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.
The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS)
OBJECTIVES: Although shared learning activities are gradually being introduced to health care undergraduates, it has not been possible to measure the effects of educational interventions on students' attitudes. The main objective of this study was to develop a rating scale using items based on the desired outcomes of shared learning, to assess the 'readiness' of health care students for shared learning activities.
DESIGN AND PARTICIPANTS: A questionnaire study of 120 undergraduate students in 8 health care professions.
Handling Ethical Dilemmas in Multidisciplinary Teams: An Interprofessional Values-based Approach
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.
The Volume-to-Value Revolution
This inaugural report of the Oliver Wyman Health Innovation Center (OWHIC) explores the future of healthcare between now and 2025. It offers an overview of three major waves of innovation that over the next decade will bring us to a new patient-centered and value-based approach to healthcare delivery.
Teamwork training with nursing and medical students: Does the method matter? Results of an interinstitutional, interdisciplinary collaboration
OBJECTIVES: The authors conducted a randomised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of student teamwork knowledge, skills, and attitudes.