Collaborative Practice Benefits Patients: An Examination of Interprofessional Approaches to Diabetes Care

Hellquist, Kristin; Bradley, Ryan; Grambart, Sean T.; Kapustin, Jane; Loch, Jeremiah

doi:10.7772/2159-1253.1017

Cited by 13 publications

(12 citation statements)

References 25 publications

(19 reference statements)

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“…The other four variables are the presence and use of evidence-based practice, good access to services, good continuity of care, and synergy between levels of care (Haggerty et al, 2003;Jones & Barry, 2011). More specifically, studies have suggested that positive outcomes for people living with type 2 diabetes mellitus were associated with interprofessional collaboration (Hellquist, Bradley, Grambart, Kapustin, & Loch, 2012;O'Connor et al, 2005). However, no study has yet examined how different types of HCPs perceive collaboration when working together for and with diabetic patients.…”

Section: Introductionmentioning

confidence: 97%

Interprofessional collaboration and diabetes care in Switzerland: A mixed-methods study

Schweizer

Morin

Henry

et al. 2017

Journal of Interprofessional Care

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To face the increasing prevalence of diabetes in Switzerland, a cantonal programme has been implemented. One of its goals is to promote collaborative approaches among healthcare professionals (HCPs). The objectives of the current study were to examine HCPs' perceptions about the collaboration they experience in diabetes care and to determine whether perceptions differed among professional groups. A mixed-methods study was conducted. First, a total of 332 HCPs comprising diabetes specialists and non-specialists participated by completing a questionnaire on interprofessional collaboration. Focus groups were then led in order to deepen the understanding and complement the interpretation of quantitative results. Quantitative results showed a perception of a moderate level of collaboration. Mean scores for specialists were systematically worse than those of non-specialists and more prominently in the "level of conflict dimension," which means that specialists generally perceived a lower level of collaboration and a higher level of possible conflict associated with it. Qualitative results highlighted the vagueness in role definition and emphasised a form of reluctance by general physicians to collaborate with specialists, as the physicians felt that they were losing their responsibilities. The findings suggest that it is not the need to collaborate that encourages HCPs involved in collaborative schemes to desire or to know how to successfully initiate, promote, or conduct interprofessional collaboration. This study highlights the important perceptions about collaboration that could be taken into account when planning future collaborative programmes. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 97%

Interprofessional collaboration and diabetes care in Switzerland: A mixed-methods study

Schweizer

Morin

Henry

et al. 2017

Journal of Interprofessional Care

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“…Collaboration brings into focus the highest priority health-related problems that emerge from the confluence of medical and non-medical issues enabling the patient and family to move closer to addressing health and medical issues within the context of a much richer and complex life with a willingness to listen and respect each other's views, values, and preferences (O'Grady & Jadad, 2010;Hellquist, Bradley, Grambart, Kapustin & Loch, 2012;Hillegas et al, 2006). Studies show patients' participation in health care enables them to bring forward different points of view in relation to the same subject, improving services, and making better decisions (Targett, 2011;Vahdat, Hamzehgardeshi, Hessam & Hamzehgardeshi, 2014).…”

Section: Collaborative Carementioning

confidence: 99%

Collaborative care: Using six thinking hats for decision making

Cioffi

2017

Int J of Nursing Practice

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Collaborative decision making can be augmented by six thinking hat technique to provide patients, families, and health professionals with opportunities to make informed decisions about care that considers key issues for all involved. Nurses who are most often advocates for patients and their families are in a unique position to lead this initiative in meetings as they network with all health professionals.

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“…Could it be that providers are working under the mistaken belief that diabetes self-management education does not require a unique skill set? Or, is there an underlying concern that the diabetes educator will somehow interfere with the primary provider’s recommendations?60–62 Whatever the reason for the lack of universal referral, the contribution of the credentialed diabetes educator continues to be underutilized.…”

Section: The Diabetes Educatormentioning

confidence: 99%

Partnering with diabetes educators to improve patient outcomes

Burke

Sherr

Lipman

2014

DMSO

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Diabetes is a chronic, progressive disease that affects millions worldwide. The paradigm of diabetes management has shifted to focus on empowering the person with diabetes to manage the disease successfully and to improve their quality of life. Diabetes self-management education is a collaborative process through which people with diabetes gain the knowledge and skills needed to modify their behavior and to self-manage successfully the disease and its related conditions. Diabetes educators are health care professionals who apply in-depth knowledge and skills in the biological and social sciences, communication, counseling, and pedagogy to enable patients to manage daily and future challenges. Diabetes educators are integral in providing individualized education and promoting behavior change, using a framework of seven self-care behaviors known as the AADE7 Self-Care Behaviors™, developed by the American Association of Diabetes Educators. The iterative process of promoting behavior change includes assessment, goal setting, planning, implementation, evaluation, and documentation. Diabetes educators work as part of the patient’s health care team to engage with the patient in informed, shared decision making. The increasing prevalence of diabetes and the growing focus on its prevention require strategies for providing people with knowledge, skills, and strategies they need and can use. The diabetes educator is the logical facilitator of change. Access to diabetes education is critically important; incorporating diabetes educators into more and varied practice settings will serve to improve clinical and quality of life outcomes for persons with diabetes.

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Collaborative Practice Benefits Patients: An Examination of Interprofessional Approaches to Diabetes Care

Cited by 13 publications

References 25 publications

Interprofessional collaboration and diabetes care in Switzerland: A mixed-methods study

Interprofessional collaboration and diabetes care in Switzerland: A mixed-methods study

Collaborative care: Using six thinking hats for decision making

Partnering with diabetes educators to improve patient outcomes

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