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Summary: In New Zealand, doctors work in collaborative interdisciplinary teams, particularly in the management of patients with long-term and complex conditions, and have an important role in supporting the further development of collaborative models of care. There are models of shared care between disciplines, across health sectors, including a range of health and professional groups as well as partnering with patients, family and whānau. Within teams, role clarification is necessary together with the building of professional trust in other disciplines’ specialist skills.

Summary: In New Zealand, doctors work in collaborative interdisciplinary teams, particularly in the management of patients with long-term and complex conditions, and have an important role in supporting the further development of collaborative models of care. There are models of shared care between disciplines, across health sectors, including a range of health and professional groups as well as partnering with patients, family and whānau. Within teams, role clarification is necessary together with the building of professional trust in other disciplines’ specialist skills.

Interprofessional education (IPE) and collaborative practice (IPCP) are the keys to improving health, safety, satisfaction and cost in the modern healthcare system. Interprofessional Education Toolkit: Practical Strategies for Program Design, Implementation, and Assessment provides healthcare educators, administrators, and clinicians with a practical, evidence-based manual for leading change.

This chapter conversationally explores what "leading interprofessionally" means and asserts leader attributes and essential competencies needed to model leadership for self and others to "lead interprofessionally" with purposeful intent.

Preferred Attribution:

Saewert, K. J. (2018). Leading interprofessionally. In J. M. Adams, J. Mensik, P. R. Ponte & J. Somerville (Eds.), Lead like a nurse: Leadership in every healthcare setting. Washington, DC: American Nurses Association.

Several systematic reviews have been conducted on the relationship between interprofessional collaboration and health outcomes using quantitative studies. But no systematic review had yet been conducted on this topic using qualitative studies. The following paper addresses this gap. A systematic review was conducted. From the broad search of the literature, 9 studies were ultimately selected after screening and critical appraisal, and were include in the meta-synthesis.

This chapter describes the development and implementation of an innovative course in interprofessional education (IPE), which ensures a large number and variety of health professions students have the appropriate foundations to collaborate. A description of the institution and the process of implementing interprofessional education is followed by a presentation of challenges and then solutions to address them in the creation of the course. Future research avenues in interprofessional education will be explored.

This chapter (from E. Ginzburg (Ed.), Regionalization and Health Policy. Washington, D.C.: U.S. Department of Health, Education and Welfare) focuses on the Regional Medical Program experience relative to the limits of regionalization in a pluralistic system, the conditions for success, and the response of voluntarism to government regulation in health.

This chapter explores the concept and practice of teamwork and interprofessional collaboration in the support and treatment of clients with mental health problems. Mental health care provision is complex, ethically challenging, and frequently delivered via mental health care teams (MHCT) in both primary and secondary health care settings. We consider how such teams may work together optimally using values-based and client-centered approaches.

No single discipline can hope to meet the diverse and complex health care needs of the aging members of our society. At present, for any typical geriatric patient who is admitted to a hospital, it is quite likely that in addition to a physician and a nurse, the skills and knowledge of a physical therapist, social worker, nutritionist, and clinical pharmacist will be required; also, the services of many other health professions and occupations may be needed.

In this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena.