Interprofessional education for collaborative practice: views from a global forum workshop

Cuff, Paul; Schmitt, Michael N.; Zierler, Brenda K.; Cox, Malcolm; Maeseneer, Jan De; Maine, Lucinda L.; Reeves, Scott; Spencer, Harrison C.; Thibault, George E.

doi:10.3109/13561820.2013.828910

Cited by 19 publications

(10 citation statements)

References 7 publications

(6 reference statements)

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“…The Global Forum on Innovation in Health Professional Education has hosted a series of meetings engaging stakeholders and policymakers through linked projects and networks in Uganda, South Africa, India, and Europe. 8 Updated in 2016, the IPEC competencies integrate explicit population health outcomes with individual care competencies to form an expanded model that targets desirable health system goals. Interprofessional collaboration, in this framework, is the central domain under which the original competencies are arranged.…”

Section: With Others–learning Together To Facilitate Interprofessimentioning

confidence: 99%

Interprofessional pain education—with, from, and about competent, collaborative practice teams to transform pain care

Gordon

Watt‐Watson

Hogans³

2018

PR9

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Section: With Others–learning Together To Facilitate Interprofessimentioning

confidence: 99%

Interprofessional pain education—with, from, and about competent, collaborative practice teams to transform pain care

Gordon

Watt‐Watson

Hogans³

2018

PR9

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“…This concern was expressed over a decade ago by writers such as D’Amour and Oanadasan (2005) and Suchman (2006). More recently, it has been raised in other studies that have explored the operationalization of patient-centered care (Fouche et al, 2014; Kitson et al, 2013; Körner et al, 2013) and is a concern that Cuff et al (2014) suggest must be considered with some urgency. The findings in this current study also suggest that a greater gap has been potentially created between professional and patient interests, rather than the achievement of care that is focused on the patient or patient-centered.…”

Section: Discussionmentioning

confidence: 99%

Where Does the Patient Fit? An Analysis of Word Use Within the Context of Interprofessional Collaborative Care

Engel

Prentice

Hicks

2019

Global Qualitative Nursing Research

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Patient-centeredness is considered central to interprofessional collaborative patient care as a participatory, partnered approach between health care professionals and patients. Content analysis of 501 articles from the 1986, 1987, 1988, 1996, 2006, 2013, 2014, and 2018 volumes of a selected journal was undertaken. The purposes were to identify contexts in which the term patient was used in articles with a primary focus on interprofessional care and to identify trends in its usage. With Dilthey’s ideas on language as a framework, patient and its variations in the articles were coded under five categories. Findings suggest that the term patient appears predominantly as a modifier for activities enacted by experts and a platform for the discussion of relationships among professionals. There is limited evidence that use of the term patient fits within the context of partnership, suggesting that the language in published interprofessional collaborative research and discussion is currently largely expert, not patient-centered.

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“…The Centre for HPE at Stellenbosch university developed an IPECP strategy, attempting to change the institutional culture towards one of inter-professionalism. This resulted in the university being selected by the Institute of Medicine to participate in its global Forum on the Innovation of HPE relating to IPE (Cuff et al, 2014).…”

Section: The Current Situation In South Africamentioning

confidence: 99%

Reconceptualising Health Professions Education in South Africa

2018

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Reproduction is permitted, provided the source and publisher are appropriately acknowledged. The Academy of Science of South Africa (ASSAf) was inaugurated in May 1996. It was formed in response to the need for an Academy of Science consonant with the dawn of democracy in South Africa: activist in its mission of using science and scholarship for the benefit of society, with a mandate encompassing all scholarly disciplines that use an open-minded and evidence-based approach to build knowledge. ASSAf thus adopted in its name the term 'science' in the singular as reflecting a common way of enquiring rather than an aggregation of different disciplines. Its Members are elected on the basis of a combination of two principal criteria, academic excellence and significant contributions to society.

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Interprofessional education for collaborative practice: views from a global forum workshop

Cited by 19 publications

References 7 publications

Interprofessional pain education—with, from, and about competent, collaborative practice teams to transform pain care

Interprofessional pain education—with, from, and about competent, collaborative practice teams to transform pain care

Where Does the Patient Fit? An Analysis of Word Use Within the Context of Interprofessional Collaborative Care

Reconceptualising Health Professions Education in South Africa

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