Journal of Interprofessional Care最新文献_第3页

Transitioning from specialisation to collaboration: interprofessional clinical simulation, metacognition and the phenomenon of convergence. 从专业化过渡到协作：跨专业临床模拟、元认知和趋同现象。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-11-01 Epub Date: 2024-10-14 DOI: 10.1080/13561820.2024.2405977

Colin John Greengrass, Shahad Abdulkhaleq Mamalchi, Valeriy Kozmenko

{"title":"Transitioning from specialisation to collaboration: interprofessional clinical simulation, metacognition and the phenomenon of convergence.","authors":"Colin John Greengrass, Shahad Abdulkhaleq Mamalchi, Valeriy Kozmenko","doi":"10.1080/13561820.2024.2405977","DOIUrl":"10.1080/13561820.2024.2405977","url":null,"abstract":"Research into metacognitive processes within interprofessional clinical simulation has been largely overlooked in the literature. This study explores how interprofessional simulation may influence cognitive and metacognitive processes across several professional programmes; medicine, nursing, pharmacy, and occupational therapy. This study focused on changes in performance pre- and post-simulation, with undergraduate students from each profession answering a set of questions related to the simulation case, requiring specialized knowledge from each profession. Question scores, item confidence judgment ratings, and calibration values were collected and analyzed. The data revealed a pattern of convergence in post-simulation assessments, where professions initially with lower performance in the pre-simulation phase improved, and those initially performing well demonstrating a decline in performance. Calibration values indicated that medical students developed metacognitive errors from their interactions in the simulation, which were not present pre-simulation, and that occupational therapy students suffered a loss of confidence and calibration in questions within their own field resulting from their experience (being more accurate pre-simulation). The authors anticipate that the phenomenon of convergence may have longer-term consequences, potentially fostering distrust among professions for those with declining performance. The authors propose that expanding awareness of convergence phenomena and conducting repeated simulations (thus facilitating further team development) could mitigate this issue.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1062-1071"},"PeriodicalIF":1.9,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479480","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

Nurse-led World Café approach in promoting interprofessional collaborative behaviors and learning engagement among healthcare professionals. 以护士为主导的 "世界咖啡馆 "方法促进医护专业人员的跨专业合作行为和学习参与。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-11-01 Epub Date: 2024-08-30 DOI: 10.1080/13561820.2024.2394891

Hong-Ying Li, Tzu-Chuan Hsu, Chu-Yu Huang, Chien-Lin Kuo, Su-Fen Cheng

{"title":"Nurse-led World Café approach in promoting interprofessional collaborative behaviors and learning engagement among healthcare professionals.","authors":"Hong-Ying Li, Tzu-Chuan Hsu, Chu-Yu Huang, Chien-Lin Kuo, Su-Fen Cheng","doi":"10.1080/13561820.2024.2394891","DOIUrl":"10.1080/13561820.2024.2394891","url":null,"abstract":"Effective interprofessional collaboration practice (IPCP) promotes healthcare outcomes but is often hindered by poor communication. Traditional teaching methods with limited interdisciplinary interactions may not effectively foster IPCP behaviors. This study evaluated the effectiveness of nurse-led World Cafe (NWC) approach in promoting IPCP behaviors and learning engagement. Seventy-six healthcare professionals (38 in each group) participated in this quasi-experimental study. Data were collected before, one-week, and four-week post-intervention, using Lee's (2016) Interprofessional Collaborative Practice Behavior Inventory (IPCPBI) and Ciou's (2020) Learning Engagement Scale. Five medical technologists in the control group were excluded from data analysis to ensure group equivalence. Before the intervention, there were no significant differences in IPCPBI between groups. One week post-intervention, the experimental group scored higher in IPCPBI, yet lacked statistical significance (p > .05). Four weeks post-intervention, the experimental group significantly improved in IPCPBI (p < .05). While no statistically significance was found in learning engagement between groups, the experimental group scored significantly higher in the active engagement sub-domain (p < .05). The NWC approach boosted IPCP behaviors and learning engagement, fostering a collaborative learning environment that improves outcomes through interdisciplinary interactions. Healthcare settings could benefit from adopting the NWC approach to enhance clinicians' IPCP competency.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1151-1157"},"PeriodicalIF":1.9,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114298","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 meetings, organization, and interactive practices: the reflexive achievement of patient-centeredness. 跨专业会议、组织和互动实践：以病人为中心的反思性成就。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-10-28 DOI: 10.1080/13561820.2024.2407070

