A Research On Interprofessional Collaboration Is Defined As Students From Multiple Health Professions Learning Together

Another important aspect of healthcare is effective interprofessional practice. This allows practitioners from different disciplines to work together to provide the best care for patients. There are four areas of competency in interprofessional collaborative practice. They are values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork (American Association of Colleges of Nursing, 2011). Each of these areas contribute to skilled interprofessional

Collaborative practice (Sadler 2004) is at the forefront of health and social care training. For me, like many nursing students, the first steps in collaborative practice were the IPL (interprofessional learning) modules at university. This has been described as two or more professions being taught together as away of cultivating collaborative practice (Caipe. 2010). These modules consisted of student nurses studying different fields, OT’s, radiographers and midwifes. This was the first opportunity I had to meet other professions, who as in any project are the ones who collaborate not the institutions (UKCR 2007). Since then all the IPL modules I have completed have been with adult nursing

Interprofessional Practice (IPP) occurs when different professional groups work together and rely on one another to accomplish common goals and improve healthcare outcomes. The way in which healthcare professionals interact and communicate with one another affects the quality of healthcare they provide and can effect patient care and safety (Australasian Interprofessional Practice and Education Network). Barriers to effective interprofessional practice between doctors and nurses have been well documented and include problem power dynamics, poor communication, lack of understanding of one another’s roles and responsibilities and from conflict arising due to different approaches to patient care (Zwarenstein, Goldman & Reeves, 2009)

In interprofessional care, it is important that the health care providers build skills that enhance interprofessional communication and interaction no matter what model is practiced. Successful interprofessional communication is a necessary competency that can ensure achievements of outcomes, improvement of team functioning, efficiency, and individual value (Interprofessional Education Collaborative Expert Panel, 2011). Training, simulation experiences, group projects, and personal interactions with other staff members can facilitating positive or negative interactions that can affect communication. To ensure that successful interprofessional communication and interaction, much consideration should also be given to the environment

Interprofessional education is defined as interactive educational activities involving two or more professions that foster collaboration to improve patient care (Freeth, Hammick, Koppel, & Reeves, 2002).

My current knowledge of Interprofessional Health Education is that it allows the people in the health care team to learn each and everyone’s roles, responsibilities, and limitations. It gives everyone an insight on how can they work efficiently and effectively so they can give the best possible care to their patients. Interprofessional Collaboration is when health care professionals work with one another to provide a holistic care management to their patients.

Barwell, J., Arnold, F., & Berry, H. (2013). How interprofessional learning improves care. Nursing Times, 109(22), 9.

The delivery of safe, affordable and quality healthcare to clients is an integral part in today`s health care. In order to provide the aforementioned care; inter-professional (IP) collaboration of the health care members is essential. The need for IP collaboration has been identified by the Institute of Medicine (IOM), the federal government, the Department of Health and Human Services. The American Association of Colleges of Nursing (AACN) has identified the IP collaboration as an essential element of nursing education in the AACN Essential Series (Messer, n.d.). Evidence suggests that the collaboration among health professionals has been associated positively with patient outcomes in the operating room, the emergency

Interprofessional practice is widely researched, and is held in high regard within education and policy; the issue is the lack of evidence of this collaboration being implemented within the health care system and hospitals (Kenny, 2002). Multidisciplinary care allows for multiple professions to work alongside each other, while working towards their own individual goals. Meanwhile, interprofessional practice involves all professionals working together as a team towards one goal, which is the overall health of the patient (Botten, 2012). Kenny (2002) suggests that interprofessional practice is an opportunity to diminish any power barriers, and considers all other professionals roles and responsibilities. This allows different professions to care for a patient based on their education, skills, specialties, and experiences. Botten (2012) proposes that this leads to a number of different perspectives, shared responsibilities, a decrease in medical errors and enhanced staff morale. The concept of different professionals working together is crucial in patient care because as stated previously, not one profession could possibly care for all of the needs of modern patients (Hilton et al., 2002). Research suggests that one reason for not implementing interprofessional practice is the

For Creating Collaborative Care (C3) to be successful, it had to become an integral part of university life. To ensure the success of Creating Collaborative Care (C3), four domains were created to implement IPE experiences into university life. The first domain is curricular. This domain makes sure that IPE is implemented into academic curriculum. The curricular domain makes sure students have experiences that focus on IPE which will fulfill the first goal of Creating Collaborative Care (C3). To achieve the second and third goals first year students are required to take an IPE class and complete a group project to show their interprofessional skills.

From this class I understood that Interprofessional Education (IPE) is when two or more profession learn from, with and about each other. This collaboration is important in order to fulfill the patients’ needs that are becoming more complex, multi-faced and challenging day by day. It is also clear to me that no single profession in healthcare can adequately address all the demands of patients. Therefore, partnership between teams is required to provide a safe, timely, effective and equitable patient care. To have a smooth collaboration, it is necessary to learn from each other’s specializations, strength and experiences. In the real world, healthcare is an interdisciplinary team effort to provide the best possible service to a patient based on evidence based practices. Considering this, I had the

There is a lack of knowledge and appreciation for the roles of other health professionals in the interprofessional team. “It is also difficult to make compelling arguments for team building to senior decision-makers” (Grant & Finnochio, 1995). In addition there is a lack of outcomes research on collaboration. Interprofessional teams have to overcome financial and regulatory constraints, as well as, legal issue of scope of practice and liability. Lastly, hierarchial structures tend to discourage interprofessional

Healthcare professionals need to collaborate effectively to maximise the quality and safety of patient care. Interprofessional learning help foster positive attitudes between the professions which may facilitate effective collaboration and thus enhances patients’ management. It was reported that interprofessional training enhances students understanding of the professional roles, improves communication and

Many years ago in the primitive age men used to work in different disciplines where the primary goal was protect their communities to survive. In that Era, farmers, hunters and fishermen formed an interdisciplinary team in the same environment to provide wellbeing to their tribes. Likewise, nowadays health care providers can collaborate in different professions to optimize patients’ outcomes and satisfaction. Interprofessional care is an essential part of the health professional collaboration to ensure quality of care. Also, students are part of this collaboration to promote interprofessional education. Even contrasting and comparing different health care professions, we can realize how beneficial is working in an interdisciplinary team. Without doubt interprofessionalism must be always linked to the health care practice combining the interprofessional care with interprofessional education as well.

Interprofessional education (IPE) is an imperative form of educating a variety of healthcare professionals (HCPs). With factors such as an ageing population and an increase in the number of patients with chronic health conditions, patient care has become more complex, requiring HCPs to work together collaboratively. While many institutions initiate education for new HCPs with IPE as a part of existing curriculum, current staff working in clinical areas require continuing education to educate on how to work efficiently in the interprofessional team after they obtain their licensing. Continuing interprofessional education (CIPE) is an important part of ongoing HCP education to ensure HCPS maintain a continued focus and practice on working in an interprofessional environment. While larger tertiary centres employ educators with an ability to conduct CIPE, rural and isolated urban areas experience greater difficulty in managing CIPE, thus a distance education focus is required. An understanding of the efficiency of distance education in the CIPE setting, in addition to the most effective methods of providing CIPE is required for educators with an interdisciplinary focus in the rural setting. In this paper, we will examine CIPE, issues regarding CIPE in remote areas, and the use of distance education for CIPE.