Frailty and Interprofessional Collaboration

Briggs, Marion; McElhaney, Janet E.

doi:10.1159/000381204

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…From a macroscopic perspective, policymakers should be able to foresee the upcoming changes in demographic structure and allocate resources to facilitate the prevention and care of chronic diseases. Furthermore, interprofessional collaboration is not only limited to disease management, but is an inevitable element in solving everyday problems, such as poverty, climatic change, pollution, and discrimination (Sutton and Kemp, 2006;Briggs and McElhaney, 2015;Kostoff et al, 2016;Bryant et al, 2017). As the pillars of society, university graduates should demonstrate the competency of sharing their expertise and making a contribution to the team.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional education—situations of a university in Hong Kong and major hurdles to teachers and students

Chau

Wong

et al. 2022

Front. Educ.

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Studies have provided evidence that Interprofessional Education (IPE) can improve learners’ attitudes, knowledge, skills, behaviors, and competency. Traditionally, IPE is commonly seen in the healthcare professional training in tertiary education. Aging is a global issue that requires more than just a single healthcare sector. It requires interdisciplinary collaboration and understanding to tackle the issues. Therefore, IPE is essential for nurturing university students to tackle the ever-changing global challenges. In addition, different hurdles can hinder IPE development. To have a better understanding of the feasibility, acceptance, and educational value of IPE in Hong Kong, we conducted a cross-sectional quantitative study. We invited teachers and students from a Hong Kong university to fill in an online survey that evaluated their understanding and participation in IPE, their attitude toward IPE, and the barriers to developing IPE from March to June 2020. Among the 37 academic staff and 572 students who completed the survey, 20 (54.1%) teachers and 422 (73.8%) students had never heard of IPE before, and 26 (70.3%) teachers and 510 (89.2%) students had never participated in any IPE activities. Major barriers reported by teachers included an increase in teaching load (72.9%), lack of administrative support (72.9%), lack of financial support and limited budget (67.5%), difficulty to make logistic arrangements (64.8%), and problems with academic schedules and calendars (62.1%). The survey findings revealed that despite the positive attitude of university teachers and students toward IPE, barriers that could hinder the development of IPE included heavy teaching and administrative load and logistic arrangement for classroom arrangement and academic scheduling involving multiple faculties.

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Section: Discussionmentioning

confidence: 99%

Interprofessional education—situations of a university in Hong Kong and major hurdles to teachers and students

Chau

Wong

et al. 2022

Front. Educ.

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“…3,[9][10][11][12][13][14] These approaches build on growing evidence that highlights the importance of team-based care delivery in ensuring that care practices are patient-centred, safer, timelier and more effective. [15][16][17][18][19] Despite the emergence of interprofessional teams as an effective approach to caring for older people, [20][21][22][23] little is known about how HCPs, including those outside the traditional roles of prescribing, distribution and administration of medication, individually recognize and respond to polypharmacy within their clinical practice. Central to the success of a collaborative interprofessional polypharmacy mandate is an understanding of how each HCP understands their individual and collective roles and responsibilities in managing polypharmacy.…”

Section: B Farrellmentioning

confidence: 99%

Health care providers’ roles and responsibilities in management of polypharmacy: Results of a modified Delphi

