An interdisciplinary team model for substance abuse prevention in communities

Marcus, Marianne T.

doi:10.1053/pn.2000.5920

Cited by 11 publications

(11 citation statements)

References 18 publications

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“…In fact, this Institute of Medicine report supports the development of health care practice built upon collaboration and interdisciplinary practice. The promise and utility of interdisciplinary practice has been increasingly documented within a wide array of settings and populations including: community and academic partnerships (Bloomer, 1995), community-based education (Duerst, 1997), care of the elderly (Bevil et al, 1988;Sommers et al, 2000), obstetrics (Bryson et al, 1997), rehabilitation (Campbell et al, 1992), pediatrics (Ribby & Cox, 1997), substance abuse treatment (Marcus, 2000), teaching health care ethics (Browne et al, 1995), health education (Childers & Guyton, 1985), distance learning (Sweeney & Schuster, 2000), faculty development (Kirchhoff & Haase, 1995;Larson, 1995), diabetic control (Aubert et al, 1998), management of asthma (Delaronde, 2002), and others. In addition, interprofessional training reduces stereotypes associated with professional groups, while enhancing teamwork and clarifying roles within the helping relationship (Lefebvre et al, 2007;Cooper et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Pecukonis

Doyle

Bliss

2008

Journal of Interprofessional Care

218

180

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The need to train health professionals who can work across disciplines is essential for effective, competent, and culturally sensitive health care delivery. By its very nature, the provision of health service requires communication and coordination between practitioners. However, preparation for interdisciplinary practice within the health care setting is rare. The authors argue that the primary reason students are not trained across disciplines is related to the diverse cultural structures that guide and moderate health education environments. It is further argued that this profession specific "cultural frame" must be addressed if there is any hope of having interprofessional education accepted as a valued and fully integrated dimension of our curriculum. Each health discipline possess its own professional culture that shapes the educational experience; determines curriculum content, core values, customs, dress, salience of symbols, the meaning, attribution, and etiology of symptoms; as well as defines what constitutes health, wellness and treatment success. Most importantly, professional culture defines the means for distributing power; determines how training should proceed within the clinical setting; and the level and nature of inter-profession communication, resolution of conflicts and management of relationships between team members and constituents. It might be said that one factor limiting interdisciplinary training is profession-centrism. If we are to achieve effective and fully integrated interdisciplinary education, we must decrease profession-centrism by crafting curriculum that promotes interprofessional cultural competence. The article explores how to promote interprofessional cultural competence within the health education setting.

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Section: Introductionmentioning

confidence: 99%

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Pecukonis

Doyle

Bliss

2008

Journal of Interprofessional Care

218

180

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“…Most articles identified mutual benefits when they initiated the partnership, and some conducted surveys or interviews to assess satisfaction with their partnerships and activities (Breen and Robinson 2019;Knight et al 2020;Lashley 2008;Schaffer et al 2017;Tyndall et al 2020). Others measured either the provision of services or the attainment of outcomes (Alexander 2020;Alexander et al 2014;Davis and Travers Gustafson 2015;Eddy et al 2008;Gresh et al 2020;Hildebrandt et al 2003;Marcus 2000;Northrup et al 2008;Singh et al 2017;Stacciarini et al 2011;Sullivan-Marx et al 2010;Wilson et al 2000).…”

Section: The Need For Mutual Benefits Among Partnersmentioning

confidence: 99%

“Thinking outside the Box”: Social Innovations Emerging from Academic Nursing-Community Partnerships

Zlotnick

McDonnell‐Naughton

2022

Innovation, Technology, and Knowledge Management

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Nurses comprise the largest group of healthcare workers in the world. Increasingly, nurses in higher education institutions are collaborating with not-for-profit and community-based organisations to devise programs, projects and interventions that benefit both their students’ education and individuals in the community. This chapter describes an integrative review of these academic nursing-community partnerships, focusing on the nurses’ roles, the students’ role and the lessons learned from the partnership strategies that blend the expertise of the community members and nurses in higher education.

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“…However, there were exceptions. For example, in several instances, postlicensure health professionals employed in community agencies served as coordinators or mentors for educational activities jointly sponsored by community agencies and academia (Iles-Shih, Sve, Solotaroff, Bruno, & Gregg, 2011;Marcus, 2000;Mihalynuk et al, 2007). In another example, Project MAINSTREAM fellows simultaneously served as learners on interdisciplinary work teams in their career development activities and as faculty members teaching and implementing curricular change in substance abuse education at their own institutions .…”

Section: Characterization Of the Individuals Involved In Icaementioning

confidence: 99%

A Scoping Review of Interdisciplinary Collaboration in Addictions Education and Training

Broyles

Conley

Harding

et al. 2013

Journal of Addictions Nursing

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Developing a workforce of multidisciplinary healthcare professionals equipped with the knowledge and skills to collaboratively address the public health crisis of alcohol and other drug (AOD) use is critical for effectively identifying, preventing, and managing AOD conditions and their sequelae. Despite general enthusiasm for interdisciplinary education and training, little is known overall about the nature and outcomes of interdisciplinary collaboration in addictions education and training. We conducted a five-stage scoping review of the literature to provide an eight domain overview of the state of interdisciplinary collaboration in addictions education (ICAE). In our final review of 30 articles, we identified a lack of conceptual and terminological clarity around ICAE but a wide range of learners and professional collaborators in ICAE initiatives, which focused on a variety of AOD topics and used a constellation of didactic, interactive, and service-learning teaching strategies and formats. Although we found limited substantive educational or practice-oriented outcomes available for ICAE initiatives, learner and faculty feedback reflected high enthusiasm for ICAE and widespread perceptions of benefit for improved clinical care. Facilitators and barriers to the implementation of ICAE initiatives occurred at the level of the individual and the institution and ranged from pragmatic to conceptual. Emerging trends in ICAE initiatives included increased application of learning and implementation theory and extension of ICAE into research training. We conclude with recommendations to support ICAE as a new paradigm for addictions education for all health professionals.

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An interdisciplinary team model for substance abuse prevention in communities

Cited by 11 publications

References 18 publications

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

“Thinking outside the Box”: Social Innovations Emerging from Academic Nursing-Community Partnerships

A Scoping Review of Interdisciplinary Collaboration in Addictions Education and Training

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