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1.
BMC Womens Health ; 22(1): 227, 2022 06 13.
Artículo en Inglés | MEDLINE | ID: mdl-35698115

RESUMEN

BACKGROUND: Interprofessional collaboration has an important role in health care for breast cancer patients who are undergoing treatment at the hospital. Interprofessional collaboration has been reported to provide significant benefits for patients. However, qualitative research on interprofessional collaboration in the breast cancer department is rarely done, therefore, a study was conducted to determine the perception of health practitioners about interprofessional collaboration in the breast care unit at a referral centre hospital in West Java, Indonesia. METHODS: A qualitative study was carried out using in-depth interviews and focus group discussions (FGDs) with 15 healthcare personnel using total sampling. Participants were chosen among healthcare professionals who treat and in charge for outpatient breast cancer, but were not resident physicians. The FGD approach was used for nurses and pharmacists, and interviews were used for oncologists. The audio recordings of all interviews and FGDs were transcribed verbatim and evaluated using thematic analysis. RESULT: The findings were categorized into two categories to obtain health care workers' perspectives on interprofessional collaboration: (1) impediment factors: personality, lack of leadership, seniority, healthcare workers with double positions, the need for a clinical meeting, hospital bureaucracy, national health insurance implementation, issues with patients, hospital infrastructure, and evaluation and synchronisation; (2) existing supportive elements: effective cooperation, effective communication, clear job description, interpersonal relationships, Standard Operational Procedure (SOP) for cancer therapy, legality for inter-discipline cancer team, professional responsibility, integrated clinical pathway, patient centred care, and comprehensive health services. CONCLUSIONS: Interprofessional collaboration was seen positively by the respondents. However, there are several hurdles that must be overcome to apply interprofessional collaboration works effectively. The findings of this study can be used to build interprofessional collaborations targeted at enhancing quality health care in breast cancer units.


Asunto(s)
Neoplasias de la Mama , Relaciones Interprofesionales , Actitud del Personal de Salud , Neoplasias de la Mama/terapia , Conducta Cooperativa , Femenino , Personal de Salud , Humanos , Grupo de Atención al Paciente , Farmacéuticos , Investigación Cualitativa
2.
Riv Psichiatr ; 57(3): 115-122, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35695681

RESUMEN

INTRODUCTION: Despite numerous techniques for assessing mental health nursing abilities and accomplishments, most practice in psychiatric wards is based on observable clinical behaviours and actions. VOSviewer can perform bibliographic network analysis (BNA), extracting all central topics that identify core behavioural skills in mental health nursing and essential elements in interprofessional practice (IPP). AIM: The current study captures the critical concepts in mental health nursing assessment by performing a BNA of essential topics on ethnography, social network analysis, and interprofessional care. METHODS: A qualitative BNA with a VOSviewer extracted relevant topics from a total of 542 articles obtained from Microsoft API. A subsequent confirmatory quantitative analysis with NVIVO weighed the percentages of the relevant issues and words extracted by the VOSviewer. Boolean keywords searched were 'ethnography,' 'social network analysis,' 'interprofessional', 'psychiatry' and 'hospital'. RESULTS: Major themes identified in ethnography, IPP, and social network analysis for nursing assessment were those of 'communication' (11.63%), 'whole' (9.29%), 'knowledge' (7.66%), 'person' (7.52%), 'activity' (6.31%) and 'collaboration' (6.10%). DISCUSSION: The current study has proven the value of BNA in extracting relevant topics in target literature. VOSviewer captured salient issues in mental health nursing assessment, including ethnographic observations, social network analysis, and IPP. The results confirmed the value of focusing on collaborative care, reciprocity, knowledge management, and information sharing in assessing mental health nursing performances.


Asunto(s)
Relaciones Interprofesionales , Enfermería Psiquiátrica , Antropología Cultural , Bibliometría , Humanos , Red Social
3.
Holist Nurs Pract ; 36(4): 187, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35708553
4.
Pan Afr Med J ; 42: 4, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35685387

