Interprofessional Care: Why Teamwork Matters

Hintenach, Annette M.; Howe, Judith L.

doi:10.1007/978-3-030-19625-7_39

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…IPE is when healthcare students from at least two professions learn together about how to be members of collaborative teams. Quality care requires overcoming uni‐professional mindsets and silos and the lack of teamwork often found in healthcare (Hintenach & Howe, 2020; WHO, 2010). Effective and coordinated care of people with intellectual and developmental disabilities requires interprofessional teamwork (Bobbette et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…When addressing education of healthcare professionals in the health and healthcare of people with intellectual and developmental disabilities, known contexts of health education in interaction with this community and their supports include that: (1) integrated healthcare is needed within and across spheres of care (Lipstein et al, 2016; WHO, 2016); (2) the medical model of disability is not sufficient for the education of healthcare professionals (Goering, 2015; Layne, 2023; Zaks, 2023); (3) people with intellectual and developmental disabilities cross all sections of the population and those from marginalized racial and ethnic groups, and/or with marginalized gender status, religious beliefs, and others face intersectionality (Hassiotis, 2020; Magaña et al, 2016); (4) the need for competency‐based education (Lewis et al, 2022; Ten Cate, 2017); and (5) the need for interprofessional education and practice (Hintenach & Howe, 2020; WHO, 2010).…”

Section: Resultsmentioning

confidence: 99%

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Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

Ailey,

Bathje,

Tichá

et al. 2024

Research Intellect Disabil

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BackgroundPeople with intellectual and developmental disabilities are among the most underserved in an inequitable healthcare system.MethodsUsing Arksey and O'Malley's methodology and a social determinants of health framework, we conducted a scoping review of literature on the state of practice in education of healthcare professionals in the health and healthcare needs of this population.ResultsSearches found 4948 articles, with 182 included in the final review. Themes identified included gaps of not being informed by workforce needs, continued use of the medical model of care, not addressing intersectionality with racial/ethnic and other discriminations, and lack of involvement of the population in developing/evaluating programs and promising trends of development of competency‐based interprofessional programs with experiential learning.ConclusionWe provide recommendations for best practices in a concerted effort to educate a healthcare workforce equipped with the knowledge and skills to address the health needs of this population.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

Ailey,

Bathje,

Tichá

et al. 2024

Research Intellect Disabil

View full text Add to dashboard Cite

show abstract

“…Today's rapidly evolving health care systems require clinical practitioners to be capable of interprofessional collaboration (IPC) to improve the delivery of care for their patients [1][2][3]. IPC is defined as multiple health workers from different professional backgrounds collaborating with patients, families, carers, and communities to deliver the highest quality of care [4].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Interprofessional Education on Health Profession Students’ Professional Identity

Ciani,

Grimaldi,

Macalintal

et al. 2023

Education Sciences

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Establishing interprofessional identity is critical in preparing health care teams to work in collaborative environments and enhance efficacy of patient care. Accreditation standards for health profession programs have been implemented to include interprofessional education (IPE), yet there remains obfuscation regarding occupational therapy’s (OT) professional identity. The purpose of this prospective pre-post test study was to assess an experiential IPE event for health profession students (n = 170 from ten health profession programs) to: (1) determine the effectiveness of role playing and team-based case discussions on students’ knowledge and perceptions toward each other’s professions, and (2) specifically assess the impact of the IPE event on students’ perceptions toward OT roles and responsibilities. Health profession students were asked to complete a survey prior to and at the conclusion of the IPE event, which included the validated Interdisciplinary Education Perception Scale (IEPS) and non-standardized closed and open-ended questions. Quantitative analysis of responses showed a significant improvement in interdisciplinary perceptions after the experience as evidenced by higher IEPS scores. Post-test open-ended responses confirmed this finding. Health profession programs were stratified, revealing positive significant differences regarding OT. These findings suggest role-playing and team-based case discussions for IPE can have a positive impact on students’ interprofessional perceptions and understanding of OT.

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Effectiveness of interprofessional education for medical and nursing professionals and students on interprofessional educational outcomes: A systematic review

Shuyi,

Zikki,

Mei Qi

et al. 2024

Nurse Education in Practice

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Interprofessional Care: Why Teamwork Matters

Cited by 6 publications

References 19 publications

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

The Impact of Interprofessional Education on Health Profession Students’ Professional Identity

Effectiveness of interprofessional education for medical and nursing professionals and students on interprofessional educational outcomes: A systematic review

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