Healthcare teams and patient‐related terminology: a review of concepts and uses

Flores‐Sandoval, Cecilia; Sibbald, Shannon L.; Ryan, Bridget L.; Orange, J. B.

doi:10.1111/scs.12843

Cited by 19 publications

(30 citation statements)

References 92 publications

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“…When it is determined that only member of the team will see the patient, supervisors should point out that the team should still work to together to conceptualize the case and create an integrated care plan. The integration of services may help reduce a delay in treatment and improve service delivery, just a few of the many advantages of working within a team [ 1 , 46 ]. Supervisors should model effective communication skills for students regardless of the agency’s level of integration, so these skills are used within the interprofessional team [ 43 ].…”

Section: Discussionmentioning

confidence: 99%

‘You just really have to assert yourself:’ social work, nursing, and rehabilitation counseling student experiences of providing integrated behavioral health services before and after the immediate start of COVID-19

Alessi

Caldwell

Zazzarino

et al. 2022

BMC Health Serv Res

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Background Educators who train healthcare students to provide behavioral health services in primary care settings frequently encounter challenges as they work to ensure that students acquire the knowledge and skills to effectively function on interprofessional practice teams. This has become increasingly important during COVID-19, as interprofessional collaborative practice is needed more than ever to address the interrelated health, mental health, and social structural issues linked to the pandemic. Methods We used qualitative focus groups to understand the experiences of 6 interprofessional teams (comprised of graduate social work, nursing, and rehabilitation counseling students; n = 19) providing behavioral health services in primary care settings before and after the immediate start of COVID-19. To triangulate data and enrich findings, one focus group with students’ faculty supervisors was also conducted; n = 5). Data were analyzed using thematic analysis. Results Four themes highlighted student participants’ need to assert themselves at the beginning of their educational experience, to communicate and learn from one another to develop positive team dynamics, to contend with role confusion and missed opportunities for collaboration, and to manage the emotional impact of COVID-19 on learning. Conclusion Findings indicate that educators should work with clinical faculty and agency supervisors to orient students to ensure they have role clarity within the agency. Graduate students providing behavioral health services should also learn to work collaboratively within their scopes of practice to serve patients virtually, especially in preparation for public health emergencies.

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Section: Discussionmentioning

confidence: 99%

‘You just really have to assert yourself:’ social work, nursing, and rehabilitation counseling student experiences of providing integrated behavioral health services before and after the immediate start of COVID-19

Alessi

Caldwell

Zazzarino

et al. 2022

BMC Health Serv Res

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“…Cada família reage de forma diferente, vale mencionar, e isso determina o afastamento ou a adaptaçãoda criança no meio social. (FLORES-SANDOVAL et al, 2021).…”

Section: )unclassified

Autismo nas relações parentais: os impactos psicossociais vivenciados por pais de crianças diagnosticadas com TEA / Autism in parental relationships: the psychosocial impacts experienced by parents of children diagnosed with ASD

Hilário¹,

Azevedo²,

Souza³

2021

Braz. J. Hea. Rev.

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RESUMOO transtorno do espectro do autismo trata-se de uma síndrome definida de forma individualizada e suas características proeminentes são dificuldades de interação social, exiguidade na comunicação, ausência no contato visual além de comportamentos ritualísticos e estereotipias peculiares. Em vista disso, o presente artigo discute os impactos psicossociais na rotina dos pais de crianças diagnosticadas com o Transtorno do Espectro Autista (TEA). Através de uma revisão sistemática de caráter bibliográfico e abordagem qualitativa, elaborada a partir do levantamento de publicações obtidas nas plataformas Scielo, Lilacs e Capes, correspondente aos anos de 2018 a 2021, chegou-se aos seguintes resultados: o diagnóstico de TEA afeta diretamente as relações parentais, primeiro o impacto emocional em quem recebe a notícia, segue-se a isso as categóricas negativas, a não aceitação, e quando esta acontece vem acompanhada de um sentimento de enlutamento, de perda de um ideal de filho(a). Tudo isso acaba por desestabilizar as famílias, trazendo para a relação familiar o sentimento de culpa, o que gera conflitos internos que resulta no retardamento dos cuidados devidos ao principal afetado, o próprio portador do fenômeno. Sendo assim, urge a necessidade de modificações na dinâmica intrafamiliar, no cotidiano e nas relações socioemocionais de todos diretamente impactados. Faz-se relevante, portanto, (re)pensar o auxílio psicológico profissional

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“…Healthcare teams comprise professionals from various disciplines who enter a collaborative relationship with the patient to deliver coordinated, high-value, and patient-centered healthcare. 1 , 2 Team-based care is well researched and associated with numerous benefits including improved patient outcomes and satisfaction, efficient use of staff time, improved staff satisfaction, and decreased monetary expenditure. 3–7 At a time where healthcare services are increasingly in demand and the healthcare workforce is under pressure from current and expected pandemics, team-based care is more important than ever.…”

Section: Introductionmentioning

confidence: 99%

Healthcare Teams: Terminology, Confusion, and Ramifications

Martin¹,

Green²,

McCarthy³

et al. 2022

JMDH

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One strategy to meet increasing consumer demand for healthcare services in the pandemic era has been to reorganize the healthcare workforce. This can be achieved by reorganizing healthcare teams, which are associated with improved workforce productivity and better patient outcomes. However, healthcare teams are described using numerous terminologies and labels, which has led to conceptual confusion for researchers and research users. In this paper, we explore the disparate nature of healthcare team terminology, ramifications of conceptual confusion, and we propose standardized terminology with synthesized definitions focused on characteristics of clinically based healthcare teams including unidisciplinary, multidisciplinary, interprofessional, and transdisciplinary teams.

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Healthcare teams and patient‐related terminology: a review of concepts and uses

Cited by 19 publications

References 92 publications

‘You just really have to assert yourself:’ social work, nursing, and rehabilitation counseling student experiences of providing integrated behavioral health services before and after the immediate start of COVID-19

‘You just really have to assert yourself:’ social work, nursing, and rehabilitation counseling student experiences of providing integrated behavioral health services before and after the immediate start of COVID-19

Autismo nas relações parentais: os impactos psicossociais vivenciados por pais de crianças diagnosticadas com TEA / Autism in parental relationships: the psychosocial impacts experienced by parents of children diagnosed with ASD

Healthcare Teams: Terminology, Confusion, and Ramifications

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