Journal of Interprofessional Care最新文献

{"title":"Facilitators and barriers to effective interprofessional collaboration in rehabilitation services: a systematic review.","authors":"Nuralam Sam, Irawan Yusuf, Irwin Aras, Budu, Bau Dilam Ardyansyah","doi":"10.1080/13561820.2026.2672419","DOIUrl":"10.1080/13561820.2026.2672419","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) is essential for effective rehabilitation services, integrating healthcare professionals to optimize patient outcomes. Despite its significance, IPC encounters multiple barriers that hinder its implementation. This systematic review aims to identify and synthesize facilitators and barriers to IPC in rehabilitation services to provide evidence-based recommendations for enhancing collaborative healthcare practices. A systematic search was conducted in January 2025 across PubMed, ScienceDirect, CINAHL, and the Cochrane Library. Studies were selected based on inclusion criteria covering qualitative, quantitative, and mixed-method research on IPC in rehabilitation. Data extraction and quality assessment followed the PRISMA guidelines and utilized the Critical Appraisal Skills Programme (CASP) tool for qualitative studies. A total of 1,975 studies were retrieved, with 14 studies included in the final synthesis. Identified barriers included poor communication, unclear professional roles, hierarchical structures, and fragmented care pathways. Conversely, facilitators encompassed structured communication tools, interprofessional education, leadership support, and shared team goals. Effective IPC was associated with improved patient satisfaction, reduced hospital readmissions, and enhanced team efficiency. The findings underscore the necessity of structured interventions, including interprofessional education, standardized care frameworks, and institutional support to enhance IPC in rehabilitation. Addressing barriers through policy improvements and leadership engagement is crucial for fostering a collaborative healthcare culture. Future research should focus on innovative IPC models and their long-term impact on rehabilitation outcomes.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"833-839"},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147983997","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":"Measuring level of service Integration within ECEC child centers: development and validation of the Index for child center Integration.","authors":"Marian Ooms, Bonne Zijlstra, Emma Nitert, Annelies Kassenberg, Ruben Fukkink","doi":"10.1080/13561820.2026.2723222","DOIUrl":"https://doi.org/10.1080/13561820.2026.2723222","url":null,"abstract":"<p><p>In early childhood education and care, professionals from childcare, education, and family support services engage in interprofessional collaboration. In this study, we present the background and development of the newly developed Index for Child Center Integration (ICCI), a comprehensive instrument designed to measure the level of collaboration at the organizational level between childcare, education, and family support services from the perspective of childcare and education. Interviews with managerial staff of 46 Dutch child centers were used to investigate the factor structure and evaluate the reliability of the ICCI. In addition, 788 professionals completed a social network questionnaire to assess interprofessional collaboration at individual level. A factor analysis revealed a two-factor solution: interprofessional collaboration for universal and targeted services. The ICCI demonstrated good reliability (Cronbach's α is .92 for the overall measure, universal scale: .94, targeted scale: .80). The results of the social network analysis supported convergent validity. The new measure allows in-depth investigation of interprofessional collaboration of various early years practitioners in future research.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":2.3,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867427","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 identity development: awareness as the beginning of change.","authors":"Gabriël Rafaël Cantaert, Emelien Lauwerier, Jan-Jaap Reinders, Lenzo Robijn, Silke Goyvaerts, Lena Vaes, Yorinde D'hooge, Fien Mertens, Yaël Slaghmuylder, Jessica Van Oosterwijck, Peter Pype","doi":"10.1080/13561820.2026.2718214","DOIUrl":"https://doi.org/10.1080/13561820.2026.2718214","url":null,"abstract":"<p><p>Developing an interprofessional identity (IPI) enhances intrinsic motivation for interprofessional collaboration, supported by beliefs in diversity that alleviate identity threats within dynamic teams. However, personal experiences and contextual changes, such as transitioning into practice, may hinder openness and disrupt the balance between professional identity and IPI. Since readiness for interprofessional learning is widely used to indicate learners' preparedness for collaborative practice, this study reevaluates whether the Readiness for Interprofessional Learning Scale (RIPLS) captures readiness or a distinct construct within IPI development. We used a pragmatic constructionist approach, combining quantitative and qualitative methods to assess the meaning and utility of the translated Dutch RIPLS in an undergraduate