Measuring interprofessional education and collaborative practice competencies: a content validity study of the Jefferson Teamwork Observation Guide®

Sicks, Shoshana; Umland, Elena; Koch, Amanda J.; Hass, Richard W.; Tenpa, Jasmine

doi:10.1080/13561820.2021.1972946

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…Additionally, students’ and supervisors’ interprofessional competency attainment will be assessed upon program conclusion using the Interprofessional Collaborative Competencies Attainment Survey, which has been validated with health professions students and professionals (e.g., Archibald et al, 2014; Lunde et al, 2021; Schmitz et al, 2017). Finally, trainees and their interprofessional teams will use Jefferson Teamwork Observation Guide (e.g., Sicks et al, 2021) to provide feedback about global teamwork functioning. Together these tools will provide insight into the dual development of trauma knowledge and IPP.…”

Section: Discussionmentioning

confidence: 99%

Trauma-informed interprofessional education: Preliminary evaluation of building student capacity for system-wide collaboration.

Felter¹,

Wycoff²,

Hass³

et al. 2022

Families, Systems, & Health

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Section: Discussionmentioning

confidence: 99%

Trauma-informed interprofessional education: Preliminary evaluation of building student capacity for system-wide collaboration.

Felter¹,

Wycoff²,

Hass³

et al. 2022

Families, Systems, & Health

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“…On top of the prevalent profession-specific assessment instruments for conceptual and procedural knowledge ( improved cognitive professional abilities ), instruments are needed that allow for the assessment of interprofessional collaborative activities [e.g., ( 71 )]. According to the current IPE literature ( 80 ), individual performance should be assessed separately from team performance when evaluating collaboration in health care ( improved collaborative activities ).…”

Section: Structural Components Of Fincamentioning

confidence: 99%

“…They prepare for executing interprofessional activities that can be assessed on the grounds of clinical standards, guidelines, and patient safety requirements. Instruments for the assessment of interprofessional team collaboration have recently been developed and evaluated [e.g., (69)(70)(71)].…”

Section: Executing Interprofessional Activitiesmentioning

confidence: 99%

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Witti,

Zottmann,

Wershofen

et al. 2023

Front. Med.

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The health care system in Germany and in many other countries is facing fundamental challenges due to demographic change, which require new integrated care concepts and a revision of the collaboration between health care professions in everyday clinical practice. Internationally, several competency framework models have been proposed, but a framework that explicitly conceptualizes collaborative activities to improve interprofessional problem-solving competency in health care is still missing. Such a framework should define contextual, person-related, process-related, and outcome-related variables relevant to interprofessional problem solving in health care. Against this background, we present a conceptual framework to improve interprofessional collaboration in health education and care (FINCA) developed with scientific consideration of empirical data and various theoretical references. FINCA reflects an interprofessional learning and interaction process involving two persons from different health care professions and with different individual learning prerequisites. These two initially identify a problem that is likely to require interprofessional collaboration at some point. FINCA acknowledges the context of interprofessional learning, teaching, and working as well as its action-modifying context factors. We follow the reasoning that individual learning prerequisites interact with the teaching context during learning activities. At the heart of FINCA are observable collaborative activities (information sharing and grounding; negotiating; regulating; executing interprofessional activities; maintaining communication) that can be used to assess individuals’ cognitive and social skills. Eventually, the framework envisages an assessment of the outcomes of interprofessional education and collaboration. The proposed conceptual framework provides the basis for analysis and empirical testing of the components and variables it describes and their interactions across studies, educational interventions, and action-modifying contexts. FINCA further provides the basis for fostering the teaching and learning of interprofessional problem-solving skills in various health care settings. It can support faculty and curriculum developers to systematize the implementation and improvement of interprofessional teaching and learning opportunities. From a practical perspective, FINCA can help to better align curricula for different health professions in the future. In principle, we also see potential for transferability of the framework to other areas where different professions collaborate.

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“…Although many products had connections with several competencies, each had a single principal connection. There is significant potential for the JTOG instrument due to a lack of tools in the literature to assess teamwork, and evaluations showing sufficient evidence of content validity when compared to the ideal IPCP abilities [5].…”

Section: Related Studymentioning

confidence: 99%

Leadership in Interprofessional Healthcare Practice (Iphp): Preparedness, Responsibilities, and Proficiencies for Healthcare Managers and Human Resource Professionals

2023

Journal of Informatics Education and Research

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Leadership in Inter professional Healthcare Practice (IPHP) is a critical component of modern healthcare management, focusing on the collaborative efforts of various healthcare professionals to provide comprehensive patient care. Human resource managers in the healthcare industry play pivotal roles in facilitating and sustaining effective IPHP within healthcare organizations. This abstract delves into the preparedness, responsibilities, and proficiencies required of these professionals in the context of IPHP. Preparedness in IPHP leadership entails having a deep understanding of the evolving healthcare landscape, including the importance of interprofessional collaboration, patient-centered care, and the integration of technology. It involves recognizing the significance of teamwork, effective communication, and shared decision-making among diverse healthcare professionals. The responsibilities of Human resource managers and administrators in the healthcare industry in IPHP are multifaceted. They are tasked with fostering a culture of collaboration and interdisciplinary teamwork within their organizations. This involves creating policies and structures that promote interprofessional education and practice. Additionally, they must ensure that healthcare teams are adequately staffed with professionals possessing the necessary skills and competencies for successful collaboration. Proficiencies essential for those working in healthcare administration or human resources in IPHP include strong leadership skills, effective communication, conflict resolution, and a keen understanding of the various healthcare professions and their scopes of practice. These leaders should be adept at aligning organizational goals with the principles of IPHP and cultivating an environment that encourages continuous learning and improvement among healthcare teams. In conclusion, leadership in interprofessional healthcare practice is pivotal for delivering high-quality,

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Measuring interprofessional education and collaborative practice competencies: a content validity study of the Jefferson Teamwork Observation Guide®

Cited by 7 publications

References 11 publications

Trauma-informed interprofessional education: Preliminary evaluation of building student capacity for system-wide collaboration.

Trauma-informed interprofessional education: Preliminary evaluation of building student capacity for system-wide collaboration.

FINCA – a conceptual framework to improve interprofessional collaboration in health education and care

Leadership in Interprofessional Healthcare Practice (Iphp): Preparedness, Responsibilities, and Proficiencies for Healthcare Managers and Human Resource Professionals

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