Aligning expansion of graduate medical education with recent recommendations for reform
Veteran Affairs Centers of Excellence in Primary Care Education: Transforming nurse practitioner education
To integrate health care professional learners into patient-centered primary care delivery models, the Department of Veterans Affairs has funded five Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of health care training from profession-specific "silos" to interprofessional, team-based educational and care delivery models in patient-centered primary care settings.
Interprofessional professionalism: Linking professionalism and interprofessional care
Professionalism has typically been defined as a set of non-cognitive characteristics (such as empathy) or as a set of humanistic values and behaviors through which clinicians express a commitment to excellence and compassion (Stern, 2006).
Defining and measuring construct of interprofessional professionalism
The Interprofessional Professionalism Collaborative (IPC), convened in 2006, currently consists of 11 national organizations representing health professions programs at the doctoral entry level, and is developing a framework of "interprofessional professionalism" (IPP) around observable behaviors that illustrate what professionalism looks like in the context of interprofessional collaborations focused on patient-, client-, and family-centered care. IPC's goal is to create tools to foster and measure these behaviors in health professionals and students.
Progress and Promise: Profiles in Interprofessional Health Training to Deliver Patient-Centered Primary Care
The publication highlights how seven programs from California, Illinois, New Mexico, North Carolina, Oklahoma, South Carolina, Texas and Virginia train a variety of health care professionals to work together as teams in patient-centered medical homes.
Connecting the dots: Interprofessional health education and delivery system redesign at the Veterans Health Administration
Health systems around the United States are embracing new models of primary care using interprofessional team-based approaches in pursuit of better patient outcomes, higher levels of satisfaction among patients and providers, and improved overall value. Less often discussed are the implications of new models of care for health professions education, including education for physicians, nurse practitioners, physician assistants, and other professions engaged in primary care.
The Safety Organizing Scale: Development and validation of a behavioral measure of safety culture in hospital nursing units
BACKGROUND: Evidence that medical error is a systemic problem requiring systemic solutions continues to expand. Developing a "safety culture" is one potential strategy toward improving patient safety. A reliable and valid self-report measure of safety culture is needed that is both grounded in concrete behaviors and is positively related to patient safety.
Construct validation of the readiness for interprofessional learning scale: A Rasch and factor analysis
In order to improve efficiency and collaboration in healthcare service provision, it is recommended that students engage in interprofessional education; that is, learning with, from and about professions other than one's own profession. Such endeavors are often impeded by pre-existing attitudes; therefore, self-reporting scales such as the Readiness for Interprofessional Learning Scale (RIPLS) have often been used in studies to gauge perspectives. The original 19-item version of the RIPLS was completed by 418 undergraduate healthcare students from a large Australian University.
Making the transition from physiotherapy student to interprofessional team member
OBJECTIVES: To explore final-year physiotherapy students' perceptions and experiences of interprofessional learning in the university and placement setting.
STUDY DESIGN: Focus group and mixed qualitative and quantitative questionnaire.
SETTING: Coventry University.
PARTICIPANTS: Third-year physiotherapy students at Coventry University.
METHODS: The final-year physiotherapy cohort was invited to complete a questionnaire containing a mix of closed- and open-ended questions. Eight volunteers from the same cohort took part in a focus group.
A four-year, systems-wide intervention promoting interprofessional collaboration
BACKGROUND: A four-year action research study was conducted across the Australian Capital Territory health system to strengthen interprofessional collaboration (IPC) though multiple intervention activities.