Journal of Interprofessional Care最新文献_第3页

Constructing interprofessional collaboration through intercultural narratives: a study of an interprofessional healthcare team's meetings. 通过跨文化叙事构建跨专业协作：对跨专业医疗团队会议的研究。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-09-01 Epub Date: 2025-06-04 DOI: 10.1080/13561820.2025.2500996

Karoliina A Karppinen, Malgorzata Lahti, Leena Mikkola

{"title":"Constructing interprofessional collaboration through intercultural narratives: a study of an interprofessional healthcare team's meetings.","authors":"Karoliina A Karppinen, Malgorzata Lahti, Leena Mikkola","doi":"10.1080/13561820.2025.2500996","DOIUrl":"10.1080/13561820.2025.2500996","url":null,"abstract":"Interpersonal communication is recognized as fundamental to interprofessional collaboration in healthcare; however, its processes remain understudied. We examined the interactive processes of constructing and negotiating interprofessional collaboration and professional identities as intercultural communication. We aimed to understand how intercultural narratives employed in an interprofessional healthcare team's meetings inform the construction of interprofessional collaboration. We used the framework of \"small culture formation on the go\" to investigate how people jointly construct rules, meanings, and relationships to position themselves and others. The theory we employed is based on the concepts of block and thread narratives: Blocks emphasize cultural boundaries between professions; threads create common ground. Positioning and thematic analysis was used on a dataset of audio recordings and transcripts of five meetings among nurses, physiotherapists, and ward clerks working in a Finnish hospital. The findings show that besides highlighting differences, blocks were used to organize collaboration and negotiate structural issues in interprofessional healthcare teamwork. Threads constructed shared understanding of joint processes, team membership, and patient-centeredness, reinforcing the mutual objectives of collaborative care. These findings challenge the original framework that views block narratives as something to avoid. We argue that in interprofessional settings, both blocks and threads can be beneficial, if not essential.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"762-772"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217423","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

Collective leadership in collaborative practice: a qualitative secondary analysis of how plural leadership is enacted in practice. 合作实践中的集体领导：对多元领导如何在实践中实施的定性二次分析。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-09-01 Epub Date: 2025-05-20 DOI: 10.1080/13561820.2025.2504558

D S Thompson, A Harvey, M Barnova, M Hane

{"title":"Collective leadership in collaborative practice: a qualitative secondary analysis of how plural leadership is enacted in practice.","authors":"D S Thompson, A Harvey, M Barnova, M Hane","doi":"10.1080/13561820.2025.2504558","DOIUrl":"10.1080/13561820.2025.2504558","url":null,"abstract":"Research on interprofessional collaboration often includes the assumption that leadership is enacted individually. However, collaboration involves a form of leadership, sometimes known as plural leadership, that occurs from the combined influence of individuals. We examined plural leadership in practice for the purpose of informing strategies to support leadership specifically, and interprofessional collaboration more generally. We conducted a secondary analysis of 13 semi-structured interviews collected as part of a larger study on interprofessional collaboration in long-term care. First, we categorized data using concepts theorized from research on plural leadership. Next, we identified themes within each of the categories that represented how plural leadership is enacted according to the concepts. We then combined these themes to arrive at three actionable ways that plural leadership is enacted in long-term care: familiarity to create leaders; sharing and empathy to foster leadership; and structuring leadership. We use these to offer some practical approaches based on evidence and theory to support plural leadership in practice. Strategies include supporting staff continuity, providing space to share knowledge, and equipping team members with tools for navigating organizational structures. Our work contributes theoretical ideas about how to study and support leadership in collaboration.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"773-781"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144111747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of an IPS-based IPE program on interprofessional socialization and dual identity development. 基于 IPS 的 IPE 课程对跨专业社会化和双重身份发展的影响。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-09-01 Epub Date: 2020-02-04 DOI: 10.1080/13561820.2019.1709427

