Facilitating Implementation of Interprofessional Collaborative Practices into Primary Care: A Trilogy of Driving Forces

Graduate Interprofessional Education and Collaborative Practice Experiences: A Phenomenological Inquiry

“…In the work setting, professionals should be encouraged to reflect on relationships with other professionals, using feedback to help strengthen those relationships and future collaborative experiences (Banfield & Lackie, 2009). Such reflection assists in developing a common vision and help with overcoming future barriers (Bareil et al, 2015).…”

“…External facilitation may also be used in the work setting to promote interprofessional collaborative practice, engaging professionals in sharing knowledge and experiences to promote a learning culture within the organization, encouraging them to learn from each other (Cameron et al, 2012). An effective facilitator can assist staff in change management, providing oversight of the planning, management, monitoring, implementation, and evaluation (Bareil et al, 2015).…”

“…Regular team meetings can help individuals further develop their understanding of others' roles, build additional relationships, and identify common goals (Gucciardi et al, 2016). These may benefit from external facilitation to assist with change management and deal with the complexity of certain types of patient care, helping to overcome potential barriers of collaboration (Bareil et al, 2015;Cameron et al, 2012). Offering such opportunities promotes a culture of collaboration and helps to improve interactions and outcomes of patient-centered care (Orchard, 2010).…”

“…Students and staff may be resistant to these experiences if there is a perception that it distracts from the profession-specific competencies or competes with personal values and expectations (Barton, 2009;Reeves & Freeth, 2002). Additional resistance may occur if there have been previously poor experiences with collaboration, or if there are fears of territoriality or identity loss (Bareil et al, 2015;Khalihi et al, 2014). The socialization of professionals through education and training programs helps disciplines identify and differentiate professional values, scope of practice, approaches to problem-solving, tools, and roles and responsibilities through professionalization (Hall, 2005).…”

“…The necessity of overcoming established stereotypes and shifting to the integration of interprofessional education and collaborative practice throughout the curriculum and healthcare facility requires a change in the academic and organizational culture (Bareil et al, 2015). Culture consists of the artifacts, behaviors, and ways of thinking that differentiate groups of people, and these customs are often passed down through generations (Hall, 2005).…”