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Interprofessional Practice Literature Review

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Interprofessional Practice: Literature Review in Relation to Nursing Students It is the desire of most organizations including the health system, to maximize resources, profits, and clients. They therefore recruit workers from different disciplines so as to help them realize these goals. This working together of professionals to accomplish a common task is known as interprofessional practice (McCallin, 2005, p. 28). This collaboration is common among policy-makers (McCallin, 2005, p. 28), in Education, Research, and Health System (Green & Johnson, 2015, p. 1). In health environment, professionals work together to share knowledge, skills and provide complete care for their patients (Defenbaugh & Chikotas, 2016, p. 177). This team includes two or more health …show more content…

(2015). Observation of interprofessional collaborative practice in primary care teams: An integrative literature review. International Journal Of Nursing Studies, 52(7), 1217-1230. doi:10.1016/j.ijnurstu.2015.03.008 National Association of School Nurse. (2013). Interprofessional practice and school nursing. The Journal of School Nursing, 29(5), 327-328. (2013). Interprofessional and school nursing. doi:10.1177/1059840513501468jsn.sagepub.com
Palanisamy, R., & Verville, J. (2015). Factors enabling communication-based collaboration in interprofessional healthcare practice: A case study. International Journal of e-Collaboration (IJeC), 11(2), 8-27.
Pittenger, A. L., Westberg, S., Rowan, M., & Schweiss, S. (2013). An interprofessional diabetes experience to improve pharmacy and nursing students' competency in collaborative practice. American Journal Of Pharmaceutical Education, 77(9), 1-8. Retrieved from https://searchproquestcom.library.sheridanc.on.ca/docview/1465505692?accountid=3455
Registered Nurses’ Association of Ontario. (2013). Developing and sustaining interprofessional health care: optimizing patients/clients, organizational, and system outcomes. Toronto,

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Razik Poliwala The University of Phoenix Professional Contemporary Nursing Role and Practice Michelle Dorin 03/17/2024. I watched and reviewed the video Competition of Interprofessional Collaboration, which covered four core aspects of interprofessional education collaboration. This video includes competencies pertaining to communications, roles, teamwork, and ethical practice. For instance, interprofessional collaboration aims to take advantage of the competence of various professions to ensure quality of work. The competencies, values and ethics component are upfront.

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Bogossian & Craven (2020) observed a serious problem in public and private hospitals that lack teamwork. They noted the various disciplines team members undertake during training but must collaborate during practice to ensure safe, effective, and comprehensive patient care. Inter-professional education allows nurses to learn from each other; clarifying their roles increases the team's functionality, promotes better leaders and access to specialized care, and reduces conflict. Nurses endure minimal duplication of functions, greater productivity, better cohesion, and

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Interprofessional collaboration is vital to the development of strong, patient-centered health care teams (Canadian Interprofessional Health Collaborative, 2010). An interprofessional team is a group of health care providers that work together to provide each patient with holistic care, that is suitable to their needs (Canadian Nurses’ Association, 2011). Each member of the team has specialized knowledge in s specific field, giving them a unique role in the patient’s care. However, effective interprofessional collaboration leads to patient outcomes that are more effective than if each discipline treated the patient independently, also known as the Systems Theory (Cordon, 2013). For example, effective interprofessional practice can…

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This review of the interprofessional education (IPE) and collaborative practice, focused on the impact of this area of inquiry on the outcomes identified in the Triple Aim (Barnet & Lutfiyya, 2014). Translation into my

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Interprofessional collaboration practice is multiple health worker from different professional background work together which is having relationship with organization, group and individual. According the above conceptual framework identify two relationships between independent variable (IV) dependent variable (DV). The independent variable include factors that influence of organizational, group, individual toward interprofessional collaboration practice. The categories of our framework are purpose of correlational research methods. Correlational research method are used to identify relationship between

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Initial Response 1.Describe how highly functioning interdisciplinary teams enhance the quality and safety of care provided in today’s complex healthcare organizations. Provide an example of a team approach used for quality and safety within your organization and discuss why you believe the team was or was not successful in achieving its goals. Use theoretical perspectives about team formation, membership, and tools to substantiate your response. Shoemaker, et al. (2016) wrote that interprofessional team-based medicine is viewed as a significant feature of delivery systems restructured to deliver more effective and higher quality care.

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One memorable experience involved participating in a discharge planning meeting for a complex patient with multiple comorbidities. By collaborating with the interprofessional team, we were able to develop a comprehensive care plan that addressed the patient's medical, social, and emotional needs, ultimately facilitating a smooth transition to the community setting. Effective communication, both with patients and within the team, is another area of significant development. I have honed my communication skills through interactions with patients during medication counseling sessions, as well as through interprofessional team meetings and case presentations. For example, during a rotation in a primary care clinic, I collaborated with a team of healthcare providers to manage a patient with poorly controlled diabetes.

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The following chapter describes the findings of the study. The chapter includes Phase I and Phase II activities. Phase I activities contain the findings from the Content Validation process including survey response and the initial item reduction. Phase II contains findings from the Construct Validation process including principal component analysis and final description of the factors of the new scale. The aim of the study was to develop a new tool that would be able to measure the readiness of practitioners entering and participating in an interprofessional team effectively.

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An argument against interprofessional training in health care programs is that health care workers are capable of learning to cooperate interprofessionally as students through their discipline-only clinicals or through time spent in the workforce. Other arguments, such as the ones Chen, Delnat, and Gardner (2015) argues in their article, what are that students have enough clinical hours as it is, “scheduling conflicts, funding, and/or separation of education and practice”. Interprofessional education refines and focuses on different skills, but some of these skills can be learned without interprofessional education, but then quality of skills or student comfortability with these skills may decrease. When some people say interprofessional training can be learned through their discipline-designed clinicals or that these skills will develop once students graduate and are working in their career, they do not understand that these skills need a foundation to be fully developed.

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As a consequence of the boost in communication, significantly less misdiagnoses are experienced. Thus, both the patient and medical facility benefit from the reduction in unnecessary readmissions. This undoubtedly places value on the importance of giving the correct initial treatment to patients through the act of successful interprofessional care.(7) Interprofessional education undeniably develops communication skills throughout the healthcare system.

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All people learn a different way. Different nursing schools or different instructors teach differently; which is where a possible rise for nursing collaboration

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Introduction Over the modules pertaining to Interprofessional Learning (IPE), I have studied the value of an education in collaborating with co-workers, regardless of distinct minds, in order to serve patients in need of medical attention. This matter interest mem because, so far all of my current efforts are intended for the prodigious outcome of becoming an outstanding Physician Assistant (PA). I understand that in order to be one of the best PAs, aside from earning the credentials of a PA, I must also be IPE trained in order to avoid negative and preventable outcomes. This reflection will help summarize my perspective on what I have obtained so far from IPE training.

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I used to overlook this notion as a simple concept that’s easy to accomplish within a team. However, I’ve learnt that it is not so easily achieved. Functional interprofessional collaboration is integral in delivering optimal health care and promotion. Successful interprofessional collaboration is important for nursing students, such as myself, as it is a concept and skill that is applicable to multiple contexts. My experience in an elementary school has given me the chance for mutual learning and collaboration with non-health professionals within the broader context of the community.

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For example, in the health care provider field, the nurses should collaborate with the other health care professional like the doctor, pharmacist, physiotherapy or the radiography in order to achieve the common goal which for the patient’s

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