Hossein Khalili, Carole Orchard

{"title":"The effects of an IPS-based IPE program on interprofessional socialization and dual identity development.","authors":"Hossein Khalili, Carole Orchard","doi":"10.1080/13561820.2019.1709427","DOIUrl":"10.1080/13561820.2019.1709427","url":null,"abstract":"The purpose of this study was to assess the effect of an interprofessional socialization (IPS) based interprofessional education (IPE) program intervention on health professions students' IPS process and dual identity development. Despite the growing acknowledgment of IPS in recent literature, there is a paucity of research investigating socialization processes learners move through in order to develop dual identity - professional and interprofessional. A concurrent embedded mixed-method design was used. One hundred and eight pre-licensure students from seven different health professions completed the IPS program intervention. Latent Growth Curve (LGC) modeling and thematic content analysis were used to analyze the quantitative and qualitative data, respectively. A significant and consistent growth rate in dual identity was found among the participants. The thematic analysis resulted in four emerging themes (uniprofessional education as a barrier, IPS program as an eye-opener, learning to collaborate, and collective unified team). The integrated findings provide support for the use of the interprofessional socialization framework.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"807-817"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37609302","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

First-year health professions students' interprofessional identity development following participation in a brief introductory interprofessional activity: a qualitative study. 卫生专业一年级学生在参加简短的跨专业入门活动后的跨专业身份发展：一项定性研究。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-09-01 Epub Date: 2024-08-28 DOI: 10.1080/13561820.2024.2391353

Cynthia Stull, Fang Lei, Sara North

{"title":"First-year health professions students' interprofessional identity development following participation in a brief introductory interprofessional activity: a qualitative study.","authors":"Cynthia Stull, Fang Lei, Sara North","doi":"10.1080/13561820.2024.2391353","DOIUrl":"10.1080/13561820.2024.2391353","url":null,"abstract":"Healthcare providers need to simultaneously identify with their own profession and the broader interprofessional group to improve interprofessional team functioning and collaboration. The purpose of this study was to explore firstyear healthcare students' interprofessional identity development following a brief introductory interprofessional activity. The Extended Professional Identity Theory (EPIT) served as the framework for this qualitative study. The sample included 1,047 students from 19 different health professions at one institution in the first semester of their professional program. Deductive content analysis was used to analyze students' reflections from two reflective questions in a mandatory course evaluation survey. The 24-item version of the Extended Professional Identity Scale was used as a structured categorization matrix for deductive coding of student reflections to the three EPIT constructs: interprofessional belonging, commitment, and beliefs. Participant responses, spanning all three EPIT constructs, support the ability of early health professions learners to demonstrate the development of an emerging interprofessional identity. Future research is needed to assess IPI at various points across the curriculum and to explore between profession differences and the implications for foundational IPE design and learning along the continuum into practice.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"726-735"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094127","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

Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study. 康复护理跨专业实习中跨专业学习、合作和认同发展的促进因素和障碍：一项定性研究。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-09-01 Epub Date: 2025-01-15 DOI: 10.1080/13561820.2024.2447259

L P van der Weerd, J Hurkmans, J J Reinders, S Minkes-Weiland, C Woldring, H Drenth, E Finnema

{"title":"Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study.","authors":"L P van der Weerd, J Hurkmans, J J Reinders, S Minkes-Weiland, C Woldring, H Drenth, E Finnema","doi":"10.1080/13561820.2024.2447259","DOIUrl":"10.1080/13561820.2024.2447259","url":null,"abstract":"The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"736-749"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of student-led interprofessional activity on formulating an obesity management plan: a mixed method study. 学生主导的跨专业活动对制定肥胖管理计划的影响：一项混合方法研究。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-08-22 DOI: 10.1080/13561820.2025.2543949

Hana Alzamil, Maha F Saja, Haya M Almalag, Nada A Alyousefi, Ghada Bawazeer, Latifah Almater, Lobna Al Juffali, Faten Alzamel

