Journal of Interprofessional Care最新文献

{"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":"167-183"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","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":"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":"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":"104-114"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","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":"How do Vietnamese healthcare students perceive the role of health workers? Changes in students' stereotypes before and after university-level interprofessional education.","authors":"Linh Thuy Khanh Tran, Tuong Thi Kim Nguyen, Khoa Duy Duong, Dang Ngoc Tran, Tuan Diep Tran","doi":"10.1080/13561820.2025.2513605","DOIUrl":"10.1080/13561820.2025.2513605","url":null,"abstract":"<p><p>Vietnam's health care system is increasingly recognizing the importance of interprofessional education (IPE). Understanding stereotypes among healthcare professionals is critical to fostering successful collaboration, yet little is known about the impact of IPE on stereotypes. This study evaluated health professions students' stereotypes of medicine, nursing, pharmacy, and rehabilitation therapy before and after participating in an IPE program. Students completed an online survey at two points: before and after the IPE course at the University of Medicine and Pharmacy at Ho Chi Minh City in 2021. Data collected included demographics, the Student Stereotypes Rating Questionnaire (SSRQ), and the 19-item Readiness for Interprofessional Learning Scale. A total of 163 students completed both online surveys (80.7% completion rate). Total SSRQ scores for all professions increased significantly after the IPE course (<i>p</i> < .05; effect size Cohen's dz = 0.3-0.4). Factors associated with stereotype change were also explored. Although healthcare students improved their perceptions of each profession, certain stereotypes persisted - for example, medicine was viewed more highly than other professions, and nursing and rehabilitation were viewed as less capable of leadership and independent work. Further research is needed to develop targeted interventions to address these stereotypes and improve interprofessional collaboration.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"4-13"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327605","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":"Use of an observer-based assessment measuring individual interprofessional competency in a didactic case collaboration activity.","authors":"Philip T Rodgers, Kimberly A Sanders, Carol L Haggerty, Roxanne M Dsouza-Norwood, Allessandra M Bennett Lowery, Jacqueline Zeeman","doi":"10.1080/13561820.2025.2546895","DOIUrl":"10.1080/13561820.2025.2546895","url":null,"abstract":"<p><p>Existing interprofessional education assessment tools generally lack an observer-based evaluation approach to assess individual student performance within a team. We investigated the Interprofessional Education Collaborative (IPEC) Competency Assessment Tool for Individual Students (ICATIS) to evaluate individual student IPEC competency during an interprofessional case activity in a didactic classroom-based course using trained observers. Five observers reviewed videos of pharmacy (<i>n</i> = 65), dental (<i>n</i> = 35), and dental hygiene (<i>n</i> = 15) students collaborating on an interprofessional case activity. All 115 participating students were evaluated using the ICATIS. Observers rated students on pre-selected IPEC competencies as competent, developing, or minimal. Students completed self-evaluations on the same IPEC competencies. ICATIS ratings were shared with the evaluated student. The most frequent rating given was \"competent\" (38%), then \"developing\" (32%), and \"minimal\" (9%). Student self-evaluations were frequently higher than evaluators' ratings. Participating students and evaluators were surveyed for their perspectives on ICATIS. Students overall had positive opinions about the ICATIS evaluations received and provided suggestions for improvement. The ICATIS efficiently evaluated individual student interprofessional competency in the interprofessional activity across health profession programs, addressing a gap in observer-based evaluations of individual IPEC competencies.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"96-103"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884193","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 person-centered approach to collaboration for osteoarthritis management: a qualitative exploration of patients' perspectives.","authors":"R Gilchrist-Park, A Kholvadia, W Burdick","doi":"10.1080/13561820.2025.2520536","DOIUrl":"10.1080/13561820.2025.2520536","url":null,"abstract":"<p><p>Collaboration is essential for delivering high-quality, person-centered care to individuals with osteoarthritis. Despite its recognized benefits, studies have shown that many osteoarthritis patients do not receive effective collaborative care, leading to fragmented service delivery, inadequate referrals, and suboptimal person-centered outcomes. The purpose of this qualitative study was to explore and describe osteoarthritis patients' experiences of person-centered care, and how these experiences shaped their perceptions of collaboration. Data were collected using three focus group discussions (<i>n</i> = 14). The interview guide was informed by a thorough literature review and a pilot focus group, and included topics on professional support, patient involvement, and facilitators and barriers to collaborative practice. A criterion sampling technique was used to recruit osteoarthritis patients. Six themes were identified through thematic analysis, following Braun and Clarke's six-step framework: (a) a holistic approach to healthcare, (b) professionals have equal responsibilities, (c) developing connections during healthcare provision, (d) trust in the expertise and decision-making of professionals, (e) patient-driven healthcare, and (f) feeling heard and connected in care. Exploration of key collaborative components and their link to person-centered care is necessary to direct the development of improvement strategies to strengthen collaborative practice and the patient's experience.