program development and focus on implementation and sustainability of interventions in clinical practice.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261477","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}

引用次数: 0

Interprofessional education in traditional and complementary medicine: a scoping review. 传统医学和辅助医学的跨专业教育：范围界定综述。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-12 DOI: 10.1080/13561820.2024.2395978

Janaina Carneiro de Camargo,Mirelle Finkler,Juliana Praxedes Campagnoni,Mariana Cabral Schveitzer,Marta Verdi,Amie Steel,Fernando Hellmann

{"title":"Interprofessional education in traditional and complementary medicine: a scoping review.","authors":"Janaina Carneiro de Camargo,Mirelle Finkler,Juliana Praxedes Campagnoni,Mariana Cabral Schveitzer,Marta Verdi,Amie Steel,Fernando Hellmann","doi":"10.1080/13561820.2024.2395978","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395978","url":null,"abstract":"Interprofessional education (IPE) is a teaching method that improves collaboration and communication across health professions. There are consistent reports of poor interprofessional collaboration and communication between conventional health professionals and traditional and complementary medicine (TCM) professions. The application of IPE within courses that provide training in TCM requires close examination. This research aimed to identify the state of the art in IPE in TCM teaching. A scoping review was conducted. Thirteen databases were searched to identify citations up to March 2021. Thirty articles were selected after filtering for relevance against the inclusion criteria. The included articles were categorized into four a priori categories: Knowledge and Attitudes of students and professionals about TCM and IPE; Competencies of IPE in TCM; Teaching about TCM using IPE and Challenges and Opportunities for IPE in TCM. Nineteen of the included articles reported empirical research and primarily presented the evaluation of IPE activities within TCM courses or workshops; six studies consisted of texts with propositions and theoretical analyses; and five were case/experiential reports of IPE and TCM interventions, with or without evaluation of results. The studies report all health science students (undergraduate and graduate) exposed to IPE demonstrate a decrease in prejudice and an increase in knowledge about TCM. A sense of partnership developed through the collaborative competencies common to IPE and TCM and integrated care of patients. IPE in the context of TCM has been used for fostering integrative health care through the collaborative work of professional teams. Implementing IPE in TCM teaching requires inclusion in the curriculum, primarily undergraduate and research training.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225231","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}

引用次数: 0

The Bright Ideas TBI Camp: fostering innovation in interprofessional education and collaborative practice for traumatic brain injury by students in rehabilitation professions. Bright Ideas TBI 夏令营：促进康复专业学生在跨专业教育和脑外伤协作实践方面的创新。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-12 DOI: 10.1080/13561820.2024.2395970

Laura W White,Kimberly G Smith,Carolyn Bates,Blair Saale,Dahye Choi,Shawn M Drake,Tara Thompson,Tara M Davis

引用次数: 0

Rethinking IPE duration: a five-year comparative analysis of competency development across two introductory IPE course models. 重新思考 IPE 持续时间：对两种入门 IPE 课程模式的能力培养进行为期五年的比较分析。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-12 DOI: 10.1080/13561820.2024.2395984

Peter Scal,Brian Sick,Christine Arenson,Sara E North

{"title":"Rethinking IPE duration: a five-year comparative analysis of competency development across two introductory IPE course models.","authors":"Peter Scal,Brian Sick,Christine Arenson,Sara E North","doi":"10.1080/13561820.2024.2395984","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395984","url":null,"abstract":"Best practices have not yet been established in the interprofessional education (IPE) literature to guide the ideal dose and duration of IPE experiences across the curriculum. As such, the content, structure, and delivery format of IPE offerings vary significantly across institutions. The University of Minnesota had the rare opportunity to evaluate learner-perceived collaborative competency outcomes due to the transition of its centrally offered introductory IPE course. Data were collected consistently, longitudinally, and for a high volume of learners and professions across two IPE course models applied within the same academic institution. Retrospective analysis of pre-post interprofessional collaborative competency scores collected for over 5,000 learners from 17 health profession degree programs demonstrated nearly identical self-reported competency attainment for both a 12- and 4-hour introductory IPE offering, assessed using the ICCAS tool over the course of 5-year format transition. If student-reported competency attainment is the same following an introductory IPE experience regardless of the dosage, then academic IPE programs may be better positioned by decreasing their introductory emphasis and instead focus their resources on exploring innovative workplace-based and competency-based IPE strategies in line with contemporary recommendations. Further studies are needed to explore the implications of and next steps in this line of research.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261478","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}

引用次数: 0

Patients' experiences of involvement at a clinical training ward: a qualitative interview study. 病人在临床培训病房的参与体验：定性访谈研究。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-12 DOI: 10.1080/13561820.2024.2395971

Sofia Hemle Jerntorp,Elisabeth Carlson,Malin Axelsson,Anna Carin Aho,Jenny Jakobsson

{"title":"Patients' experiences of involvement at a clinical training ward: a qualitative interview study.","authors":"Sofia Hemle Jerntorp,Elisabeth Carlson,Malin Axelsson,Anna Carin Aho,Jenny Jakobsson","doi":"10.1080/13561820.2024.2395971","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395971","url":null,"abstract":"Interprofessional education aims to foster healthcare students' ability to collaborate in interprofessional teams with the patients at the center of care as active participants. However, little is known about how patients experience this collaboration. Therefore, this study aimed to explore patients' experiences of being involved in the interprofessional team of healthcare students at a clinical training ward in Sweden. A descriptive design with a qualitative approach was used. Data were collected through semi-structured individual interviews with 22 patients. Braun and Clarke's reflexive thematic analysis was used. The main finding was that patients were only included as passive participants. Although most patients wanted to be involved, they were hindered due to their health condition or excluded from care planning and decision-making. The patients needed family members' support to be involved. However, this need was not recognised by the interprofessional team of healthcare students. Patient involvement must be highlighted as an important component of interprofessional education initiatives. Further research is needed to explore family members' perspectives on involvement in interprofessional training ward settings.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261475","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}

引用次数: 0

Evaluation of an interprofessional educational program in nursing home practice: a mixed methods multiple-case study. 疗养院实践中的跨专业教育项目评估：混合方法多案例研究。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-11 DOI: 10.1080/13561820.2024.2395966

Irene J M Muller-Schoof,Miranda Snoeren,Marjolein E A Verbiest,Katrien G Luijkx

{"title":"Evaluation of an interprofessional educational program in nursing home practice: a mixed methods multiple-case study.","authors":"Irene J M Muller-Schoof,Miranda Snoeren,Marjolein E A Verbiest,Katrien G Luijkx","doi":"10.1080/13561820.2024.2395966","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395966","url":null,"abstract":"Research has shown that interprofessional collaboration (IPC) and education (IPE) may potentially lead to better care for residents in nursing homes, but their implementation is challenging. This study evaluates the implementation of a co-designed IPE program and investigates what and how healthcare students learn and what factors influence their learning. A mixed-methods approach was used to evaluate three cases, with student participation in the IPE (n = 72). The study comprised pre- and posttests, focus groups, and interviews (n = 54). The results indicate that students developed their interprofessional skills and person-centered practice, as confirmed by both the students and educators in the interviews. Additionally, the findings suggest that others also learned from the program. The study emphasizes the influence of workplace learning culture, resources, organizational infrastructure for IPC, and educators' embeddedness in the care organization on learning outcomes. The findings suggest that IPE is stimulated and accelerated by existing IPC and can stimulate or accelerate existing IPC. As the enabling factors are interrelated, addressing them simultaneously on all organizational levels may result in the faster development of an IPE-ready organization.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198807","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}

引用次数: 0

Item response theory for before-after designs in interprofessional education research. 跨专业教育研究中前后设计的项目反应理论。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-10 DOI: 10.1080/13561820.2024.2395979