{"title":"The impact of student-led interprofessional activity on formulating an obesity management plan: a mixed method study.","authors":"Hana Alzamil, Maha F Saja, Haya M Almalag, Nada A Alyousefi, Ghada Bawazeer, Latifah Almater, Lobna Al Juffali, Faten Alzamel","doi":"10.1080/13561820.2025.2543949","DOIUrl":"https://doi.org/10.1080/13561820.2025.2543949","url":null,"abstract":"This study examined the impact of student-led interprofessional activity on knowledge about obesity, communication within a team, and the ability to formulate a shared management plan. A mixed-method approach was used to collect data from students across four health science colleges, including medicine, pharmacy, nursing, and applied medical health. The quantitative data was collected in two stages; the first stage involved a pre-knowledge test and a Performance Assessment for Communication and Teamwork (PACT) Tool test, which were conducted before allowing the students to interview a patient with obesity and write their management plan as uni-professional teams. After attending an obesity awareness day, students were split into two IP teams to develop interprofessional care plans collaboratively. The second stage included post-knowledge tests and post-activity PACT tests. A reflection session was also held to gather students' perspectives of the IP educational experience. Qualitative data were summarized to identify emerging themes, which were illustrated with relevant quotes from the reflections. Results from the post-performance PACT test showed significant improvement in familiarity with team-based learning, performance, and the learning environment. Key themes that emerged from students' reflections highlighted the importance of teamwork, shared decision-making, effective communication, accepting and respecting other professionals, and the ability to develop comprehensive care plans. Participants appreciated the roles and responsibilities of each profession and stated that the IP collaboration helped fill gaps in the patient management care plan. In conclusion, interprofessional education can positively influence students' learning processes and teamwork skills, promoting mutual learning and enabling the development of holistic obesity management plans.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-12"},"PeriodicalIF":2.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976856","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

Use of an observer-based assessment measuring individual interprofessional competency in a didactic case collaboration activity. 在教学案例合作活动中使用基于观察员的评估来衡量个人的跨专业能力。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-08-19 DOI: 10.1080/13561820.2025.2546895

Philip T Rodgers, Kimberly A Sanders, Carol L Haggerty, Roxanne M Dsouza-Norwood, Allessandra M Bennett Lowery, Jacqueline Zeeman

{"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":"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 (n = 65), dental (n = 35), and dental hygiene (n = 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.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-8"},"PeriodicalIF":2.6,"publicationDate":"2025-08-19","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}

引用次数: 0

A mixed methods systematic review of interprofessional education and collaborative practice in rural healthcare settings. 农村卫生保健机构跨专业教育和协作实践的混合方法系统综述。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-08-10 DOI: 10.1080/13561820.2025.2538083

Nantheka Nandakumaran, Ahkam Nihardeen, Lucylynn Lizarondo, Monica Moran, Andreas Xyrichis, Matthew McGrail, Martelle Ford, Marcos Riba, Priya Martin

{"title":"A mixed methods systematic review of interprofessional education and collaborative practice in rural healthcare settings.","authors":"Nantheka Nandakumaran, Ahkam Nihardeen, Lucylynn Lizarondo, Monica Moran, Andreas Xyrichis, Matthew McGrail, Martelle Ford, Marcos Riba, Priya Martin","doi":"10.1080/13561820.2025.2538083","DOIUrl":"https://doi.org/10.1080/13561820.2025.2538083","url":null,"abstract":"Interprofessional Education and Collaborative Practice (IPECP) involves healthcare workers and/or students from at least two professions working alongside patients, to improve the quality of healthcare provided. IPECP implementation in rural areas, however, lags due to limited resources and workforce shortages. This systematic review was undertaken to identify the enablers and barriers to the implementation of IPECP initiatives in rural healthcare settings. The JBI mixed methods review methodology and PRISMA guidelines were followed. Studies included peer-reviewed articles of IPECP initiatives implemented in rural healthcare settings identified in PubMed, Scopus, Embase, and Web of Science, alongside gray literature searches. Following screening, data were extracted and critically appraised using the Mixed Methods Appraisal Tool. Forty-eight papers were included in the final review. Enablers of IPECP in rural settings were student factors, supervisor and clinician factors, and strength of the community. Barriers included funding, resources and time constraints, lack of trained IPECP facilitators, and low prioritization of IPECP initiatives. The identified enablers and barriers of IPECP implementation in rural settings can inform further policy and practice developments. Future researchers could investigate strategies to aid IPECP implementation and use of longitudinal designs to assess their long-term impact.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-18"},"PeriodicalIF":2.6,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144818064","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

