Leadership in interprofessional collaboration - the case of childcare in Norway

This study addresses leadership in interprofessional collaboration in childcare services (residential care). The aim was to explore the managers' (n = 6) experiences and present their views on how they exercised leadership in the residential institutions as well as how they organized and facilitated collaboration with relevant professionals and service users. Data was collected through open interviews. Qualitative content analysis was used to analyse the interviews, and three categories emerged; "external responsibility", "sustaining communication" and "internal responsibility". The overarching concept was identified as "facilitating interaction processes and ensuring cohesion". The main findings were related to the managers' experiences of linked processes of leadership and collaboration, perceptions of the structures of communication, their responsibility as well as the interaction processes. The managers exercised leadership in terms of self-governance and co-governance, and used strategies, such as governing images and influencing the voluntary aspect of collaboration.     

Sustaining interprofessional collaboration

There has been much written about new interprofessional collaborations, rather less about established or terminated collaborations. This paper briefly rehearses well known factors that encourage and discourage interprofessional collaboration, before considering factors that may help sustain collaborations or signal that termination of the collaboration is appropriate. The Clinical Skills Initiative at St Bartholomew's in London, UK is offered as a case study of a sustained interprofessional collaboration. It will be argued that a combination of continued need to collaborate and empowerment to do so, creates favourable conditions for sustained collaboration. The composition of the interprofessional team that comprises the collaboration is also seen as key.     

Nurse practitioners and interprofessional collaboration

Amidst mainline Christian churches a sense of the importance of ecumenical dialogue has influenced a positive reconsideration of the value of Eastern spiritualities. In the ecumenical search for unity, the churches are beginning to perceive Eastern spirituality not as dangerous aberrations for Christian faith, but as contributing sources to mankind's spiritual heritage

Among the numerous traditions originating, like Judaism and Christianity, in the East, classical yoga offers the most comprehensive approach to a holistic spirituality, one which emphasizes the conscious integration of body, mind, and spirit. Because of its insistence upon fostering health and well-being, an essential to spiritual development, many of yoga's principles and practices are already found in the West's interest in preventive medicine and stress management programs. Similarly, there are elements of yoga, notably in its four major branches of bhakti, karma, jnana, and raja, that are useable within the pursuit of Christian belief and practice

Without denying the ambiguities of human existence, Eastern spirituality as a whole offers a positive challenge to the various Christian concepts of human nature and its inherent possibilities     

Outcomes of interprofessional collaboration for hospitalized cancer patients

This study aims to evaluate the effect of the intensity of interprofessional collaboration on hospitalized cancer patients. We conducted a cross-sectional study of 312 patients to examine the effects of intensity of interprofessional collaboration (low vs high intensity collaboration) on patient satisfaction, uncertainty, pain management, and length of stay. Data on the intensity of interprofessional collaboration, patient satisfaction, and uncertainty were collected from professionals and patients using valid and reliable instruments. Administrative and clinical records were used to calculate the index of pain management and length of hospital stay. The analysis revealed the existence of significant differences between patients who are cared for by teams operating with a high intensity of collaboration and those who are cared for by teams operating with a low intensity of collaboration, as measured by the mean satisfaction (P < .001) among a specific group of patients (patients who have a high level of education and perceive their state of health as poor), mean uncertainty (P = .047), and adequacy of pain management (P = .047). The analysis also found no significant difference (P = .217) in their length of hospital stay. The findings suggest that intensity of interprofessional collaboration has a positive effect on patient satisfaction, reduces uncertainty, and improves pain management, yet they also suggest that the degree of collaboration does not influence the length of hospital stay.     

Foundations of interprofessional communication and collaboration

Communication and collaboration skills are important now among health professionals and are likely to become absolutely vital in the future. Health care team efficiency will be the hallmark of clinical and financial success as care delivery systems continue to evolve. Teaching these skills to beginning health professions students, with reinforcement throughout their education, is an exciting development in academia.     

Educating for interprofessional collaboration: teaching about values.

Effective interprofessional collaboration depends upon establishing understanding that respects differences in values and beliefs, and thus differences in response to the multiplicity of patient/client/user needs. To facilitate the latter, this article suggests that health and social care students need a formal knowledge of the meaning of values and the varieties of systems within which values are expressed. Students need especially to understand the genesis of their own professional value system and to recognize the gap that inevitably develops between the values of the professional and those of the society within which a professional may function. The conceptual framework that underpins the approach to teaching values to health and social care professionals advocated here is derived from key concepts identified from the literature relating to education for, and participation in, a democratic, multicultural, multifaith society. These are: tolerance, compromise and education for dialogue. Finally, it is suggested that professional educators must take seriously the tasks of educating for professional pluralism.     

The importance of nursing values in interprofessional collaboration

Nursing values are fundamental to the practice of nursing. They guide standards for action, provide a framework for evaluating behaviour and influence practice decisions. Despite the importance that can be attributed to nursing values, acknowledgement of them is difficult to find in the current debate about how interprofessional working is changing the healthcare system in which nurses currently work. This article argues that the profession needs to demonstrate that values are not only a theoretical concept but also that they can, and do, have a profound impact on the practical working life of nurses delivering care in collaboration with other professions.     

Antibiotic prescribing in primary care: The need for interprofessional collaboration

Abstract

Patients with self-limiting respiratory tract infections (RTIs) are frequently seen in general practice. Although antibiotics are ineffective for these conditions, they are often prescribed by general practitioners (GPs), and perceived patient expectations for an antibiotic plays an important role in the decision to prescribe one. Superfluous use of antibiotics contributes to antimicrobial resistance. High numbers of nurse prescribers work alongside GPs and these prescribers see education and self-management advice as central to the care of these patients. Multi-faceted interventions, designed to reduce antibiotic prescribing, only exist for GPs. Such interventions should foster interprofessional collaboration and, as such, consider the needs and experiences of the different prescribers, and the views of patients. This paper outlines a research study in which a questionnaire will be distributed to patients who consult with a nurse prescriber to see whether their expectations influence their satisfaction with the consultation outcome. Findings will guide the development of an interprofessional intervention designed to promote collaborative practice and appropriate and responsible antibiotic prescribing in primary care.     

跨专业合作在本科生手术室实践教学中的应用

目的探讨跨专业教育在本科生手术室实践教学中的应用方法与效果。方法在手术室护理实践教学中,对临床医学、麻醉学与护理学3个专业学生组合实施"三站式"跨专业合作教学,教学内容包括术前联合访视、配合完成动物仿真模拟手术、术后联合随访,采用跨专业准备量表评价教学效果。结果 250名(98.04%)学生跨专业合作学习准备度总分≥57分,255名(100%)学生团队合作维度得分≥27分,248名(97.25%)学生专业认同维度得分≥21分,225名(88.24%)学生角色和职责维度得分≥9分。结论学生的跨专业合作积极性较高,团队合作积极,专业认同较好,能较积极地应对自己的角色和职责。在手术室实践教学中应用跨专业教育得到学生的认可。     

Fostering interprofessional collaboration through a family-centred programme for grandparent-headed families

Interprofessional education (IPE) is now widely considered an essential part of preparing professionals to work more effectively with marginalised families, such as grandparent-headed families. This study aims to explore the potential for IPE through a family-centred programme for grandparent-headed families during professional preparation for education, social work, and nursing students to foster collaboration. Using mixed methods with concurrent data collection and analyses, this study suggests that participation in IPE can positively impact perceptions of interprofessional collaboration to better meet the multifaceted needs of grandparent-headed families by increasing awareness and self-efficacy for interprofessional collaboration in schools and deepening understandings of non-traditional families. Implications highlight possibilities for more flexible and integrated professional identities in working with children and their families as well as the potential for future school professionals to embrace more comprehensive services in schools.     

