Journal of research in interprofessional practice and education最新文献

{"title":"Tutor Experiences with Facilitating Interprofessional Problem-Based Learning","authors":"Lisa M. Jewell, M. D'Eon, Nora McKee, P. Proctor, K. Trinder","doi":"10.22230/JRIPE.2013V3N2A100","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N2A100","url":null,"abstract":"Background: This article describes tutors’ experiences with facilitating interprofessional problem-based learning (iPBL), a topic rarely discussed in the literature. We examined tutors’ perceptions of what it was like to tutor iPBL, including the rewarding and challenging aspects. We also reported differences between new and experienced tutors. Methods and Findings: The data presented in this article were collected using three versions of a paper-and-pencil survey (N = 77, N = 99, and N = 97 for each version of the survey, respectively) and six focus groups. Surveys were completed at the conclusion of iPBL modules. Both quantitative and qualitative results indicated that tutors found the experience of facilitating iPBL to be rewarding and encountered few challenges. Tutors felt the training they received prepared them well to tutor. They also felt that facilitating iPBL increased their knowledge in the topic area of the iPBL module and of other professional roles, that it enhanced their skills as facilitators, and that they enjoyed observing students learn. New tutors reported significantly more learning and skill development than experienced tutors. Conclusions: Four lessons were derived from our research: 1) use iPBL to offer IPE; 2) invest in tutor training and support; 3) help tutors trust the process; and 4) consider tutor recruitment and retention strategies.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N2A100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Outcomes of a Multiprofessional Educational Intervention in Evidence-Based Practice","authors":"S. Heiwe, E. Johansson, K. Nilsson-Kajermo, K. Säflund, A. Olin","doi":"10.22230/JRIPE.2013V3N2A107","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N2A107","url":null,"abstract":"Background: Education is a commonly used intervention in the development of evidence-based practice (EBP). The aim of this study was to evaluate the outcome of an educational intervention on healthcare professionals’ perceived skills in finding, reviewing, and using research evidence in clinical practice. A further aim was to identify potential determinants for the outcome. Methods and Findings: A three-day course in EBP was designed for registered nurses, medical social workers, physiotherapists, occupational therapists, and dieticians. The Developing Evidence-Based Practice Questionnaire (DEBP) questionnaire was administered before and six months after the intervention (N = 274). Non-parametric statistics were used. The results showed an overall effect on ability to find research evidence (p = .0005) and ability to review research evidence (p = .0005), whereas there was no overall effect on use of research evidence in clinical practice (p = .18). However, some subgroups showed a significant improvement over time, for example, those whose profession was nursing or midwifery and those who had experience using evidence-based practice prior to the educational intervention. Conclusions: The results showed that a three-day course in EBP improved the participants’ ability to find and review research evidence, but it did not have an overall effect on the use of research evidence in clinical practice.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N2A107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Common Vision of Partners in Care to Enhance Hospital Collaborative Relationships","authors":"R. Brander, M. Paterson, Yolande E. Chan","doi":"10.22230/JRIPE.2013V3N2A109","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N2A109","url":null,"abstract":"Background: Collaborative care is a philosophy that guides the work of interdisciplinary teams, patients, and their families internationally. Hospital organizations must create and cultivate environments to meet customer, health policy, and legislative mandates for improved collaborative care. This study aimed to inform and aid cultural change related to collaborative care relationships with the goal of improving the quality of care. Methods and Findings: A critical ethnography using mixed methodologies was conducted at a mid-sized non-acute hospital in Ontario, Canada. This article presents Phase 3 of a three-phase study that engaged senior leaders (SLs) in interviews about customer service and collaborative relationships. Phase 3 findings were triangulated with prior Phase 1 study results from healthcare providers (HCPs) and Phase 2 results from mid-level leaders (MLLs). The combined findings from all three phases formed a description of the organization’s culture (self-awareness, congruency, and health), explicated five organizational tensions, and generated questions and innovative change ideas to advance growth toward a shared vision of “partners in care.” Conclusions: A shared conceptual model of partners in care emerged from the shared conversations held in the research focus groups and interviews over the three phases in the study. Organizational questions, tensions, and possibilities were revealed to advance the culture of collaboration with patients, families, and staff. Innovations were identified and implemented to enhance collaborative practice.