RESUMEN

Introduction: conforming health professional´s curricula and training to emerging needs and exponential growth in medical information and education is key. Interprofessional education is one such conformity. Faculty attitudes towards interprofessional education is a good predictor to their engagement. The study purpose is to determine attitudes of faculty and associated factors towards interprofessional education (IPE) at the College of Health Sciences of Jomo Kenyatta University of Agriculture and Technology. Methods: a cross-sectional study among 71 faculty was conducted. A 5-point Likert scale with three attitude subscales on IPE were used to collect data using stratified sampling method. Attitude was dichotomized with >75% as cut-off for positive attitude. Data was analyzed using SPSS version 25.0 software at 95% confidence level. Logistic regression was used to identify relationship between bio-demographic characteristics and attitude of faculty. Results: there were more male faculty than females and the mean age was 42 years. The overall attitude score was positive (124.46 >75%), with attitudes of faculty towards IPE in academic settings subscale yielding negative attitude score (36.86 <75%). Age, gender, academic position, and expertise level were not significant in influencing faculty´s attitude. Application of interprofessional education was significant (P=0.036), with faculty who had applied Interprofessional education at the college more likely to have positive attitudes. Conclusion: faculty have overall positive attitudes towards interprofessional education but negative attitudes towards subscale 3-interprofessional education in academic settings. Behavior change training and IPE sensitization to avert negative attitudes among faculty is recommended.


Asunto(s)
Educación Interprofesional , Relaciones Interprofesionales , Adulto , Actitud , Estudios Transversales , Docentes , Femenino , Humanos , Kenia , Masculino , Universidades
6.
Artículo en Inglés | MEDLINE | ID: mdl-35682097

RESUMEN

IPHARM (ImProving Health Among Rural Montanans) is a university-based community health screening program that provides valuable interprofessional teamwork and clinical skills training for health care students while addressing the health of older adults. Students perform a variety of health care screenings dependent on the health care professions present and the requests of the community group served. Education, counseling, and recommendations for participants are provided by the interprofessional student teams under supervision and guidance from faculty and clinicians. Supported in part by federal grants such as the Health Service and Resource Administration Geriatric Workforce Enhancement Program (HRSA GWEP), IPHARM has provided interprofessional training for over 2100 students and conducted over 30,000 health screenings at 814 different community events. Surveys from students indicate that the experience promotes effective interprofessional team skills related to communication, an increased understanding of the roles and responsibilities of the health care team, and how to positively impact the health of older adults. These interprofessional screening events for older adults, conducted in the community by health professions students and faculty, help prepare the future workforce for collaborative and effective health care delivery. The purpose of this article is to describe the IPHARM objectives, methods, and impact this program has had on the health of older adults and the training of our future health care workforce.


Asunto(s)
Relaciones Interprofesionales , Estudiantes del Área de la Salud , Anciano , Conducta Cooperativa , Humanos , Educación Interprofesional , Grupo de Atención al Paciente , Salud Pública , Estudiantes del Área de la Salud/psicología
8.
GMS J Med Educ ; 39(2): Doc18, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35692360

RESUMEN

Objectives: This project carried out in cooperation between the University of Applied Sciences for Health Professions Upper Austria (UASHPUA) and the Medical Faculty of Johannes Kepler University Linz (MFJKUL), describes the feasibility, i.e., the planning and implementation, and presents selected results of an inter-university lecture on interprofessional cooperation. Methodology: The lecture "Grundlagen zu interprofessioneller Zusammenarbeit im Gesundheitswesen (IPZ3I)"/"Introduction to interprofessional cooperation in health care (IPZ3I)" as well as an interprofessional job shadowing were designed. The pilot lecture started in the winter semester (WS) 2019/20. An evaluation of IPZ3I was undertaken by means of a questionnaire. Results: IPZ3I was held in the WS 2019/20 for 296 students from nine different health care professions and included a specialist lecture, the presentation of the professions, and interprofessional case processing. In the evaluation approx. 80% of the students described a better understanding of the interprofessional collaboration. More than 70% regard interprofessional courses in education as important or very important. The majority of respondents indicate that after completing the lecture they can make recommendations for action for interprofessional cooperation. Conclusions: The joint lecture IPZ3I will be maintained at both universities. The process of evaluation and adaptation of curricula at UASHPUA is currently underway. This includes, for instance, consultations with the curriculum officers at MFJKUL, and the exploration of further possibilities to identify and to implement joint interprofessional teaching aspects in the curricula. This shall be achieved by considering the existing resources, increasing student numbers at MFJKUL as of 2023, planned curricula revisions as well as using possible synergies aiming at an extension of the existing cooperation.


Asunto(s)
Docentes Médicos , Relaciones Interprofesionales , Austria , Curriculum , Empleos en Salud/educación , Humanos , Universidades
10.
J Physician Assist Educ ; 33(2): 114-118, 2022 06 01.
Artículo en Inglés | MEDLINE | ID: mdl-35511459

RESUMEN

PURPOSE: The purpose of this study was to assess the effect of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) on student self-perceived competencies and perceptions of interprofessional (IP) communication and teamwork in a clinical case review activity. TeamSTEPPS is an evidence-based curriculum that is used to enhance and support IP healthcare communication. METHODS: A repeated-measures, pretest/posttest study evaluated physician assistant students' and student pharmacists' perceptions of TeamSTEPPS. Students completed Performance Assessment for Communication and Teamwork (PACT) surveys, evaluating teamwork, knowledge, attitudes, and skills perceptions before and after a TeamSTEPPS lecture and associated activity with peer feedback. RESULTS: Overall, 87.4% (n = 429) completed pre- and post-PACT surveys. Apart from the Mutual Support domain (p = .898), all changes were significantly positive (p < .004), with the greatest improvements occurring in the Attitudes and Perceived Skills domains. CONCLUSION: TeamSTEPPS IP education, application, and peer feedback improved students' perceptions of multiple domains, including effective communication. Using TeamSTEPPS tools in IP formats enabled the students to safely practice and collaborate in preparation for clinical practice.


Asunto(s)
Farmacia , Asistentes Médicos , Comunicación , Humanos , Educación Interprofesional , Relaciones Interprofesionales , Grupo de Atención al Paciente , Asistentes Médicos/educación , Estudiantes
11.
Home Healthc Now ; 40(3): 139-145, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35510968

RESUMEN

Interpersonal communication and teamwork are critical to patient safety. There is evidence supporting the effectiveness of formalized team training strategies such as simulation-based learning experiences to permit opportunities for deliberate practice and skill acquisition. However, there is a paucity of evidence examining the best method for delivery of simulation-based interprofessional education activities (Sim-IPE). The purpose of this project was to explore the effectiveness of using a Sim-IPE with a home-based patient assessment and intervention for students in undergraduate nursing, nurse practitioner, and physical therapy programs with the goal of enhancing interprofessional team communication and team performance. A mixed-methods, observational research design was used to evaluate teamwork and communication following virtual/web-based deliberate practice and a subsequent face-to-face Sim-IPE with telehealth. There were two distinct stages: (1) provision of interprofessional education elements of teamwork and communication via a virtual web-based platform to interprofessional student teams; (2) participation of all 29 student teams in a Sim-IPE activity using a standardized patient in a simulated home-based setting. Teams scored very high on an interprofessional communication and teamwork scale, and students strongly agreed that the prebriefing, scenario, and debriefing assisted in their learning. Students also valued exposure to telehealth and the ability to work with students from other health professions.


Asunto(s)
Bachillerato en Enfermería , Servicios de Atención de Salud a Domicilio , Estudiantes de Enfermería , Telemedicina , Comunicación , Bachillerato en Enfermería/métodos , Humanos , Relaciones Interprofesionales , Grupo de Atención al Paciente
12.
BMC Palliat Care ; 21(1): 89, 2022 May 26.
Artículo en Inglés | MEDLINE | ID: mdl-35614425

RESUMEN

BACKGROUND: An innovative patient-centred interprofessional communication concept with advanced lung cancer patients (Heidelberg Milestone Communication Approach, MCA) has been developed and implemented. Role changes and interprofessional communication are challenging in a busy outpatient oncology service. The aim of the study was to present attitudes to interprofessional collaboration of professions in thoracic oncology during the implementation of MCA and to explore factors and experiences healthcare team members associate with its implementation. METHODS: In a longitudinal study, 3 of the 4 subscales of the validated German translation of the University of the West of England Interprofessional Questionnaire (UWE-IP-D) were collected prior to implementation of MCA (t0) with follow-up data collections at 4 months (t1), 10 months (t2) and 17 months (t3). Descriptive analysis included calculating subscale sum scores and categorizing each subscale into positive, neutral and negative attitudes. Interviews and focus groups on implementation and interprofessional collaboration in the context of MCA were conducted with healthcare staff. The topics were analysed deductively, guided by the Professional Interactions factor of the Tailored Implementation for Chronic Diseases (TICD) framework. RESULTS: The survey with 87 staff (44 nurses, 13 physicians, 12 psycho-social staff, 7 therapists, and 11 others) participating at least once found heterogeneous attitudes. 'Communication and Teamwork' and 'Interprofessional Relationships' were characterized by primarily positive attitudes. Neutral attitudes to 'Interprofessional Interaction' were indicated by the majority of respondents. There were no differences between collection times. Fifteen staff members participated in the interviews and focus groups. The main interprofessional interaction factors associated with implementation concerned the knowledge of the MCA and the impact of the intervention on team roles, on information sharing and on transfer processes between wards. Adaptive processes led to a shift in the perception of responsibilities and interprofessional collaboration. CONCLUSIONS: Positive experiences and potential shortfalls in the implementation were observed. Future introductions of interprofessional communication concepts require further activities which should address the attitudes of healthcare professionals towards interprofessional care. TRIAL REGISTRATION: DRKS00013469 / Date of registration: 22/12/2017.


