Enhancing patient safety through teamwork training
The effective reduction of medical errors depends on an environment of safety for patients in both clinically based and systems-oriented arenas. Formal teamwork training is proposed as a systems approach that will achieve these ends. In a study conducted by (Dynamics Research Corporation,) weaknesses and error patterns in Emergency Department teamwork were assessed, and a prospective evaluation of a formal teamwork training intervention was conducted. Improvements were obtained in five key teamwork measures, and most importantly, clinical errors were significantly reduced.
Core Competencies for Interprofessional Collaborative Practice
This report is organized in the following fashion: first, we provide key definitions and principles that guided us in identifying core interprofessional competencies. Then, we describe the timeliness of interprofessional learning now, along with separate efforts by the six professional education organizations to move in this direction. We identify eight reasons why it is important to agree on a core set of competencies across the professions.
Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students.
This paper presents the initial findings from a longitudinal quantitative study of two cohorts of students who entered the 10 pre-qualifying programmes of the Faculty of Health and Social Care, University of the West of England (UWE), Bristol, UK. The overall aim of the study is to explore students' attitudes to collaborative learning and collaborative working, both before and after qualification.
Code of Ethics for Pharmacists
Pharmacists are health professionals who assist individuals in making the best use of medications. This Code, prepared and supported by pharmacists, is intended to state publicly the principles that form the fundamental basis of the roles and responsibilities of pharmacists. These principles, based on moral obligations and virtues, are established to guide pharmacists in relationships with patients, health professionals, and society.
Code of Ethics for Nurses
The ICN Code of Ethics for Nurses, most recently revised in 2012, is a guide for action based on social values and needs.The Code has served as the standard for nurses worldwide since it was first adopted in 1953.
The Code is regularly reviewed and revised in response to the realities of nursing and health care in a changing society. The Code makes it clear that inherent in nursing is respect for human rights, including the right to life, to dignity and to be treated with respect.
Changing organizational structure of an interdisciplinary student-run clinic: A case study of Phillips Neighborhood Clinic
As a clinic with limited resources, and operated solely by volunteers, the PNC has experienced many changes in its volunteer and leadership bodies. These changes occur usually during leadership transition and are often the result of volunteer initiative to expand the services and quality of those services offered at the clinic. Changes typically arise for one of four reasons:
Future Oriented—changes to expand and improve the clinic
Problem Solving—changes to adapt to challenges or issues
A comparison of interprofessional perceptions and working relationships among health and social care students: the results of a 3-year intervention
A longitudinal quantitative study in an English faculty of health and social care explored the effects of a pre-qualifying interprofessional curriculum for students from 10 professional programmes. Students on the interprofessional curriculum completed questionnaires containing four attitude scales on entry to the faculty, during their second year and at the end of their final year.
Interprofessional Education: An Exploration in Physical Therapist Education
Interprofessional education (IPE) has been a topic of national and international discussion for several decades. The recent development of the Interprofessional Education Collaborative (IPEC) Core Competencies prompted the American Council on Academic Physical Therapy (ACAPT) to consider ways the physical therapy profession could become more involved.
IPAS: Interprofessional Attitudes Scale
IPAS is a scale designed to assess attitudes that relate to the 2011 Core Competencies for Interprofessional Collaborative Practice. IPAS is one of the first scales to focus specifically on the Core Competencies. IPAS consists of 27 items in 5 sub-scales, which we have called "Teamwork, Roles, and Responsibilities", "Patient-Centeredness", "Interprofessional Biases", "Diversity & Ethics", and "Community-Centeredness". IPAS was created from factor analysis of survey data collected from over 700 student respondents at the University of Utah Health Sciences Center in 2012.