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N2A109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing and Sustaining a Rural Interprofessional Clinical Education Program","authors":"B. Cragg, W. Jelley, Mona Burrows, K. Dyer","doi":"10.22230/JRIPE.2013V3N2A99","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N2A99","url":null,"abstract":"Background: After a successful pilot project introducing interprofessional (IP) clinical education in a rural hospital, expansion to other rural hospitals was attempted. Despite enthusiasm for the pilot project and funding, the university-based project team had difficulty persuading administrators and staff to become involved or to maintain the project. Of 9 institutions, 2 implemented and sustained the project for more than 2 years, 2 initiated but dropped it, and 5 declined. Methods and Findings : A qualitative, interpretive description study was conducted to identify facilitators and barriers to implementing an IP clinical education program in rural settings. Semi-structured interviews were conducted with representatives of organizations that sustained the project, dropped out, or never participated. Using the National Health Service Sustainability Model we identified the staff, organization, and process factors that affected the program implementation. Three staff roles were required for success: sponsor, champion, and gatekeeper. Organizational factors included infrastructure to identify participants and perceived project enhancement of organizational values. Process factors included organizational benefits, compatible priorities, and adaptability. Conclusions: Introduction of IP education to rural institutions requires complex combined factors. However, continuation of the project at two sites demonstrates that when IP education is valued and sustainability factors are present, staff will maintain it.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N2A99","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Patients’ Messages as Educators in an Interprofessional Health Education Program","authors":"S. Doucet, Heidi Lauckner, S. Wells","doi":"10.22230/JRIPE.2013V3N1A98","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N1A98","url":null,"abstract":"Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve \"health mentors\" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students. Methods: Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes. Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions. Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N1A98","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional Shared Decision Making in the NICU: A Survey of an Interprofessional Healthcare Team","authors":"S. Dunn, B. Cragg, I. Graham, J. Medves, I. Gaboury","doi":"10.22230/JRIPE.2013V3N1A91","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N1A91","url":null,"abstract":"Background: The purpose of this study was to determine how different membersof an interprofessional (IP) team (nurses, physicians, respiratory therapists, and other professionals) perceived collaboration and satisfaction with the decisionmaking process across three decision types (triage, chronic condition management, values-sensitive decisions) in a neonatal intensive care unit (NICU). Methods and Findings: All members of the team at a tertiary NICU in Canada who consented to the study received a modified version of the Collaboration and Satisfaction about Care Decisions (CSACD) instrument. A total of 96 completed surveys were returned (response rate of 81.4). Collaboration scores were calculated for each participant, professional group, and the IP team. The Pearson product-moment correlation coefficient was used to investigate the relationship between perceived collaboration about decision making and satisfaction with the decision-making process. Inter-group comparisons across different decision types were also calculated. The majority of statistically significant differences in professional perspectives about decision making were about triage decisions. Nurses and respiratory therapists were more likely than other groups to feel the decision-making process was inadequate. There was a strong, positive correlation between perceived collaboration in decision making, satisfaction with the decision-making process, and satisfaction with the decision. Conclusions: Findings from this survey suggest that healthcare professionals' views differ about what constitutes optimum interprofessional shared decision making(IPSDM), and the decision type is an important influencing factor for IPSDM.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"654 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N1A91","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physician and Nurse Perspectives of an Interprofessional and Integrated Primary Care-Based Program for Seniors","authors":"Ainsley Moore, Kalpana Nair, C. Patterson, Joy White, Shelly T. House, Amjed Kadhim-Saleh, J. Riva","doi":"10.22230/JRIPE.2013V3N1A95","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N1A95","url":null,"abstract":"Background: In Canada, primary care practitioners provide the majority of care for elderly patients. Increasing volume and complexity of care compounded by a shortage of specialized geriatric services has lead to problems of fragmented, inefficient,and often ineffective service for this population. Integrated models that bridge primary and secondary care have emerged as a major theme in health reform to address such challenges for care of the elderly. Although primary care practitioners are important stakeholders necessary for successful uptake and sustainability of such integrated models, this perspective has been largely unexplore d. Methods and Findings: We used a qualitative thematic approach to bring forward front-line perspectives of nurses and physicians who referred their patients to a newly developed integrated, multidisciplinary program for seniors that was introduced into their primary care clinic. Referrers experienced improved care processes, improved quality of care, as well as an enhanced experience when managing their elderly patients. Unclear assignment of roles and responsibilities created confusion for referring practitioners and their patients. Conclusions : Understanding benefits, limitations, and changes to front-line practitioner experience provides insight into important factors contributing to buy-in and sustainability of integrated programming for the elderly in this setting.