Journal of Interprofessional Care最新文献

{"title":"Interprofessional education stroke workshop: case-based learning for occupational therapy and speech-language pathology students.","authors":"Casey Keck, Rachel Guilfoyle, Amanda C Jozkowski","doi":"10.1080/13561820.2025.2453604","DOIUrl":"https://doi.org/10.1080/13561820.2025.2453604","url":null,"abstract":"<p><p>Collaboration between occupational therapists and speech-language pathologists is crucial in stroke rehabilitation to effectively manage the complex challenges patients often experience after stroke. This article describes a two-hour, case-based interprofessional education (IPE) stroke workshop that required 67 graduate occupation therapy (OT) and speech-language pathology (SLP) students to collaboratively solve a case study related to stroke. Students used a survey to self-assess their interprofessional collaborative practice before and after participating in the workshop and completed a reflection journal. Results of Wilcoxon signed-rank tests showed a significant improvement in interprofessional collaborative competence following participation in the IPE stroke workshop. Students' reflection journals supported the survey ratings and discussed learning and applying skills related to interprofessional collaborative practice. Students overwhelmingly expressed interest in engaging interprofessional collaborative practice and sought more interprofessional learning opportunities. The current study offers a practical method for implementing IPE for cohorts of OT and SLT students.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061243","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":"Co-designing interprofessional education in primary healthcare: an illustration from the Make My Day stroke prevention project.","authors":"E Jakobsson, C Johnsson, R Schimmer, A-H Patomella, E Asaba","doi":"10.1080/13561820.2025.2453606","DOIUrl":"https://doi.org/10.1080/13561820.2025.2453606","url":null,"abstract":"<p><p>The aim of this paper is to describe a research process of actively engaging stakeholders using co-design in the development of interprofessional education and a health intervention program targeting stroke prevention. Stakeholders included potential patients, healthcare professionals, and healthcare experts/researchers. Collaborating through co-design can be utilized in developing primary healthcare interventions including educational strategies for interprofessional learning. In this paper, an intervention in primary healthcare (<i>Make My Day</i>) will be used to illustrate how co-design was applied, partly as a method for developing educational resources together with stakeholders, and partly by engaging interprofessional healthcare teams in adapting intervention materials to address the needs of groups more specifically at risk of stroke in local contexts. There is a need to actively involve stakeholders, build on user experiences, and integrate interprofessional knowledge in the design and evaluation of health interventions. However, there is a lack of detailed accounts about how this can be accomplished. This study illustrates collaborative research process components and thus contributes with knowledge about <i>how</i> co-design methods can be applied in health intervention design as well as in interprofessional education within primary healthcare settings.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":1.9,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048337","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":"Where is the voice of lived experience in interprofessional education? A scoping review.","authors":"E S Anderson, A Bennett-Weston, J S Ford","doi":"10.1080/13561820.2025.2452977","DOIUrl":"https://doi.org/10.1080/13561820.2025.2452977","url":null,"abstract":"<p><p>The main goal of interprofessional education (IPE) is to improve services and the quality of care for patients, their families, and communities. Enabling different professional learners, or others with relevant care roles, to learn together, is expected to advance care delivery. For both pre and post-registration learning, it therefore follows that listening to and working with service users is essential to underpin interprofessional learning. We completed a scoping review to identify how service users were involved in the design, delivery, and management of IPE. We searched the literature from the rise of curriculum alignment for IPE in 2000 to 2023, we identified 13 papers. Our analysis of these 13 papers showed that pre-registration students appreciated learning from service users' experiences of care but often the user input was not combined with a deeper appreciation for what this means for effective interprofessional practice. Post-qualified clinical teams involved service users in the design and development of services, often with care and support. Theoretical understandings about service user involvement in IPE for how learning took place or to explain the concepts involved, were limited. Where service users were involved in IPE, there was often little support with little attention to the skills of interprofessional facilitation. Theoretically informed research on the involvement of the service users voice in IPE requires further consideration.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-13"},"PeriodicalIF":1.9,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143033928","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":"https://doi.org/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":"1-14"},"PeriodicalIF":1.9,"publicationDate":"2025-01-23","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":"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":"https://doi.org/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":"1-8"},"PeriodicalIF":1.9,"publicationDate":"2025-01-21","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":"Comparing four methods for assessing interprofessional learning in a practice setting.","authors":"Danah Alsane, Kelly S Lockeman, Darcy P Mays, Alan Dow, Krista L Donohoe, Cynthia K Kirkwood, Patricia Slattum","doi":"10.1080/13561820.2025.2452975","DOIUrl":"https://doi.org/10.1080/13561820.2025.2452975","url":null,"abstract":"<p><p>Healthcare practitioners must be trained to collaborate in a dynamic environment where patients are complex and teams can change from day-to-day, but choosing the right measures to assess the effectiveness of interprofessional teamwork among learners is challenging. This study used measures representing four different perspectives to assess student teams in a practice setting where team composition varied each day. We tested the strength of the relationships between these measures, and we examined the impact of additional variables on each measure. Participants were students from different health professions at a single university and patients in a community-based wellness program. We sampled 100 wellness visits where an interprofessional student team met with a patient, and we assessed team effectiveness using student perceptions of their team, patient ratings, observer ratings, and faculty assessments of team healthcare plans for the patient. We calculated bivariate correlations between