Perceptions of the role of the registered nurse in an urban interprofessional academic family practice setting
Registered nurses (RNs) in Ontario have been asked to work collaboratively with family physicians (FPs) and other healthcare professionals in the family practice setting to improve the efficiency and effectiveness of healthcare delivery (OFPN 2005). Yet, little is known about the optimal utilization of the RN's role in family practice. This study builds on recent conversations regarding utilization of the nursing workforce (Oelke et al. 2008) and the nursing role (White et al.
Preliminary steps toward creating an interprofessional international public health program
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19517288
Interprofessional education: a nurse practitioner impacts family medicine residents' smoking cessation counselling experiences
This qualitative research paper describes a successful example of interprofessional education with family medicine residents (FMR) by a nurse practitioner (NP) colleague. The educational impact of the NP role in regard to smoking cessation counselling is revealed by the analysis of 16 semi-structured interviews using a phenomenological approach. The key themes depicted the NP as an educator and mentor, encourager and referral resource. Outcomes of improved knowledge, skills, and motivation towards providing smoking cessation counselling are described.
Dissemination of research-based knowledge in an intensive care unit-a qualitative study
BACKGROUND:
A gap exists between best evidence and best practice in intensive care units. The aim of this study was to investigate different aspects of intensive care nurses' and physicians' inter- and intraprofessional collaboration, with focus on factors associated with standardised weaning from mechanical ventilation.
METHODS:
A qualitative design was used for implementing research-based knowledge into multistage focus group discussions. Data were analysed by means of qualitative content analysis.
RESULTS:
Core competencies: the next generation. Comparison of a common framework for multiple professions
This report demonstrates the application of a competency model to the regulated and unregulated professions of medical radiation technology, social work, pharmacy, and psychology. The competency model is based on the CanMEDS framework and was originally applied to the professions of medicine, occupational therapy, physical therapy, and nursing in an earlier work. The framework identifies the core competencies common to learners in health care, which are professional (and health advocate), expert, scholar, manager, communicator, and collaborator.
De novo learning in creating a graduate studies course on Interprofessional Education for Collaborative Patient-Centred Practice (IECPCP)
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19085202
Marginalisation of dental students in a shared medical and dental education programme
Internationally, there are a number of universities at which medical and dental education programmes share common elements. There are no studies about the experiences of medical and dental students enrolled in different programmes who share significant amounts of learning and teaching.
METHODS:
The role of nurses in interprofessional health and social care teams
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19248326
"What is found there": qualitative analysis of physician-nurse collaboration stories
BACKGROUND:
Effective physician-nurse collaboration is an important, but incompletely understood determinant of patient and nurse satisfaction, and patient safety. Its impact on physicians has not been described. This study was undertaken to develop a fuller understanding of the collaboration experience and its outcomes.
METHODS:
Occupational therapy students in the process of interprofessional collaborative learning: a grounded theory study
The purpose of this grounded theory study was to generate a theory of the interprofessional collaborative learning process of occupational therapy (OT) students who were engaged in a collaborative learning experience with students from other allied health disciplines. Data consisted of semi-structured interviews with nine OT students from four different interprofessional collaborative learning experiences at three universities.