Asunto(s)
Comunicación , Médicos , Actitud del Personal de Salud , Conducta Cooperativa , Humanos , Relaciones Interprofesionales , Estudios Longitudinales , Grupo de Atención al Paciente , Encuestas y Cuestionarios
13.
J Allied Health ; 51(2): 89-96, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35640286

RESUMEN

Formal interprofessional education provides health sciences students the opportunity to develop their knowledge in teamwork, communication, collaboration, and ethics. The purpose of this paper is to describe interprofessional students' perceptions of professionalism, ethics, and teamwork before and after being immersed in an interprofessional education Module on these topics. Through a program review process, pre- and post-Module survey responses from 10 interprofessional students were randomly reviewed by five faculty from different health sciences disciplines. Results from the thematic analysis of those open-ended surveys revealed students evolved in their perceptions of all three areas of professionalism, ethics, and teamwork following participation in the interprofessional Module. For professionalism, students' insights reflected a broader understanding of their roles as a professional not just individually, but on an interpersonal and societal level. Students' descriptions of ethical behavior also expanded beyond the importance of ethics within one's scope of practice to integrate cultural differences to ethically promote patient well-being. Lastly, post-survey responses indicated students' deeper understanding of the importance of teamwork to reduce errors and increase patient outcomes by working towards a common goal. The themes that emerged from this program review provided support for continued interprofessional activities to address professionalism, ethics, and teamwork.


Asunto(s)
Educación Interprofesional , Estudiantes del Área de la Salud , Empleos en Salud , Humanos , Relaciones Interprofesionales , Profesionalismo
14.
J Allied Health ; 51(2): e53-e57, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35640298

RESUMEN

Human trafficking is a global problem with significant impacts on victims' physical and emotional health. Many health care professionals lack human trafficking knowledge, leading to missed opportunities for intervention. This cross-sectional study used evaluation data from a short course on human trafficking to evaluate the course's perceived impact on students. Closed-ended questions were analyzed descriptively while open-ended questions were analyzed using qualitative content analysis. A total of 241 students across eight professions/disciplines completed the evaluation. The vast majority indicated course content was valuable, applicable to their future practice, and recognized interprofessional teamwork is needed to address human trafficking. Despite course effectiveness, there remains a need to continue expanding interprofessional engagement and examining the longitudinal impact of this educational effort.


Asunto(s)
Trata de Personas , Relaciones Interprofesionales , Estudios Transversales , Personal de Salud/educación , Humanos , Estudiantes
15.
J Allied Health ; 51(2): e65-e69, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35640300

RESUMEN

To meet the interprofessional education needs of students during the COVID-19 pandemic, universities transitioned to virtual options. For many universities, this transition was challenging and time-consuming. The Arkansas Interprofessional Education Consortium (ARIPEC) combined resources to create a novel learning experience for students with a focus on the skill of home assessment. An interinstitutional, interprofessional faculty project team was developed to create a learning experience, with each institution responsible for a portion of the virtual simulation development. This paper describes the process for creation and implementation of an interprofessional, interinstitutional virtual learning experience to support the growth of healthcare students across the state of Arkansas.


Asunto(s)
COVID-19 , Relaciones Interprofesionales , COVID-19/epidemiología , Conducta Cooperativa , Humanos , Aprendizaje , Pandemias
16.
PLoS One ; 17(5): e0268745, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35622839

RESUMEN

Interprofessional identity development is an emerging area of research. Whilst there is a growing body of studies exploring interprofessional identity development and interprofessional education, little is known about interprofessional identity development in healthcare professionals and the impact of interprofessional identity on practice. This study explored interprofessional identity development in graduates during their first year of work as health professionals and the influence of this on practice. All graduates had prior interprofessional education as students. Fourteen interviews with eight graduates were conducted. Data was analysed cross-sectionally using inductive thematic analysis. Three inter-related themes were developed: 'growing confidence,' 'commitment to client-centred care,' and 'maintaining dual identification in different contexts.' These themes demonstrated that, first, interprofessional identity development occurred along a continuum influenced by the practice context and the individual's commitment to client-centred care. Second, confidence identifying and practising as a healthcare professional facilitates further interprofessional identity development. Third, maintaining identification as an interprofessional practitioner involves developing an increasingly sophisticated understanding of interprofessional practice by viewing interprofessional identity through increasingly complex meaning-making lenses consistent with the constructive developmental theory of self. Findings support the inclusion of pre-licensure interprofessional education and inform further interprofessional identity research in professionals beyond their first year of practice.