setting. Validity and reliability were assessed through a cross-sectional study with 3,311 participants and two pre-post studies with 330 and 89 participants. We conducted content analysis based on interviews with two teachers and six health sciences trainees. An exploratory factor analysis revealed a one-factor model with eight items explaining 35.35% of the variance (eigenvalue = 3.463) and factor loadings ranging from .512 to .697. This model was relabeled as the Awareness of Interprofessional Learning Scale (AIPLS). A confirmatory factor analysis on posttest data (<i>n</i> = 456) demonstrated excellent fit (SRMR = .018, RMSEA = .068, CFI = .969, TLI = .957), with loadings between .62 and .77. In contrast, unidimensional and four-dimensional RIPLS structures showed poor to reasonable fits. The AIPLS exhibited a high coefficient omega of .81, moderate stability (ICC = .725), and confirmed convergent validity. We rejected the RIPLS due to its overlapping subscales, which fail to accurately represent readiness. In contrast, the AIPLS effectively measures interprofessional awareness, which is essential for developing readiness. This allows us to reevaluate previous research and view interprofessional awareness as a catalyst for self-efficacy, openness, and commitment, key elements of interprofessional education.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-16"},"PeriodicalIF":2.3,"publicationDate":"2026-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148857867","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":"Development and psychometric properties of the interprofessional collaboration Practice Assessment Scale for primary care (Interprime Scale) in Indonesia.","authors":"M Agung Akbar, Junaiti Sahar, Etty Rekawati, Ratu Ayu Dewi Sartika","doi":"10.1080/13561820.2026.2719707","DOIUrl":"https://doi.org/10.1080/13561820.2026.2719707","url":null,"abstract":"<p><p>Interprofessional collaboration in primary care is increasingly recognized as essential for delivering effective care; however, robust and contextually appropriate instruments for Indonesian primary care remain limited. This study aimed to develop and validate the Interprofessional Collaboration Practice Assessment Scale for Primary Care (Interprime Scale). Instrument development involved four stages: construct definition, item generation, expert review and refinement, and psychometric evaluation. A cross-sectional survey was conducted among 825 health professionals from 104 primary health care centers in four districts/cities of South Sumatra Province, Indonesia. Content validity was assessed using item-level and scale-level content validity indices. Construct validity was examined through stepwise confirmatory factor analysis, and reliability was assessed using Cronbach's alpha. Following expert review and psychometric testing, 42 items were retained across 10 dimensions. The final model demonstrated satisfactory content validity and acceptable to excellent model fit. Internal consistency was high for the overall scale (Cronbach's α = 0.97), while the dimension-specific coefficients ranged from 0.83 to 0.93. The elevated overall coefficient may partly reflect the length of the 42-item scale and possible conceptual overlap among some items. These findings provide preliminary evidence supporting the reliability and construct validity of the Interprime Scale in Indonesian primary care settings.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814238","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":"Partnering for system change: interprofessional education and collaborative practice and health systems science.","authors":"Sharla King, Farah Friesen, John Tegzes, Amy Blue, Sylvia Langlois","doi":"10.1080/13561820.2026.2714858","DOIUrl":"https://doi.org/10.1080/13561820.2026.2714858","url":null,"abstract":"<p><p>The evolving landscape of healthcare underscores the necessity for innovative approaches to health professions education. Interprofessional education (IPE) is one pedagogical innovation in health professions education that supports the development of collaborative practice and team-based care. Within American medical schools, Health Systems Science (HSS) has emerged as a curricular movement aimed at equipping future physicians with a comprehensive understanding of care delivery, interprofessional collaboration, and system improvement. A foundational domain within HSS is \"teaming.\" In this article, we explore four ways Interprofessional Education and Collaborative Practice (IPECP) educators can partner with HSS educators to support the objectives of creating health system citizens and sustainable system transformation for all health professions by: 1) leveraging all health professional learners to learn about the HSS domains; 2) understanding the context of interprofessional teams; 3) including patients as members of the team; 4) and re-conceptualizing leadership. Embracing IPECP concepts within HSS frameworks fosters a holistic view of teamwork, patient-centered care, and leadership, ultimately supporting a cultural shift toward a more integrated and effective healthcare system. This educational transformation is crucial for developing future health professionals who are adept at navigating and improving our dynamic healthcare systems.