Article Figures & Data
Tables
OBJECTIVES COMPETENCIES Use interprofessional collaboration to solve primary health care problems while respecting the patient as an essential partner -
Describe the philosophy of interprofessional collaboration and explain how it can be used to solve problems requiring a comprehensive approach, specifically for patients who are vulnerable or who present with complex problems
-
Explain the role, fields of intervention, and expertise of health care professionals and social workers active in the clinical setting
-
Become familiar with the resources available in the community
-
Assess the merits of interprofessional collaboration in the patient’s best interest
-
Make good use of referral and consultation procedures while ensuring that the patient agrees with the intervention goals and resources selected
-
Share decisions in the problem-solving process
Develop the skills required for effective interprofessional collaboration -
Be open to collaborative work
-
Clearly transmit relevant information (concise summary of key facts, visual contact with others, etc)
-
Communicate clearly, effectively, and respectfully
-
Actively participate in collaborative work in a cooperative manner by respecting different points of view and truly listening to what people have to say
-
Write in a concise, structured, and readable manner using the right terminology
-
Take into account differences in disciplinary jargon when sharing information in order to foster mutual understanding
-
Know how to use communication tools to solve problems and manage conflict
Assume one’s ethical, moral, and legal professional responsibilities by involving the patient when working in a collaborative context -
Assume one’s responsibilities based on one’s professional role and work in a team with other resources and partners
-
Coordinate professional interventions associated with one’s professional role, taking into account the team and the patient
-
Determine how professional liability influences the interprofessional collaborative approach ethically, morally, and legally
-
SESSION PHASE 1: PROFESSIONALS PHASE 3: STUDENTS 1 -
Introduction
-
General concepts
-
Communication
-
Interprofessional collaboration: from theory to practice
2 -
The role of team members
-
Teamwork
-
The role of professionals
3 -
Problem solving and conflict management
-
A guide to interprofessional collaboration
-
Teamwork
4 -
A plan for continuous improvement
-
Interprofessional collaboration on a day-to-day basis
-
- Table 3
Participating professionals (N = 42) and students (N = 71) per discipline who completed the evaluation questionnaire
RESPONDENTS NURSING MEDICINE SOCIAL WORK NUTRITION OCCUPATIONAL THERAPY PSYCHOLOGY OTHER TOTAL* Professionals, n 10 15 6 1 1 1 1 35 Students, n 8 44 7 0 0 0 0 59 -
↵* The evaluation took place during the final training activity. Those who were absent owing to vacation or to required clinic or teaching duties did not complete the evaluation. Analysis indicated no reason to expect a nonresponse bias, as there was no relationship between the training activity date and the assignment of vacation and required duties.
-
- Table 4
Perception of knowledge and skills acquisition before-and-after testing: Scores are presented as the average rating on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree).
KNOWLEDGE AND SKILLS ACQUIRED OR DEVELOPED PROFESSIONALS* (N = 35) STUDENTS* (N = 59) BEFORE AFTER BEFORE AFTER Know the concepts of interprofessional collaboration applied to practice in primary health care and services 2.77 3.91† 2.88 4.12† Know the role and expertise of other professionals 3.42 4.14† 3.46 4.12† Recognize and respect the contribution of other professionals and the obstacles they face in accomplishing their tasks 3.89 4.40† 4.37 4.46 Master the skills required for effective patient-centred, interprofessional collaboration 3.20 3.86† 3.54 4.04† Share information and decisions with other professionals on referrals or joint follow-up needs 3.79 4.37† 3.88 4.42† Be equipped to participate in interprofessional collaboration when providing primary health care and services 2.80 4.09† 3.02 4.00† Identify clinical situations in which interprofessional collaboration is in the patient’s best interest 3.60 4.14† 3.54 4.29† Recognize the sources of problems or conflicts that could impede care and service delivery 3.17 3.89† 3.23 4.17† Assume one’s professional responsibilities in the context of interprofessional collaboration 3.97 4.40† 3.88 4.37† Be equipped to consider the patient as an essential partner 3.54 4.06† 4.02 4.43† Take into account the views of other professionals in the context of interprofessional collaboration 3.94 4.46† 4.29 4.56† Overall average 3.46 4.15† 3.65 4.27† - Table 5
Changes in attitude toward interprofessional collaborative practice: Attitudes were significantly more positive (P < .001) after training (Wilcoxon nonparametric test).
ATTITUDE BEFOR→ AFTER THE TRAINING PROFESSIONALS* (N = 38), N (%) STUDENTS* (N = 57), N (%) Very positive → very positive 3 (7.9) 11 (19.3) Very positive → positive 0 1 (1.75) Positive → very positive 19 (50.0) 13 (22.8) Positive → positive 7 (18.4) 21 (36.9) Neutral → very positive 3 (7.9) 2 (3.51) Neutral → positive 6 (15.8) 8 (14.0) Neutral →neutral 0 1 (1.75) -
↵* Crude data are presented because the differences with respect to sex and profession of the participants were not statistically significant.
-