A conceptual framework for assessing interorganizational integration and interprofessional collaboration

The need for collaboration in health and social welfare is well documented internationally. It is related to the improvement of services for the users, particularly target groups with multiple problems. However, there is still insufficient knowledge of the complex area of collaboration, and the interprofessional literature highlights the need to develop adequate research approaches for exploring collaboration between organizations, professionals and service users. This paper proposes a conceptual framework based on interorganizational and interprofessional research, with focus on the concepts of integration and collaboration. Furthermore, the paper suggests how two measurement instruments can be combined and adapted to the welfare context in order to explore collaboration between organizations, professionals and service users, thereby contributing to knowledge development and policy improvement. Issues concerning reliability, validity and design alternatives, as well as the importance of management, clinical implications and service user involvement in future research, are discussed.     

A conceptual framework for assessing interorganizational integration and interprofessional collaboration

The need for collaboration in health and social welfare is well documented internationally. It is related to the improvement of services for the users, particularly target groups with multiple problems. However, there is still insufficient knowledge of the complex area of collaboration, and the interprofessional literature highlights the need to develop adequate research approaches for exploring collaboration between organizations, professionals and service users. This paper proposes a conceptual framework based on interorganizational and interprofessional research, with focus on the concepts of integration and collaboration. Furthermore, the paper suggests how two measurement instruments can be combined and adapted to the welfare context in order to explore collaboration between organizations, professionals and service users, thereby contributing to knowledge development and policy improvement. Issues concerning reliability, validity and design alternatives, as well as the importance of management, clinical implications and service user involvement in future research, are discussed.     

Linking integrative medicine with interprofessional education and care initiatives: Challenges and opportunities for interprofessional collaboration

Although the fields of interprofessional education and collaboration (IPE/IPC) and integrative medicine (IM) are both recognised and clearly advancing as of late, a curious paradox exists: IPE/IPC and IM are both concerned with communicating about and attempting to resolve differences between healthcare professions with the fundamental goal of improving patient outcomes, yet they have remained quite distinct fields of research. This disconnect could be due to the fact that one field deals with integration within the general paradigm of biomedicine (IPE/IPC), while the other addresses integration across paradigms (IM). It is an opportune time for a critical comparison between the two. First, the main themes of IM are summarised as they are reflected in the IM literature. Second, a comparative analysis is presented focusing on the significant similarities and differences between IPE/IPC and IM. The final section addresses the question: What key learning areas from IM could benefit and enhance IPE/IPC?     

From territoriality to altruism in interprofessional collaboration and leadership

Interprofessional collaboration has become more and more necessary in health and social care, mainly because of the increasing specialization of services and the increasing professionalization of different occupational groups. Most interprofessional collaboration is at the same time also interorganizational and it is taking place within a complicated structure, where collaborative teamwork is combined with hierarchical co-ordination and control in a sort of matrix organization. Based on the literature on organization, leadership and collaboration, this paper discusses territorial behaviour among professional groups and agencies as a difficult barrier to interprofessional collaboration. In order to overcome that barrier, the concept of altruism is explored as an alternative to territoriality. Professional altruism as well as altruistic leadership is discussed as a condition and a possibility for interprofessional collaboration. The discussion is illustrated with empirical data from a case study of collaboration in vocational rehabilitation.     

Linking integrative medicine with interprofessional education and care initiatives: challenges and opportunities for interprofessional collaboration

Although the fields of interprofessional education and collaboration (IPE/IPC) and integrative medicine (IM) are both recognised and clearly advancing as of late, a curious paradox exists: IPE/IPC and IM are both concerned with communicating about and attempting to resolve differences between healthcare professions with the fundamental goal of improving patient outcomes, yet they have remained quite distinct fields of research. This disconnect could be due to the fact that one field deals with integration within the general paradigm of biomedicine (IPE/IPC), while the other addresses integration across paradigms (IM). It is an opportune time for a critical comparison between the two. First, the main themes of IM are summarised as they are reflected in the IM literature. Second, a comparative analysis is presented focusing on the significant similarities and differences between IPE/IPC and IM. The final section addresses the question: What key learning areas from IM could benefit and enhance IPE/IPC?