A systematic review of the effectiveness of interprofessional education in health professional programs

The HCAHPS Survey as a Potential Tool for Measuring Organizational Interprofessional Competency at American Hospitals Nationwide: A Content Analysis Study of Concept Validity

“…Several models of interprofessional education and collaboration have been developed, and there is strong evidence that interprofessionalism influences healthcare professionals' educational outcomes, as well as non-clinical patient outcomes (Lapkin et al, 2011;Reeves et al, 2013;Reeves et al, 2008;Zwarenstein et al, 2009). Although interprofessionalism has been championed elsewhere (Barr, Freeth, Hammick, Koppel, & Reeves, 2006;Herbert, 2005), it is relatively still in its infancy in the United States (Brandt, 2014 While these competency domains and statements provide much needed guidance for the development of new programs, and for the evaluation and improvement of existing interprofessional education and collaborative practice initiatives, there are currently few validated tools that measure interprofessionalism based on these newly established competencies.…”

“…Interprofessionalism is a key intervention that has empirically been proven capable of changing these aspects of healthcare (Lapkin et al, 2011;Reeves et al, 2013;Reeves et al, 2008;Zwarenstein et al, 2009). …”

“…As several recent systematic reviews demonstrate, there is indeed a causal relationship between interprofessionalism and non-clinical outcomes, such as improved patient care management infrastructures, increased collaborative team behavior, and higher patient satisfaction with care (Reeves, Perrier, Goldman, Freeth, & Zwarenstein, 2013;Reeves et al, 2008;Zwarenstein, Goldman, & Reeves, 2009), as well as better educational outcomes for healthcare professionals and improved attitudes and perceptions of interprofessional education (Lapkin, Levett-Jones, & Gilligan, 2011;Reeves et al, 2016). While many studies have devised measures of interprofessionalism at the individual or team level (Archibald, Trumpower, & MacDonald, 2014;Chiu, 2014;Dominguez, Fike, MacLaughlin, & Zorek, 2015;Dougherty, 2016;Dow, DiazGranados, Mazmanian, & Retchin, 2014;Fike et al, 2013;Godley & Russell-Mayhew, 2010;Tilden, Eckstrom, & Dieckmann, 2016;Zabar et al, 2016;Zorek et al, 2016), there is no validated quantitative measure of interprofessionalism at the organizational level that is rooted in interprofessional competencies (IPC).…”

Nursing Faculty's Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study

“…Role clarification (Solomon et al, 2010), enhancement of problem solving skills and clinical decision-making (Lapkin, Levett-Jones, & Gilligan, 2013), increased quality of care (Wilcock, Janes, & Chambers, 2009), and improved patient safety (Anderson, Thorpe, Heney, & Petersen, 2009;Kyrkjebø et al, 2006) have been documented. IPE is correlated with positive changes in "attitudes, awareness, and knowledge" among health sciences students (Reeves et al, 2011, p. 171).…”

An Interprofessional Education Nursing Home Dining Simulation Promotes Changes in Student Attitudes

“…The question of whether interprofessional education can positively change or enhance student attitudes, perceptions, and competence about interprofessional collaboration and clinical decision making is important to examine. Outcomes assessment results have indicated attitudes toward interprofessional collaboration can potentially improve when education occurs interprofessionally (Lapkin, 2013). …”