The art and science of teamwork: enacting a transdisciplinary approach in work rehabilitation
Teamwork, collaboration and interprofessional care are becoming the new standard in health care, and service delivery in work practice is no exception. Most rehabilitation professionals believe that they intuitively know how to work collaboratively with others such as workers, employers, insurers and other professionals. However, little information is available that can assist rehabilitation professionals in enacting authentic transdisciplinary approaches in work practice contexts.
Interprofessional relationships and communication in primary palliative care: impact of the Gold Standards Framework
BACKGROUND:
High quality end-of-life care in the community is achieved with effective multidisciplinary teamwork, interprofessional communication between GPs and district nurses, and early referral of patients to district nurses. These aspects of palliative care are highlighted in the Gold Standards Framework, a programme recently established in UK primary care.
AIM:
To investigate the extent to which the framework influences interprofessional relationships and communication, and to compare GPs' and nurses' experiences.
DESIGN OF STUDY:
Partnership working in services for children: use of the common assessment framework
Transformation in the structure and delivery of services for children and young people in the UK Children Act (Department for Education & Skills, 2004. The Children Act. London: HMSO) initiated new alliances between statutory, public and voluntary agencies. Traditional relationships and notions of partnership have been extended, necessitating an innovative approach to dialogue and multiple perspectives.
Professional status and interprofessional collaboration: a view of massage therapy
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22233373
Interprofessional clinical education for occupational therapy and psychology students: a social skills training program for children with autism spectrum disorders
An interprofessional clinical learning experience was developed for pre-licensure occupational therapy (OT) and psychology graduate students. Students worked in interprofessional teams to plan and implement a social skills training program for children with autism spectrum disorders (ASD). The objectives were to provide a hands-on, student-led clinical experience; facilitate interprofessional collaborative learning through leadership partnerships and teach children with ASD to engage in appropriate social skill behaviors.
From the nurses' station to the health team hub: how can design promote interprofessional collaboration?
Interprofessional practice implies that health professionals are able to contribute patient care in a collaborative environment. In this paper, it is argued that in a hospital the nurses' station is a form of symbolic power. The term could be reframed as a "health team hub," which fosters a place for communication and interprofessional working. Studies have found that design of the Nurses' Station can impact on the walking distance of hospital staff, privacy for patients and staff, jeopardize patient confidentiality and access to resources.
When funds for professional development are scarce
This column describes an approach to sustaining interprofessional education for perioperative staff when budgetary cuts in professional education significantly limit professional development.
Copyright 2012, SLACK Incorporated.
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22214413
Learning is in the facilitation: faculty perspectives with facilitated teaching and learning-recommendations from informal discussions
Small group learning is an interactive activity that requires a skilled teacher with the ability to facilitate and debrief. Approximately 250 students from seven health professions were enrolled in a first year interprofessional education course that focused on the importance of communication and collaboration. Weekly faculty debrief sessions were conducted and were utilized to share the teachers perspectives with facilitative teaching as well as for feedback and improvement strategies.
Educating the dental team: exploring perceptions of roles and identities
Interprofessional education (IPE) should help to promote a team-based approach to professional practice but there are barriers to its implementation including professional identity. The aim of this study was to use a qualitative research methodology to explore dental and dental care professional (DCP) students' perceptions of professional roles and identities in the dental team. Data were collected by means of focus groups from a purposive sample of dental and DCP students and were audio recorded, transcribed and analysed using an explanatory framework.
Working together. An interdisciplinary approach to dying patients in a palliative care unit.
Multiprofessional teams have become in recent years one of the distinguishing features of services, where professionals with different competences work together. The core of our interest is addressed to the équipe of a palliative care ward; in particular, to that series of working activities that consists of communicative acts, as équipe meetings, for instance.