July 2023: From Questions to Action
From Questions to Action
Thank you to the more than 70 academic and health system colleagues who joined us in April to hear what keeps the National Center leaders, Christine Arenson and Barbara Brandt, up at night about IPE and share their own sources of IPE insomnia. As we had hoped, ideas were flying during the webinar in the on-screen conversations and Zoom chat.
Explore the Journal of Interprofessional Care's Special Issue, "Living in the Nexus: Lessons from the National Center for Interprofessional Practice and Education."
https://nexusipe.org/advancing/jic-lessions-learned
Developing film resources for interprofessional education
Describes a process to access and ensure safe consent for the development of resources, enabling health professionals and patients to talk using an innovative, respectful approach. An interprofessional class with learning outcomes focused on management of long-term conditions needed to understand typical examples of community-based interprofessional health-care teams in action.
Developing film resources for interprofessional education
Describes a process to access and ensure safe consent for the development of resources, enabling health professionals and patients to talk using an innovative, respectful approach. An interprofessional class with learning outcomes focused on management of long-term conditions needed to understand typical examples of community-based interprofessional health-care teams in action.
Interdisciplinary collaboration: working in teams for patient care
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.
Social learning, shared accommodation and interprofessional education
This study explored what students on a rural immersion IPE programme reported regarding shared living arrangements. A qualitative survey question querying the most valuable aspects of the programme found many students highlighted the value of shared accommodation. There were five themes in the focus group data: Having fun together (yet learning); Formal learning through informal social interaction; Learning conflict resolution skills; It only goes so far: limitations to shared living arrangements; Not all living together has a negative impact.
Process of forming an interprofessional clinical teaching team
This research examined how pedagogically naïve clinicians of different disciplines initially formed an IPE teaching team. A case study approach was undertaken with data collected over the first sixteen months of an IPE program. Data analysis using a grounded theory constant comparison approach revealed themes relating to the formation, development, and evolving sophistication of the teaching team from functioning, to co-ordinating, to co-operating, and finally to collaborating.
Interdisciplinary collaboration: working in teams for patient care
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.
Views of Medicine Students, Pharmacy Interns and Facilitators in an Interprofessional Pilot
This research explored learners’ and facilitators’ views of an interprofessional education medicines pilot study involving medical students and pharmacy interns. Qualitative feedback was gathered from the participating learners and a facilitator focus group was undertaken. Medical student and pharmacy intern learners found the medicines topic and discipline grouping facilitated their learning. Some topics and groups of disciplines are ideally matched for IPE and such a nexus should be capitalised upon.
Forming inter-institutional partnerships to offer pre-registration IPE
IPE programs for pre-registration health science students are largely offered within one institution. Sometimes, e.g. in small or regional institutions, or where larger institutions do not offer particular professional programs, it may be necessary to partner with other institutions to offer IPE. This study explored teacher perspectives of forming inter-institutional partnerships IPE. An interpretive descriptive approach was used to thematically analyse data from three focus groups.