Matthew J Kerry,Jan J Reinders,Wim P Krijnen,Marion Huber

{"title":"Item response theory for before-after designs in interprofessional education research.","authors":"Matthew J Kerry,Jan J Reinders,Wim P Krijnen,Marion Huber","doi":"10.1080/13561820.2024.2395979","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395979","url":null,"abstract":"Although Item Response Theory (IRT) has been recommended for helping advance interprofessional education (IPE) research, its use remains limited. This may be partly explained by potential misconceptions regarding IRT`s \"limitation\" to cross-sectional data. The aim of this study is to demonstrate how Item Response Theory (IRT) can be applied effectively in before-and-after designs in IPE research. Specifically, a two-week before-after design with survey methodology using the Extended Professional Identity Scale (EPIS), an interprofessional identity measure, was conducted among n = 146 mixed health-science students. Results indicated that EPIS increased significantly before-after intervention by .74 standardised mean differences, t146 = 7.73, p < .05. The before-after IRT model also gave a test-retest reliability estimate of .60 which was considered acceptable. Comparison of the IRT model with a conventional paired-t-test indicated similar effect size estimates of Cohen's d = .56 and .54, respectively. We demonstrate IRT`s flexibility to before-after studies in IPE. Application of this model can yield accurate changes in target IPE constructs, and it is advantageous to classical test theory vis-à-vis baseline differences.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198806","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}

引用次数: 0

Evolving global responses to the pandemic: sustaining interprofessional education and collaborative practice. 不断演变的全球大流行病应对措施：维持跨专业教育和合作实践。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-03-25 DOI: 10.1080/13561820.2024.2317257

Sylvia Langlois, Camila Mendes da Silva Souza, Andreas Xyrichis, Mukadder Inci Baser Kolcu, Dean Lising, Ghaidaa Najjar, Hossein Khalili

{"title":"Evolving global responses to the pandemic: sustaining interprofessional education and collaborative practice.","authors":"Sylvia Langlois, Camila Mendes da Silva Souza, Andreas Xyrichis, Mukadder Inci Baser Kolcu, Dean Lising, Ghaidaa Najjar, Hossein Khalili","doi":"10.1080/13561820.2024.2317257","DOIUrl":"10.1080/13561820.2024.2317257","url":null,"abstract":"The COVID-19 pandemic created global disruption in health professions education and healthcare practice, necessitating an abrupt move to digital delivery. A longitudinal survey was conducted to track the evolution of global responses to the pandemic. During the initial stages, educational and health institutions were forced to adapt quickly without careful consideration of optimal pedagogy, practices, and effectiveness of implemented approaches. In this paper, we report the results of Phase 3 of the global survey that was distributed between November 2021 and February 2022 through InterprofessionalResearch.Global (IPR.Global). The Phase 3 qualitative survey received 27 responses, representing 25 institutions from 13 countries in 6 regions. Using inductive thematic analysis, the data analysis resulted in three emerging themes: Impact of the pandemic on the delivery of interprofessional education and collaborative practice (IPECP); Impact of the pandemic on the healthcare system (team, population/client health, clients); and Sustainability and innovation. This study highlights the evolving nature of health education and collaborative practices in response to the COVID-19 pandemic. IPECP educators need to be resilient and deal with the complexities of face-to-face and digital learning delivery. Preparing for emerging forms of teamwork is essential for new work contexts and optimal health services.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289408","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}

引用次数: 0

Increasing interprofessional collaboration in community-based palliative care: a pilot study of the CAPACITI education program for primary care providers. 加强社区姑息关怀中的跨专业合作：针对初级医疗服务提供者的 CAPACITI 教育项目试点研究。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-31 DOI: 10.1080/13561820.2024.2375631

Kayla McMillan, Shilpa Jyothi Kumar, Daryl Bainbridge, Kathy Kortes-Miller, Samantha Winemaker, Frances Kilbertus, Denise Marshall, Hsien Seow

