Comparison of Interprofessional Collaboration, Work Burden, Workplace Satisfaction, and Relationship with Neighboring Facilities between Clinic/Small Hospital Staff and those at Regional Core Hospitals / 日本プライマリ・ケア連合学会誌

Introduction: This study compared perceptions of interprofessional collaboration and recognition of work between clinic/small hospital staff and those at regional core hospitals.Methods: An anonymous, self-administered questionnaire was administered to the staff at 4 clinics/small hospital and those at 3 regional core hospitals responsible for regional medical care. The following items were compared between the 2 groups: Assessment of Interprofessional Team Collaboration (AITCS) Japanese version, Readiness for Interprofessional Learning Scale (RIPLS) Japanese version, workplace satisfaction, and relationship with neighboring facilities.Results: The subjects were 74 staff members at clinics and small hospital and 576 staff members at regional core hospitals; their average ages were 41.9 years and 40.6 years, respectively. Compared to staff at regional core hospitals, those at the clinics and small hospitals had significantly higher AITCS scores, RIPLS scores, and workplace satisfaction, and they also considered their institutions to have better relationship with neighboring facilities.Conclusion: The staff of clinics and small hospital were more aware of interprofessional collaboration than hospital staff, and were more satisfied with their workplaces. Understanding the underlying organizational differences may facilitate vertical integration in community-based integrated care systems.

Interprofessional learning in nursing – a review

Interprofessional learning (IPL) promotes collaboration among healthcare professionals in providing quality healthcare. For the IPL to have a positive influence on inter-professional collaboration, opportunities must be made available for the healthcare students to learn together. Attitudinal factors have been identified as the major factor hindering the implementation of IPL. In Malaysia, little is known about attitudes of healthcare students towards IPL. Students from different health disciplines often have poor conception of each other’s roles as a member of the healthcare team. IPL increases this knowledge and gives students an understanding of the interpersonal skills needed for liaison and communication. Students from different disciplines who learn together develop interpersonal and teamwork skills, and gain knowledge of how other professionals work. IPL has been shown to create teams that work together better and improve patient experience. In general, IPL aims to improve patient safety, enhance patient satisfaction, and increase levels of innovation in patient care, and increase staff motivation, well-being and retention. There has been increasing emphasis on the important role that interprofessional education (IPE) must play in educating and developing present and future healthcare professionals. This review aims to examine how learning outcomes are articulated in the field of IPE and includes the benefits, importance, ethical concepts and application of IPL in nursing.

The attitudes towards interprofessional learning between nursing students and medical students / 中国实用护理杂志

Objective To investigate and analyze the attitudes towards interprofessional learning among nursing students and medical students,and thereby provide basis for interprofessional education (IPE).Methods Readiness of Interprofessional Learning Scales (RIPLS) were used to investigate 107 nursing students in the third grade and 80 medical students in the fourth grade.A comparison analysis of interprofessional learning was carried out among nursing students and medical students.Results Nursing and medical students' mean scores of RIPLS were (4.48±0.42) and (4.27±0.36),respectively.Nursing students' scores of RIPLS and professional identity were significantly higher than those of medical students.Conclusions Nursing students in the third grade and medical students in the fourth grade both have a positive attitude towards interprofessional learning,so IPE is expected to carry out at these stages to achieve good teaching effect.Meanwhile,for the medical students,it may be appropriate to increase the proportion of humanities and social science courses,increase opportunities to participate in clinical practice,in order to facilitate the improvement and development of their professional identity and interdisciplinary learning attitude,and better implementation of IPE.