Announcement

We are looking for books and reports on all topics related to interprofessional education and collaboration to review on the Blog. If you know of a recently published (hard copy/online) book/report, or have an interest in producing a book/report review please email: jic.editorialoffice@gmail.com

Tuesday, May 16, 2017

Blog Article: Continuing care and emergency medical services: A collaborative approach for urgent end of life care in the community




Continuing care and emergency medical services: A collaborative approach for urgent end of life care in the community

Julia Arsenault MAHSR, NP; Carmel Montgomery MN, RN; Colleen Berean MHS, RN; Charlotte Pooler PhD, RN; Cheryl Cameron MEd ACP; Robert Sharman MA, RN, ACP; Ingrid de Kock DA, MBChB
Alberta Health Services. Edmonton, Alberta, Canada

Contact: julia.arsenault@ahs.ca

Introduction
The aim of palliative and end of life (PEOL) care is to relieve suffering and to improve the quality of life of people with a progressive life-limiting or life-threatening illness.  Increased supports and services are often required for this population, as symptoms can intensify near the end of life.  For palliative patients in the community, this may include emergency department (ED) visits and acute care admissions to manage symptoms or unexpected events.

Alberta Health Services (AHS) is an integrated provincial health system in Canada that encompasses acute care services, community care programs, and emergency medical services (EMS).  Within the Edmonton Zone of AHS, which serves a population of approximately 1.4 million in urban, suburban, and rural areas, PEOL care is provided within the community in diverse residential homes and facilities.  Although 75-85 % of Albertans prefer home as the place of care at end of life, 65-75 % of patients die in hospital (Alberta Service Alberta, 2012).  Palliative patients in the community are at risk for visits to the ED and acute care admissions when their symptoms and other palliative needs cannot be met in a timely manner.  However, the ED environment is usually not best suited to manage acute symptom issues of this patient population: ED visits may result in long wait times, EDs often lack privacy to have sensitive conversations, and the ED treatment focus may be incongruent with the patient’s goals of care.

Prior to the start of the initiative, chart reviews and a literature review were conducted. PEOL patients in the Edmonton Zone between 2009 and 2012 had an average of 2-4 ED visits and 1.6 acute care admissions in the last six months of life.  A detailed chart review of patients admitted to two community hospitals within a six week period demonstrated the primary reason for admission was shortness of breath, followed by weakness and/or falls.

There is scant information on collaboration or initiatives with paramedicine in the community. Mercandante et al (2012) reported characteristics of emergency calls to a palliative care team over 6 months for 689 patients in three home care programs: of the 118 first emergency calls, the three primary reasons were dyspnea, pain, and delirium. A collaboration amongst EMS and a community palliative network in France demonstrated respect of the care plan in 83% of emergency situations, compared to 40% without collaboration (Burnod et al., 2012).

Patients in the community are at risk of needing urgent care in the last six months of life.  An Australian study found that in the last 108 days of life, 96% of patients with a palliative diagnosis required a hospital visit and two thirds required hospital admission (Rosenwax et al, 2011).  In Ontario, Canada, 33% of the 91,561 patients who died of cancer between 2002 and 2005 visited the ED during the final two weeks of life (Barbera, Taylor, & Dudgeon, 2010).  However, as many authors have discovered, not all emergency visits are necessary, and there is interest in understanding both reasons for visits and potential for avoidance (Barbera et al., 2010; Burnod et al., 2012; Delgado-Guay et al., 2015; Mercedante et al., 2012; Rosenwax et al., 2011; Smith et al., 2012).

There are physical, emotional, spiritual, and social benefits of enabling patients and families to participate in the choice to remain in the home or to be transported to an ED.  To address present challenges and enhance capacity to meet future needs of the PEOL population, innovative strategies to support patients in the community are needed.

Innovation
In a report by the Health Quality Council of Alberta (2012), recommendations were made that “AHS continue with innovative solutions to support palliative care patients in their community setting” and provide “options for immediate care at home that can obviate the need to go to an emergency department, and support the patient and family’s decision to remain at home” (p. 11).  A protocol was developed by AHS Calgary Zone in which EMS assisted with management of unexpected pain crises in identified palliative patients in the community.  Based on the chart review and existing programs, a collaborative initiative was undertaken by AHS Edmonton Zone Continuing Care and EMS to manage PEOL patients at home when they experienced a symptom event that was urgent but not emergent.  The primary goals of this quality improvement initiative were to provide the right care at the right location and to meet the patient and family’s wishes. In addition, the initiative was expected to reduce unnecessary ED and hospital admissions; facilitate staff and physician engagement and collaboration; and identify frequent causes and outcomes of palliative patients’ needs for urgent care.

The PEOL Care and Treat in Place initiative was implemented in February of 2013. A pilot was launched in a limited geographic area with activation by either registered nurses (RN), nurse practitioners (NP) or registered respiratory therapists (RRT). Three months later, the initiative was expanded to include all PEOL patients receiving care in the community across the Edmonton Zone, with activation by Continuing Care regulated healthcare professionals for identified palliative patients who either received home care or were in assisted living homes.

The Continuing Care healthcare professional assessed the need for urgent care and called the EMS deployment manager, who dispatched an ambulance without lights or sirens. The paramedic arrived at the patient’s home and collaborated with the healthcare professional in providing care and treatment within their respective scopes of practice. If indicated, the paramedic obtained direction from an emergency consult physician who also had access to a palliative care physician on call.  When it was possible, the patient remained at home and ongoing care was managed by the healthcare professional.  Communication with the primary care provider (family physician or nurse practitioner) was ongoing and reactivation was possible until the necessary longer term resources were arranged (e.g. home oxygen or repeat medication administration). It is important to note that if the situation became emergent, transport to hospital was an option.

A multifaceted and collaborative approach to education was delivered to the Continuing Care and EMS staff and physicians.  A combination of written materials and face to face presentations were utilized. Tracking of events was done both manually and electronically, however, not all activations were captured in the data collection because reporting of the calls was dependent on front-line staff and appropriate coding by EMS.

Between June 2013 and December 2014, there were 110 known activations. The median time between these calls and patients’ death was 9 days, which demonstrates these patients were in the last stage of life. The majority of activations were by the RN in the patient’s home during a palliative symptom crisis, with an EMS response time of approximately 15 minutes. There were various reasons for calling EMS, such as nausea, delirium, and lift assistance. The most common reason was for pain (31%), followed by dyspnea (24%).  Treatments were consistent with a palliative approach to symptom management: opioids and oxygen were used for dyspnea; opioids for pain; intravenous or subcutaneous fluids and anti-emetics were used for dehydration and nausea. In accordance with patients’ preferences and symptom management, the majority of calls (60%) resulted in patients staying at home.  The calls which resulted in transport (40%) were a result of the healthcare professionals’ assessment and recognition of the need for emergency care and acute care resources; the paramedics collaborated to provide patient-centered care to ensure comfort prior to transport. Patients and family members who were treated and remained at home rated high satisfaction with the initiative by survey.

Discussion
As anticipated, the majority of symptoms and conditions did not require a visit to the ED. The requirement of a healthcare professional in the home limited the number of calls, however also facilitated clinical judgement and collaboration. Some RNs modified the approach by activating the initiative for treatment and transfer to the ED when they recognized that a patient required emergency care but not a “911” lights and sirens approach, which affected the percentage of those transferred. One of the most valuable outcomes of the initiative was due consideration and discussion of the patient’s wishes to have symptom treatment at home or be transported to hospital.

In summary, this initiative enabled collaboration and innovation among and across sectors, including community care programs, EMS, and primary care. As of April 2015, this initiative expanded across the province of Alberta and continues to evolve. Opportunities were created to enable palliative patients to remain at home or be transported to ED as appropriate.

References
Alberta Service Alberta (2012).  Alberta vital statistics: Annual review. Retrieved from https://open.alberta.ca/dataset/691ec9c3-35b6-4068-86b7-c04d85b073e2/resource/075a7313-ab27-4e05-94d9-0384bd1276f4/download/2664467-2012-AB-Vital-Statistics-Annual-review.pdf

Barbera, L., Taylor, C., & Dudgeon, D. (2010). Why do patients with cancer visit the emergency department near the end of life? Canadian Medical Association Journal, 182(6), 563-568.

Burnod, A., Lenclud, G., Ricard-Hibon, A., Juvin, P., Mantz, J., & Duchateau, F. X. (2012). Collaboration between prehospital emergency medical teams and palliative care networks allows a better respect of a patient's will. European Journal of Emergency Medicine, 19(1), 46-47.

Delgado-Guay, M. O., Kim, Y. J., Shin, S. H., Chisholm, G., Williams, J., Allo, J., & Bruera, E. (2015). Avoidable and unavoidable visits to the emergency department among patients with advanced cancer receiving outpatient palliative care. Journal of Pain and Symptom Management, 49(3), 497-504.

Health Quality Council of Alberta (2012).  Review of the quality of care and safety of patients requiring access to emergency department care and cancer surgery and the role and process of physician advocacy. Calgary, Alberta: Author.

Mercadante, S., Porzio, G., Valle, A., Aielli, F., Costanzo, V., Adile, C., ... & Group, H. C. I (2012). Emergencies in patients with advanced cancer followed at home. Journal of Pain and Symptom Management, 44(2), 295-300.

Rosenwax, L. K., McNamara, B. A., Murray, K., McCabe, R. J., Aoun, S. M., & Currow, D. C. (2011). Hospital and emergency department use in the last year of life: a baseline for future modifications to end-of-life care. Medical Journal of Australia, 194(11), 570-573.

Smith, A. K., McCarthy, E., Weber, E., Cenzer, I. S., Boscardin, J., Fisher, J., & Covinsky, K. (2012). Half of older Americans seen in emergency department in last month of life; most admitted to hospital, and many die there. Health Affairs, 31(6), 1277-1285.

Sunday, March 19, 2017

Summary: The relationship between team climate and interprofessional collaboration: Preliminary results of a mixed methods study

The relationship between team climate and interprofessional collaboration: Preliminary results of a mixed methods study
Heloise F. Agreli, Marina Peduzzi & Christopher Bailey 


Keywords: Health and social care, interprofessional collaboration, mixed methods, primary healthcare, team climate


Relational and organisational factors are key elements of interprofessional collaboration (IPC) and team climate. Few studies have explored the relationship between IPC and team climate.  This article presents a study that aimed to explore IPC in primary healthcare teams and understand how the assessment of team climate may provide insights into IPC. 

A mixed methods study design was adopted. In Stage 1 of the study, team climate was 
assessed using the Team Climate Inventory with 159 professionals in 18 interprofessional teams based in São Paulo, Brazil. In Stage 2, data were collected through in-depth interviews with a sample of team members who participated in the first stage of the study. 

Results from Stage 1 provided an overview of factors relevant to teamwork, which in turn informed our exploration of the relationship between team climate and IPC. Preliminary findings from Stage 2 indicated that teams with a more positive team climate (in particular, greater participative safety) also reported more effective communication and mutual support. 

In conclusion, team climate provided insights into IPC, especially regarding aspects of communication and interaction in teams. Further research will provide a better understanding of differences and areas of overlap between team climate and IPC. It will potentially contribute for an innovative theoretical approach to explore interprofessional work in primary care settings.


For more: http://www.tandfonline.com/doi/full/10.1080/13561820.2016.1261098

Monday, February 27, 2017

Blog Article: Interprofessional Education and Collaboration around Stockholm: A Study Trip Report

Interprofessional Education and Collaboration around Stockholm: Study Trip Report

Heike Penner & Rita Hofheinz
Department of Staff Development, University Hospital Munich, Germany

Introduction
As a result of demographic changes in Germany, the growing proportion of elderly people with chronic, multiple diseases is making increasingly complex demands on health care professionals. A trend analysis at the University Hospital of Munich (Klinikum der Universität München, KUM) has shown that, in recent years, the proportion of patients 65 years or older has risen, especially in intensive care. The growing number of cases with a significant reduction in the average length of stay and the increase in complex treatment and care needs (Bartholomeyczik 2007) makes it necessary to reallocate tasks as well as rethink the cooperation between health professionals in acute patient care (Kuhlmey 2011; Renz et al. 2014).

To meet these new challenges, it takes trusting collaboration within the therapeutic team (Reeves et al. 2012; Renz et al. 2014). However, professional practice and public health care assessments show that the structural conditions and the professional skills of health professionals in Germany are not promoting interprofessional cooperation (World Health Organization [WHO] 2010; Sieger et al. 2010). Doctors and nurses, the main health care professionals treating patients in the hospital, aiming to prevent errors and improve patient care (common team goal), often have difficulty working in teams: nurses sometimes blame doctors for communication deficiencies while physicians want their workload to be acknowledged by other health care professions (Hibbeler 2011). Communication problems within the health care team in turn may lead to poor patient outcome (Sachverständigenrat für Gesundheit 2007; Okuyama et al. 2011; Boev & Yinglin 2015).

From 1999 to 2002, a pilot project entitled Interprofessional Communication in the Hospital was initiated and implemented by the Federal Chamber of Physicians and the German Council of Nursing. It involved doctors, nurses and patients who focused on their communication and collaboration style(s), exploring different hospital tasks, such as patient admission and discharge and ward rounds. The results of the project showed major communication and collaboration deficiencies and a clear need for improving team cooperation (Lecher et al. 2002). In 2007, the Expert Council on Health Care also referred to these problems, noting that the current division of tasks and lack of cooperation between the health professions is not suited to meeting the demographic, structural and innovative demands (Sachverständigenrat für Gesundheit 2007).

SiHaKo Project: An Overview
In 2015, the project, Strengthening Interprofessional Collaboration through Shared Learning Seminars (Stärkung der interprofessionellen Handlungskompetenz, SiHaKo), was launched by the authors with financial support from the Robert Bosch Foundation. This project is directed at medical residents and nurses participating in the post-graduate course in intensive care. Residents and nurses examine, discuss and reflect on the treatment strategy of chronically ill patients with multiple illnesses. The overall objective of the project is to improve collaborative practice and quality of care.

The project includes 68 education units, divided into an orientation and development phase and consisting of, among others, communication seminars, demand-driven theoretical classes, and simulated interprofessional case discussions. The main focus of the seminars is on team communication and patient safety. By learning how to use various interprofessional communication tools (e.g. SBAR) and quality tools (e.g. CAM-ICU) during simulated interprofessional case discussions, the participants develop an awareness of their respective perspectives, their similarities and differences. The simulated interprofessional case discussions are held in a “protected classroom” environment where the students learn about others’roles, learn to solve problems together and thus overcome their limitations and fears within an interprofessional team. The objectives of the simulations allow students to practice and demonstrate team-based skills including communication, mutual support, leadership and “knowledge circulation” which aims to make all participants (nurses/doctors/supervisors) equal partners (DeJong 2012). Over the course of the project, an interprofessional group of lecturers/supervisors is available for all students for professional support and dialogue. The intensive project experience aims to facilitate trust and create a team that continuously reflects on and optimises its actions and communication processes and is able to design its workflows effectively and efficiently.

Study Trip to Stockholm (Sweden)
During the project planning phase, the authors searched for interprofessional education (IPE) and interprofessional practice (IPP) programmes in health care, both nationally and internationally. In Stockholm, we found a project that we thought could serve as an example for the SiHaKo project. Active networking between the education departments in Munich and Stockholm began in 2014. As a result, a speaker from Stockholm was invited to Munich to give a presentation on IPE at the 19th Munich Intensive Care Day in March 2015. Our study trip to Stockholm took place in October 2016. We planned the trip in cooperation with one supervisor of the IPE Södersjukhuset Utbildningscenter and one supervisor of the IPEICU at Karolinska University Hospital Stockholm. A representative of the Robert Bosch Foundation joined us on our study trip. We visited six different IPE locations in and around Stockholm, which are connected to each other through the Södersjukhuset Utbildningscenter.

Days 1 to 3. We began our tour at the Education Centre of the Stockholm South General Hospital (Södersjukhuset). Here, we were introduced to the Utbildningscenter, receiving information about the history and concept of IPE and IPP in Sweden and the larger Stockholm area.  

During our stay in Stockholm, we were able to observe the employment of the SBAR communication tool with different training teams on different interprofessional training wards. We were given the information that all health care professionals involved in the IPE training (students/supervisors/facilitators) were taught the SBAR concept. According to the IPE learning objectives of the Karolinska Institutet and depending on the level of (interprofessional) education (undergraduate/postgraduate courses), we noted differences in supervising styles: If undergraduate students required professional assistance, supervisors tended to be pro-active, while for students in the postgraduate education programme supervisors were waiting patiently in the background until the students asked for their assistance. On the interprofessional training ward, supervisors (doctors/nurses with pedagogical training) and interprofessional students form a team within each shift’s health care team, meeting for reflection at midday. Clinical assessments of patients take place at the patient’s bedside. The student teams perform the clinical assessment and discuss their findings among themselves before they present them and the therapy goal to the supervisors in the so-called “protected classroom”. After each shift a reflection unit takes place, using, for example, Gibbs’ Model of reflection. This cyclic generic framework is a general approach to reflection and novices may find it too vague requiring further guidance (Thompson & Pascal 2012).

Day 4: To find out how IPE works in an intensive care unit, we visited the Utbildnings Unit ICU at Karolinska Huddinge (IPEICU) because of its similarities to our own project. This IPEICU is open 18 weeks per year for one to two IPE teams per week. We were able to join the IPE teams for one shift on 6 October 2016. Each team is responsible for the care of one patient and coordinates its work with other health care professions. An important part of the IPE training is the joint clinical assessment of the patient followed by the IPE team’s reflection on the therapy plan. The IPE training team consists of students (nurses and residents in ICU training), supervisors (specialist nurses/doctors ICU with pedagogical training) and head supervisors (specialist nurses) facilitating the interprofessional activities and encouraging the participants to remain faithful to the IPE learning concept (Conte et al. 2015).

At the beginning of the shift, we observed the clinical assessment of the patient at the bedside by the IPE student team. The supervisors were quietly standing in the background, observing the students and taking notes. Later, the entire IPE training team retired to the seminar room where the students presented their observations and findings on the patient in accordance with the SBAR concept to reflect collaboratively on the therapy plan. The supervisors used a hermeneutic approach and did not respond directly to the students’ questions, but asked further specific questions that prompted the students to reflect on and, if necessary, rethink their decisions (V= Vorverständnis, or prior understanding, T= text or context understanding; V¹= enlarged understanding, T¹= enlarged context understanding, etc.).

This approach gave the students the space and time to think about and discuss the therapy plan, giving them a feeling of ownership. The learners had enough time to present and re-evaluate their own professional perspectives. In the seminar room, students found a stress-free and safe atmosphere where they could learn from each other in order to arrive at a collaborative therapy decision.  Conte et al. (2015) found that students in the IPE programme in Stockholm indicated that being provided this space and time was a major motivating factor for them. If health care students, from the beginning, are (made) aware of their own professional roles and the roles and perspectives of other health care groups, they may find it much easier to contribute to and focus on collaboration between health care professionals. However, interprofessional communication and collaboration in health care does not happen on its own, it should be offered early and practiced as a lifelong process. The need for life-long learning in IPE is also shown by the WHO (2010).

Discussion
We were able to experience and observe IPE in several training centres in the Stockholm area. In all centres, we met highly committed and enthusiastic Swedish colleagues who welcomed us warmly and work hard to promote an interprofessional spirit in health care. It takes people like them to bring the idea of IPE to (practice) life. Without their hard work and the government’s decision to include IPE in the curricula, the journey would not have been this successful. However, it has taken the Swedish health care system more than twenty years to come this far.
While we can learn a lot from the Swedish model, it will be necessary to adapt it to the German context. Our project is one of a few IPE projects in Germany. The health care system is undergoing constant reforms, and many projects have never gone beyond pilot project level. The Swedish IPE model, however, gives us hope that our vision will become a reality. How to design healthcare education as to meet the needs of the future remains a crucial question. Whether IPE and teamwork are one answer to this question will have to be the subject of further studies.

Acknowledgments
Special thanks to Rene Ballnus, Helen Conte, Sara Fouraux, Anna Magdsjö, Erika Thorwaldsdotter, Linda Arundson, Eva Barkestad, Anders Nilsson and other Swedish colleagues for their warm welcomes and insights into their professional worlds.


References
Bartholomeyczik, S. (2007): Kurze Verweildauer im Krankenhaus – die Rolle der Pflegenden. Pflege & Gesellschaft2:135–149.
Boev, C. Yinglin, X. (2015): Nurse-Physician Collaboration and Hospital Acquired Infections in Critical Care. Critical Care Nurse; 35:66-72.
Conte, H., Jirwe, M., Scheja, M. Helmqvist, H. (2015): Get it together: Issues that facilitate collaboration in teams of learners in intensive care. Medical Teacher38:491-497.
DeJong, A. (2012). Veränderungen zum Alltag werden lassen – Stabilisierung von Erneuerungen; Universität Witten/Herdecke, Department für Pflegewissenschaft. Available at: http://www.g-plus.org/sites/default/files/deJong_Praesentation_Symposium.pdf
Kuhlmey, A. (2011): Die Idee des Memorandums – Kooperation der Gesundheitsberufe – Einleitung, in: Memorandum Kooperation der Gesundheitsberufe – Qualität und Sicherstellung der zukünftigen Gesundheitsversorgung, Robert Bosch Stiftung. Available at: http://www.bosch-stiftung.de/content/language1/downloads/Memorandum_Kooperation_der_Gesundheitsberufe.pdf
Lecher S., Klapper B., Schaeffer D. Koch U. (2002): Endbericht zum Modellprojekt Interprofessionelle Kommunikation im Krankenhaus. Available at:http://bundesaerztekammer.de/downloads/EndberichtInterKiK.pdf
Okuyama, A., Martowirono, K. & Bijnen, B. (2011). Assessing the patient safety competencies of healthcare professionals: a systematic review. BMJ Quality & Safety; doi:10.1136/bmjqs-2011-000148.
Reeves, S., Tassone, M., Parker, K., Wagner, SJ., Simmons, B.(2012): Interprofessional education: An overview of key developments in the past three decades. Work; 41:233–245.
Renz, P., Luntz, J., Mollenhauer, ADoll, N. (2014):Teamkompetenztraining am Universitätsklinikum Tübingen – Eine neue Form der Personalentwicklung, in R. Tewes and A. Stockinger (eds.), Personalentwicklung in Pflege- und Gesundheitseinrichtungen. Berlin and Heidelberg: Springer-Verlag.
Sachverständigenrat für Gesundheit (2007): Begutachtung der Entwicklung im Gesundheitswesen: Kooperation und Verantwortung: Voraussetzungen einer zielorientierten Gesundheitsversorgung, Kurzfassung. Available at:http://www.svr-gesundheit.de/fileadmin/user_ upload/Gutachten /2007/ Kurzfassung_2007.pdf
Sieger, M., Ertl-Schmuck, R. Bögemann-Großheim, E. (2010): Interprofessionelles Lernen als Voraussetzung für interprofessionelles Handeln – am Beispiel eines interprofessionell angelegten Bildungs- und Entwicklungsprojektes für Gesundheitsberufe. Pflege & Gesellschaft; 15:197-216.
Thompson, N. & Pascal, J. (2012): Reflective Practice: International and Multidisciplinary Perspectives - Developing critically reflective practice, Reflective Practice13:311–325.
World Health Organization (WHO) (2010): Framework for Action on Interprofessional Education & Collaborative Practice. Available at: http://www.who.int/hrh/nursing_midwifery/en/

Friday, February 10, 2017

Book Review: Interprofessional Teamwork in Health and Social Care: Key Tensions and Future Possibilities.


Interprofessional Teamwork in Health and Social Care: Key Tensions and Future Possibilities. In, The Power of Distributed Perspectives (2016)
Günter Abel & Martina Plümacher (Editors)Walter De Gruyter Inc, 2016, 364 pages, hardcover, $140 USD, ISBN-10: 3110482649 ISBN-13: 978-3110482645

This recent volume, edited by Günter Abel and Martina Plümacher, compiles sixteen articles (four of which are written in German) that explore the dynamics of change within institutions. Topics largely centre on the interplay between individual and institutional perspectives, challenges with communication and cooperation between people and institutions, and creative solutions for targeting such challenges. The volume is organized into five sections: structures, interplays, organization, dynamics, and conflicts.
   A chapter of interest to readers, written by Scott Reeves and Ruth Harris, is placed within the organization section. Here, the authors present a review of the literature on teamwork between various health and social professions and link these empirical findings to theory. Noting the global rise in interdisciplinary approaches to patient care, the authors attempt to clarify the complex dynamics of interprofessional teamwork and offer suggestions for practice. As they account for both social and contextual dynamics, as well as build upon previous theories with their own contributions, this chapter serves its purpose well.
   Beginning with an explanation of foundational principles underlying the interprofessional teamwork literature, Reeves and Harris highlight the key aims of the research. These include the importance of diverse skills and knowledge, sharing information to promote organized care, continuity of care, communication, collaborative resource planning, and effective coordination of service provision. The authors summarize the literature’s suggestions for achieving these aims and then link them to relevant theories, including those devised by the authors themselves as well as by other contributors.
   Next, the authors discuss recent developments in the practice and study of interprofessional teamwork. They thematically organize this section in terms of quality and safety, patient centred care, chronic care, rising costs, education and training, and media coverage. They follow this discussion by noting the challenges to this approach, touching on issues at both the patient and systems level. After offering potential solutions to meet those challenges, the authors culminate their review with an empirical case example that draws from previous studies. In doing so, they help the reader to translate findings and theory into practical application.
   This chapter is comprehensive yet succinct. Cited sources are both older and newer, ensuring a balanced review of seminal ideas with recent developments, and the inclusion grey literature adds to the array of information. At the same time, the authors do not overwhelm the reader with too much information, and the chapter’s breadth and depth is appropriate for an edited collection. In the end, Reeves and Harris provide an organized review of original research, describe these findings within a theoretical framework, and then apply their discussion to a “real-world” context. The reader is left with a clear summary of the key issues, dynamics, and developments of interprofessional teamwork. Those working in this type of setting, whether in research, management, or on the frontline, will find this chapter to be a useful resource and guide to further exploration.
   Overall, an interesting collection of chapters which provide a rich exploration of communication, cooperation and change issues from the perspectives of both individuals and institutions.
  Reviewed by
  Rosita Sabzevari

Wednesday, January 18, 2017

Announcement: Journal of Interprofessional Care Baldwin Award Winner

Journal of Interprofessional Care Baldwin Award Winner


Introduction
The Baldwin Award is in recognition of DeWitt ‘Bud’ Baldwin Jr.’s lifelong and distinguished contribution to interprofessional care. It was first awarded in 2009 for the best article of the 2008 volume of the Journal of Interprofessional Care. Each year since, a panel of judges recruited from the Journal’s editorial board assesses all the original articles published in a single volume and decides upon the winner based upon five key criteria for quality. Below, we detail the process and outcome of the most recent winner of the Baldwin Award - Volume 29.


The adjudication process
The judging panel consisted of three Journal editorial board members: Joanne Goldman (associate editor), John Toner (advisory panel member) and Scott Reeves (editor-in-chief). In judging the quality of work published in the Journal we used established criteria to select the winners. Each article was judged on the following:


-How it adds significantly to the evidence base informing interprofessional education/practice worldwide
-Its potential to have a significant impact on theory informing interprofessional education/practice
-Its potential to have a significant impact on research design in interprofessional education/practice
-Its clarity and cogency (i.e. written well, clearly argued)
-How it shows innovation in the field of interprofessional education/practice.


Only articles (not commentaries, IPEP guides, short reports, editorials) were considered for the Baldwin Award. Articles authored or co-authored by any of the judges were removed from consideration. Articles are scored on a scale from 1 to 10 on each criterion listed above. The six Journal issues that made up Volume 29 were divided equally among the judges so we each individually assess around 20 articles. However, one of us (SR) read all the articles to get an overall sense of quality and ensure parity across scores. Results from the initial assessment were collated and shared between the judges. We took the top two articles from each judge to the next round where we re-assessed each. Following discussion of these papers we arrived at our results.


The Baldwin Award winner
We came to a unanimous decision that the winners of this year Baldwin Award are the authors of the following series of papers:


Sarah Sims, Gillian Hewitt & Ruth Harris, “Evidence of collaboration, pooling of resources, learning and role blurring in interprofessional healthcare teams: a realist synthesis” http://www.tandfonline.com/doi/full/10.3109/13561820.2014.939745


Gillian Hewitt, Sarah Sims & Ruth Harris, “Evidence of communication, influence and behavioural norms in interprofessional teams: a realist synthesis” http://www.tandfonline.com/doi/full/10.3109/13561820.2014.941458


Sarah Sims, Gillian Hewitt & Ruth Harris, “Evidence of a shared purpose, critical reflection, innovation and leadership in interprofessional healthcare teams: a realist synthesis” http://www.tandfonline.com/doi/full/10.3109/13561820.2014.941459


While this decision is unusual, as we have only ever presented this award to the authors of a single paper, the judges felt that the articles, considered together, provide key insights for the interprofessional field. The series actually spans four papers (the first was published in volume 28)
that collectively report findings from the first realist synthesis of interprofessional teamwork. The series collectively provides important conceptual, empirical and theoretical insights into key contextual factors, mechanisms and outcomes related to the functioning of interprofessional teams.


Runners Up
We want to also congratulate the two runner up papers which the judging panel felt were very strong contributions to the Journal:


Sirpa Saario, Kirsi Juhila & Suvi Raitakari, “Boundary work in inter-agency and interprofessional client transitions” http://www.tandfonline.com/doi/full/10.3109/13561820.2015.1040490


This paper offers a thoughtful analysis of boundary work in inter-agency working using the social science theories of Thomas Gieryn and Andrew Abbott.


Daniel G. Dominguez, David S. Fike, Eric J. MacLaughlin & Joseph A. Zorek, “A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice” http://www.tandfonline.com/doi/full/10.3109/13561820.2014.947360


This paper which systematically compares the use of two interprofessional scales (Attitudes Toward Health Care Teams, Student Perceptions of Interprofessional Clinical Education) offers a useful contribution to the statistical literature.


Honourable Mentions
In addition, it was agreed that honourable mentions should go to the following two papers:


Krist Thomson, Sue Outram, Conor Gilligan & Tracy Levett-Jones, “Interprofessional experiences of recent healthcare graduates: A social psychology perspective on the barriers to effective communication, teamwork, and patient-centred care” http://www.tandfonline.com/doi/full/10.3109/13561820.2015.1040873


This paper offers a useful empirical insight of professional identity development using the lenses of social identity and realistic conflict theories.


Simon Kitto, Stuart Duncan Marshall, Sarah E. McMillan, Bill Shearer, Michael Buist, Rachel Grant, Monica Finnigan & Stuart Wilson, “Rapid response systems and collective (in)competence: An exploratory analysis of intraprofessional and interprofessional activation factors” http://www.tandfonline.com/doi/full/10.3109/13561820.2014.984021


This paper provides a helpful analysis of rapid response systems using sociological theory, including socio-cultural approach developed Charles Bosk and medical dominance theory developed by Elliot Freidson.


Congratulations to all the authors whose papers have contributed to improving the scholarship of the interprofessional field. These represent the seven best papers of over 70 published in volume 29 of the Journal of Interprofessional Care.


Brief reflections
While it was agreed amongst the judges that the standard and quality of articles published in the Journal continues to improve, it was noted that there were a few areas which authors should pay attention to in constructing and presenting their interprofessional work:


-As we noted last year, there was relatively limited engagement with theory in the papers we considered this year. Once again, it was agreed that work could be improved if authors engaged more with the theoretical literature to develop their study and/or employ theories to explore/explain the nature of their empirical data.


-Again, while qualitative papers were generally better with using theory, a number of these papers could have been improved by paying more attention to quality issues (e.g. reflexivity, member checking, use of iteration) to provide a more informed understanding of the trustworthiness/credibility of their work.


- In addition to the standard phrase about securing formal ethical approval, it would be useful for authors to provide further information related to how issues of consent, confidentiality and anonymity were dealt with in their work.


Our involvement in the Baldwin Award was again an insightful process. We would like to congratulate the winning authors, runners-up and authors with honourable mentions on their excellent articles. We would also like to acknowledge all authors who publish their work in the Journal of Interprofessional Care for continuing to make the Journal such a vibrant and important medium of exchange and innovation in our field.


Scott Reeves, Joanne Goldman & John Toner
Baldwin Award Judges, Journal of Interprofessional Care

Tuesday, January 10, 2017

Book Review: Assessing Competence in Professional Performance across Disciplines and Professions

Book Review: Assessing Competence in Professional Performance across Disciplines and Professions With a foreword by Lee S. Shulman

Innovation and Change in Professional Education (13th Edition)
Paul F. Wimmers & Marcia Mentkowski. Switzerland: Springer, 2016
488 pages
ISBN 978-3-319-30062-7


This 13th volume, Assessing Competence in Professional Performance across Disciplines and Professions is part of a series dedicated to introducing innovation and discussing issues in professional programs. Each book focuses on a different theme with the assessment of competence in professional education is the focus of this edition.

The book opens with a foreword by Lee S. Shulman then presents twenty-one chapters by various authors. The content of each chapter is similarly organized with headings and subheadings. Each chapter begins with an Abstract, followed by a box titled Takeaway which highlights the main ideas of the chapter. The chapter concludes with References preceded by a box titled Issues/Questions for Reflection which contains thought-provoking considerations. The first and last chapters are introductory and concluding chapters by the editors. The chapters’ in-between each focus on a subject in more depth. Some chapters are literature reviews while others present case studies and empirical research, such as questionnaires.

The grouping of similar themed chapters provides structure. The first three chapters introduce performance assessment. Chapters four through eleven present issues supported by research on a particular discipline. Chapter eight is the exception, which discusses the capability of undergraduate students’ across disciplines to transfer learned knowledge and skills across courses and time. Chapter four and six discusses the reliability, validity, and authenticity of assessments to real world applicability in medical programs. Chapter five focuses on the importance of professional competence-based assessment in engineering programs. Chapter seven focuses on the inclusion of performance assessment in law programs. Chapter nine addresses the importance of feedback and consistence rubrics in nursing programs. Chapter ten and eleven focus on the assessment of critical thinking in health care professionals. Chapters twelve through fifteen address issues in teamwork from effective assessment to the psychometrics to a literature review and research into what comprises a collaboration in healthcare professionals. Chapter sixteen and seventeen focuses on skill development of faculty, for example basic concepts of student assessment and leadership training and assessment. Chapter eighteen through twenty present various issues. Chapter eighteen discusses whether programs in the medical field should offer training in being humane. Chapter nineteen compares and contrasts assessment in time-based programs verses competency-based programs.

Chapter twenty deliberates the development and implementation of the Uniform Bar Examination. In the last chapter, Paul Wimmers and Marcia Mentkowski tie together the main themes to discuss the assessment required to prepare graduates of professional programs successfully enter the work force.
This book is of interest to the faculty of undergraduate and graduate professional programs across many disciplines. In particular, chapter recommendations that highlight additions and changes in the curriculum may be of importance to faculty and education coordinators. In addition, case studies and results of research focus on medical, law, engineering, and nursing programs. Faculty of these programs may find the topics discussed most relevant and applicable, although the concepts discussed may generalize to multiple disciplines.

Review by: Anureet Gill, Graduate Student, Concordia University of Edmonton

Wednesday, December 14, 2016

Summary: Crucial Conversations: An interprofessional learning opportunity for senior healthcare students

Crucial Conversations: An interprofessional learning opportunity for senior healthcare students


             Clinical errors due to human mistakes are estimated to result in 400,000 preventable deaths per year. Strategies to improve patient safety often rely on healthcare workers’ ability to speak up with concerns. This becomes difficult during critical decision-making as a result of conflicting opinions and power differentials, themes underrepresented in many interprofessional initiatives.
These elements are prominent in the Crucial Conversations training course, which is offered as an interprofessional initiative at the University of Manitoba.

             Delisle, Grymonpre, Whitley, & Wirtzfeld (2016) sought to evaluate this initiative as an interprofessional learning (IPL) opportunity for pre-licensure senior healthcare students, as a way to foster interprofessional collaboration, and as a method of empowering students to vocalise their concerns. The attributes of this IPL opportunity were evaluated using the Points for Interprofessional Education Score (PIPES). The University of the West of England Interprofessional Questionnaire was administered before and after the course to assess changes in attitudes towards IPL, relationships, interactions, and teamwork.

             Crucial Conversations strongly attained the principles of interprofessional education on the PIPES instrument. A total of 38 volunteers completed the 16 hours of training: 15 (39%) medical rehabilitation, 10 (26%) medicine, 7 (18%) pharmacy, 5 (13%) nursing, and 1 (2%) dentistry. Baseline attitude scores were positive for three of the four subscales, all of which improved post-intervention. Interprofessional interactions remained negative possibly due to the lack of IPL opportunities along the learning continuum, the hidden curriculum, as well as the stereotyping and hierarchical structures in today’s healthcare environment preventing students from maximising the techniques learned by use of this interprofessional initiative.

KEYWORDS: Communication, interprofessional education, pre-qualifying/pre-licensure, quantitative method


For more: http://www.tandfonline.com/doi/full/10.1080/13561820.2016.1215971