The ASPIRE Model: Grounding the IPEC core competencies for interprofessional collaborative practice within a foundational framework

Brashers, Valentina; Haizlip, Julie; Owen, John

doi:10.1080/13561820.2019.1624513

Cited by 45 publications

(32 citation statements)

References 11 publications

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“…To make this collaboration work, GPs and practice nurses require interprofessional collaborative competencies. A shared understanding of the concept of care and of each other's role and expertise is essential [7]. This allows GPs to share responsibilities with practice nurses.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional education and collaboration between general practitioner trainees and practice nurses in providing chronic care; a qualitative study

et al. 2020

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Background: Effective interprofessional collaboration (IPC) is essential for the delivery of chronic care. Interprofessional education (IPE) can help support IPC skills. This makes IPE interesting for GP practices where chronic care is delivered by GPs together with practice nurses, especially for GP trainees who have to learn to collaborate with practice nurses during their training. The aim of this study is to gain insights in how IPE and IPC occur between GP trainees and practice nurses during the delivery of chronic care in GP training practices. Methods: We conducted a qualitative research using semi structured focus groups and interviews with GP trainees, practice nurses and GP supervisors. All respondents were primed to the subject of IPE as they had followed an interprofessional training on patient-centred communication. The verbatim transcripts of the focus groups and interviews were analysed using thematic analysis. Results: Despite the overall positive attitude displayed by respondents towards IPE and IPC, the occurrence of IPE and IPC in GP training practices was limited. Possible explanations for this are impeding factors such as limited knowledge, prejudice, lack of role models and a hierarchical organisational structure. Contributing to IPE and IPC use was the integration of IPE in daily practice, e.g. via recurring scheduled meetings. Conclusion: We found a limited occurrence of IPE and IPC in GP training practices. Our results show a discrepancy between respondents enthusiasm for IPE and IPC and their actual behaviour. IPE activities have to be initiated in GP training practices, otherwise, despite good intentions, IPE and IPC will be ineffective.

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Section: Introductionmentioning

confidence: 99%

Interprofessional education and collaboration between general practitioner trainees and practice nurses in providing chronic care; a qualitative study

et al. 2020

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“…Especially in interprofessionally conducted conversations with patients, participants need to know their own part and the role of the team members. Tasks and responsibilities have to be prepared and coordinated beforehand to achieve successful collaboration with shared accountability [19] without denying individual characteristics of healthcare staff and the team competencies emerging from their interpersonal relationships [20].…”

Section: Discussionmentioning

confidence: 99%

Factors Related To Implementation of An Interprofessional Communication Concept In Thoracic Oncology: A Mixed-Methods Study

Krug

Bossert

Möllinger

et al. 2022

Preprint

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Background: An innovative patient-centred interprofessional communication concept with advanced lung cancer patients (Heidelberg Milestone Communication Approach, MCA) has been developed and implemented. Role changes and interprofessional communication are challenging in a busy outpatient oncology service. The aim of the study was to assess team-related factors associated with its implementation and thoracic oncology teams’ attitudes towards interprofessional collaboration.Methods: Interviews and focus groups on implementation and interprofessional collaboration in the context of MCA were conducted with healthcare staff. The topics were analysed deductively, guided by the Professional Interactions factor of the Tailored Implementation for Chronic Diseases (TICD) framework. In addition, 3 of the 4 subscales of the validated German translation of the University of the West of England Interprofessional Questionnaire (UWE-IP-D) were collected prior to implementation of MCA (t0) with follow-up data collections at 4 months (t1), 10 months (t2) and 17 months (t3). Descriptive analysis included calculating subscale sum scores and categorizing each subscale into positive, neutral and negative attitudes. Results: Fifteen staff members participated in the interviews and focus groups. The main interprofessional interaction factors associated with implementation concerned the knowledge of the MCA and the impact of the intervention on team roles, on information sharing and on transfer processes between wards. The survey with 87 staff (44 nurses, 13 physicians, 12 psycho-social staff, 7 therapists, and 11 others) participating at least once (t0: n=20, t1: n=48, t2: n=33, t3: n=25) found heterogeneous attitudes. A positive attitude to ‘Communication and Teamwork’ was indicated by individual sum scores between 10 and 23 (M=17.7, SD=3.0). The majority of the respondents (n=48) had neutral attitudes to ‘Interprofessional Interaction’ with individual sum scores varying between 13 and 45 (positive attitude n=14, negative attitude n=22; M=28.5, SD=5.6). ‘Interprofessional Relationships’ were characterized by primarily positive attitudes (n=80) (neutral: n=6, negative attitude n=1; M=16.0, SD=3.6). There were no differences between collection times.Conclusions: Positive experiences and potential shortfalls in the implementation were observed. Future introductions of interprofessional communication concepts require further activities which should address the attitudes of healthcare professionals towards interprofessional care.Trial registration: DRKS00013469 / Date of registration: 22/12/2017.

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“…Knowledge is part of competence when integrated with appropriate skills and attitudes within an authentic clinical environment [ 72 ]. Experience in the clinical environment brings to life the theoretical knowledge obtained from the classroom setting, and when valid assessments are applied, learning becomes meaningful [ 73 ]. The aim of clinical placement models should go beyond the improvement of knowledge scores towards competence attainment.…”

Section: Discussionmentioning

confidence: 99%

Clinical placement models for undergraduate health professions students: a scoping review

2021

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Background Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. Objectives This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. Conclusions As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.

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The ASPIRE Model: Grounding the IPEC core competencies for interprofessional collaborative practice within a foundational framework

Cited by 45 publications

References 11 publications

Interprofessional education and collaboration between general practitioner trainees and practice nurses in providing chronic care; a qualitative study

Interprofessional education and collaboration between general practitioner trainees and practice nurses in providing chronic care; a qualitative study

Factors Related To Implementation of An Interprofessional Communication Concept In Thoracic Oncology: A Mixed-Methods Study

Clinical placement models for undergraduate health professions students: a scoping review

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