Partners Investing in Nursing’s Future: Mass./Rhode Island IPE Project
Health care educators in Massachusetts and Rhode Island have collaborated around nursing and other health professions education for years. The Partners Investing in Nursing’s Future (PIN) project, Building a Regional Institute for Inter-Professional Education, highlighted in this video, shows how they worked together to build an institute to strengthen inter-professional education (IPE) in the region.
Lessons from the Field: Promising Interprofessional Collaboration Practices
This Robert Wood Johnson Foundation report profiles the experiences of more than 20 hospitals and community health centers that utilize interprofessional collaboration to achieve better patient outcomes. The report, "Lessons From the Field: Promising Interprofessional Collaboration Practices," helps health care entities assess the potential benefits of interprofessional collaboration and offers a road map to implementing the approach.
Conflict in medical teams: Opportunity or danger?
OBJECTIVES: Intragroup conflicts often occur when people are called upon to collaborate in the accomplishment of a task. For example, when surgeons and nurses work together during an operation, conflicts may emerge because of differences in functional understanding. Whether these conflicts are beneficial or detrimental to team outcomes has been the source of much debate. From one perspective, a conflict that stems from differences in members' functional understanding may enhance team members' understanding and performance of the task at hand.
Primary Care: Proposed Solutions To The Physician Shortage Without Training More Physicians
The adult primary care “physician shortage” is more accurately portrayed as a gap between the adult population’s demand for primary care services and the capacity of primary care, as currently delivered, to meet that demand. Given current trends, producing more adult primary care clinicians will not close the demand-capacity gap.
Building high reliability teams: Progress and some reflections on teamwork training
The science of team training in healthcare has progressed dramatically in recent years. Methodologies have been refined and adapted for the unique and varied needs within healthcare, where once team training approaches were borrowed from other industries with little modification. Evidence continues to emerge and bolster the case that team training is an effective strategy for improving patient safety. Research is also elucidating the conditions under which teamwork training is most likely to have an impact, and what determines whether improvements achieved will be maintained over time.
The current state of academic centers for Interprofessional Education
Team-based interprofessional practice plays a central role in new models of care delivery. However, training health professionals for interprofessional practice remains a challenge. Centers for Interprofessional Education (IPE) exist at many academic institutions but have had limited success. The authors conducted telephone interviews with 12 leaders of academic centers for IPE, identified through a key informant method. Qualitative analysis of interview notes for common themes of barriers, successes, and insights.
Interdisciplinary education and teamwork: A long and winding road
Purpose: This article examines literature on interdisciplinary education and teamwork in health care, to discover the major issues and best practices.
Methods: A literature review of mainly North American articles using search terms such as interdisciplinary, interprofessional, multidisciplinary with medical education.
The Expanding Role of Pharmacists in a Transformed Health Care System
Pharmacists practice in a variety of health care settings. Although they are most often associated with dispensing medications in retail pharmacies, their role is evolving to include providing direct care to patients as members of integrated health care provider teams.
Grounding Interprofessional Education in Scholarship
The following is a digital version of Hugh Barr's Doctor of Philosophy (PhD) by published work, awarded by the University of Greenwich.
The author writes: "The 18 papers submitted are a cross-section of my publications in interprofessional education (IPE) since becoming actively engaged in that field in 1989. They comprise four themes. Each is updated and complemented by additional conceptualizations. Together, they point to the need to: