Blog Article: Ten Tips for Publishing Manuscripts in the Journal of InterprofessionalCare

Ten Tips for Publishing Manuscripts in the Journal of InterprofessionalCare

Andrea Silvaggi, RN, MN-PHCNP program student 

University of Western Ontario, Canada

 

Introduction

During the past two months I have had the opportunity to work with the Journal of Interprofessional Care (JIC) by helping to select reviewers and by having a chance to review an article with the assistance of the Journal’s Editor-in-Chief, Scott Reeves. Based on what I’ve learned from this experience, and with the help of Professor Reeves, I have provided some tips for researchers and authors to assist with the ease and timeliness of publication in the JIC and other academic journals.

Tip #1: Choose your keywords wisely

When the editorial administrator selects reviewers for a submitted paper, there is a list of potential reviewers who are suggested based on similar keywords. Each potential reviewer is either someone who has published a related paper or submitted a paper to the JIC. The manuscript submission guidelines state to have 4-6 keywords based on methodology and content. It is better to have more keywords that are relevant to your paper but also words that might be used by other authors who have submitted or published papers in this journal. 

Make sure that your keywords fit the scope of the journal. Helpful keywords to use: collaboration, interprofessional, teamwork, or any of the terms defined in the manuscript guidelines. If these words do not apply to your paper, you are probably submitting to the wrong journal!

Tip #2: Read the manuscript guidelines thoroughly

Although this may appear to be an obvious tip for authors submitting to journals, papers are often submitted where authors have failed to follow the submission guidelines, leading to a rejection of their paper. So the best advice here is to simply pay close attention to the guidelines and follow them!

By following the guidelines, you can avoid many common mistakes including:

-Not following the appropriate format (JIC uses APA 6^th edition); 

-Not using relevant terms appropriately

-Not submitting the title page, figures, and tables in a separate file, including authors' names on the main document (this is the file that will be reviewed and should not contain any identifying author information – this information should go on the title page.)

Tip #3: Use defined terms appropriately and consistently

One of the mistakes authors make by not following the guidelines are that they misuse terms which are clearly defined in the instructions for authors, for example, interprofessional collaboration versus interprofessional teamwork. Ensure that you are using the terms appropriately and that you are using them consistently throughout your paper.

Tip #4: Is your manuscript describing a micro-level study? - Submit a short report

Authors are able to submit articles, which are no more than 8000 words, or short reports to the JIC. If your article is describing a small pilot study or a local and/or narrowly-focused study, it is best to submit this as a short report for publication. Short reports no more than 1500 words and “describe research plans, studies in progress or recently completed, or innovative initiatives in the interprofessional field” (Journal of Interprofessional Care, 2016).

Tip #5: Have patience – It can be a lengthy process

A lengthy process ensues once an author submits a paper to the JIC. This process involves an initial screening, the selecting and assigning of reviewers, and possible revisions following reviewers' feedback to improve the paper. If then accepted for publication, a final assessment is undertaken by the journal’s editors. 

The initial screening by the JIC editorial team can take two to three weeks before it is deemed either 1) suitable for peer review or 2) unsuitable for publication, upon which an e-mail will be sent with this information.  Sometimes, it is a difficult process finding reviewers who are willing/able to complete an assessment. This is because many potential reviewers are often unavailable, or they may agree to review a paper and then do not do so due to a change in circumstances. Therefore, do not worry if you have not heard from the journal for a while, your paper may still be in the process for review. 

You can check the status of your paper in the submissions systems or email the journal administrator (jic.editorialoffice@gmail.com). On rare occasions, however, may be returned simply because the Journal cannot find reviewers to assess the submitted work.

Tip #6: Qualitative research does not include p values - Use the appropriate methods

It is important that your methodology is clearly described and that your methods fit with your methodology. If you claim that you are using a qualitative study, make sure that your methods don’t include SPSS analyses, for example, or say that you are using a mixed methods study.

Reviewers in this journal are invited based on similar methods and methodologies, and it becomes difficult to find reviewers when it is unsure which methodology and methods you are using. Additionally, if reviewers do agree to review the paper in this case, it will probably get rejected or major revisions will be suggested.

Tip #7: Avoid rejection or major revisions using these helpful hints

Once reviewers are invited and have agreed to review a paper, they will suggest that your work be rejected, accepted, or sent back for major or minor revisions. To avoid rejection and revisions, the following points should be considered:

-Is it clear how your work fits in with the journal?

-Are you using methods and analyses appropriately?

-Are your sentences clear to the reader?

-Have you addressed limitations of your study?

-Have you addressed how you met appropriate criteria for rigor/validity/reliability as appropriate to your methodology?

Tip #8: Assert the value of your research  

Familiarize yourself with the literature related to the journal and make sure you are contributing something new. Incorporate some of this literature your paper to show your awareness of current topics and discussions in the journal. Key questions to ask are: how does my work relate to existing interprofessional activities/knowledge (for short reports), or how does my work contribute to the advancement of interprofessional knowledge of (for articles)?

Tip #9: Contribute towards good publishing karma

If you are sent an email inviting you to review a paper but are unavailable, please do think of other potential reviewers for the paper and provide these contacts to the journal’s administrators. This will assist in the process of selecting reviewers for those attempting to get their papers published. Two reviewers are needed for articles, and one reviewer for short reports.

Tip #10 Don’t worry – Everybody gets rejected sometimes…

These tips are not meant to discourage you from submitting your paper. They are only meant to increase your chances of getting your article or short report published in a timely manner. 

Remember, at times, everyone gets their articles rejected, even experienced academics. Don’t get discouraged and be sure to revise and resubmit your paper as soon as you can!

Reference

Journal of Interprofessional Care. (2016). Journal of interprofessional care: Instructions for authors. Retrieved from http://www.tandfonline.com/action/authorSubmission?journalCode=ijic20&

Page=instructions#.V1q03JMrJmA

Book Review: Interpersonal and Group Dynamics: A Practical Guide to Building an Effective Team

This is a useful foundational textbook geared towards understanding group work and interpersonal skills at the college or university level. The textbook provides a practical, skills based overview of the range of helping skills required within a group context including topicssuch as group member roles, establishing effective rules, goal setting, effective communication, dispute and problem resolution, and the evaluation of group performance. The author, Bruce Bjorkquist, has taught at the college level for over 30 years and while his field of practice was based in nursing, the textbook presents the material within an interdisciplinary context that can be applied not only to human service professionals but other contexts such as business or management as well. The goal of the textbook is to provide an experiential model for teaching and learning group work skills. It is written with this overarching outcome in mind. While the structure and syntax of the book often feel more like a training manual than a conventional textbook, each chapter presents concepts in a clear, concise and developmental fashion. The beginning of each chapter identifies chapter goals, and definitions are highlighted in the columns of every page to assist students in their mastery of the material. The author also provides a summary, list of key terms, activities, list of recommended readings and useful URL weblinks at the end of each chapter that allow students to build on the concepts identified within the chapter.

One unique component of the textbook is the inclusion of a skills acquisition framework. At the end of each chapter are a series of experiential exercises that allow students to practice their group work skills. Should an instructor wish to fully embrace this model, there are clear instructions and a Teacher’s Guide that allow for the development of five student teams (Executive Team, Lesson Review Team, Teaching Team, Energizer Team, Evaluation Team). The model identifies specific roles and responsibilities for each team member as well as specific team assignments for each chapter that could be utilized to allow the students to engage with and present the material themselves each week. While the framework is quite prescriptive, it provides all of the required handouts, materials and instruction for students who might be new to the concepts and skills being covered within the particular chapter.

Overall, the textbook provides a practical and student friendly overview of the foundational skills for group work. Acceptingthat the textbook is more practical than theoretical, it offers students a foundational introduction to the topic and the necessary skills they will need to develop. It also presents an interesting framework for faculty to consider should they want to deliver the material in a more participatory fashion. I would recommend the textbook for anyone who works with groups or teams either within and outside of human service professionals.

Reviewed by

Kevin Hood, Associate Professor

MacEwan University, Canada

Interpersonal and Group Dynamics: A Practical Guide to Building an Effective Team (2nd Edition)

By Bruce Bjorkquist

Toronto, Emond Montgomery Publications Ltd. 2011. 

213 pages. $88.00 CDN

ISBN: 978-1-55239-397-0

Book Review: Care Professions and Globalization: Theoretical and Practical Perspectives

Editors Ana Marta González, a professor of Moral Philosophy and coordinator of the Institute for Culture and Society at the University of Navarra, and Craig Iffland, a PhD student in Moral Theology at the University of Notre Dame present a compilation of academic essays from 11 worldwide contributing authors and scholars, including an introduction imparted by the editors themselves on the fundamentals of care as it pertains to both the professional and informal spheres of caregiving. 

Thought provoking and highly articulate, this first edition emerged from a symposium of scholars from an array of academic fields and backgrounds each who have something unique to offer on the concept of care (caring for, caring about, and the act of receiving care) and the inherent challenges that face those who are both offering and in need of care in a constantly evolving, globalized marketplace. In light of this, one particular challenge outlined by the editors and echoed throughout the book is the issue surrounding the professionalization of care including the potential adverse consequences of lacking proper care. Thus, the primary objective of this book is to not only discuss care from a theoretical and practical perspective but also to raise awareness of the issues involved in the provision of and act of receiving care, as examined by the book’s authors throughout a number of care and healthcare settings.

 

Care Professions and Globalization: Theoretical and Practical Perspectives commences with a formal introduction to the concept of care and is methodically divided into two sections (theoretical and practical perspectives) and comprises eleven chapters in total. The first five chapters are devoted to the theoretical aspects of care, including what care entails from a philosophical, theological, sociological, psychological, and moral standpoint while the remaining six chapters’ addresses care in practice, such as care that is both fostered and offered in the context of the family, through paraprofessionals and via the nursing profession in intensive care units and during end of life care. One theme of particular importance is whether or not the professionalization of care is both an ethical and viable option to satisfy an increased demand for care due to the increased participation of women (traditional caregivers) in the work force and an aging population living with more chronic illnesses. The main concern is whether or not the essence of care or caring will be lost in the process and/ or whether or not formal education can create it.

 

As the reader progresses through the chapters, it becomes abundantly clear that one of the most profound strengths of this publication is the fact that is it is not limited to one overarching perspective or point of view. On the contrary, the reader will undoubtedly come to respect and appreciate the all-encompassing nature or layout of this book and the invaluable contribution made by each author in their respective fields to promote and facilitate interprofessional care for the benefit of others.

 

This book provides a very comprehensive, enlightening, and informative account of the issues involved in the professional and informal spheres of caregiving. While I think it would be an interesting read for scholars in a variety of field and disciplines, I think it would be especially valuable to those in the professional spheres of direct caregiving, such as nursing and rehabilitation practitioners.

Reviewed by 

Tanya M. Jansen

Department of Applied Psychology

Concordia University of Edmonton, Canada

Care Professions and Globalization: Theoretical and Practical Perspectives (1st Edition)

Edited by Ana Marta González & Craig Iffland. New York, NY: Palgrave Macmillan, 2014

271 pages, $100.00

ISBN: 978-1-137-38116-3

 

  

Report Review: Lessons from the Field: Promising InterprofessionalCollaboration Practices

In this report the authors have written engaging and educational chapters that identify the practices and guidelines of interprofessional collaboration. The report is directed towards an audience who is involved or interested in the health care field, and looking for more information on improving collaboration based on a health care model of the United States.

The report focuses on identifying interprofessional collaboration in practice and the day-to-day activities health care organizations put into the concept of interprofessional collaboration. The authors of this report use a format and writing style that is easy to understand for readers.

The primary goal of the report is to identify the guiding principles and practices that provide practical ways to address and overcome barriers of interprofessional collaboration. The report helps readers to better understand the role interprofessional collaboration has and how it advances the health field. For example, the authors describe how interprofessional collaboration is transitioning from treating people who are sick to keeping people healthy. The report is a combination of both theoretical and practical types of interprofessional collaboration.

The authors have sought out seven organizations and implemented their theories into practice. Each organization provided their own input on the success of interprofessional collaboration so far, and the potential future of interprofessional collaboration as making a difference in the health care field by creating a safer environment for patients and providers, as well as enhancing the quality of care. The report is organized by sections, and each section builds off the previous one, providing more in depth information on six guidelines required to create an environment in which interprofessional collaboration can thrive. These six guidelines are: (1) putting patients first; (2) demonstrate leadership commitment as an organizational priority; (3) create a level playing field enabling team members; (4) cultivate effective team communication; (5) explore the use of organizational structure to hardwire interprofessional practice; (6) and train different disciplines together so they learn how to work together. These guidelines help the most potent set of practices to develop, foster and sustain interprofessional collaboration.

Each chapter of the report further describes each of the main guidelines, and contains its own principles for that guideline, while going into depth more on some more specific principles for that guideline. The sections conclude with cases that are relevant to the principle talked about in that chapter. The guiding principles, practices, and case examples, described in this report, provides practical ways to address and overcome many of the historical barriers that fall in interprofessional collaboration. Each chapter has practical features that are not always found in textbooks, such as quotes from different health care organizations, as well as an inside view on howeach of these organizations set out to identify interprofessional collaboration in practice.

The report provides substantive references for their claims, studies and statistics. Each organization the report focuses on believes their model if working and making a difference in the health care system. The book takes an ethnographic approach that allows them to compare and contrast what organizations say they are doing with observations to understand how interprofessional collaboration practices work on the ground, both tactically and explicitly. This allows the authors to identify the promising practices of interprofessional collaboration, and better understand the role interprofessional collaboration has, as it is advanced in the health field.

Overall, authors of this report have compiled an accessible and thorough addition to the area of interprofessional collaboration. It is a practical option for those interested in attaining an introduction to this topic, and I readily recommend it to health care workers interested.

Reviewed by  

Namira Dossa

Concordia University of Edmonton, Canada

Lessons from the Field: Promising Interprofessional Collaboration Practices

CFAR, Inc., Jennifer Tomasik, & Caitlyn Fleming.

White Paper, The Robert Wood Johnson Foundation

2015, 59 pages

Blog Article: Lessons Learned from the Development of an Annual Multi-Institutional Interprofessional Service Learning Health Expo

Lessons Learned from the Development of an Annual Multi-Institutional Interprofessional Service Learning Health Expo

Raymond Higbea (1), Jodie Elder (2); Katie Branch (1)

(1) Grand Valley State University, Grand Rapids, Michigan, USA

(2) Ferris State University, Grand Rapids, Michigan, USA

Introduction

To ensure that tomorrow’s healthcare professionals are prepared for and empowered to make future practice integration changes, today’s healthcare students must not only be witnesses to the benefits of interprofessional practice, but well versed in working within an interprofessional framework prior to graduation (World Health Organization 1998). The Midwest Interprofessional Practice, Education, and Research Center (MIPERC) founded in the fall of 2007 by Grand Valley State University, Grand Rapids Medical Education Partners, and Michigan State University College of Human Medicine is committed to educating health professionals by providing experiences in the development of skills in collaboration, communication, and team work that supports patient centered quality care.  

MIPERC’s mission is to identify ways that educational and practice partnerships can be developed to include: collaborative, innovative, and interprofessional initiatives across professions, learning institutions, and healthcare systems. The foundation of the MIPERC interprofessional education (IPE) model includes the Institute of Medicine’s (2001) core competencies of patient centered care, evidence-based practice, quality improvement, the use of informatics, and interprofessional teams. MIPERC has built its working infrastructure around six champion workgroups: clinical setting; curriculum; professionaldevelopment; scholarship; service-learning; and simulation to assist with refinement and implementation of the model.  Participation in a workgroup is voluntary and open to any area faculty, staff, or community healthcare professional.

Background

During the 2013 fall semester MIPERC Service-learning workgroup began planning for the workgroup’s primary service learning event for the academic year.  Students from the MIPERC’s student organization Promoting Interprofessional Education for Students (PIPES) were surveyed for interest and willingness to participate in an interprofessional community health fair in the spring of 2014.  PIPES students were also asked to choose a target population of interest.  Eighty-one percent of those surveyed (26/32) reported an interest and willingness to participate in an interprofessional community health fair.

Based upon survey feedback, the first MIPERC service-learning interprofessional health fair service learning experience was planned by the workgroup for March 2014.  Target populationfor the health fair was families with topical categories: healthy travel, healthy lifestyles, healthy sports and recreation, and success in school.  

Due to the success of the first multi-institutional interprofessional health fair (2014), the MIPERC Service-learning workgroup continued with the planning and execution of a second (2015) and third (2016) interprofessional health expo.  The word, “fair” was replace with word, “expo” in 2015 with the purposeful intention of drawing additional interest in participation.

Methods

Routine planning methods were employed to prepare for the fair/expo including: conducting a needs assessment; recruitment of faculty advisors, community advisors, and staff; recruitment of students; development of student support and incentives; development of health fair/expo theme; event planning activities, e.g., choosing a date, securing a site, and various logistical activities; and development of event evaluation and learning outcome assessment

Due to the report nature of this manuscript, it was not submitted to the Grand Valley State University Human Research Review Committee for review.  The evaluation and assessment for the 2015 health expo was submitted to the Grand Valley State University Human Research Review Board and received exempt status due to its lack of any personal identifying information. 

Currently, the program evaluation and assessment is under review of the Grand Valley State University Human Research Review Board for exempt status.

Results & Discussion

The first two years have produced the following results (year 3 results are pending): increased student participation (tripled); increased faculty advisor participation (tripled); increased university participation (quadrupled); and positive survey results indicating a high level of health fair/expo participant learning.

Planning and executing a multi-institutional interprofessional health expo can be challenging.  It is recommended institutions that seek to create a similar experience in their community: (1) start planning and recruiting early; (2) define goals, objectives, target audience, and theme of each year’s expo; (3) place student in teams based on topic of interest and education level; (4) keep student teams to a maximum of five student and a minimum of one faculty advisor; (5) obtain funding for the development of student exhibits; (6) provide advisor and student IPE trainingonline including role expectations and timelines; (7) obtain IRB approval early; and (8) give credit for service learning via a certificate of participation.

The planning trend with this event has been simplification and standardization.  This event has simplified its planning process based on previous experience and has as a result of these experiences simplified its target audience to college students on the university’s main campus, simplified it themes from a collection of topics to standardized dimensions of student wellness, and moved from an event that included speakers and project displays to only project displays.  Standardization activities have included training and recruitment of faculty advisors, theme development, student support, service learning certificate, and learning assessment.

Patient care models are moving from profession-specific provision of physician directed patient care to patient centric care delivered by interprofessional teams.  Due to this shift, it is imperative that today’s healthcare students learn how to deliver effective patient care from narrow lens of their profession and the broad lens of a team.  It is through events such as such this interprofessional service learning event that students will begin to develop team based skills, learn their role in a team, and begin to develop an understanding of what others have to offer patients through a team based delivery of care.  Activities such as this service-learning event and other similar activities will allow student to succeed within these emerging practice models.  It is the responsibility for those of us training these students to move beyond our professional silos and provide students with interprofessional events that will prepare them to develop the skills necessary to become team-based practitioners of patient care delivery.

References

World Health Organization (1988) Learning Together to Work Together. Geneva: WHO.

Institute of Medicine (2001) Committee on Quality of Health Care in America, editor. Crossing the Quality Chasm: a new health system for the 21st century. Washington, DC: National Academy Press.

Contact: Raymond Higbea (higbeara@gvsu.edu)

Book Review: Collaborative Caring: Stories and Reflections on Teamworkin Health Care

Teamwork is an important topic in health care organizations today. While there are many theoretical books that explore the issues of teamwork in a health care setting, the practical application of theory into practice continues to be increasingly complex. Teamwork is integral to providing quality patient care that is both efficient in minimizing costs and resources, and effective in decreasing errors and injuries. This book discusses the topic of teamwork and its nature in real world application. Editors Suzanne Gordon, David Feldman, and Michael Leonard have compiled fifty stories provided by people from various health care professions that give a first hand account of what effective teamwork, or the lack of it, means in the health care field. The book explores several different themes such as psychological safety, patient advocacy, barriers to effective teamwork and the organizational cultural traits that help to overcome such barriers and establish genuine teamwork models.

The book is comprised of eight parts that cover the different dimensions of teamwork, each having a brief introduction highlighting its key messages. Part 1 includes stories where health care personnel excel at working as part of a team, and insight and understanding of the team, team intelligence, is illustrated. The stories in Part 2 showcase ineffective teams and the damages or dangers that occur as a result of the absence of collaborative work. Part 3 shares stories that discuss the importance of the patient as a member of the team, and including the patient in discussions, and feedback. Part 4 discusses psychological safety, where one feels safe to voice concerns about patients or situations, being at the crux of effective team building. The stories within focus on leadership skills required for the creation of such an environment. The stories in Part 5 demonstrate that coaching and learning are crucial for team related evaluation and process improvement. Part 6 demonstrates patient advocacy not only being an essential component of high quality care, but also being at the heart of genuine team models that provide patient and family centered care. Part 7 looks at the barriers to effective teamwork. Barriers that have kept health care professionals working in silos as opposed to teams include organizational hierarchies, professional self-identities and incentives or reward structures. Part 8 concludes with stories that illustrate how organizations are adapting to transform themselves to create the systems and culture necessary for good teamwork.

This book is an excellent read for raising awareness of the practical application of team theory and its various issues. The stories increase understanding of the complexities involved inreal-world teamwork dynamics and what healthcare professionals and administrators can do to solve such issues. Ultimately, teamwork that is both efficient and effective is necessary for providing sustainable, quality health care.

Reviewed by

Naz Qureshi, BSc, BCom, MBA

Alberta Pensions Services Corporation

Collaborative Caring: Stories and Reflections on Teamwork in Health Care

Suzanne Gordon, David L. Feldman, and Michael Leonard

New York, USA, Cornell University Press, 2014

286 pages, $27.95

ISBN 978-0-8014-5339-7