Nursing emotion work and interprofessional collaboration in general internal medicine wards: A qualitative study
AIM: This paper is a report of a study to examine nursing emotion work and interprofessional collaboration in order to understand and improve collaborative nursing practice.
Catalyzing and sustaining communities of collaboration around interprofessional care: An evaluation of four educational programs
This paper describes the “Catalyzing and Sustaining Communities of collaboration around interprofessional care” project, funded by Canadian Ministry of Health and Long Term Care, to encourage health care workers in Ontario to work collaboratively to improve job satisfaction, achieve efficiencies within the health care system and enhance the delivery of patient care.
Interprofessional information work: Innovations in the use of the chart on internal medicine teams
An abundance of evidence suggests that communication in interprofessional healthcare teams is a complex endeavour. Even relatively simple communication processes involving information work - the gathering, storage, retrieval and discussion of patient information - may be fraught with pitfalls, and yet teams manage to conduct their daily information work, often with a high degree of effectiveness.
Facilitators' perceptions of delivering interprofessional education: a qualitative study
BACKGROUND: The literature on facilitation of interprofessional learning (IPL) tends to discuss its importance rather than providing empirical accounts focused on understanding its nature and the factors that might make it effective.
AIM: This study aims to provide an initial insight into facilitators' experiences of facilitation, and begin to identify some of the key elements that contribute to successful facilitation of IPL.
Structuring Communication Relationships for Interprofessional Teamwork (SCRIPT): A cluster randomized controlled trial
BACKGROUND: Despite a burgeoning interest in using interprofessional approaches to promote effective collaboration in health care, systematic reviews find scant evidence of benefit. This protocol describes the first cluster randomized controlled trial (RCT) to design and evaluate an intervention intended to improve interprofessional collaborative communication and patient-centred care.
Key factors in planning and implementing interprofessional education in health care settings
Interprofessional education (IPE) is regarded by many health care practitioners (i.e., nurses, occupational therapists, physicians), educators, and policy makers as an important activity to enhance the quality of teamwork and patient care. While the focus on developing an evidence basis for IPE has demonstrated the potential value of IPE for improving collaboration and patient outcomes, exploration of key concepts that underpin IPE has been overlooked.
Interprofessional education for practitioners working with the survivors of violence: Exploring early and longer-term outcomes on practice
Traditionally, practitioners working with the survivors of violence have been offered little in the way of formal education to help them understand why violence occurs and how they can collaborate to support survivors in an effective manner. To help address this need, a team led by one of the authors developed an innovative interprofessional course entitled, "Society, Violence and Practice".
Structuring Communication Relationships for Interprofessional Teamwork (SCRIPT): A cluster randomized controlled trial
BACKGROUND: Despite a burgeoning interest in using interprofessional approaches to promote effective collaboration in health care, systematic reviews find scant evidence of benefit. This protocol describes the first cluster randomized controlled trial (RCT) to design and evaluate an intervention intended to improve interprofessional collaborative communication and patient-centred care.
A best evidence systematic review of interprofessional education: BEME Guide no. 9
BACKGROUND AND REVIEW CONTEXT: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review identified, collated, analysed and synthesised the best available contemporary evidence from 21 of the strongest evaluations of IPE to inform the above proposition. In this way we sought to help shape future interprofessional education and maximize the potential for interprofessional learning to contribute to collaborative practice and better care.
Delivering practice-based interprofessional education to community mental health teams: Understanding some key lessons
This paper describes a project that offered an interprofessional education (IPE) experience to two community mental health teams (CMHTs) based in separate inner city locations. Team members were offered three weekly workshops that aimed to enhance their understanding of interprofessional collaboration and improve their collective work as a team. A multi-method research design was employed to evaluate the impact of the workshops. Data were collected at four points in time: before, directly after, three months and 12 months following the workshops.