Variables associated with interprofessional collaboration: The case of professionals working in Quebec local mental health service networks

Abstract

This study identified variables associated with interprofessional collaboration (IPC) among 315 mental health (MH) professionals working in primary health care (PHC) and specialized teams, within four Quebec (Canada) local service networks (LSNs). IPC was measured with a validated scale, and independent variables were organized according to a four-block conceptual framework that included Individual, Interactional, Organizational and Professional Role Characteristics. Bivariate and multiple linear regression analyses were performed. Five variables were associated with Interactional Characteristics (knowledge sharing, knowledge integration, affective commitment toward the team, team climate, team autonomy), and one variable with Professional Role (multifocal identification) and Individual Characteristics (age), respectively. Findings suggest the importance of positive team climate, knowledge sharing and knowledge integration, professional and team identification (multifocal identification), team commitment and autonomy for strengthening IPC in MH teams. These results suggest that team managers should remain alert to behavioral changes and tensions in their teams that could signal possible deterioration in IPC, while promoting IPC competencies, and interdisciplinary values and skills, in team activities and training programs. As well, the encouragement of team commitment on the part of senior professionals, and support toward their younger counterparts, may enhance IPC in teams.

Factors Related to Interprofessional Collaboration and Teamwork Climate in the Family Health Strategy

“…The results of this study demonstrate the strong correlation between interprofessional collaboration and teamwork climate in all dimensions of both instruments used, reinforcing the importance of assessing teamwork climate in health services to promote more comprehensive, resolutive and higher-quality health care. This correlation was also observed by Ndibu et al (2019) 18 and suggested by Agreli, Peduzzi and Bailey (2017) 12 in a study of mixed methods, in which the team climate seemed to be related to some aspects of interprofessional collaboration.…”

Interprofessional education in nursing: The impact of collaboration between physical and mental health care professionals

“…Studies with teams of mental health professionals demonstrate that collaborative practice is limited without the participation of an expert in each field [ 2 ], which is an aspect that our study indicates as fundamental for the scaling of this type of learning. We consider that the professional characteristics of each role is what should be prepared and simulated in order to be positioned in a team before simulating the team in clinical care, at least in this stage of training.…”

“…Students of both nursing and psychology have historically participated in clinical learning activities often referred to as practica, which involve the observation of an experienced professional while performing activities directly with patients, depending on the skills of their clinical facilitators [ 1 , 2 ]. Practica have interactive features that create opportunities for students to experience working in a clinical setting within a team.…”

Changes in intention to use an interprofessional approach to decision-making following training: a cluster before-and-after study

“…Consequently, future adaptations of the IP-SDM model may benefit from implementing behavior change techniques specifically targeting social influence. In a separate study with interprofessional teams within a Quebec mental health network, strategies such as providing information about peer approval, promoting trust through social comparison, and fostering social support/change emerged as relevant approaches that could be integrated in future adaptations [ 29 , 30 ]. Moreover, we found a statistically significant association between beliefs about capabilities and intention.…”