Journal of interprofessional care
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Promoting teamwork in health and social care requires an understanding of the interface between interprofessional practice (IPP) and interprofessional education (IPE). A study with two parts, one qualitative and one quantitative, examined this interface in Norway. The first used focus groups to assess IPP rewards, barriers, and facilitating factors among practitioners in clinical settings. ⋯ Results of Part 1 indicate that providers report many intrinsic rewards of IPP; however, the more extrinsic impacts of collaborative practice on patient care need to be emphasized to system managers. Results of Part 2 suggest strong general support by academic deans and directors for IPE, though addressing specific potential barriers to its implementation has become increasingly important. Overall, bridging the IPP-IPE gap requires educating leaders in both settings about the resources needed for teamwork, linking clinical and educational settings through continuing professional development, and generally advocating more effectively for both IPP and IPE.
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This study was designed to develop an instrument for measuring attitudes toward pharmacist-physician collaborative relationships for administration to practicing pharmacists and physicians, as well as to students in pharmacy and medical schools. Based on a review of literature, a preliminary version of an instrument was developed (30 items), and through a pilot study of face validity and content validity with 12 pharmacists and 10 physicians, 18 items were chosen for quantitative analyses. We asked 88 respondents (61 pharmacists, 27 physicians) to judge the relevance, clarity, and representativeness of each item to the concept of pharmacist-physician collaborative relationships. ⋯ No gender difference was observed; however, pharmacists scored higher than physicians on the total score of the instrument. The Cronbach's coefficient alpha was .81 for pharmacists, .92 for physicians, and .87 for the combined sample. Encouraged by these preliminary findings, we plan to undertake further research to examine the instrument's psychometric properties including criterion-related and predictive validities with larger and more representative samples of pharmacists, physicians, and students in pharmacy and medical schools.
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This paper describes the articulation of a model of interprofessional mentorship derived from qualitative interviews with students and health and social care professionals who support students in practice settings. The findings describe three core components within the data: the facilitation of interprofessional learning; supervision of students and assessment of their learning. These components interact with the aim of developing interprofessional capability in students. It is suggested that the articulation of this model has the potential to inform future practice and development around interprofessional mentorship.
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Hospice and palliative care teams provide interdisciplinary care to seriously-ill and terminally-ill patients and their families. Care teams are comprised of medical and non-medical disciplines and include volunteers and lay workers in healthcare. The authors explored the perception of collaboration among hospice team members and actual collaborative communication practices in team meetings. ⋯ Findings revealed that the team's reflection on process was most likely to occur in team meetings, however least likely to occur when caregivers were present. Although team members had a high perception of interdependence and flexibility of roles, this was less likely to be enacted in team meetings with and without the presence of caregivers. Caregiver participation in team meetings had a positive impact on collaborative communication and the potential benefit of caregiver inclusion in team meetings is explored.