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"22-30"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555580","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":"ICARE: development of an interprofessional telehealth curriculum to promote Care access and Equity.","authors":"Padmavathy Ramaswamy, Jennifer L Swails, Puja Gandhi, Shivika Chandra, Shirley L Hu, Samuel T Buske, Marylou Cardenas-Turanzas, Chasisty L Gilder, Sydnee Lucas, Tiffany Champagne-Langabeer","doi":"10.1080/13561820.2025.2527747","DOIUrl":"10.1080/13561820.2025.2527747","url":null,"abstract":"<p><p>Interprofessional education (IPE) improves health outcomes and is increasingly required by accreditation bodies for health professionals. Concurrently, telemedicine has become a popular method for providing healthcare. However, its implementation highlights disparities within underserved populations. The Improving Care Access and Realizing Equity (ICARE) Program was developed as a unique eight-week curriculum combining IPE, telemedicine, translator services, and partnership with underserved communities. This manuscript describes the impact of ICARE on IPE core competencies among 215 participating students from across a large academic health center. Most of the students were female (151), with a mean age of 26 years. These students represented a diverse array of fields - medicine (110), public health (51), nursing (40), biomedical informatics (11), biomedical science (2), and dentistry (1). We used the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), comparing pretest and posttest scores. Results revealed a significant improvement in posttest mean ICCAS scores (SD) of 5.60 (19.40) with <i>p</i>-value ≤.0001. Ultimately, students increased their perceived competency in collaboration, roles and responsibilities, collaborative patient-family-centered care, and team functioning.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"40-47"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627629","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":"Professional role and identity formation in health professions education through interprofessional acute care simulation.","authors":"Yngve Røe, Astrid Karina Valås Harring, Vibeke Alvestad, Ingrid Annette Ruud Knutsen","doi":"10.1080/13561820.2025.2539860","DOIUrl":"10.1080/13561820.2025.2539860","url":null,"abstract":"<p><p>This study explores how undergraduate health professions students develop their professional roles through participation in the StudentBEST2 acute care simulation. This interdisciplinary initiative, involving students from biomedical laboratory science, nursing, paramedicine, and radiography, aims to strengthen interprofessional communication and collaboration in high-pressure healthcare settings. The simulation scenarios (i.e. trauma care, patient transfer, and contrast-induced allergic reactions) mirrored real-world acute care situations. A qualitative design was used, involving four focus group interviews with 22 students conducted post-simulation. Thematic analysis revealing two overarching themes: characteristics of professional identity formation and the uniqueness of the interprofessional learning environment. Students' reflections revealed varying levels of preparedness, with paramedic students generally feeling more confident. However, the simulation facilitated open communication, role negotiation, and mutual respect, contributing to identity development and collaborative competence. Facilitators played a key role in fostering a safe and inclusive learning environment, while structured debriefings deepened students' self-awareness and insight into interprofessional dynamics. This study contributes novel insights into how acute care simulation can serve as a formative arena for shaping professional role and identity in interprofessional health professions education. The findings have important implications for the design of curricula and facilitator training, particularly in fostering psychologically safe learning spaces. While the study offers rich qualitative insights, limitations include sample imbalance and the absence of long-term follow-up. Future research should explore the durability of these learning outcomes over time and in different institutional or cultural contexts.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"87-95"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735019","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":"Technical devices and interprofessional clinical decision-making in the intensive care unit: a scoping review.","authors":"Andreas Küpper, Marcel Schmucker, Astrid Elsbernd, Diana Mader, Simon Kitto, Cornelia Mahler","doi":"10.1080/13561820.2025.2530145","DOIUrl":"10.1080/13561820.2025.2530145","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) and one of its facets, interprofessional clinical decision-making (IPCDM), are considered approaches to improve the quality of care and satisfaction of healthcare professionals in intensive care units (ICUs). Patient care in ICUs is characterized by frequent decision-making processes and technical devices. We conducted a scoping review to gain insight into the state of research on technical devices and IPCDM of nurses and physicians in ICUs. We systematically searched four databases for peer-reviewed publications and followed these up with extensive citation tracking. No article explicitly focuses on how technical devices shape IPCDM. The need for a greater emphasis on the role of technical devices in shaping IPCDM using mixed-method and qualitative research methodologies framed by sociomaterial theories is highlighted.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"145-157"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638588","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":"Intragroup conflict in the community-based interprofessional education: a case study of health professional students in Indonesia.","authors":"Dwi Tyastuti, Aslis Wirda Hayati, Paula Krisanty, Nina Primasari, Misrawatie Goi, Alfiah Alfiah, M Djauhari Widjajakusumah, Dianidya Kumandang Sari, Siyeong Kim, Ryoto Akiyama, Naoto Noguchi, Takatoshi Makino, Bumsuk Lee","doi":"10.1080/13561820.2025.2513606","DOIUrl":"10.1080/13561820.2025.2513606","url":null,"abstract":"<p><p>This study aimed to investigate the intragroup conflict in a community-based interprofessional education program. After completing three weeks' program, items of group atmosphere (Trust, Respect, and Openness) and intragroup conflict (Relationship, Task, and Process) were compared between students who stayed at villages during the program (stay-community IPE program, <i>n</i> = 237) and students who commuted to villages (commute-community IPE program, <i>n</i> = 184). We found relationship and task conflict in students with the stay-community IPE program, but respect and process conflict in students with the commute-community IPE program. Whereas overall relationships between atmosphere and conflict were correlated negatively, trust was positively correlated with process conflict. This new knowledge may improve our understanding of interprofessional interaction in the community-based interprofessional education.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"14-21"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327607","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":"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":"184-187"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","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}