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-7"},"PeriodicalIF":2.3,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708301","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":"Community pharmacist networks of patient care - collaborating across and beyond boundaries.","authors":"Kerry Wilbur, Irene Kuo, Ruishen Yu, Bryanna Basra, Laura Nimmon, Anique Atherley","doi":"10.1080/13561820.2026.2714856","DOIUrl":"https://doi.org/10.1080/13561820.2026.2714856","url":null,"abstract":"<p><p>Community pharmacists are essential collaborators in patient care, yet their professional networks outside geographically co-located teams remain understudied. We adopted a qualitative social network analysis approach to understand how pharmacists establish and maintain relationships to provide interprofessional care. Ego-network data were collected using a two-stage participant-aided concentric circle technique. Participants in a Canadian province who had practiced at least 1 year in community pharmacy identified network members and positioned them according to relative relationship strength. Semi-structured interviews explored participants' rationale for network placement and experiences of collaboration. Thirty pharmacists described networks of varying size and composition. Prescribing professionals, including physicians and nurse practitioners, were frequent collaborators, but patients, their families, and other pharmacists often occupied the closest network circle. Networks were formed and maintained through shared patient care, regular interactions, and social connections, but workforce shortages and time constraints challenged effective collaboration. Relationships were strengthened when members could efficiently communicate and exchange patient information. These findings indicate community pharmacists cultivate varied and dynamic networks to coordinate care across distributed settings. Responsiveness, reciprocity, and boundary-spanning work enable pharmacists to enact interprofessional care beyond formal teams. Recognizing these relational mechanisms may help strengthen community-based connections.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708351","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 impact of Solution Focused Practice on workplace wellbeing: a systematic review.","authors":"Aine Garvey, Christian van Nieuwerburgh, Jolanta Burke","doi":"10.1080/13561820.2026.2710779","DOIUrl":"https://doi.org/10.1080/13561820.2026.2710779","url":null,"abstract":"<p><p>Solution Focused Practice is a collaborative approach that focuses on resources and what is already working to support people in reaching preferred futures. It has expanded from its original roots in therapy to areas such as coaching and consulting and is often used in a range of interprofessional settings. In addition to a range of positive client outcomes, it has been argued that the approach also benefits practitioners by preserving and enhancing their wellbeing. The purpose of this review was to identify and synthesize results from studies that explored the impact of Solution Focused Practice on workplace wellbeing. Databases (CINAHL, Medline, APA PsycInfo, Scopus and Web of Science), as well as gray literature were searched. Qualitative data were coded and thematically analyzed and combined with quantitative data for narrative synthesis. From the inital 1,906 papers retrieved, eleven studies met the inclusion criteria and underwent quality appraisal. Participants included a range of medical, health, and social care workers. All papers identified changes in practice that enhanced collaborative working. Three main themes emerged from the integrated synthesis; the positive impact of practice changes on work fulfillment and emotional wellbeing; how the philosophy of solution focused practice felt congruent with personal and professional values; and how the approach improved connections and relationships with service users and colleagues. While the results of the studies are promising, the number of studies included in this review was small, with diverse designs and methodological limitations. Future research should further explore the long-term impacts of Solution Focused Practice on workplace wellbeing using robust designs.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-12"},"PeriodicalIF":2.3,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148685957","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":"Ten years of student-reported outcomes from simulation-based interprofessional education in an underrepresented academic setting.","authors":"Olumide A Ojo, Peregrina Arciaga, Ayser Jama, Deyu Pan, Shahrzad Bazargan-Hejazi","doi":"10.1080/13561820.2026.2707645","DOIUrl":"https://doi.org/10.1080/13561820.2026.2707645","url":null,"abstract":"<p><p>Simulation-based interprofessional education is widely used to foster collaborative competencies among health professions students; however, evidence from underrepresented and minority-serving academic health settings remains limited. We conducted a retrospective program evaluation of simulation-based IPE implemented from 2014 to 2024 at a U.S.