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N1A95","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Team Observed Structured Clinical Encounter (TOSCE) for Pre-Licensure Learners in Maternity Care: A Short Report on the Development of an Assessment Tool for Collaboration","authors":"B. Murray-Davis, P. Solomon, Anne M Malott, D. Marshall, Valerie Mueller, E. Shaw, K. Dore, Sheri Burns","doi":"10.22230/JRIPE.2013V3N1A89","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N1A89","url":null,"abstract":"Background: Despite the support for Interprofessional Education (IPE) among policymakers, educators and professional regulating bodies, the research literature is limited with respect to the evaluation of effective assessment strategies. This short report outlines the development of a Team Observed Structured Clinical Encounter (TOSCE), which brings together learners from three health professions involved in primary care obstetrics-family physicians, midwives, and obstetricians-as a strategy for assessing collaborative competencies. Methods: An interprofessional research team was brought together to develop and implement the TOSCE. The process by which the team generated TOSCE scenario stations is outlined, including the consensus-building process, based on a modified Delphi technique, to include expert input from others in the field of practice. Findings: The scenarios developed by the research team for the TOSCE are highlighted including the assessment criteria, based on the Canadian Interprofessional Health Collaborative's National Competency Framework. Conclusions: The TOSCE is an emerging and innovative learning tool that encourages the development of essential collaborative competencies. The process of developing a TOSCE outlined in this report offers an affordable, streamlined approach that could be used by educators in many disciplines as a summative or formative assessment strategy.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N1A89","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Timely Open Communication for Patient Safety Project","authors":"M. Paterson, J. Medves, N. Dalgarno, A. O'Riordan, Robyn Grigg","doi":"10.22230/JRIPE.2013V3N1A65","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N1A65","url":null,"abstract":"Background: Concern is growing over increased numbers of adverse events experienced by patients when admitted to acute care hospitals in Canada due to breakdowns in communication. The purpose of the Timely Open Communication for Patient Safety (TOC) project was to create a culture of patient safety through enhanced interprofessional communication by developing resources for caregivers and patients. Methods and Findings: The research was framed by a mixed methods design that included pre- and post-surveys and focus groups, online educational modules, face-to-face activities, and the development of patient orientation materials. Three clinical sites participated in the study. The findings indicate that supporting healthcare teams to identify strengths, challenges, and future directions of communicating, clarifying roles, functioning, and collaborating, coupled with educational interventions that raise awareness of patient safety,may enhance patient safety. The study was limited by the absence of data regarding the incidence of adverse events during the research period. Conclusion: The data showed improvement in team members' perceptions of interprofessional collaborative practice within the participating Collaborative Learning Units (CLUs). If the CLU model of care is adopted within the healthcare system, the safety of patients/clients may improve.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2013V3N1A65","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inching Away From the Barbarians","authors":"H. Soubhi","doi":"10.22230/JRIPE.2013V3N1A140","DOIUrl":"https://doi.org/10.22230/JRIPE.2013V3N1A140","url":null,"abstract":"Sociologist Talcott Parsons used the phrase “barbarian invasion” when he spoke of the birth of new generations of children [1]. I find a grain of truth in the phrase when I think of socializing new generations of healthcare students into their chosen professions. Acquiring the knowledge, attitudes, and values that would enable them to become functional members of their specific professional orders is a long, arduous, but necessary process—all the harder and all the more necessary when we try to socialize them into working with other professionals from different orders. And doing so is unquestionable. For between the patient and the effective act of caring there has always been, and there will always be, a socialized group of assorted professionals—accepted and accepting members of society who fulfill the needed functions and roles of the group in solving the problems and riddles of illness. I can see in the articles of this new issue of JRIPE a complex view of such a group and the process of enculturation that is required to develop it. Time is not the only requirement. Layered upon time are other ingredients like favourable attitudes toward interprofessional education [2], interprofessional support for patient safety [3], accepting others on one’s own turf [4], understanding shared decision-making [5], enhancing students’ formulation of multidisciplinary roles [6], involving patients in health professional education [7], improving buy-in and sustainability of integrated models of care [8], and developing strategies for assessing collaborative competencies [9]. None of these ingredients are context-independent—to say nothing of their being assembled here for the purpose of this editorial. Another set of accepted articles might have garnered a different set of ingredients. So no one-size-fits-all solution will ever be in view. Complex problems require multiple platforms from which to handle them. Enculturation of successive generations of students and professionals into interprofessional working will have to continue, inching forward, with a rigorous scientific enterprise to light the way. That is the price to pay for a situated, contextualized, and responsible participation in healthcare. And we would be all the wiser to expect more new questions than answers from any research worth its salt.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68249978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}