et al. 2018

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Background: Little is known about the roles that allow interprofessional teams to effectively manage older patients experiencing polypharmacy. Objectives: to identify and examine the consensus on salient interprofessional roles, responsibilities and competencies required in managing polypharmacy. Methods: Four focus groups with 35 team members practising in geriatrics were generated to inform survey development. the sessions generated 63 competencies, roles or responsibilities, which were categorized into 4 domains defined by the canadian Interprofessional Health collaborative. the resulting survey was administered nationally to geriatric health care professionals who were asked to rate the importance of each item in managing polypharmacy; we sought agreement within and across professions using a confirmatory 2-round Delphi method. Results: round 1 was completed by 98 survey respondents and round 2 by 72. there was high intra-professional and interprofessional consensus regarding the importance of competencies among physicians, nurses and pharmacists; though pharmacists rated fewer competencies as important. Less consensus was observed among other health care professionals or they indicated the nonimportance of competencies despite focus group discussion to the contrary. Discussion: Although there is a strong consensus of polypharmacy management competencies across team members who have been more traditionally involved in medication management, there continue to be health care providers with differing understandings of competencies that may contribute to reduced reliance on medication. Lower importance ratings suggest pharmacists may not acknowledge or recognize their own potential roles in interprofessional polypharmacy management. Conclusion: Further exploration to understand the underutilization of professional expertise in managing polypharmacy will contribute to refining role clarity and translating competencies in practical settings, as well as guiding educators regarding curricular content.

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“…The rise of chronic and complex conditions is a matter of global activity, yet this area of practice is often overlooked in the literature (Briggs & McElhaney, 2015). This study found the 'essence' of complex care nursing to be an emergent, interwoven, relational and dynamic form of nursing practice, that continuously shaped the lifeworld of each participant.…”

Section: Discussionmentioning

confidence: 89%

“…Her response to a pressured environment was that of ‘time management…prioritization’, and ‘organizing’. However, this perspective leaves open the question of what warrants de‐prioritization in a time‐constrained context, and the effects of truncating nursing time with patients (Berg & Danielson, 2007; Briggs & McElhaney, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…The rise of chronic and complex conditions is a matter of global concern (The Economist Intelligence Unit, 2012; World Health Organization, 2021), as is healthcare workforce sustainability (National Academy of Medicine: National Academies of Sciences, Engineering, and Medicine: Committee on Taking Action Against Clinician Burnout; A Systems Approaches to Improve Patient Care by Supporting Clinician Well‐Being, 2019). As key frontline workers, nurses providing complex care have become a staple of hospital activity, yet this area of practice is often overlooked in the literature (Briggs & McElhaney, 2015). This study found the ‘essence’ of complex care nursing to be an emergent, interwoven, relational and dynamic form of nursing practice, that continuously shaped the lifeworld of each participant.…”

Section: Discussionmentioning

confidence: 99%

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Finding meaning in complex care nursing in a hospital setting

Borghmans,

Laletas,

Fernandes

et al. 2024

Nursing Inquiry

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This study explores the experiences of nurses that provide ‘complex’, generalist healthcare in hospital settings. Complex care is described as care for patients experiencing acute issues additional to multimorbidity, ageing or psychosocial complexity. Nurses are the largest professional group of frontline healthcare workers and patients experiencing chronic conditions are overrepresented in acute care settings. Research exploring nurses’ experiences of hospital‐based complex care is limited, however. This study aims to add to what is known currently. Four ‘complex care’ nurses undertook in‐depth semistructured interviews and their narratives were analysed using the conceptual framework of complex adaptive phenomenology. Two overarching themes constituting the ‘essence’ of complex care nursing were identified: Contextual factors and attribute/value‐based elements. Creating meaningful patient outcomes and feeling part of a team were experienced as fulfilling, whereas time constraints, institutional settings and systemic barriers to comprehensive caregiving diminished the experience of providing complex care. Overall, work meaning presented as a dynamic phenomenon, shaped by personal and professional values, local settings and systemic factors. It is recommended that more expansive research be undertaken to explore the experience of complex care for nurses. Such knowledge can contribute to initiatives that draw a skilled, effective and engaged hospital‐based complex care nursing workforce.

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Frailty and Interprofessional Collaboration

Cited by 7 publications

References 20 publications

Interprofessional education—situations of a university in Hong Kong and major hurdles to teachers and students

Interprofessional education—situations of a university in Hong Kong and major hurdles to teachers and students

Health care providers’ roles and responsibilities in management of polypharmacy: Results of a modified Delphi

Finding meaning in complex care nursing in a hospital setting

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