The impact of communication disability on interdisciplinary discussion in rehabilitation case conferences
PURPOSE: This article presents a descriptive research study that investigated the issues discussed in rehabilitation case conferences, with specific reference to patients with acquired communication disabilities of neurological origin.
Routine and adaptive expert strategies for resolving ICT mediated communication problems in the team setting.
CONTEXT: The use of information and communication technologies (ICTs) for supporting interprofessional communication is becoming increasingly common in health care. However, little research has explored how ICTs affect interprofessional communication, or how novices are trained to be effective interprofessional ICT users. This study explores the interprofessional communication strategies of nurses and doctors (trainees and experts) when their communications were mediated by a specific ICT: an electronic patient record (EPR).
Socialization in health education: encouraging an integrated interprofessional socialization process
There is limited research on how health professionals are currently socialized to work interprofessionally. As part of a large-scale initiative funded by Health Canada, this report adds to our understanding of socialization and how it can prepare the health care student for an interprofessional health care environment. Data were collected through semistructured individual and group interviews with 83 respondents (i.e., faculty, students, health care and academic administrators, and health care providers) at seven clinical sites and five academic institutions throughout Alberta.
Enabling interprofessional education: the role of technology to enhance learning
Interprofessional education (IPE) in health and social care undergraduate education is a key governmental driver [DOH, 2001. Working Together, Learning Together. A Framework for Lifelong Learning in the NHS. HMSO, London]. In the UK, IPE has been advocated and developed as a means to encourage effective collaboration in order to improve public sector services [Barr, H., Ross, F., 2006. Mainstreaming interprofessional education in the United Kingdom: a position paper. Journal of Interprofessional Care 20 (2), 96-104].
Role understanding and effective communication as core competencies for collaborative practice
The ability to work with professionals from other disciplines to deliver collaborative, patient-centred care is considered a critical element of professional practice requiring a specific set of competencies. However, a generally accepted framework for collaborative competencies is missing, which makes consistent preparation of students and staff challenging. Some authors have argued that there is a lack of conceptual clarity of the "active ingredients" of collaboration relating to quality of care and patient outcomes, which may be at the root of the competencies issue.
Conformists or dynamic professionals: what's the current image that students are identifying with as a result of English Allied Health Professional Higher Education programmes?
How Allied Health Professional (AHP) students and educational providers within England are redefining professionalism is the focus of this small scale case study. A single case study design was used to explore how AHP students viewed how they had learnt to be professional.
Effective interprofessional teams: "contact is not enough" to build a team
The emergency department (ED) education team at the Queen's Medical Centre, Nottingham, has developed a process to promote effective teamwork in major trauma management. To introduce this process to ED staff, the team developed a multiprofessional education and training programme. This article describes the development process, explains how and why it was undertaken, and provides details of the education and training programme. It also highlights the challenges met by the education team during implementation.
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.
BACKGROUND:
An interprofessional educational approach to teaching spiritual assessment
Spirituality is an essential aspect of a patient's health that can and should be integrated into routine health care. Despite recommendations of accrediting organizations such as the Association of American Medical Colleges, the National Association of Social Workers, and the Association of Professional Chaplains, there is little well defined curriculum focusing on interprofessional spiritual assessment. This article explores one program's use of an interprofessional approach in teaching spiritual assessment to students from medicine, social work, and chaplaincy.
Evaluation of a student-led interprofessional innovative health promotion model for an underserved population with diabetes: a pilot project
Interprofessional education seeks to encourage different health professions to interact and learn together during their training process which will eventually lead to collaborative healthcare practices and improved care for patients. This study determined whether student understanding of diabetes management and the role of health professionals in diabetes care improved after the implementation of an interprofessional health promotion program. Sixty-three students from five health professions led six educational sessions concentrating on critical components of diabetes management.