The Coming of Age for Interprofessional Education and Practice

Schmitt, Michael N.; Gilbert, John K.; Brandt, Barbara F.; Weinstein, Ronald S.

doi:10.1016/j.amjmed.2012.10.015

Cited by 79 publications

(54 citation statements)

References 10 publications

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“…31,32 Team-based care delivery with providers of different disciplines functioning interdependently enhances communication, coordination, and patient-centered shared-decision making. [33][34][35][36] Medicine patients have a myriad of medical, behavioral, and social issues, and as a result, the team of providers is amorphous and dynamic, and must coordinate numerous complex issues for safe transitions. 37 For these reasons, IPCC that integrates tasks and allows for coordinated collective action during discharge processes, which are full of uncertainty and time constraints, can be challenging.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional Communication Patterns During Patient Discharges: A Social Network Analysis

2015

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BACKGROUND: Optimal care delivery requires timely, efficient, and accurate communication among numerous providers and their patients, especially during hospital discharge. Little is known about communication patterns during this process. OBJECTIVE: Our aim was to assess the frequency and patterns of communication between patients and providers during patient discharges from a hospital-based medicine unit. DESIGN AND APPROACH: On the day of the patient's discharge, the patient and all healthcare providers involved in the discharge were interviewed using structured questions related to information exchange during the discharge process. Each interview identified the frequency and method of communication between participants, including synchronous (e.g., face-to-face) and asynchronous (e.g., through electronic medical record) routes. Communication patterns were visually diagramed using social network analysis. PARTICIPANTS: Forty-six patients were screened for inclusion in the network analysis. Of those, seven patients who were fully oriented and able to complete an interview and all providers who participated in their care during the discharge were selected for inclusion in the analysis. In all, 72 healthcare professionals contributing to the discharge process were interviewed, including physicians, nurses, therapists, pharmacists, care coordinators, social workers, and nutritionists. KEY RESULTS: Patients' mean age was 63, length-ofstay was 7.8 days, and most (86 %) were discharged to home. On average, 11 roles were involved with each discharge. The majority of communication was synchronous (562 events vs. 469 asynchronous events, p=0.004). Most communication events occurred between the primary nurse and patient and the care coordinator and primary nurse (mean 3.9 and 2.3 events/discharge, respectively). Participants identified intern physicians as most important in the discharge process, followed by primary nurses and care coordinators. CONCLUSIONS: In patients being discharged from the medicine service, communication was more frequently synchronous, and occurred between intern physicians, primary nurses, and patients. Potential improvements in coordinating patients' discharges are possible by reorganizing systems to optimize efficient communication.

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Section: Discussionmentioning

confidence: 99%

Interprofessional Communication Patterns During Patient Discharges: A Social Network Analysis

2015

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“…Os projetos de pesquisa são meio coletivos também, mas depois eles subdividem". (IES 8) Os trechos evidenciam importantes dificuldades que se constituem barreiras para a EIP: a dificuldade de pensar em ações que envolvam cursos com diferentes desenhos curriculares, distinção entre duração dos cursos; estruturas físicas das universidades; qualificação docente para estimular a aprendizagem e a prática interprofissional e colaborativa, e realidade do trabalho em saúde, fortemente marcado pela divisão e fragmentação dos atos 41 . Os desafios que se impõem, no contexto do debate da EPI, reforçam a necessidade de se revisitarem: os desenhos curriculares; os programas dos cursos; a qualificação docente; a reorientação das ações de extensão, pesquisa e ensino, de forma a fortalecer a indissociabilidade; a aproximação com a realidade de vida e saúde, e o fortalecimento dessas ações pelo envolvimento de atores de diferentes cursos da área da saúde e das demais áreas 42 .…”

Section: Comunicação Saúde Educaçãounclassified

Pró-Saúde e PET-Saúde como espaços de educação interprofissional

Costa

Patrício

Câmara

et al. 2015

Interface (Botucatu)

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Este artigo pretende refletir sobre o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró-Saúde), articulado ao Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) como cenário mobilizador para a adoção da educação interprofissional a partir dos desafios identificados nas instituições de Ensino Superior (IES) pelos participantes do PROPET. Os dados foram produzidos a partir de relatórios das IES e de assessores do Ministério da Saúde, via plataforma FORMSUS. A análise dos dados consistiu de uma sistematização quantitativa e análise de conteúdo. Emergiram como temas: concepções e práticas na educação interprofissional: multi ou inter? Educação Interprofissional e PROPET: desvelando potências. A análise indica que o PROPET vem induzindo novas formas de interação entre cursos envolvidos e seus atores, em cenários reais, enfrentando importantes pontos nevrálgicos da formação em saúde: a articulação ensino/serviço e a qualificação para o trabalho em equipe.

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“…Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. [7] • National reports on healthcare quality and safety led to recommendations to change fundamentally how healthcare professionals are educated to deliver care.…”

Section: Literature Reviewmentioning

confidence: 99%

Attracting the interprofessional collaboration between physical therapy, speech therapy and ABSN nursing students working with patients diagnosed with stroke during simulation

Wallace

Gill

2017

JNEP

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The purpose of this mixed methods interprofessional simulation was to assess health science university students in physical therapy, speech therapy, and nursing to the positive role of interprofessional collaboration by means of a live actor stroke simulation. The interprofessional simulation was divided into two segments which was comprised of: 1) the application of various teaching methods and orientation to the simulation lab, and 2) taking part in the organized simulated interprofessional care plan and subsequently participating in the debriefing and self-reflective exercises learning experiences. Logistic regression was used to measure quantitative outcomes including the Simulation Evaluation Survey questionnaire. The results were statistically significant. Qualitative data was obtained during simulation debriefing sessions, and was coded and analyzed. Incorporating the importance of inter-professional collaboration in professional program students helps promote team work, leadership, problem solving, critical thinking, and communication. The authors recommend incorporating interprofessional simulation in the curriculum for health care educational programs.

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The Coming of Age for Interprofessional Education and Practice

Cited by 79 publications

References 10 publications

Interprofessional Communication Patterns During Patient Discharges: A Social Network Analysis

Interprofessional Communication Patterns During Patient Discharges: A Social Network Analysis

Pró-Saúde e PET-Saúde como espaços de educação interprofissional

Attracting the interprofessional collaboration between physical therapy, speech therapy and ABSN nursing students working with patients diagnosed with stroke during simulation

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