Inter-professional education and primary care: EFPC position paper

Miller, Robin; Scherpbier, Nynke; Amsterdam, Loes van; Guedes, Virgínia; Pype, Peter

doi:10.1017/s1463423619000653

Cited by 39 publications

(33 citation statements)

References 52 publications

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“…Introducing IPL activities in primary healthcare settings is challenging (Miller et al, 2019). In the present study, the experience of interprofessional collaboration and IPL varied between adjunct clinical lecturers and supervisors, and most of them had little experience with interprofessional collaboration in their clinical everyday work.…”

Section: Discussionmentioning

confidence: 75%

“…The establishment of planning groups with representatives from the educational institutions, clinical settings, and other relevant external stakeholders is important for implementing interprofessional education (Mayall et al, 2004). Introducing IPL activities in primary healthcare settings is challenging (Miller et al, 2019). In the present study, the experience of interprofessional collaboration and IPL varied between adjunct clinical lecturers and supervisors, and most of them had little experience with interprofessional collaboration in their clinical everyday work.…”

Section: Discussionmentioning

confidence: 78%

“…Most healthcare students are able to distinguish their profession from other professions early in their training, which indicates that interprofessional education can be used early in the educational programmes (Thistlethwaite, 2012). Interprofessional educational activities need to simulate real care situations in order to be more effective, and lack of authenticity could be a problem (Thistlethwaite, 2012;Miller et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Home visits as an interprofessional learning activity for students in primary healthcare

Toth-Pal

Fridén

Asenjo

et al. 2020

Prim Health Care Res Dev

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Aim: To evaluate person-centred home visits as an interprofessional learning (IPL) activity for undergraduate students during clinical placements in primary healthcare. Background: Interprofessional collaboration is known to improve patient safety, increase job satisfaction, and reduce stress among healthcare professionals. Students should already during their basic training experience interprofessional collaboration. Methods: Students from six different educational programmes and supervisors and adjunct clinical lecturers from different professions participated in the learning activity. The students read a description of the patient history before the visit together with a supervisor. During the home visit, the students were responsible for history-taking and for performing relevant examinations. Afterwards, the students made a joint care plan for the patient. Students, supervisors, and adjunct clinical lecturers discussed the outcomes in a seminar and reflected on each other’s professional roles. The students and the patients answered a questionnaire about the activity, and the supervisors and the adjunct clinical lecturers were interviewed in focus groups. Findings: Thirty interprofessional home visits were conducted, involving 109 students from six different healthcare professions. The students reported that they had gained insights into how different professions could collaborate and an increased understanding of teamwork. All patients were satisfied with the visits and felt that they had been listened to. The interview analysis showed one overarching theme: ‘Interprofessional home visits in primary healthcare were an appreciated and effective pedagogical learning activity with a sustainability dependent on organisational factors’. Conclusions: The students felt that participation in the activity increased their understanding of collaboration and of other professions’ skills. The supervisors found the home visits to be an appreciated and effective learning activity. The results indicate that this learning activity can be used in primary healthcare settings to promote students’ IPL, but organisational factors need to be considered in order to support sustainability.

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Section: Discussionmentioning

confidence: 75%

Section: Discussionmentioning

confidence: 78%

Section: Introductionmentioning

confidence: 99%

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Home visits as an interprofessional learning activity for students in primary healthcare

Toth-Pal

Fridén

Asenjo

et al. 2020

Prim Health Care Res Dev

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“…O reconhecimento das necessidades educacionais dos profissionais de saúde e um investimento em educação continuada têm potencial para o retorno, em longo prazo, em termos de melhorias tanto para o serviço de saúde, quanto para os profissionais e população assistida. Da mesma forma, o não investimento, ou o investimento precário pode contribuir para que os profissionais não melhorem sua formação profissional e pode ter agravos como manter o déficit na prática assistencial por muito tempo (Miller, Scherpbier, Amsterdam, Guedes & Pype, 2019).…”

Section: Discussionunclassified

Saúde sexual e reprodutiva da mulher com transtorno mental: fatores que moldam a assistência profissional

Fortes

Silva

Fonseca

et al. 2021

RSD

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A saúde sexual e reprodutiva da mulher com transtorno mental é um tema atual e emergente. Os profissionais de saúde possuem papel importante no atendimento das necessidades de saúde dessas mulheres, no entanto nem sempre estão preparados para prestar um cuidado resolutivo. O presente estudo teve por objetivo identificar os fatores que moldam a assistência de saúde sexual e reprodutiva à mulher com transtorno mental, nos serviços de saúde em São Vicente/ Cabo Verde. Trata-se de um estudo exploratório com abordagem qualitativa, realizado com 17 profissionais que trabalham na rede de serviços de saúde da ilha de São Vicente em Cabo Verde. Os dados foram coletados por meio de entrevistas semiestruturadas, entre setembro e outubro de 2018 e submetidos à análise temática. Os resultados evidenciam que fatores culturais, educacionais e políticos são moduladores da prática profissional, no campo da saúde sexual e reprodutiva das mulheres com transtorno mental. Faz-se necessário planejar intervenções que levem em consideração a influência dos fatores culturais, educacionais e políticos na prática dos profissionais, com vistas a melhorar, a médio e longo prazo, a assistência a esse grupo de mulheres.

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“…Further, role understanding can be encouraged to allocate complex tasks appropriately. This, along with a collaborative work environment, can be facilitated through interprofessional education [67] which "occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes" [68]. Additionally, clearer regulations with regard to scope of practice, reimbursement and accountability could enhance skill-mix by increasing NP participation in primary care [63].…”

Section: Discussionmentioning

confidence: 99%

Complexity as a factor for task allocation among general practitioners and nurse practitioners: a narrative review

et al. 2020

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Background: General practitioner (GP) shortages and increasing demand for care led to the introduction of nurse practitioners (NPs) to primary care. Many concepts for task sharing among health professionals feature complexity. The aim of this narrative review was to examine how complexity is used as a factor for task allocation between GPs and NPs. Methods: According to the PRISMA statement, PubMed and CINAHL were searched systematically, and eligibility criteria were applied to detect literature concerning GPs and NPs in primary care and complexity in the context of task allocation. Relevant information was extracted, and a narrative analysis was performed. Results: Thirty-seven studies from seven countries were included, comprising quantitative, qualitative, and mixed methods. Complexity was used to describe patients, their needs, and health professionals' tasks. The understanding of the use of complexity as a factor for task allocation between NPs and GPs was based on the patient population (specific vs. unspecific), the setting (specific vs. unspecific), the numbers of health professionals involved (two vs. more than two), and the NP role (distinct model of care vs. no model). Despite similarities in these areas, the tasks which NPs perform range from providing minor to complex care. However, there is a slight trend towards NPs treating socially complex patients and GPs focusing on medically complex cases. Conclusion: Complexity as a concept is prominent in primary care but remains broad and inconsistent as a factor for task allocation between NPs and GPs. This review can be used as a point of reference when practitioners are seeking methods for task allocation in a collaborative primary care setting.

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Inter-professional education and primary care: EFPC position paper

Cited by 39 publications

References 52 publications

Home visits as an interprofessional learning activity for students in primary healthcare

Home visits as an interprofessional learning activity for students in primary healthcare

Saúde sexual e reprodutiva da mulher com transtorno mental: fatores que moldam a assistência profissional

Complexity as a factor for task allocation among general practitioners and nurse practitioners: a narrative review

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