Asunto(s)
Instituciones de Salud , Relaciones Interprofesionales , Atención a la Salud , Personal de Salud/educación , Humanos
17.
Rev Esc Enferm USP ; 56: e20210473, 2022.
Artículo en Inglés, Portugués | MEDLINE | ID: mdl-35608105

RESUMEN

OBJECTIVE: to analyze the resistance to interprofessional collaboration in the professional practices of residents in primary health care. METHOD: Social and clinical qualitative research with 32 residents of a Multiprofessional Residency, carried out from 2017 to 2018. Data production included Institutional Analysis of Professional Practices, document analysis; investigator's diary; and observation. Data were analyzed based on Institutional Analysis concepts. RESULTS: There were contradictions between the reproduction of uniprofessional education with a focus on the specialty and interprofessional collaborative practices. The resistance analysis pointed to two axes: not-knowing as an analyzer of resistance to collaboration; interprofessional interference and knowledge-power relations. Residents' practices were characterized as resistant to interprofessional collaboration. CONCLUSION: The resistance analysis in the Multiprofessional Residency showed integrative movements of assimilation and disputes with physician-centered power, with damage to the sharing of care and interprofessional communication. The collective analysis questioned health professionals education, revisiting the perspective of comprehensive care guided by the users' needs.


Asunto(s)
Internado y Residencia , Médicos , Conducta Cooperativa , Humanos , Relaciones Interprofesionales , Grupo de Atención al Paciente , Atención Primaria de Salud , Investigación Cualitativa
18.
Artículo en Inglés | MEDLINE | ID: mdl-35564650

RESUMEN

A successful interprofessional faculty development program was transformed into a more clinically focused professional development opportunity for both faculty and clinicians. Discipline-specific geriatric competencies and the Interprofessional Education Collaborative (IPEC) competencies were aligned to the 4Ms framework. The goal of the resulting program, Creating Interprofessional Readiness for Complex and Aging Adults (CIRCAA), was to advance an age-friendly practice using evidence-based strategies to support wellness and improve health outcomes while also addressing the social determinants of health (SDOH). An interprofessional team employed a multidimensional approach to create age-friendly, person-centered practitioners. In this mixed methods study, questionnaires were disseminated and focus groups were conducted with two cohorts of CIRCAA scholars to determine their ability to incorporate learned evidence-based strategies into their own practice environments. Themes and patterns were identified among transcribed interview recordings. Multiple coders were used to identify themes and patterns and inter-coder reliability was assessed. The findings indicate that participants successfully incorporated age-friendly principles and best practices into their own work environments and escaped the silos of their disciplines through the implementation of their capstone projects. Quantitative data supported qualitative themes and revealed gains in knowledge of critical components of age-friendly healthcare and perceptions of interprofessional collaborative care. These results are discussed within a new conceptual framework for studying the multidimensional complexity of what it means to be age-friendly. Our findings suggest that programs such as CIRCAA have the potential to improve older adults' health by addressing SDOH, advancing age-friendly and patient-centered care, and promoting an interprofessional model of evidence-based practice.


Asunto(s)
Atención a la Salud , Práctica Clínica Basada en la Evidencia , Anciano , Grupos Focales , Instituciones de Salud , Humanos , Relaciones Interprofesionales , Reproducibilidad de los Resultados
20.
Midwifery ; 111: 103377, 2022 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-35598568

RESUMEN

OBJECTIVE: to explore the perceptions and experiences of becoming a newly qualified midwifery practitioner. DESIGN: focus group methodology. SETTING: NHS Trust in South East of England. PARTICIPANTS: 8 newly qualified midwives (NQM's) and 8 third year student midwives participated in the focus groups. FINDINGS: Some of the participants raised concerns about the emotional challenge of making the transition from senior student to newly qualified midwife, including the impact of their own and others' expectations and the support that was available to them. The participants felt that the process of moving from student midwife to newly qualified midwife presented opportunities and challenges. Whilst the participants had looked or were looking forward to becoming a midwife, they also recognised that this process had the potential to be stressful. KEY CONCLUSION: Both the newly qualified midwives and senior students who participated in the study identified that having effective support from more senior staff and from peers would enable newly qualified midwives to have increased confidence when providing quality care to pregnant women. IMPLICATIONS FOR PRACTICE: Effective support strategies need to be developed in order to support the transition from student to newly qualified midwife.


Asunto(s)
Partería , Enfermeras Obstetrices , Emociones , Femenino , Grupos Focales , Humanos , Relaciones Interprofesionales , Partería/educación , Enfermeras Obstetrices/psicología , Embarazo , Investigación Cualitativa , Estudiantes
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