The Phenomena of Collaborative Practice: the Impact of Interprofessional Education

Vereen, Linwood G.; Yates, Chad; Hudock, Daniel; Hill, Nicole R.; Jemmett, McKenzie; O’Donnell, Jody; Knudson, Sarah

doi:10.1007/s10447-018-9335-1

Cited by 16 publications

(10 citation statements)

References 16 publications

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“…Recognition of role and obligation clarification as a valuable strategy or tool is reflected in the growing IPCP studies in all countries (Ly, Sibbald, Verma, & Rocker, ; Vereen et al, ). Powell and Davies () reported a hierarchical team organisation was a barrier to IPC activities.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional collaborative team development in China: A grounded theory study

Broome

2019

J Nurs Manag

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Aims To generate a theory of interprofessional collaborative team development in China. Background Interprofessional collaborative practice is an important approach to improve the patient‐centred care. Methods Theoretical sampling was used to recruit individuals who had collaboration experiences. They each participated in face‐to‐face interviews lasting 40–60 min. Major categories describing the team development process for collaboration were extracted according to the grounded theory methodology. Findings The interprofessional collaborative team development was guided by a common purpose—“patient‐centredness.” Three stages involved in team development were identified: exploration, integration and continuous adjustment. Various strategies described for each stage are required to move successfully through the process. Conclusion Interprofessional team development is a dynamic process with three primary stages. The culture in which a teamworks is reflected in each stage of team development and collaboration. Implications for nursing management Understanding interprofessional collaborative team development and the strategies required will help nurse managers to better design interprofessional teamwork opportunities and provide necessary support to achieve the effective interprofessional collaborative practice.

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Section: Discussionmentioning

confidence: 99%

Interprofessional collaborative team development in China: A grounded theory study

Broome

2019

J Nurs Manag

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“…This presents an obstacle, but also an opportunity. By adopting a team approach between mental health providers and SLPs (e.g., Vereen et al, 2018) informed by developmental psychology and ecological systems theory, trainers will be more likely to teach their students about the necessity for IPP assessment and intervention. Joint classes or case conferences can demonstrate the potency of such an approach and raise awareness of neighboring disciplines, thereby facilitating interprofessional education.…”

Section: Challenges and Opportunities In Clinical Practicementioning

confidence: 99%

Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach for School-Based Speech-Language Pathologists and Mental Health Providers

Hoff

Unger

2021

Perspect ASHA SIGs

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Purpose Stuttering can have a significant detrimental effect on the overall well-being of children, including anxiety, stigma, and adverse impact on the development of healthy social relationships. This clinical focus article proposes a collaborative, ecological model of stuttering intervention consistent with interprofessional practice that combines the expertise of the speech-language pathologist and school-based mental health provider to support fluency and social–emotional health for school-age children who stutter. The literature in the fields of speech pathology and mental health interventions was summarized to provide the underlying evidence base for such a collaborative approach. Conclusions While collaborative approaches are recommended as best practice for stuttering, there is scant evidence in the literature of such approaches being used. An ecological, collaborative framework will enable practitioners to help teachers, parents, and others address speech disfluency as well as the accompanying anxiety and avoidance that are pervasive in the lives of many children who stutter. Such an approach will help ensure that gains in the treatment room are carried across settings (i.e., transfer/generalization of skills) and will help children be better able to manage the challenges associated with stuttering to find success in the real world.

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“…Site selection may be particularly important, given that internship placements that lack professional diversity will limit the opportunities for students to engage with other practitioners and explore their own professional strengths in practice. Of course, the mere presence of multiple disciplines is not enough, given that role sharing and mutual respect are needed among professionals in order to facilitate effective interprofessional collaboration and professional growth (Vereen et al, 2018). These experiences may be supported through didactic training and supportive supervision where students may explore their roles and the opportunities to influence collaborative practices while also meeting the daily challenges with other professionals.…”

Section: Implications For Counselingmentioning

confidence: 99%

“…Thus, gains in professional development are tied to a need for improvement in self-efficacy with regard to skill performance. Providing opportunities for learners to practice and master skills and engage in critical thinking assists trainees in developing a stronger sense of professional self-efficacy (Greason & Cashwell, 2009;Tang et al, 2004), and those same processes may also serve to improve self-perceived competence, especially regarding interprofessional work (Vereen et al, 2018). Interprofessional collaboration requires role differentiation, a process that would benefit from a clear understanding of and alignment with one's professional identity, beliefs, and expectations.…”

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confidence: 99%

Mixed‐Design Training Outcomes for Fellows Serving At‐Risk Youth Within Integrated Care Settings

Brubaker

Guardia

2020

Jour of Counseling & Develop

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We used an exploratory mixed‐methods design with single‐case comparative analysis and analysis of covariance to evaluate the potential effectiveness of an interprofessional clinical training in a mental health counseling program. Initial findings indicate those engaging in specialized learning experiences that attended to critical aspects of youth behavioral health care experienced benefits with regard to their professional development, interprofessional socialization and valuing, and counseling self‐efficacy. Implications for the usefulness of trainings focused on interprofessional experiences are framed in relation to professional trends concerning integrated health care.

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The Phenomena of Collaborative Practice: the Impact of Interprofessional Education

Cited by 16 publications

References 16 publications

Interprofessional collaborative team development in China: A grounded theory study

Interprofessional collaborative team development in China: A grounded theory study

Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach for School-Based Speech-Language Pathologists and Mental Health Providers

Mixed‐Design Training Outcomes for Fellows Serving At‐Risk Youth Within Integrated Care Settings

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