Using an interprofessional competency framework to examine collaborative practice

Hepp, Shelanne; Suter, Esther; Jackson, Karen; Deutschlander, Siegrid; Makwarimba, Edward; Jennings, Jake; Birmingham, Lisa

doi:10.3109/13561820.2014.955910

Cited by 75 publications

(78 citation statements)

References 27 publications

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“…Four areas have been mentioned, institutional policies, evaluation activities, resource allocation decisions and institutional ''slang'' (Hafferty FW, 1998). Within the clinical workplace, some gaps in collaboration were found around role clarification and collaborative leadership (Hepp SL, 2015). Networking between clusters has been described as 'bridging capital', enabling individuals to profit from resources and new knowledge not accessible within their own professional group or discipline.…”

Section: Barriers To Interprofessional Learning Historical and Culturalmentioning

confidence: 99%

Conscious Competence in Interprofessional Learning in Healthcare Education

Houldsworth¹

2018

MedEdPublish

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The delivery of effective, high-quality patient care is a highly complex activity, demanding health and social care professionals to collaborate in an effective manner. Interprofessional learning (IPL) is professionally relevant, intellectually stimulating and evidence based. New learning paradigms for healthcare professionals explore new ways to combine expertise, delivering IPL programmes where patient safety and quality of care can be improved (WHO 2010). Intervening early in the health professional's career with collaborative activities with IPL is now considered important in healthcare training. Development of multidisciplinary student centred ideas hopefully results in the enhancement of patient-centred care. Conscious competence in understanding the benefits of IPL is needed to recognise those that are naïve to IPL and competent professionals who are able to design new curricular and deliver training to address unconscious incompetence to IPL. There are many diverse theories applied to IPL where theory is observation of practice, confirmed by practice. Much development and consolidation of IPL theory is needed.No one healthcare profession can give complete healthcare single-handed. Keywords:Interprofessional learning, collaboration, healthcare professionals, human factors, healthcare cultural barriers Defining interprofessional learning, collaboration and practiceWorking with other disciplines clearly instils a mutual respect of other professionals with shared values, who perform effectively in different team roles and provide patient-centred care that is safe, timely, efficient, effective and equitable. (Barr H, Low H, 2012) Firstly, to establish a definition of Interprofessional Iearning (IPL), which is when individuals improve knowledge and competence during interprofessional education. Interprofessional education (IPE) occurs when two or more professions learn, with or about each other, aiming to improve interprofessional collaboration (IPC) and the quality Houldsworth A MedEdPublish https://doi.org/10. 15694/mep.2018.0000039.1 Page | 2 of care (CAIPE, 2008). IPE in health professions pursues the goal of enabling IPC (CAIPE, 2011). Some core competencies have been identified for interprofessional practice.Intervening early in healthcare training is considered important in healthcare education within the health professionals' career pathway, using collaborative activities and IPL. Experienced professionals who engage in advanced professional practice by continued professional development (CPD) are considered to be advanced practitioners.Effective teaching is an essential requirement for effective IT. When addressing an interprofessional curriculum to deal with differences as well as the interprofessional commonalities, common broad headings and knowledge bases need to be identified. The different cognitive maps of the different disciplines need to be understood in order to differentiate the teaching for each of the professional groups, which may have alternative starting points and abilitie...

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Section: Barriers To Interprofessional Learning Historical and Culturalmentioning

confidence: 99%

Conscious Competence in Interprofessional Learning in Healthcare Education

Houldsworth¹

2018

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…Although many issues may sound like relatively minor barriers, they can be significant challenges to overcome. Time alone has proven a difficult issue, finding sufficient time for faculty or leaders to prepare and for students and staff to interact meaningfully, and to find common times between students and staff from multiple disciplines (Hammick et al, 2007;Hepp et al, 2015). This is also true of working professionals, with many providers identifying a lack of time to effectively participate in collaborative activities and insufficient time for team building (Orchard, 2010;Zwarenstein & Reeves, 2007).…”

Section: Infrastructurementioning

confidence: 99%

“…Regardless, real-time discussions are not always feasible and much of the communication in today's healthcare industry occurs via email, electronic records, and other asynchronous methods (Gucciardi et al, 2016). Hepp et al (2015) found communication in patient-centered care to be a strength of many healthcare professionals currently participating in interprofessional collaborative practice, but that there were still gaps in overall team function and conflict resolution. Most collaborative examples identified included professionals from different disciplines working with each other on task-oriented patient care rather than in relation to shared problem-solving or care planning (Hepp et al, 2015).…”

Section: Fundamentals Of Interprofessional Educational and Collaboratmentioning

confidence: 99%

“…With the team goal focused primarily on the patient, their perspective is key (van Dongen et al, 2016 Orchard, 2010). In addition, when including the patient professionals may overestimate their knowledge and ability for self-care, and patients may be left unprepared upon discharge (Hepp et al, 2015). Patients should be recognized as an influential factor in interprofessional collaboration, placing them in an active role with a focus on their goals and wishes as a contributing member of the team (van Dongen et al, 2016).…”

Section: Fundamentals Of Interprofessional Educational and Collaboratmentioning

confidence: 99%

“…This may also include the preparation, structuring, and organization of regular interprofessional team meetings, promoting and guiding reflection and discussion (van Dongen et al, 2016). Hepp et al (2015) found that currently many interprofessional collaborative practice experiences are burdened with weaknesses in this area, stating collaborative leadership as an essential component to foster collaborative partnerships.…”

Section: Fundamentals Of Interprofessional Educational and Collaboratmentioning

confidence: 99%

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