This study describes the redesign of an interprofessional team development course for health science students. A theoretical model is hypothesized as a framework for the redesign process, consisting of two themes: 1) the increasing trend among post-secondary students to participate in social networking (e.g., Facebook, Second Life) and 2) the need for healthcare educators to provide interprofes...

The World Health Organization and others recognize interprofessional collaboration as an effective strategy toward mitigating the global health workforce crisis. The authors describe challenges to developing sustainable interprofessional education and practice programs and suggest a framework to address them.

BACKGROUND Interprofessional collaboration improves the quality of care, but integration into workflow is challenging. Although a shared conceptualization regarding bedside interprofessional rounds may enhance implementation, little work has investigated providers' perceptions of this activity. OBJECTIVE To evaluate the perceptions of nurses, attending physicians, and housestaff physicians re...

BACKGROUND Gaps in chronic disease management have led to calls for novel methods of interprofessional, team-based care. Population panel management (PPM), the process of continuous quality improvement across groups of patients, is rarely included in health professions training for physicians, nurses, or pharmacists. The feasibility and acceptance of such training across different healthcare pr...

Objective: In Germany there is little evidence of interprofessional problem-based learning (PBL) to date. For this reason a corresponding course for medical and nursing students was implemented. The goal was to analyse the feasibility and usefulness from the point of view of the students. Method: For the purposes of evaluation a quantitative observational study was conducted with a pre-course s...

Although there is an increasing emphasis on interprofessional collaboration for safer health care systems, there remains a paucity of opportunities for postgraduate trainees to engage in formal interprofessional education (IPE). Current opportunities for interprofessional learning, such as simulation sessions, typically do not provide true IPE because they often utilize actors or confederates a...

Interprofessional education (IPE) is the basis for interprofessional collaboration (IPC) in health care systems. It has beneficial effects for both patients and health care professionals. IPC is paramount for adequate care of patients and their families, especially in pediatrics. To determine the attitudes of medical doctors (n=121), nurses (n=15), psychologists (n=14), and social workers (n=19...

The purpose of this article is to articulate and provide detail about an interprofessional research collaboration at a public university in a rural area of western United States. This interprofessional research collaboration was organized to explore infant and maternal reciprocity. As a part of the organization and process portion of the collaborative effort, the authors identify the unique att...

Inclusion of interprofessional education for students in health care professions is supported through the Core Competencies for Interprofessional Collaborative Practice (Interprofessional Education Collaborative Expert Panel, 2011). Both occupational therapy (OT) and nurse practitioner (NP) students learn how to provide care for individuals with mild or major neurocognitive disorders (NCDs), wh...