Discriminative validity of the interprofessional Collaborator Assessment Rubric. 跨专业合作者评估量表的判别效度。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-08-04 DOI: 10.1080/13561820.2025.2542828

Justin Weppner

{"title":"Discriminative validity of the interprofessional Collaborator Assessment Rubric.","authors":"Justin Weppner","doi":"10.1080/13561820.2025.2542828","DOIUrl":"https://doi.org/10.1080/13561820.2025.2542828","url":null,"abstract":"This paper reports on the discriminative validity of the Interprofessional Collaborator Assessment Rubric (ICAR) as a tool for evaluating interprofessional collaboration skills. Direct observation is essential in medical residency training, enhancing clinical competence and educational quality. The study involved 50 medical faculty members from 11 Physical Medicine and Rehabilitation residency programs who evaluated 12 scripted videos depicting four performance levels - minimal, developing, competent, and mastery - using the ICAR. The videos featured six standardized interprofessional participants, facilitated by a third-year postgraduate medical resident, in an interprofessional team meeting. Participants rated the interprofessional skills observed across six dimensions and 31-items on the ICAR 5-point scale with a maximum score of 124. Results showed that the ICAR effectively distinguished between different performance levels, with statistically significant differences in ratings (p < .001). The mean scores for the videos were as follows: minimal competency = 34.54, developing competence = 70.23, competent = 92.75, and mastery = 121.3. The study highlights the ICAR's discriminative validity and ability to differentiate interprofessional skills accurately. Future researchers should explore enhancing faculty observation skills and reducing interrater variability. In conclusion, the ICAR is a promising tool for assessing interprofessional skills and supporting competency-based decision-making in residency training.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-4"},"PeriodicalIF":2.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785839","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 perspectives on schizophrenia: a comparative study of ICF core set assessments by occupational therapy and mental health social work students. 精神分裂症的跨专业视角：职业治疗与心理健康社会工作专业学生ICF核心集评估的比较研究。

IF 2.6 3区医学

Journal of Interprofessional Care Pub Date : 2025-08-04 DOI: 10.1080/13561820.2025.2539852

Yasuhisa Nakamura, Kyoko Otani, Kazuko Ando, Mayumi Yoshikawa, Ayako Furuzawa

{"title":"Interprofessional perspectives on schizophrenia: a comparative study of ICF core set assessments by occupational therapy and mental health social work students.","authors":"Yasuhisa Nakamura, Kyoko Otani, Kazuko Ando, Mayumi Yoshikawa, Ayako Furuzawa","doi":"10.1080/13561820.2025.2539852","DOIUrl":"https://doi.org/10.1080/13561820.2025.2539852","url":null,"abstract":"Effective community support for individuals with schizophrenia requires robust interprofessional collaboration between occupational therapy and mental health social work services. Differences in professional training may lead to variable assessments of patients' living conditions, influencing the effectiveness of collaborative care. This cross-sectional study aimed to explore differences in assessments between 109 occupational therapy students (OTS) and 72 mental health social work students (MHSWS). The participants assessed video-based scenarios depicting the living conditions of individuals with schizophrenia. Network analysis compared the assessment structures and examined how their professional training influenced evaluations. Logistic regression identified significant discriminative factors, including b152 (emotional function), b180 (experience of self and time), d155 (acquiring skills), d570 (looking after one's health), d845 (acquiring, maintaining, and terminating a job), and e460 (societal attitude), with an accuracy of 84.3%. OTS emphasized d240 (handling stress and other psychological demands) and b140 (attention functions), whereas MHSWS focused on d230 (carrying out daily routines) and d570, highlighting distinct professional perspectives. This study underscores recognizing and integrating different professional perspectives in interprofessional collaboration. Educational programs should leverage the unique strengths of each discipline to enhance collaborative care for individuals with schizophrenia.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-11"},"PeriodicalIF":2.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785840","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