Sara Keel, Anja Schmid, Veronika Schoeb

{"title":"Interprofessional meetings, organization, and interactive practices: the reflexive achievement of patient-centeredness.","authors":"Sara Keel, Anja Schmid, Veronika Schoeb","doi":"10.1080/13561820.2024.2407070","DOIUrl":"https://doi.org/10.1080/13561820.2024.2407070","url":null,"abstract":"Interprofessional meetings are crucial for achieving patient-centeredness in healthcare. Exactly how patient-centeredness is reached during these meetings remains underexamined. Adopting an Ethnomethodology and Conversation Analysis (hereafter EMCA) perspective, this contribution looks at video-recordings of interprofessional meetings in two distinct healthcare settings: rehabilitation and internal medicine. It aims to provide new insight into how investigations of patient-centeredness as a reflexive achievement allow us to better understand the organizational and relational efforts required to achieve it in practice. This contribution outlines how different healthcare contexts result in variety in the meeting frequency, duration, aims, participants, and agendas, which in turn means that the opportunities for patient-centeredness are not the same. But it also illustrates how patient-centeredness depends on the ways the various opportunities are seized and play out in the interprofessional interactions. It is therefore argued here that research on how patient-centeredness is reached in interprofessional meetings and the development of recommendations for enhancing it both require consideration of context-specific conditions and how participants adapt to and simultaneously modify them to achieve patient-centeredness in practice.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-16"},"PeriodicalIF":1.9,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523542","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

Correction. 更正。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-10-17 DOI: 10.1080/13561820.2024.2417559

引用次数: 0

Interprofessional collaboration in primary care for patients with chronic illness: a scoping review protocol mapping leadership and followership. 慢性病患者初级保健中的跨专业合作：领导力与追随力范围审查协议。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-10-16 DOI: 10.1080/13561820.2024.2405558

Guoyang Zhang, Renée E Stalmeijer, Fury Maulina, Frank Smeenk, Carolin Sehlbach

{"title":"Interprofessional collaboration in primary care for patients with chronic illness: a scoping review protocol mapping leadership and followership.","authors":"Guoyang Zhang, Renée E Stalmeijer, Fury Maulina, Frank Smeenk, Carolin Sehlbach","doi":"10.1080/13561820.2024.2405558","DOIUrl":"https://doi.org/10.1080/13561820.2024.2405558","url":null,"abstract":"Effective interprofessional collaboration (IPC) in primary care is essential for providing high-quality care for patients with chronic illness. However, the traditional role-based leadership approach in which physicians are the sole leaders, may hinder IPC. To improve IPC, leadership roles may need to shift dynamically based on expertise and experience, allowing for fluid transitions between leaders and followers within teams. Until now, most studies exploring this phenomenon focus on secondary care settings where teamwork is often physician-led, protocol-driven, and time-limited. Our understanding of followership in primary care remains limited. Therefore, we present a protocol for a scoping review to map the research on leadership and followership within IPC in primary care settings for patients with chronic illness and relevant training interventions within this context. An electronic search will be conducted across PubMed, Embase, and Web of Science to identify studies published in English. Three independent reviewers will assess publications for eligibility. Data will be extracted on definitions, conceptualizations, and training programs of leadership and followership. Through descriptive and thematic analysis, the review will map the landscape of leadership and followership, and provide insights into related competencies necessary for effective IPC in primary care for patients with chronic illness.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479478","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

Leveraging the strengths of a global network to adapt and sustain interprofessional education and collaborative practice during the COVID-19 pandemic. 利用全球网络的优势，在 COVID-19 大流行期间调整和维持跨专业教育与合作实践。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-10-14 DOI: 10.1080/13561820.2024.2405981

Vikki Park, Dean Lising, Jill E Thistlethwaite, Anthony P Breitbach, Andrea L Pfeifle, Hossein Khalili

{"title":"Leveraging the strengths of a global network to adapt and sustain interprofessional education and collaborative practice during the COVID-19 pandemic.","authors":"Vikki Park, Dean Lising, Jill E Thistlethwaite, Anthony P Breitbach, Andrea L Pfeifle, Hossein Khalili","doi":"10.1080/13561820.2024.2405981","DOIUrl":"https://doi.org/10.1080/13561820.2024.2405981","url":null,"abstract":"The COVID-19 pandemic impacted interprofessional education and collaborative practice (IPECP), and global educators collaborated to mitigate the impact. This report reflects the innovations of the global network InterprofessionalResearch.Global (IPR.Global), exploring adaptations and emerging practices in IPECP, and formation of the COVID-19 Taskforce. In response to widespread change and crisis in the pandemic, the Taskforce mobilized global collaboration by forming working groups which led to IPECP innovations through IPR.Global reports, publications, and knowledge forums. Tuckman's theory of group formation is used to explore interprofessional group structures and to understand how network members adapted and collaborated effectively through stages of group development. By leveraging the strengths of IPR.Global, an established global network, adaptations could be made to sustain IPECP in the pandemic, sharing and exploring experiences of emerging best practice through collaborations, group working and knowledge mobilization. Whilst the pandemic impacted IPECP across the world, global networks and teams were key to developing, advancing, and sustaining interprofessional innovations. Through exploring the lessons learned, future collaborations can consider how to promote knowledge mobilization, and sustainability within the global community of practice and advance IPECP by considering team formation theory.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.9,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479479","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

