Journal of Interprofessional Care最新文献

{"title":"Mapping sustainable interprofessional education in the post-pandemic world: emerging practices in interprofessional education.","authors":"Fraide A Ganotice","doi":"10.1080/13561820.2025.2502870","DOIUrl":"https://doi.org/10.1080/13561820.2025.2502870","url":null,"abstract":"","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"39 3","pages":"335-337"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056192","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":"Trusting parent-professional relationships in interprofessional interventions for expectant and new parents in vulnerable positions: A realist evaluation.","authors":"Pernille Gram, Louise Lund Holm Thomsen, Clara Graugaard Andersen, Charlotte Overgaard","doi":"10.1080/13561820.2023.2183185","DOIUrl":"10.1080/13561820.2023.2183185","url":null,"abstract":"<p><p>Interprofessional collaboration and trusting parent-professional relationships can be key to delivering interprofessional care to meet the needs of expectant and new parents in vulnerable positions. This, however, presents challenges. This study aimed to gain deeper understanding of how and under what circumstances trusting parent-professional relationships develop and work within interprofessional team-based care for this group, from the professionals' perspectives. Realist evaluation was undertaken based on 14 semi-structured, realist interviews with midwives and health visitors and 11 observations. Multiple interrelated mechanisms were identified including patient/family-centered care, timely and relevant interprofessional involvement in care, gentle interprofessional bridging, transparency of intervention roles and purposes, and relational continuity. Good interprofessional collaboration was a primary condition for these mechanisms. Developed, trusting relationships supported parents' engagements with interprofessional care and constituted a supportive safety net that promoted parenting skills and coping abilities. We identified harmful mechanisms: distanced encounters, uncertainty of interprofessional involvement, and compromising the safe space. These mechanisms caused distrust and disengagement. Ensuring trusting parent-professional relationships within interprofessional team-based care demands each professional involved competently engages in relational work and interprofessional collaboration. Uncontrollability is thus influenced regarding interpersonal connection and potentially gives an explanation when trust-building efforts fail.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"408-418"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10850031","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":"Training health and social care professionals in multidisciplinary team working: a document analysis of undergraduate educational requirements.","authors":"Victoria Collin, Samantha Meiring, Sara Noden, Susan Barber, Benedict W J Hayhoe","doi":"10.1080/13561820.2025.2469298","DOIUrl":"10.1080/13561820.2025.2469298","url":null,"abstract":"<p><p>Delivery of health and social care in the UK has shifted toward an integrated care approach in which health and social care professionals work together across preexisting healthcare boundaries in interprofessional teams, referred in UK policy as multi-disciplinary teams (MDTs). If integrated working is to be successful, it is essential that all professionals have the necessary skills to work together effectively. We examined the educational requirements relating to MDT working for different health and social care professions as mandated by regulatory or professional bodies in England to determine current standards and how these may vary across professions. Twenty-six documents were searched using keywords related to MDT working for nine professions; Dietetics, Medicine, Midwifery, Nursing, Pharmacy, Physiotherapy, Occupational Therapy, Speech and Language Therapy and Social Work. Extracts were subjected to content analysis, and categories mapped across professions. Four categories were identified: <i>Interprofessional learning, MDT working, improving patient care</i>, and <i>healthcare policy</i>. Despite areas of consistency (all professions required learning from other professionals) there were some marked differences. A more consistent approach to training our health and social care workforce would better facilitate integrated care delivery.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"448-458"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639852","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":"Characteristics and outcomes of communities of practice in allied health educators: rapid review.","authors":"Emma Edwards, Anna Phillips, Maureen McEvoy, Kylie Johnston","doi":"10.1080/13561820.2025.2452957","DOIUrl":"10.1080/13561820.2025.2452957","url":null,"abstract":"<p><p>Allied health clinical educators (AHCEs) are vital to health professional student education and clinical education is often expected in a job role. Communities of practice (CoPs) may be a strategy to meet educator learning needs. A rapid review was conducted to determine the structures, purposes, and outcomes of AHCE CoPs, and barriers or enablers of participation in CoPs. A systematic electronic search of three peer-reviewed literature databases (1/1/1998 to 10/7/23) and gray literature search were conducted. Data were extracted using a purposively designed form and synthesized descriptively. One peer-reviewed paper and four unpublished reports were included. CoPs aimed to provide a platform for knowledge creation and resources. Most were single-discipline specific and conducted virtually with occasional face-to-face meetings. Evaluation of CoPs was limited: one paper reported the impact of a CoP on CE skills and confidence. Outputs included documentation and clinical reasoning tools, resource repositories and training packages. Enablers included having a facilitator, and an online platform for resource sharing. Lack of support by management limited participation. While published research on CoPs in AHCE is scarce, communities are growing informally within local health networks, predominantly online. Further research is indicated to evaluate effectiveness of CoPs and make the most of this opportunity for interprofessional collaboration and practice.