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      Why we need interprofessional education to improve the delivery of safe and effective care Translated title: Porque precisamos da educação interprofissional para um cuidado efetivo e seguro Translated title: Porqué necesitamos la educación interprofesional para mejorar la prestación de una atención segura y eficaz

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          Abstract

          Interprofessional education (IPE) is an activity that involves two or more professions who learn interactively together to improve collaboration and the quality of care. Research has continually revealed that health and social care professionals encounter a range of problems with interprofessional coordination and collaboration which impact on the quality and safety of care. This empirical work resulted in policymakers across health care education and practice to invest in IPE to help resolve this collaborative failures. It is anticipated that IPE will provide health and social care professionals with the abilities required to work together effectively in providing safe high quality care to patients. Through a discussion of a range of key professional, educational and organization issues related to IPE, this paper argues that this form of education is an important strategy to improve the delivery of safe and effective care

          Translated abstract

          A educação interprofissional (EIP) é uma atividade que envolve dois ou mais profissionais que aprendem juntos de modo interativo para melhorar a colaboração e qualidade da atenção à saúde. Pesquisas vêm revelando continuamente que profissionais de saúde e serviço social enfrentam uma série de problemas na coordenação e colaboração interprofissional que impactam na qualidade e segurança da atenção. Estes estudos empíricos levaram formuladores de políticas de atenção e educação na saúde a investir em EIP para ajudar a enfrentar tais dificuldades colaborativas. Espera-se que a EIP possibilite a profissionais de saúde e serviço social as habilidades necessárias para trabalhar efetivamente juntos para garantir uma atenção de alta qualidade e com segurança para os pacientes. Ao discutir uma série de problemas profissionais, educacionais e organizacionais relacionados à EIP, o presente trabalho defende que esta forma de educação é uma estratégia importante para garantir uma atenção à saúde segura e eficaz.

          Translated abstract

          La educación interprofesional (IPE) es una actividad que implica dos o más profesiones que aprenden de manera interactiva, en conjunto, para mejorar la colaboración y la calidad del cuidado. La investigación ha revelado continuamente que los profesionales de salud y cuidado social encontran una gama de problemas con coordinación interprofesional y colaboración que afectan a la calidad y seguridad de la atención. Este trabajo empírico a resultado en políticas a través de la educación e y la prácica en salud para investir en IPE e ayudar a resolver estes fracasos de colaboración. IPE proporcionará profesionales de salud y atención social con las habilidades para trabajar juntos de manera efectiva para proporcionar atención segura de alta calidad a los pacientes. A través de una discusión de una gama de cuestiones profesionales, educativas y de organización relacionadas con IPE, este documento sostiene que este tipo de educación es una importante estrategia para mejorar la prestación de una atención segura y eficaz.

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          Most cited references39

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          Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey.

          Interprofessional education (IPE) introduced at the beginning of pre-registration training for healthcare professionals attempts to prevent the formation of negative interprofessional attitudes which may hamper future interprofessional collaboration. However, the potential for IPE depends, to some extent, on the readiness of healthcare students to learn together. To measure changes in readiness for interprofessional learning, professional identification, and amount of contact between students of different professional groups; and to examine the influence of professional group, student characteristics and an IPE course on these scores over time. Annual longitudinal panel questionnaire survey at four time-points of pre-registration students (n=1683) drawn from eight healthcare groups from three higher education institutions (HEIs) in the UK. The strength of professional identity in all professional groups was high on entry to university but it declined significantly over time for some disciplines. Similarly students' readiness for interprofessional learning was high at entry but declined significantly over time for all groups, with the exception of nursing students. A small but significant positive relationship between professional identity and readiness for interprofessional learning was maintained over time. There was very minimal contact between students from different disciplines during their professional education programme. Students who reported gaining the least from an IPE course suffered the most dramatic drop in their readiness for interprofessional learning in the following and subsequent years; however, these students also had the lowest expectations of an IPE course on entry to their programme of study. The findings provide support for introducing IPE at the start of the healthcare students' professional education to capitalise on students' readiness for interprofessional learning and professional identities, which appear to be well formed from the start. However, this study suggests that students who enter with negative attitudes towards interprofessional learning may gain the least from IPE courses and that an unrewarding experience of such courses may further reinforce their negative attitudes.
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            Difficulties in collaboration: a critical incident study of interprofessional healthcare teamwork.

            The challenge for members of interprofessional teams is to manage the team processes that occur in all teamwork while simultaneously managing their individual professional identities. The aim of this study was to identify and describe difficulties perceived by health professionals in interprofessional teamwork. Utterances on verbal actions and resolutions were also explored to enable a discussion of the implications for interprofessional learning. Individual interviews using a Critical Incident Technique were performed with 18 Swedish professionals working in healthcare teams, and examined with qualitative content analysis. The main findings show difficulties related to the team dynamic that arose when team members acted towards one another as representatives of their professions, difficulties that occurred when the members' various knowledge contributions interacted in the team, and difficulties related to the influence of the surrounding organization. The perceived consequences of the difficulties, beyond individual consequences, were restrictions on the use of collaborative resources to arrive at a holistic view of the patient's problem, and barriers to providing patient care and service in the desired manner. This paper also discusses how experiences of managing difficulties entailed various forms of interprofessional learning situations.
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              Core competencies for interprofessional collaborative practice: Report of an expert panel

              (2011)
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                Author and article information

                Contributors
                Role: ND
                Journal
                icse
                Interface - Comunicação, Saúde, Educação
                Interface (Botucatu)
                UNESP (Botucatu )
                1807-5762
                March 2016
                : 20
                : 56
                : 185-197
                Affiliations
                [1 ] University of London United Kingdom
                Article
                S1414-32832016000100185
                10.1590/1807-57622014.0092
                c3f34048-0322-4418-9f2f-b073a070ef8f

                http://creativecommons.org/licenses/by/4.0/

                History
                Product

                SciELO Brazil

                Self URI (journal page): http://www.scielosp.org/scielo.php?script=sci_serial&pid=1414-3283&lng=en
                Categories
                Education & Educational Research
                Public, Environmental & Occupational Health

                Educational research & Statistics,Public health
                Teamwork,Patient safety,Educação interprofissional,Aprendizado colaborativo,Interprofessional education,Collaborative learning,Interprofessional collaboration,Colaboração interprofissional,Trabalho em equipe,Segurança do paciente,Educación interprofesional,Aprendizaje colaborativo,Colaboración interprofesional,Trabajo en equipo,Seguridad del paciente

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