-based minority-serving academic health sciences institution, defined here as an institution with a historical mission to educate students underrepresented in medicine and other health professions and to serve diverse communities. Student-reported post-simulation surveys from medical, nursing, pharmacy, and physician assistant students were analyzed descriptively, with trend analyses over time. Open-ended reflections were reviewed thematically to contextualize quantitative findings. This evaluation was not designed as a prospective research trial or pre-post intervention study. The survey was locally developed for program evaluation and had not undergone formal psychometric testing; therefore, findings are interpreted as student-reported perceptions rather than validated measures of interprofessional competence. Data from 452 students demonstrated consistently favorable student-reported perceptions. Significant positive trends were observed for decision-making (p = .01), educational value (p = .04), and desire for more time with simulation scenarios (p = .03). Communication/teamwork (p = .10), appropriateness for educational level (p = .09), and perceived time value (p = .15) showed positive but non-significant trends. Qualitative themes highlighted enhanced interprofessional communication, increased confidence, and persistent challenges related to role clarity. Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context. Findings highlight the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-4"},"PeriodicalIF":2.3,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680638","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":"Shaping healthcare students' collaboration- exploring interprofessional education in primary healthcare practice.","authors":"Karin Landberg, Anita Iversen, Pia Tingström, Annika Lindh Falk","doi":"10.1080/13561820.2026.2709531","DOIUrl":"https://doi.org/10.1080/13561820.2026.2709531","url":null,"abstract":"<p><p>Interprofessional education (IPE) is essential to enable development of healthcare students' collaborative competencies and thus prepare them for collaborative practice as healthcare professionals. Existing IPE research has mainly been conducted in inpatient care units. As healthcare increasingly will be based on primary healthcare interventions, IPE arranged in such settings needs to be further examined. This empirical study was designed with a focused ethnographic approach, informed by the theory of practice architectures, and aimed to investigate how IPE arranged in primary healthcare prefigures students' interprofessional collaboration. Four student teams consisting of nursing, occupational therapy and medical students were observed during an IPE placement in primary healthcare. The results of this study suggest that students' interprofessional collaboration during IPE is prefigured by intended arrangements, i.e. those that are part of the IPE design as well as arrangements inherent in the primary healthcare practice. These arrangements were at times contradictory, which affected the students' focus on, as well as conditions and incentives to engage in interprofessional collaboration. Thus, when implementing IPE in an already existing practice, it is crucial that the educational context is carefully considered to ensure that the intention of the IPE practice can be achieved.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":2.3,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148671027","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 education with medicine and physician associate students enhances the understanding of roles and responsibilities and highlights the importance of collaborative practice-a mixed‑methods study.","authors":"Pauline Joyce, Michelle O'Toole, Elizabeth Dolan, Seamus Sreenan, Marian Brennan","doi":"10.1080/13561820.2026.2697177","DOIUrl":"https://doi.org/10.1080/13561820.2026.2697177","url":null,"abstract":"<p><p>Interprofessional education (IPE) plays a key role in preparing healthcare professionals for future collaborative practice. We explored the attitudes of first-year medical and physician associate (PA) students toward the team approach to care. Students participated in three IPE sessions, using cases designed to prompt discussion regarding professional roles, responsibilities, and team dynamics. We explored the impact of the sessions using the Students Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) instrument and focus groups. Fifty students completed the presurvey, and 48 students completed the postsurvey. There were increases in mean scores related to \"teamwork and collaboration,\" \"roles and responsibilities,\" and \"patient outcomes.\" Focus group data suggested that both medical and PA students agreed that their education benefitted from the IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result. Many students admitted to not having a clear understanding of their respective roles before the sessions and agreed that care delivered as part of an interprofessional team would positively impact patient care and reduce healthcare costs. The sessions helped students to understand their respective roles and responsibilities, and the importance of collaborative practice in improving patient outcomes.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148663828","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}