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"510-518"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061237","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":"Experiencing growth through interprofessional working relationships: a grounded theory study.","authors":"Laura Jillian Park, Alison I Machin, Collette Straughair","doi":"10.1080/13561820.2025.2482683","DOIUrl":"10.1080/13561820.2025.2482683","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) is a means of delivering high-quality person-centered care. When implemented successfully, IPC creates an integrated and cohesive system that improves care and service provision. However, factors influencing the quality of IPC, such as relationship development at work, are still not fully understood. In this constructivist grounded theory study, we explored practitioners' experiences of interprofessional relationships in an acute stroke care environment in an NHS Trust in the North of England. Following ethical approval, with the support of a senior leader in the setting, 13 participants in a range of practice roles were recruited through purposeful selection, and then, theoretical sampling. Data were collected through observations and interviews and systematically analyzed concurrently through constant comparative analysis. In a propositional grounded theory, we identified a core social process of experiencing growth through interprofessional relationships with four interrelated categories: Developing a sense of belonging; Rewards and recognition; Inclusive working and learning; and Interprofessional compassion. This knowledge may provide leaders of interprofessional healthcare teams with an additional focus for staff development and retention strategies, at a time when retaining and developing the healthcare workforce is a key global priority.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"469-478"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765607","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":"Analyzing readiness for interprofessional education among health program students using hierarchical clustering.","authors":"Florian Spada, Rosario Caruso, Ippolito Notarnicola, Silvia Belloni, Maddalena De Maria, Arianna Magon, Gianluca Conte, Emanuela Prendi, Xhesika Pata, Blerina Duka, Gennaro Rocco, Alessandro Stievano","doi":"10.1080/13561820.2025.2452973","DOIUrl":"10.1080/13561820.2025.2452973","url":null,"abstract":"<p><p>This study employs a clustering approach to assess the readiness for interprofessional education (IPE) among students enrolled in health-related study programs in Albania. Among a sample of 1470 students, complete data were available for 1383 participants, while 87 cases had missing data. Three distinct clusters were identified using hierarchical clustering analysis based on age and readiness domains: Teamwork (TW) and Professional Practice Identity (PPI). The average scores for TW and PPI were 4.4 ± 0.51 and 4.3 ± 0.51, respectively. Cluster A, consisting of 123 students, exhibited lower scores in both domains and a higher proportion of male students, while Clusters B (846 students) and C (414 students) demonstrated greater readiness for IPE and a higher representation of female students. These findings highlight varying perceptions and values associated with IPE across genders and health-related study programs, emphasizing the necessity for tailored and gender-aware IPE-enhancing interventions. Furthermore, our research underscores the importance of introducing IPE early in the healthcare curriculum and utilizing student clustering to tailor interventions, thus laying the foundation for broader research endeavors. Future studies are recommended to delve deeper into these results and assess the effectiveness of tailored interventions based on this approach in fostering readiness for IPE.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"391-398"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014739","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":"Learning theories and their applications in interprofessional education (IPE) to foster dual identity development.","authors":"Hossein Khalili","doi":"10.1080/13561820.2025.2496325","DOIUrl":"https://doi.org/10.1080/13561820.2025.2496325","url":null,"abstract":"<p><p>Interprofessional teaching and learning is a key component of interprofessional education for collaborative practice (IPECP), which aims to prepare health professional students and practitioners to work effectively and collaboratively with each other and with patients to address the Quintuple Aim (better health, better care, better value, better work experience, and better health equity). However, interprofessional teaching and learning is complex and challenging, as learners come together with diverse professional knowledge, skills, and experience; potential preconceived notions and prejudices against each other, and diverse expectations and conditions in which learning will occur. As a result of this complexity, there is no one-size-fits-all IPECP intervention as the current literature and practice lack a clear, consistent theoretical foundation, and guidance for interprofessional teaching and learning. This article aims to critically analyze and apply the main four learning theories (behaviorism, cognitivism, constructivism, and humanism) in interprofessional education (IPE). The article discusses the views of learning theories and explains the nature of interprofessional teaching and learning, and the process of designing and implementing interprofessional learning experiences that foster dual (professional and interprofessional) identity in developing future interprofessional practitioners.