The Colorado Patient-Centered Interprofessional Evidence-Based Practice Model: a framework for transformation
BACKGROUND: Evidence-based practice (EBP) models provide a framework to guide organizations and their clinicians to implement evidence-based policies, protocols, and guidelines. A historical review of evidence-based models is presented. The revised Colorado Patient-Centered Interprofessional EBP Model supports use of research evidence and nonresearch evidence and adopts a patient-centered approach to EBP.
AIM: The purpose of this article is to present a framework that can be used to transform an organization and foster the use of evidence by interdisciplinary team members.
What do midwives think about interprofessional working and learning?.
OBJECTIVE: This study describes the views of midwives and educators regarding interprofessional working and learning within midwifery care.
DESIGN: Qualitative methods using semi-structured interviews and focus groups.
PARTICIPANTS: 39 participants, drawn from three participant groups--midwifery educators, newly qualified midwives and Heads of Midwifery--from four university sites throughout the U.K. took part in the research.
New nurses' experience of their role within interprofessional health care teams in mental health
This qualitative study explored new nurses' experience of their role within interprofessional health care teams in a mental health organization in Canada. Semistructured interviews were conducted with 10 nurses. Content analysis revealed two main themes, namely, adopting a passive role to learn how to fit in and engaging in an active role to impact on patient care. Establishing credibility and building trust were central to the new nurses' transition from a passive to a more active role. Interpersonal and organizational factors contributed to the transition.
Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders
OBJECTIVE:
A substantial literature engaging with the directions and experiences of stakeholders involved in interprofessional health education exists at the international level, yet almost nothing has been published that documents and analyses the Australian experience. Accordingly, this study aimed to scope the experiences of key stakeholders in health and higher education in relation to the development of interprofessional practice capabilities in health graduates in Australia.
METHODS:
Communication barriers to patient education in cardiac inpatient care: a qualitative study of multiple perspectives
Growing evidence in a variety of health-care settings supports the need to strengthen nurse-physician communication and interprofessional collaboration to optimize patient-health outcomes. The objective of this study is to explore communication barriers from the perspective of nurses themselves, as well as physicians, patients and families in a hospital-based cardiac care setting. Qualitative analysis of individual interviews with 35 participants was taken in two hospitals in Tehran, Iran.
Enacting 'team' and 'teamwork': using Goffman's theory of impression management to illuminate interprofessional practice on hospital wards
Interprofessional teamwork is widely advocated in health and social care policies. However, the theoretical literature is rarely employed to help understand the nature of collaborative relations in action or to critique normative discourses of teamworking. This paper draws upon Goffman's (1963) theory of impression management, modified by Sinclair (1997), to explore how professionals 'present' themselves when interacting on hospital wards and also how they employ front stage and backstage settings in their collaborative work.
Retrospective case report: evaluation of pain in a child with pervasive developmental disorder
PURPOSE: To describe how a nurse and a physical therapist in an interprofessional (IP) school-based clinic collaborated to meet the needs of a child with pervasive developmental disorder-not otherwise specified, with atypical classroom behaviors and declining student performance.
SUMMARY: The IP team sought answers for atypical classroom behaviors with declining student performance. Student sensory perceptions masked and delayed the ability to recognize infection.
Perceptions versus reality: a qualitative study of students' expectations and experiences of interprofessional education
CONTEXT:
Interprofessional education (IPE) has been gaining traction in post-secondary institutions. Many schools introduce IPE early to their health professional students, often in the context of a large-scale event in Year 1. This paper presents findings from a study undertaken by a medical student (a classmate of the research participants) and details Year 1 students' initial perceptions of IPE.
METHODS:
Interprofessional collaboration among junior doctors and nurses in the hospital setting
OBJECTIVES:
Evidence suggests that doctors and nurses do not always work collaboratively in health care settings and that this contributes to suboptimal patient care. However, there is little information on interprofessional collaboration (IPC) among new medical and nursing graduates working together for the first time in a multidisciplinary health care team. Our aim was to understand the nature of the interactions, activities and issues affecting these new graduates in order to inform interventions to improve IPC in this context.
METHODS:
Improving teamwork, trust and safety: an ethnographic study of an interprofessional initiative
This study explored the perceptions of staff in an interprofessional team based on a medical rehabilitation ward for older people, following the introduction of a service improvement programme designed to promote better teamworking. The study aimed to address a lack of in-depth qualitative research that could explain the day-to-day realities of interprofessional teamworking in healthcare. All members of the team participated, (e.g.