the four measures and used regression analyses to assess the impact of predictors including student, patient, and clinic/site characteristics, on each measure of team effectiveness. There were small but significant negative correlations between the assessments of faculty and observers (<i>r</i> = - 0.23), as well as between faculty and patients (<i>r</i> = - 0.14). Conversely, a small but significant positive correlation was found between the assessments of patients and observers (<i>r</i> = 0.15). Among the regression models, faculty and patient ratings of team effectiveness were more strongly related to the predictors measured (R-squared = 53.6% and 41.7%, respectively). Patient age and number of clinic visits, team size, and clinic site were significant factors for predicting team effectiveness across the two measures. Our findings provide evidence that different perspectives of team effectiveness measure different constructs. While all approaches have value, in IPE practice settings, team effectiveness should be evaluated with multiple measures to understand performance and identify opportunities for improvement. Teamwork in dynamic healthcare environments is complex, and simple measurement approaches may mischaracterize learning and clinical outcomes.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":1.9,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014935","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":"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":"https://doi.org/10.1080/13561820.2024.2447259","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-14"},"PeriodicalIF":1.9,"publicationDate":"2025-01-15","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}

{"title":"An interprofessional team training intervention with an implementation phase in a surgical ward: A controlled quasi-experimental study.","authors":"Oddveig Reiersdal Aaberg, Randi Ballangrud, Sissel Iren Eikeland Husebø, Marie Louise Hall-Lord","doi":"10.1080/13561820.2019.1697216","DOIUrl":"10.1080/13561820.2019.1697216","url":null,"abstract":"<p><p>Despite a growing awareness of the importance of interprofessional teamwork in relation to patient safety, many hospital units lack effective teamwork. The aim of this study was to explore if an interprofessional teamwork intervention in a surgical ward changed the healthcare personnel's perceptions of patient safety culture, perceptions of teamwork, and attitudes toward teamwork over 12 months. Healthcare personnel from surgical wards at two hospitals participated in a controlled quasi-experimental study. The intervention consisted of six hours of TeamSTEPPS team training and 12 months for the implementation of teamwork tools and strategies. The data collection was conducted among the healthcare personnel in the intervention group and the control group at baseline and at the end of the 12 month study period. The results within the intervention group showed that there were significantly improved scores in three of 12 patient safety culture dimensions and in three of five perceptions of teamwork dimensions after 12 months. When comparing between groups, significant differences were found in three patient safety culture measures in favor of the intervention group. The results of the study suggest that the teamwork intervention had a positive impact on patient safety culture and teamwork in the surgical ward.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"57-66"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37469210","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":"Assessing and improving students' collaborative skills using a mental health simulation: A pilot study.","authors":"Jillian Graves, Renuka Roche, Vicki Washington, John Sonnega","doi":"10.1080/13561820.2020.1763277","DOIUrl":"10.1080/13561820.2020.1763277","url":null,"abstract":"<p><p>People with severe mental illnesses have complex needs that require coordinated care. However, students in different health professions are usually educated in silos without an emphasis on collaborative skills. Students would benefit from exposure to other disciplines that would increase appreciation of collaboration. This pilot study sought to understand how a mental health simulation (SIM) would influence a student's perception of collaboration. The mental health SIM involved nursing, social work, occupational therapy and public health students who worked with standardized patients. Students were given the Interprofessional Socialization and Valuing Scale-21 (ISVS-21) that measures attitudes, values, and feelings about interprofessional collaboration. A baseline of 113 students in the four health professions were administered the pretest and a subset of nine who participated in the SIM completed the posttest. This study suggests that SIM may be a promising way of improving attitudes toward collaborative care, though it is important for the SIM to reflect real life treatment conditions.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"126-129"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38021051","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":"Internal medicine paging curriculum to improve physician-nurse interprofessional communication: a single center pilot study.","authors":"Lauren A Heidemann, Samantha Kempner, Eric Walford, Ryan Chippendale, James T Fitzgerald, Helen K Morgan","doi":"10.1080/13561820.2020.1743246","DOIUrl":"10.1080/13561820.2020.1743246","url":null,"abstract":"<p><p>Effective physician-nurse communication is critical to patient safety, yet internal medicine trainees are rarely given feedback on this skill. In order to address this gap, we developed a 4-week simulated paging curriculum for senior medical students. Standardized Registered Nurses administered five acute inpatient paging cases to students via telephone and scored communication on a 10-point global scale (1 = <i>highly ineffective</i> to 10 = <i>highly effective</i>) and seven communication domains using a 5-point Likert-type scale. The domains included precision/clarity, instructive, directing, assertive, ability to solicit information, engaged, and structured communication. Students received verbal and written feedback from the nurses on communication skills and clinical decision-making. Our primary goal was to determine if student-nurse communication improved throughout the curriculum. Data were analyzed using multivariate ANOVAs with repeated measures. Twenty-seven students participated. Global communication scores increased significantly from case 1 to case 5 (7.1 to 8.7, <i>p</i> < .01). The following communication domains increased significantly: precision (3.8 to 4.4, <i>p</i> < .01), instructive (3.6 to 4.7, <i>p</i> < .01), directing (4.0 to 4.6, <i>p</i> = .02), assertiveness (4.0 to 4.7, <i>p</i> = .04), engaged (4.1 to 4.7, <i>p</i> < .01). In conclusion, this curriculum can be an innovative approach to improve physician-nurse communication using standardized registered nurses to deliver structured feedback to medical trainees.</p>","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"122-125"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37840000","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}