The Interprofessional Socialization and Valuing Scale: A tool for evaluating the shift toward collaborative care approaches in health care settings

King, Gillian; Shaw, Lynn; Orchard, Carole; Miller, Stacy

doi:10.3233/wor-2010-0959

Cited by 136 publications

(76 citation statements)

References 29 publications

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“…Items were developed through an expert panel, and face and content validity were established in the care of persons with dementia. Items are rated on a 4-point scale. Interprofessional Socialization and Valuing Scale ( ISVS ): This is a 24-item self-reported scale developed to evaluate the shift towards collaborative care approaches in various health care settings [40]. The version used assesses the quality of IP relationships using a 5-point Likert scale (1 = strongly agree; 5 = strongly disagree), with a “not applicable” option.…”

Section: Methodsmentioning

confidence: 99%

Enhancing Knowledge and InterProfessional care for Heart Failure (EKWIP-HF) in long-term care: a pilot study

Heckman

Boscart

Huson

et al. 2017

Pilot Feasibility Stud

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BackgroundHeart failure (HF) affects 20% of long-term care (LTC) residents and is associated with significant morbidity, acute care visits, and mortality. Barriers to HF management are staff knowledge gaps and ineffective interprofessional (IP) communication. This pilot study assessed the acceptability, feasibility, and impact of an intervention to (1) improve HF knowledge; (2) improve IP communication; and (3) integrate improved knowledge and communication processes into work routines.MethodsThe intervention provides multimodal IP education about HF in LTC, including specialist-supported bedside teaching. It was piloted on single units in two facilities. A mixed-methods repeated-measures approach was used to collect qualitative and quantitative process and outcome data at baseline and 6 months post-intervention.ResultsResults were similar at both sites. Participants developed optimized IP communication to promote HF care. Results indicate a perceived increase in staff confidence and self-efficacy, strengthened assessment and clinical proficiency skills, and more effective IP collaboration. Staff deemed the intervention useful and feasible.ConclusionsThis pilot study suggests that a novel intervention in which HF-specific knowledge is applied by LTC staff to improve IP collaboration in their own work place is acceptable and feasible and has a favourable preliminary impact on staff knowledge and IP communication.

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Section: Methodsmentioning

confidence: 99%

Enhancing Knowledge and InterProfessional care for Heart Failure (EKWIP-HF) in long-term care: a pilot study

Heckman

Boscart

Huson

et al. 2017

Pilot Feasibility Stud

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“…In relation to our conceptual model, measures of education/experience included four variables: the total number of rural communities worked in for 3 months or longer (1-3, 4-6, 7-9 and ≥10 communities), highest level of nursing education attained (bachelor's degree vs. other), duration of time with primary employer and years since first registered to practice in Canada. Thirteen measures in the category of rural work environment were examined in this analysis: job resources (24 items on a five-point Likert scale) (Penz et al, 2018), job demands (22 items on a five-point Likert scale) (Penz et al, 2018), total number of disciplines represented in their professional support network (e.g., LPNs, RNs, RPNs, NPs, physicians), interprofessional collaboration (able to share and exchange ideas in a team discussion on a seven-point Likert scale from not at all to a very great extent) (King, Shaw, Orchard, & Miller, 2010) and frequency of use of online/electronic information sources to make decisions in practice (six-point Likert scale…”

Section: Instruments/measuresmentioning

confidence: 99%

Competence and confidence in rural and remote nursing practice: A structural equation modelling analysis of national data

Penz

Stewart

Karunanayake

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To empirically test a conceptual model of confidence and competence in rural and remote nursing practice. Background The levels of competence and confidence of nurses practising in rural settings have been highlighted as essential to the quality of health outcomes for rural peoples. However, there is limited research exploring these constructs in the context of rural/remote nursing practice. Design Structural equation modelling was used to verify the conceptual model with data from the cross‐sectional pan‐Canadian Nursing Practice in Rural and Remote Canada II Survey. The STROBE guidelines for cross‐sectional research were followed in the design/reporting of this analysis. The sample consisted of 2,065 registered nurses and nurse practitioners who were working in direct rural/remote nursing practice. Results The maximum likelihood ratio χ2 = 0.0822, df = 2, p = 0.959 indicated model fit, with final model estimates explaining 53% of the variance in work confidence and 17% of the variance in work competence. The model also accounted for 40% of the variance in work engagement, 39% of the variance in burnout and 15% of the variance in perceived stress. The complexity of competence and confidence in rural nursing practice was evident, being influenced by nursing experience in rural settings, rural work environment characteristics, community factors and indicators of professional well‐being. Conclusions The factors influencing nurses’ competence and confidence in rural/remote nursing practice are more complex than previously understood. Our model, created and tested using structural equation modelling, merits further research, to extend our understanding of how nurses can be prepared and supported for practice in rural and remote settings. Relevance to clinical practice This study highlights the importance of supporting new nurses’ exposure to rural nursing experiences, reducing professional isolation and improving decision‐making support for those who are working at a greater distance from colleagues and/or those with fewer opportunities for interprofessional collaboration.

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“…Pre-assessment using the Interprofessional Socialization and Valuing Scale (ISVS), which measures the degree to which individuals have the affinity to work together and may be used to evaluate the efficacy of IPE. 29 26 Small student group discussions include scenarios involving verbal and nonverbal communication miscues that often occur due to language barriers or cultural differences and how that relates to all aspects of patient care in a dental setting.…”

Section: Sdh In Dental Curriculamentioning

confidence: 99%

“…30 An ISVS posttest and student evaluation are also completed to assess students' perceived attainment of interprofessional competencies and ability to successfully integrate SDH in care. 29 Health professions trainees need to learn to assess and manage the SDH of their patients to ensure they provide holistic care and promote the highest levels of health outcomes. 28 In this SDH IPE experience, the team-based learning session allows students to consider the patient's care in the context of her SDH.…”

Section: A Team-based Learning Session That Begins Withmentioning

confidence: 99%

Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach

Sabato

Owens

Mauro

et al. 2018

Journal of Dental Education

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Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools' curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.

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The Interprofessional Socialization and Valuing Scale: A tool for evaluating the shift toward collaborative care approaches in health care settings

Cited by 136 publications

References 29 publications

Enhancing Knowledge and InterProfessional care for Heart Failure (EKWIP-HF) in long-term care: a pilot study

Enhancing Knowledge and InterProfessional care for Heart Failure (EKWIP-HF) in long-term care: a pilot study

Competence and confidence in rural and remote nursing practice: A structural equation modelling analysis of national data

Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach

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