{"title":"Increasing interprofessional collaboration in community-based palliative care: a pilot study of the CAPACITI education program for primary care providers.","authors":"Kayla McMillan, Shilpa Jyothi Kumar, Daryl Bainbridge, Kathy Kortes-Miller, Samantha Winemaker, Frances Kilbertus, Denise Marshall, Hsien Seow","doi":"10.1080/13561820.2024.2375631","DOIUrl":"10.1080/13561820.2024.2375631","url":null,"abstract":"Interprofessional collaboration in palliative care is essential to ensuring high-quality care for seriously ill patients. Education interventions to increase competency in palliative care should incorporate team-building skills to encourage an interprofessional approach. We developed and piloted a virtual educational program named CAPACITI for interprofessional teams to promote a community palliative approach to care. Primary care teams from across Ontario, Canada, participated in CAPACITI which consisted of 10 facilitated sessions that emphasized how to operationalize a palliative care approach as a team. Pre- and post-study questionnaires were completed by each team, including the AITCS-II, a validated instrument that measures interprofessional collaboration. We analyzed individual paired differences in summary scores and in each of three subdomains of the AITCS-II questionnaire: partnership, cooperation, and coordination. Seventeen teams completed the AITCS-II post survey, representing 133 participants. Teams varied demographically and ranged from 5 to 16 members. After CAPACITI, the overall mean AITCS-II summary score among teams increased to 96.0 (SD = 10.0) for a significant paired mean difference increase of 9.4 (p = .03). There were also significant increases in the partnership (p = .01) and in the cooperation subdomains (p = .04). CAPACITI demonstrated the potential for improving collaboration among primary care teams, which can lead to improved provider and patient outcomes in palliative care.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857004","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}

引用次数: 0

Development of a long-term care service integration self-assessment tool. 开发长期护理服务整合自我评估工具。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-15 DOI: 10.1080/13561820.2024.2375633

Yu-Chien Chang, Shu-Ching Chang, Kuo-Piao Chung, Yu-Kang Tu, Ya-Mei Chen

{"title":"Development of a long-term care service integration self-assessment tool.","authors":"Yu-Chien Chang, Shu-Ching Chang, Kuo-Piao Chung, Yu-Kang Tu, Ya-Mei Chen","doi":"10.1080/13561820.2024.2375633","DOIUrl":"10.1080/13561820.2024.2375633","url":null,"abstract":"The World Health Organization emphasizes the importance of providing integrated care for older people. Taiwan is the fastest aging country in the world. In 2016, Taiwan implemented the Long-Term Care Plan 2.0 (TLTCP 2.0), aimed at providing integrated long-term care (LTC) services in communities. However, LTC service agencies have not been able to evaluate the level of integrated care they provide due to the lack of an effective assessment tool. To address this need, this study sets out to develop an integration assessment tool, namely the Self-Assessment for Service Integration in Long-Term Care (SASI-LTC), which will allow LTC agencies to self-evaluate their current level of integration from multiple perspectives. The SASI-LTC was developed based on Evashwick's framework, underwent two rounds of Delphi panels with twenty-six experts, and a pilot test with 243 valid questionnaires from administrators of Tier A agencies who are responsible for integrating LTC. The Delphi experts assessed the content with high levels of agreement using medians, the scale content validity index (SCVI) and item content validity index (ICVI). The SASI-LTC included four domains (inter-entity organization and management, integrated care coordination, integrated resources, and integrated information systems) with thirty items. The SASI-LTC showed good reliability (Cronbach's α = 0.94) and good validity, and a confirmatory factor analysis showed a good model fit index [χ2/df = 1.38; RMSEA = 0.040; CFI = 0.963; SRMR = 0.049] in pilot testing. While the SASI-LTC is a useful and feasible tool for Taiwan's LTC service agencies to evaluate their level of integration in providing LTC services, it could also be used in other countries with minor adjustments to localization of items related to financial integration.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617570","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}

引用次数: 0