Impact of an interprofessional training on students' attitudes toward interprofessional education. 跨专业培训对学生跨专业教育态度的影响。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-10-10 DOI: 10.1080/13561820.2024.2408377

Marie Guinat, Camille Greppin-Bécherraz, Liliana Staffoni, Amélia Didier, Valérie Santschi

{"title":"Impact of an interprofessional training on students' attitudes toward interprofessional education.","authors":"Marie Guinat, Camille Greppin-Bécherraz, Liliana Staffoni, Amélia Didier, Valérie Santschi","doi":"10.1080/13561820.2024.2408377","DOIUrl":"https://doi.org/10.1080/13561820.2024.2408377","url":null,"abstract":"In Lausanne, Switzerland, Interprofessional Education (IPE) is embedded in the curriculum of every undergraduate healthcare student. Since 2011, five educational and healthcare institutions have implemented a short interprofessional education course to bring together 2307 undergraduates from six different disciplines (medicine, midwifery, nursing, occupational therapy, physiotherapy, medical radiology technician) between 2017 and 2020. This pre-post study aimed to explore how this course influenced students' attitudes toward IPE using a French translation of the validated questionnaire called the \"University West of England Interprofessional Questionnaire.\" Students were asked to complete an online survey prior to and at the end of the IPE course to measure students' attitudes toward interprofessional (IP) relationships and collaborative learning. A total of 942 students answered the survey between 2017 and 2020, before and after the course. Each year, students' attitudes toward IP relationships improved after the course whereas a positive change in students' attitudes toward IP learning was observed only in 2020. A short exposure to an IPE course could improve students' attitudes toward IPE and, more specifically, toward IP relationships. Our findings could inform IP leaders to design repetitive, various, and longitudinal IPE experiences to balance the development of uniprofessional and interprofessional identity.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-11"},"PeriodicalIF":1.9,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479477","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

From classroom to collaboration: how pre-graduation interprofessional learning shapes health professional graduates' interactions in practice. 从课堂到合作：毕业前的跨专业学习如何影响卫生专业毕业生在实践中的互动。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-10-10 DOI: 10.1080/13561820.2024.2407073

Sherryn Evans, Nicole Shaw, Catherine Ward, Gary D Rogers

{"title":"From classroom to collaboration: how pre-graduation interprofessional learning shapes health professional graduates' interactions in practice.","authors":"Sherryn Evans, Nicole Shaw, Catherine Ward, Gary D Rogers","doi":"10.1080/13561820.2024.2407073","DOIUrl":"https://doi.org/10.1080/13561820.2024.2407073","url":null,"abstract":"Interprofessional education (IPE) aims to prepare health professional students with the knowledge, attitudes and skills required for collaborative healthcare practice. Although positive outcomes have been documented at the completion of university-based IPE experiences, or longitudinally across health care degrees, the literature is unclear on how university-based IPE influences graduate practice. This study therefore explores how health professional graduates experience interprofessional interactions in practice and how these may be connected to their university-based IPE experiences. Interviews with seven health professional graduates who had participated in an 11-week IPE course as part of their pre-licensure degrees were analyzed using interpretative phenomenological analysis. The participants were able to articulate instances of effective and less effective collaboration from their professional experiences, making sense of these experiences with explicit reference to the themes of role understanding, collaborative working relationships, interprofessional communication, patient-centered care and contextual influences; all ideas introduced in their university-based IPE. They connected their understanding of roles, collaborative working relationships and interprofessional communication explicitly to their prior university-based IPE, identifying these learnings as foundational knowledge. This connection was not as explicit for patient-centered care and contextual issues. These findings highlight the critical importance of IPE in preparing health professionals for high-quality contemporary practice.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-7"},"PeriodicalIF":1.9,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479476","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

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":"26 1","pages":"1-10"},"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

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":"27 1","pages":"1-8"},"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