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"39 3","pages":"338-347"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144038503","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":"Barriers and facilitators in implementing interdisciplinary play-based assessments in kindergarten: a Danish abductive study.","authors":"Calina Leonhardt, Dina Danielsen","doi":"10.1080/13561820.2025.2463546","DOIUrl":"10.1080/13561820.2025.2463546","url":null,"abstract":"<p><p>The aim of this study was to examine the implementation of an interdisciplinary collaboration between health nurses and kindergarten pedagogues within a health promotion intervention designed to reduce health inequality among children. The collaboration took place during group- and play-based assessments of motor development in 4-year-olds. A total of 12 participant observations and 10 interviews (5 with health nurses and 5 with pedagogues), were used to explore the collaborative challenges and strengths. Through abductive analysis we examined four analytical themes: 1. The various roles assumed by the professions, 2. Their differences in motivation, 3. The professions' attitude toward each other and the collaboration, and 4. Diverse expectations regarding responsibility and follow up. These themes collectively offer insights into interdisciplinary collaboration in the context of health promotion and play-based assessments. The findings reveal differences in professional status and roles, with the health nurses assuming authoritative positions while the pedagogues adopt more assisting roles. Ambiguity regarding follow-up responsibilities furthermore emerges, potentially undermining the professionalism, empowerment and agency of the pedagogues. The study suggests future interventions to consider equity and professional recognition to enhance collaboration quality and implementation effectiveness.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"438-447"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434300","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":"Cross-cultural adaptation and validation of a teaching questionnaire measuring facilitator competencies and characteristics of interprofessional clinical educators in an Asian setting.","authors":"Amelia Dwi Fitri, Ardi Findyartini, Diantha Soemantri, Rita Mustika, Anwar Santoso, Mora Claramita, Sri Linuwih Menaldi","doi":"10.1080/13561820.2025.2452972","DOIUrl":"10.1080/13561820.2025.2452972","url":null,"abstract":"<p><p>This study aimed to validate an Indonesian version of the teaching questionnaire measuring the competencies of interprofessional education (IPE) facilitators and the characteristics of good clinical educators described by Kerry et al. (2021). A cross-cultural adaptation was developed and consisted of the following steps: forward-backward translation, content validity index measurement, cognitive interviews and a pilot study to measure content validity and reliability, exploratory factor analysis (EFA) to identify the new dimensionality, and confirmatory factor analysis (CFA) to confirm the measurement model. The pilot study results confirmed that the Indonesian version of the questionnaire assessing teaching competencies had good internal consistency (ω= .74 for the competencies of facilitators and ω= .88 for the characteristics of good clinical educators). The questionnaire was then administered to 209 clinical educators from five health professions. The EFA revealed two factors for the competencies (ω1= .86, ω2 = .70) and one factor for the characteristics of good IPE clinical educators (ω= .90). The CFA showed that the proposed model had a good fit with the observed data with (chi-square test: <i>p</i> > .05; CMIN/df, TLI, CFI, GFI, and AGFI were within the expected ranges; and RMSEA approximately .05).</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"377-390"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030272","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":"Perspectives of community mental health nurses as care coordinators within a multidisciplinary team: A systematic review.","authors":"Oluwaseun Deborah Dada, Isaac Amankwaa, Sharon Brownie","doi":"10.1080/13561820.2025.2487032","DOIUrl":"https://doi.org/10.1080/13561820.2025.2487032","url":null,"abstract":"<p><p>A multidisciplinary approach has been identified as the optimal strategy for addressing the complex health and social needs of community mental health service users. Designating a care coordinator within the multidisciplinary team has been suggested to improve cooperation and communication. However, evidence on the experiences of community mental health nurses (CMHNs) as care coordinators is limited. This systematic review and thematic synthesis aimed to investigate CMHNs' experiences and identify enablers and obstacles to effective implementation. We searched PubMed, CINAHL, Scopus, and Web of Science for peer-reviewed primary papers published in English between 1990 and 2022, as well as gray materials from ProQuest Dissertations and Theses, and Google Scholar. After the screening process, only nine studies were deemed eligible for inclusion in the review. The quality of the included studies was assessed using the JBI critical evaluation checklist for qualitative studies, and data were analyzed using NVivo software and thematic synthesis based on Thomas and Harden's method. Our analysis reveals that CMHNs perceive the care coordinator role as a link to service users and as an added burden, including high demand for administrative tasks. CMHNs reported a lack of role clarity, leading to blurred boundaries within the multidisciplinary team, loss of professional identity, and decreased confidence. Role ambiguity and variability in team collaboration were significant contributors to role conflict. These findings indicate a critical need for role definition and clarity within community mental health multidisciplinary teams as it affects team functioning and the professional identities and confidence of CMHNs. It is recommended that healthcare management, clinical leaders, and professional nursing bodies reconsider their vision for the care coordinator role. This could be done through clear role definitions, training programs, and policy changes that ultimately enhance CMHNs' confidence and reaffirm their professional identities.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"39 3","pages":"499-509"},"PeriodicalIF":1.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144058742","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}