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Transcript of Interprofessional Collaboration
What is it??
Learning Objectives to Interprofessional Collaboration:
The History of Interprofessionalism:
“Is the provision of comprehensive health services to patients by multiple health caregivers who work collaboratively to deliver quality care within and across settings” (HealthForceOntario, 2013)
he Learner will:
Describe defining characteristics of collaborative teams, and collaborator competencies such as attitudes like mutual respect
Describe impact and outcomes in the healthcare setting
Understand the importance of interprofessional collaboration
Describe learning activities or strategies for interprofessional education
Identify desired results of interprofessional learning
Interprofessional collaboration came about in Canada after a report by Romanow (2002) indicated that a comprehensive coordinated health care system responds to the health care status of clients which then leads to integrated continuous health care services thus improving the health of all Canadians.
Defining characteristics &
Understanding the importance of Interprofessional Collaboration
Interprofessional collaboration reflects a true integration and synthesis of knowledge from each discipline, rather than a mere compilation of knowledge from various disciplines (McGrath, 1991).
Interprofessional collaboration enhances patient care in the following ways:
More efficient use of staff (enabling specialist staff to concentrate on specialist skills).
Effective use of service provision (encouraging overall service planning and goal orientation).
A more satisfying work environment (Through promoting a supportive and relevant service which is patient focused).
Interprofessional collaboration has been found to improve the coordination of health care and patient outcomes in areas such as:
Discharge Planning (More efficient and timely patient discharge).
Patient Safety (Effective identification of risk factors such as inpatient falls, medication errors, and skin care.
Reducing inpatient length of stay.
Interprofessional Collaboration has proven to be important for the work of health care professionals for the following reasons:
Healthcare professionals can share ideas and support each other.
Fostering an environment where professionals acknowledge the value of sharing knowledge and expertise.
Team members develop an understanding of the roles and demands of other health care professions. (Leathard, 2003).
Desired Results of Interprofessional Collaboration!
Defining the characteristics and collaboration competencies of interprofessional collaboration.
Impact and outcomes
Strategies for Interprofessional
Impact and outcomes in Health care Settings
1) Patient Centered Care and improved outcomes
Patient Centered Care and improved outcomes
There is high-quality evidence supporting positive outcomes for patients/clients, providers and the system in specialized areas such as interprofessional collaboration in mental health care, and chronic disease prevention and management (Barrett, Curran, Glynn, & Godwin, 2007).
There is rising need to manage more medically complex patients. This has created more pressure and stress on the medical community as a whole, and on the health practitioner, especially the more isolated one (the primary care professional), to respond to problems beyond their education, experience and defined roles (Barr et al, 2006; Rout, 1999). Collaborating with other professions qualified in each field can help overcome this issue (Barr et al, 2005).
There is high-quality evidence supporting positive outcomes for patients/clients, providers and the system in specialized areas such as interprofessional collaboration in mental health care, and chronic disease prevention and management(Barrett, Curran, Glynn, & Godwin, 2007). .
Health Care Professionals’ Stress Job Satisfaction
Positive outcomes for providers when interprofessional collaboration (for example, physicians/nurses, physicians/pharmacists, physicians/dietitians in partnerships) is fostered and supported on the basis of servicing geographic populations or population health models. These outcomes include enhanced provider satisfaction, knowledge, skills and practice behaviour(Barrett, Curran, Glynn, & Godwin, 2007).
There is strong empirical evidence
that IPC’s collaborative, team
based approach will ultimately
result in less tension and conflict
among caregivers, easier
recruitment of caregivers and
lower rates of staff turnover are
(Health Force Ontario, 2010)
Cost benefits and effective resource utilization.
Shorter wait times
Interprofessional collaborative practice can reduce wait times
It is impossible for educational institutions to deliver all the knowledge practitioners will need in their professional life.
The World Health Organization (WHO)in its 2006 report recommended that training of health practitioners be focused on the ‘knowing how” rather than the ‘know all” and nurturing in the learner the ability and the drive to acquire new skills and knowledge in a lifelong learning process (WHO 2006, p48).
This can be achieved by aiming at the acquisition of competencies that are needed collaborative practice.
There is evidence that the best way to achieve this vision is the combination of practice-based teaching, problem base learning (PBL) and patient-focused practice (WHO 2006, p 49).
Research supports the use of adult learning theories and principles as best method of delivering IPE
4) Shorter wait times
3) Cost benefits and effective resource utilization.
2) Health Care Professionals’ Stress Job Satisfaction
There is a considerable amount of evidence that supports that interprofessional collaboration can bring about a number of positive outcomes for patients/clients, healthcare providers and families. Interprofessional collaboration has been found to enhance care in areas such mental health, acute care settings, primary care as well as community care (Nolte & Tremblay, 2005).
The main desired outcome and result of interprofessional collaboration is that health care is enhanced and improved for the patient. Interprofessional collaborative models of care have supported positive outcomes for patients in areas such as diabetes control, blood pressure management, as well as an overall improvement of quality of life (Poulton & West, 1999).
Desired Outcomes of interprofessional collaboration:
* Better patient education.
* Improved patient support.
*Improved coordination of patient care.
*Enhanced knowledge and skills of the health care team.
*Increases the likelihood of successfully teaching self-care techniques to patients.
*Improved patient satisfaction.
*The creation of a more efficient health service.
*Increased awareness of the roles of other health practitioners. (Bellman, 2003).
