Interprofessional collaboration regarding patients’ care plans in primary care: a focus group study into influential factors

Abstract

BackgroundThe number of people with multiple chronic conditions demanding primary care services is increasing. To deal with the complex health care demands of these people, professionals from different disciplines collaborate. This study aims to explore influential factors regarding interprofessional collaboration related to care plan development in primary care.MethodsA qualitative study, including four semi-structured focus group interviews (n = 4). In total, a heterogeneous group of experts (n = 16) and health care professionals (n = 15) participated. Participants discussed viewpoints, barriers, and facilitators regarding interprofessional collaboration related to care plan development. The data were analysed by means of inductive content analysis.ResultsThe findings show a variety of factors influencing the interprofessional collaboration in developing a care plan. Factors can be divided into 5 key categories: (1) patient-related factors: active role, self-management, goals and wishes, membership of the team; (2) professional-related factors: individual competences, domain thinking, motivation; (3) interpersonal factors: language differences, knowing each other, trust and respect, and motivation; (4) organisational factors: structure, composition, time, shared vision, leadership and administrative support; and (5) external factors: education, culture, hierarchy, domain thinking, law and regulations, finance, technology and ICT.ConclusionsImproving interprofessional collaboration regarding care plan development calls for an integral approach including patient- and professional related factors, interpersonal, organisational, and external factors. Further, the leader of the team seems to play a key role in watching the patient perspective, organising and coordinating interprofessional collaborations, and guiding the team through developments. The results of this study can be used as input for developing tools and interventions targeted at executing and improving interprofessional collaboration related to care plan development.Electronic supplementary materialThe online version of this article (doi:10.1186/s12875-016-0456-5) contains supplementary material, which is available to authorized users.

Graduate Interprofessional Education and Collaborative Practice Experiences: A Phenomenological Inquiry

“…It is important that although it is a collaborative environment, individual team members still feel supported and recognized in their professional role (Regan et al, 2016). Working collaboratively requires time to engage with others, so adequate staffing is also important to relieve time constraints for professionals and administrative support can help with documentation and organizational tasks (van Dongen et al, 2016;Orchard et al, 2005;Regan et al, 2016). Orientation programs should be provided to introduce professionals to the different disciplines within the healthcare team, encouraging them to share their roles, responsibilities, skills, and knowledge (Orchard, 2010;Reese & Sontag, 2001).…”

“…This may also include the preparation, structuring, and organization of regular interprofessional team meetings, promoting and guiding reflection and discussion (van Dongen et al, 2016). Hepp et al (2015) found that currently many interprofessional collaborative practice experiences are burdened with weaknesses in this area, stating collaborative leadership as an essential component to foster collaborative partnerships.…”

“…In addition, when including the patient professionals may overestimate their knowledge and ability for self-care, and patients may be left unprepared upon discharge (Hepp et al, 2015). Patients should be recognized as an influential factor in interprofessional collaboration, placing them in an active role with a focus on their goals and wishes as a contributing member of the team (van Dongen et al, 2016). A family conference is an example of a great opportunity to engage not only the patient, but their family members and caregivers, "the quintessential forum for patient-centred interprofessional care" (Dojeiji, Byszewski, & Wood, 2015, p. 415).…”

“…This includes verbal and nonverbal communication, interpersonal and conflict resolution skills, active listening, appreciative inquiry, and a common language between disciplines (Banfield & Lackie, 2009;Gucciardi et al, 2016). van Dongen et al (2016) highlighted the use of collaborative tools for communication and documentation, including the use of technology such as Skype and shared information systems for sharing patient data.…”

“…With the team goal focused primarily on the patient, their perspective is key (van Dongen et al, 2016 Orchard, 2010). In addition, when including the patient professionals may overestimate their knowledge and ability for self-care, and patients may be left unprepared upon discharge (Hepp et al, 2015).…”