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This article investigates the association between nurse-physician working relations and nurse-rated quality of nursing team care.The analysis is based on a nationally representative sample of registered nurses working in Canadian hospitals. Multiple logistic regression was used to examine the association between the quality of nurse-physician working relations and nurses' reports of fair or poor nursing team care on the last shift worked.

OBJECTIVE:

To evaluate how a primary care reform, which aimed to promote interprofessional and interorganizational collaborative practices, affected patients' experiences of the core dimensions of primary care.

DESIGN:

Before-and-after comparison of patients' perceptions of care at the beginning of family medicine group (FMG) implementation (15 to 20 months after accreditation) and 18 months later.

SETTING:

Five FMGs in the province of Quebec from various settings and types of practice.

PARTICIPANTS:

BACKGROUND: The Fetal Welfare Obstetric emergency Neonatal resuscitation Training (FONT) project was initiated on a background of rising notifications of adverse events in NSW maternity units, the significant proportion of which were related to fetal welfare assessment. Aims: The aim of the study is to describe the development and introduction of the NSW state-wide interprofessional FONT project.

This study made use of a controlled longitudinal design to assess the impact on pre-registration health and social care students of an interprofessional intervention on the attitudes to and perceptions of interprofessional ideals. Evaluation, over four years, of Nursing, Occupational Therapy, Podiatry, Prosthetics and Orthotics, Physiotherapy and Radiography students was performed using the adapted versions of the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS).

Expanded school mental health (ESMH) utilizes interprofessional collaboration to implement learning support and mental health promotion strategies in schools. This study reports on the early development and initial psychometric examination of a new scale, the Index of Interprofessional Team Collaboration for Expanded School Mental Health (IITC-ESMH), for measuring the functioning of interprofessional teams.

Despite increasing recognition for the importance of interprofessional education (IPE), little is known about where in the world it occurs, how it is conducted and why it is offered. This international environmental scan was commissioned by the World Health Organization (WHO) to answer these questions and inform efforts to support IPE on a global scale. An internet-based survey targeting educators and researchers in WHO's 193 Member States was conducted between February and April 2008.

PURPOSE:

Deciding about the limitation of life-sustaining treatment (LST) is a major challenge for intensive care medicine. The aim of the study was to investigate the practices and perspectives of German intensive care nurses and physicians on limiting LST.

METHODS:

We conducted an anonymous, self-administered questionnaire survey among the 268 nurses and 95 physicians on all 10 intensive care units of the Munich University Hospital, Germany.

RESULTS:

OBJECTIVES:

To determine whether a peer-to-peer education program was an expedient and effective approach to improve knowledge and promote interprofessional communication and collaboration.

DESIGN:

Trained pharmacy students taught nursing students, medical students, and medical residents about the Medicare Part D prescription drug benefit (Part D), in 1- to 2-hour lectures.

ASSESSMENT:

Professionals bring their own personal and professional culture, competence, and interaction styles to the work setting. This study explores how undergraduate students (n = 619) at five different professional qualification programs from two Norwegian university colleges perceived interprofession education and collaboration (interprofessionalism). The student groups were drawn from nursing, occupational therapy, physical therapy, biomedical laboratory science, and radiography.

BACKGROUND: Health care professionals are supposed to work in teams. Students in health care need to learn how to collaborate during their undergraduate education. Interprofessional learning environments, where collaboration is necessary, may be differently accepted by students depending on their approach to learning.

AIM: We investigated health care students' evaluations of interprofessional clinical training in relation to their study orientations.