Interprofessional education has been defined as “occasions when two or more professions learn from and about each other to improve collaboration and the quality of care” (CAIPE 1997). Much that has been written about interprofessional education (IPE) and the interprofessional team has concentrated on two or at most three professions, primarily medicine, nursing and pharmacy. Educational program...

Deficiencies in collaboration and communication between healthcare professionals have a negative impact on the provision of healthcare and on patient outcomes. Policymakers and healthcare managers, as well as clinicians and practitioners, are aware of this and have a growing interest in improving these relationships. To establish new models of care delivery, it is necessary to determine the int...

Improving patient safety and the culture of care are health service priorities that coexist with financial pressures on organisations. Research suggests team training and better team processes can improve team culture, safety, performance, and clinical outcomes, yet opportunities for interprofessional learning remain scarce. Perioperative practitioners work in a high pressure, high-risk environ...

BACKGROUND Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought togeth...

Objectives: To explore the experience of an interprofessional communication educational intervention among nursing and medical students. Methods: Forty-five medical students and 50 nursing students participated in two-hour-long interprofessional communication skills education sessions with interprofessional groups of 6-8 students each. The sessions were based on the Strategies and Tools to Enha...

OBJECTIVE To examine the ways in which healthcare professionals work together in the ICU setting, through a consideration of the contextual, organizational, processual, and relational factors that impact their interprofessional collaboration. DESIGN Data from over 350 hours of ethnographic observation and 35 semistructured interviews with clinicians in two ICUs were collected by two medical a...

INTRODUCTION Collaboration, within and between healthcare teams, facilitates effective healthcare. Internationally, the development of interprofessional education, as a means to facilitate more effective teamwork in health care, has been recognized for over forty years. OBJECTIVE The aim of this paper is to evaluate students' attitudes toward the influence of interprofessional education on im...

BACKGROUND Bedside interprofessional rounding is gaining ground as a means to improve collaboration and patient outcomes, yet little is known regarding patients' perceptions of the practice. METHODS This descriptive study used individual patient interviews to elicit views on interprofessional rounding from 35 patients at a large, urban hospital. RESULTS The findings identified three major c...

The Interprofessional Professionalism Collaborative (IPC), convened in 2006, currently consists of 11 national organizations representing health professions programs at the doctoral entry level, and is developing a framework of "interprofessional professionalism" (IPP) around observable behaviors that illustrate what professionalism looks like in the context of interprofessional collaborations ...

NF is a 62 year old female patient in good health. She is seeing her family physician for routine care, including managing her high blood pressure, annual checkups , immunizations, and standard screenings. She also sees a podiatrist regarding a heel spur on her right foot, a GI specialist for GERD, an ophthalmologist for follow-up care after cataract surgery, a physical therapist for left knee ...