Competencies are defined as: “broad, general abilities that go beyond knowledge acquisition and include use of clinical, technical, communication and problem solving skills.” (Suter et al., 2009).
Why are collaborator competencies needed?
•To direct course objectives and curriculum, allowing for consistent preparation of students and staff
•For patient-centred collaborative practice
•To articulate concrete standards of practice
•Competencies have been linked to positive patient and provider outcomes (Suter et al., 2009)
•The Institute of Medicine (IOM) has stated that patients received safer, high quality care when health care professionals worked effectively in a team, communicated productively, and understood each other’s roles (Buring et al., 2009)
Knowledge of health care professional roles; recognition of each other’s strengths and impact on patient care
Effective team working skills, including understanding group norms, conflict resolution, ability to tolerate differences
Ability to contribute to shared care plans and goal setting, to optimize patient care
Willingness to collaborate
Mutual trust and respect
(Suter et al., 2009; Oandasan et al., 2006)
**Two core competencies that consistently emerged from a study conducted by Suter et al. (2009) as being important for effective collaborative practice were: role understanding and communication.
Competencies that are needed to work effectively within an interprofessional healthcare environment include
Student Competencies and Objectives for Interprofessional Education
Interprofessional collaboration is linked to cost benefits of in following primary healthcare settings; decreased average provider, patient costs for blood pressure control, and lower readmission rates and costs for team-managed, home-based primary care (Barrett, Curran, Glynn, & Godwin, 2007).
Ann Marie, Craig, Meera & Melody
Explain your role and the roles of other team members
Determine professional responsibilities, roles and boundaries
Reflection and ongoing learning (to become aware of the roles and responsibilities of all team members
Routinely assess individual interprofessional team member performance through self and peer assessment
Choose communication tools and techniques that enhance team functioning
Identify, discuss and implement strategies for managing and overcoming an interprofessional team conflict
Facilitate team meetings
Identify and achieve a common patient-centered care goal
Identify and address organizational and health care systems issues that give rise to team problems (Buring et al., 2009)
Retrieved from http://www.aippen.net/what-is-ipe-ipl-ipp
Retrieved from http://blog.skylight.com/patient-centric/patient-centered-care/
Retrieved from http://www.ct.gov/dph/cwp/view.asp?a=3137&q=388058
Retrieved from http://www.albertahealthservices.ca/mobile.asp
(Barrett, Curran, Glynn & Godwin, 2007)
Retrieved from http://www.insurancequotes.com/health_care_benefits/
Retrieved from http://www.cfah.org/prepared-patient/
Retrieved from http://www.medleague.com/blog/
Retrieved from http://thechoicetochange.com/
Retrieved from http://medicare50years.blogspot.ca/2011_11_01_archive.html
Retrieved from http://www.youtube.com
Interprofessional Collaboration has become an important part of a patient’s care
Effective collaboration within the health care system allows for better patient outcomes
Important for all health care professionals to be in involved with collaboration
Must begin with our future health professionals through Interprofessional Education
Interprofessional Education will improve collaboration amongst all stakeholders and team members
Provides patients with the best outcomes possible therefore improving health care across Canada
Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional education: argument, assumption and evidence.
Blackwell Publishing: CAIPE, London
Barrett, J., Curran, V., Glynn, L. & Godwin, M. (2007). CHSRF Synthesis:Interprofessionalcollaboration and quality primary healthcare.
Canadian Health Services Research Foundation, Ottawa.
Bellman, L. (2003).Evaluation of a multi-professional mentoring scheme in primary health care.Journal of Interprofessional Care, 17(4), 402.
Buring, S., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W. et al. (2009). Interprofessional education: Definitions, student competencies,
and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59-66.
Healthforce Ontario (2010). Implementing interprofessional care in Ontario: Final report of the interprofessional care strategic
HealthForceOntario (2013). Interprofessional Care. Retrieved from Health Force Ontario: http://www.healthforceontario.ca/en/Home/Policymakers_and_Researchers/Interprofessional_Carelt
Leathard, A. (2003). Interprofessional Collaboration, from policy to practice in health and social care. New York: Brunner-Routledge.
McGrath, M. (1991).Multidisciplinary teamwork.Aldershot: Avebury
Nolte, J., & Tremblay, M. (2005).Enhancing Interdisciplinary Collaboration in Primary Health Care in Canada. Ottawa: The Conference Board of Canada.
Oandasan, I., Baker, G. R., Keegan, B., Bosco, C., D'Amour, D., Jones, L., . . . Way, D. (2006). Teamwork in Healthcare: Promoting Effective
Teamwork in Healthcare in Canada. Canadian Health Services Research Foundation (CHSRF). Available at:
Poulton, B.C., & West, M.A. (1999). The determinants of effectiveness in primary health care teams. Journal of Interprofessional Care, 13(1), 7-18.
Romanow, R. J. (2002). Building on values. The future of health care in Canada. Ottawa, ON: Health Canada. Found at http://www.hc-sc.gc.ca/english/care/romanow/hcc0023.html
Rout, U.R. (1999). Stress and job satisfaction among primary care professionals.Journal of Interprofessional care, 13, 4; ProQuest Nursing Journals, 426-427.
Suter, E., Arndt, J., Arthur, N., Parboosingh, J., Taylor, E. & Deutschlander, S. (2009).
Role understanding and effective communication as core competencies for collaborative practice. Journal of Interprofessional Care, 23(1), 41-51. doi:10.1080/13561820802338579 .
WHO (2006).Working together for health. World Health Organization, Geneva.