Interprofessional collaboration may pay off: introducing a collaborative approach in an orthopaedic ward

Pape, Britta; Thiessen, Pernille Staal; Jakobsen, Flemming; Hansen, Torben Bæk

doi:10.3109/13561820.2013.808611

Cited by 20 publications

(13 citation statements)

References 18 publications

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“…This proximity, combined with the shared responsibility for clients, supports previous research suggesting interprofessional placements can provide a 'safe place with space' (Hallin & Kiessling, 2016) and rich learning experiences for the students that break down barriers and strengthen interprofessional relationships (Falk, Hult, Hammar, Hopwood, & Dahlgren, 2013). Other studies have also found that both formal and informal interprofessional communication were essential to effective teamwork (Aase, Hansen, Aase, & Reeves, 2016), and can lead to improved client outcomes such as a reduction in hospital length of stay (Pape, Thiessen, Jakobsen, & Hansen, 2013).…”

Section: Discussionsupporting

confidence: 71%

Interprofessional team-based placements: The importance of space, place, and facilitation

Brewer

Flavell

Jordon³

2017

Journal of Interprofessional Care

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Interprofessional education in practice settings typically requires greater resource investment than in the classroom or online. Increased interest in return on investment means research on the outcomes of practice-based interprofessional education is needed. In this article, we report findings from a qualitative study involving a series of focus groups with health sciences' students during their interprofessional placements in three community health settings in Western Australia. An exploratory case study approach was adopted to determine students' perceptions of the placement and their learning. The presage-process-product (3P) model of learning and teaching was employed to illuminate to the nature of this interprofessional education experience. Verbatim transcripts were analysed by two researchers using an inductive approach to derive key themes. Findings illuminate a number of factors that strongly influenced student perceptions of their learning in interprofessional practice-based placements including a dedicated space to collaborate and learn; exposure to a wide range of professions in practice settings; the approach of the facilitators; and students' previous clinical experience, year level and the timing of the placement. Students reported that the placement enhanced their knowledge, professional communication, leadership, understanding of other health professions and collaboration. This study provides contemporary insight into key factors that influence student learning during practice-based interprofessional placements.

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Section: Discussionsupporting

confidence: 71%

Interprofessional team-based placements: The importance of space, place, and facilitation

Brewer

Flavell

Jordon³

2017

Journal of Interprofessional Care

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“…Systematic reviews have reported improvements in clinical outcomes, such as reduced mortality and hospital admissions (Holland et al, 2005), shortened hospitalization duration and reduced post-operative complications (Khan, Ng, Gonzalez, Hale, & Turner-Stokes, 2008;Pape, Thiessen, Jakobsen, & Hansen, 2013), and improved depression outcomes (Gilbody, Bower, Fletcher, Richards, & Sutton, 2006).…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards interprofessional collaboration among primary care physicians and nurses in Singapore

Zheng

Sim

Koh

2016

Journal of Interprofessional Care

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Interprofessional collaboration (IPC) has been shown to improve patient outcomes, cost efficiency, and health professional satisfaction, and enhance healthy workplaces. We determined the attitudes of primary care physicians and nurses towards IPC and factors facilitating IPC using a cross-sectional study design in Singapore. A self-administered anonymous questionnaire, based on the Jefferson Scale of Attitudes toward Physician-Nurse Collaboration (JSAPNC), was distributed to primary healthcare physicians and nurses working in National Healthcare Group Polyclinics (N = 455). We found that the mean JSAPNC score for physicians was poorer than that for nurses (50.39 [SD = 4.67] vs. 51.61 [SD = 4.19], respectively, mean difference, MD = 1.22, CI = 0.35-2.09, p = .006). Nurses with advanced education had better mean JSAPNC score than nurses with basic education (52.28 [SD = 4.22] vs. 51.12 [SD = 4.11], respectively, MD = 1.16, CI = 0.12-2.20, p = .029). Male participants had poorer mean JSAPNC score compared to females (50.27 [SD = 5.02] vs. 51.38 [SD = 4.22], respectively MD = 1.11, CI = 0.07-2.14, p = .036). With regression analysis, only educational qualification among nurses was independently and positively associated with JSAPNC scores (p = .018). In conclusion, primary care nurses in Singapore had more positive attitudes towards IPC than physicians. Among nurses, those with advanced education had more positive attitudes than those with basic education. Greater emphasis on IPC education in training of physicians and nurses could help improve attitudes further.

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“…The power imbalance became visible in cases requiring the administration of a contrast medium, especially when nurses were expected by radiographers and/or radiologists to perform these tasks in contravention of their scope of practice. These nurses were regarded as subordinate to other medical professionals in the department and they had very little professional autonomy compared to professional nurses outside the radiology department (Pape, Thiessen, Jakobsen, & Hansen, 2013).…”

Section: "They [The Radiographers] Have Just Called the Patient Insidmentioning

confidence: 99%

“So You Are Running Between”—A Qualitative Study of Nurses' Involvement With Diagnostic Imaging in South Africa

Makanjee¹,

Bergh²,

Hoffmann³

2014

Journal of Radiology Nursing

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ABSTRACT:Nurses caring for patients in radiology departments is a relatively recent phenomenon. Only a few fragmented studies appear in the literature on the interprofessional nursing domain in these departments. This paper attempts to give a more holistic picture of nurses" experiences of patient care related to diagnostic imaging and interprofessional interactions and relations with radiographers and radiologists. Focus groups were held, among others, with nurses at a district hospital and an adjacent academic hospital in South Africa. Participants were questioned about their experiences regarding referrals for diagnostic imaging, their professional roles, views on the roles of other professions, multidisciplinary interaction and radiation awareness. Three main themes emerged. (1) Patient care and communication include the sub-themes of "being there" for patients and communicating with them. (2) Scope of professional practice is divided into activities around the request form, preparation for diagnostic imaging and further education needs. (3) Interprofessional interactions relate to hierarchical-and power relations and interprofessional communication and conflict. The study illustrates the collaborative and mediating roles of nurses at various points in the health system, from referral of patients for diagnostic imaging investigations up to discharge from the healthcare facility. More studies are needed on 2 interprofessional relations between radiographers, radiologists and nurses and nurses" ability to make appropriate judgments with regard to the completion and interpretation of request forms and preparing patients for specialized investigations.

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Interprofessional collaboration may pay off: introducing a collaborative approach in an orthopaedic ward

Cited by 20 publications

References 18 publications

Interprofessional team-based placements: The importance of space, place, and facilitation

Interprofessional team-based placements: The importance of space, place, and facilitation

Attitudes towards interprofessional collaboration among primary care physicians and nurses in Singapore

“So You Are Running Between”—A Qualitative Study of Nurses' Involvement With Diagnostic Imaging in South Africa

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