Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Author/location
Almås & Barr
Norway
Year
2008
Journal
UK
Participants
Norway: common
care curricula for
undergraduate
health and social
care students
Outcomes/objectives/goals
Increase collaborative skills
Gain an understanding of the characteristics of other health
workers’ roles
Consider the user’s perspective as a professional ideal
Comments
Amundson et al
USA
2008
JIC
Medical, clinical lab
sci, PT, OT,
nutrition, social
work, psychology,
radiology tech
students
To gain an understanding and appreciation of what each
discipline brings to solving health care issues for their
patients and how their professions would interact
Learning through student
internships on American Indian
reservations
Anderson et al
UK
2006
JIC
Pre-registration
healthcare
students from 8
different
professions.
To enable learners to appreciate how teams work together
in acute hospitals to benefit patient care.
Who are teams members and what are their unique roles
Identification of opportunities and barriers to IP working and
how these might be solved
Analysis of when and why professionals become key
workers
Assess central role of patient and family in IP working
Explore implications for multi-disc working across
acute/community interface
Barriers to effective team working on ward
Anderson et al
UK
2008
JIC
Students from 10
professions
Understand and explain your professional identity
Describe the history of health and social care professionals
and their unique roles and responsibilities in the modern day
care arenas
Develop an awareness of professional perspectives
Consider the central role of patients/service users
Identify similarities and differences within and across
professions
Consider the positive aspects of team working such as self
enjoyment
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Questionnaire used for self
reporting of meeting outcomes
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Aveyard et al
UK
2005
JIC
Nursing,
occupational
therapy and
physiotherapy
teaching staff
7 core topics: those specifically interprofessional include:
professional duty of care, codes of practice and
accountability (concept of power within the health care
team, accountability within a team, whistle blowing)
Focus on ethics topics for IPE
Bailey
UK
2002
Social Work
Education
Approved social
workers and drug
workers
To develop professional collaboration as one way of improving
care for people with interrelated mental health and drugs and/or
alcohol misuse needs.
Evaluation of course through post
intervention questionnaire but did
not assess outcomes objectively.
Other more topic specific outcomes such as treatment
options and management
Bandali et al
Canada
2008
JIC
Respiratory
therapy, med lab
science, nuclear
med, radiation
therapy + other
courses
Communicate clearly and effectively between faculty, staff,
students and stakeholders
Work and collaborate effectively in teams across all
disciplines
Banks & Janke
Canada
1998
Journal of
Allied
Health
437 students from
8 professions
Use human resources effectively by developing an
awareness of the expertise, roles and values of other
professions
Develop skills and strategies for working together effectively
with colleagues in order to deal with common problems and
issues
Barber et al
USA
1997
Gerontology
& Geriatrics
9 professions –
nursing, medicine,
PT, dentistry,
social work, hosp
admin, pastoral
care, audiology,
speech pathology
UG
Select geriatric health care situations where interdisciplinary
teams are appropriate
Participate as an effective member of an i-d team
Explain the dynamics of a successful i-d geriatric team
Use community resources in planning care/services within a
i-d team
Identify learning needs for future development as a leader
and participant on team
Communicate effectively
Evaluation by questionnaire –
knowledge test – pre and post
Attitudes question,
Voluntary
Barnes et al
UK
2006
Health &
Social Care
in the
Community
Post-qualifying
program in
community mental
health
To improve understanding of, and skills in, interprofessional
working;
To increase awareness of the importance of working from a
service user's perspective
5 year evaluation (1998-2003)
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Barrett et al
UK
2003
JIC
1,000 students to
10 pre-qualifying
professional
programs
Work collaboratively and co-operatively
States that interprofessional
learning outcomes are
incorporated into programme but
does not specify more than this
Boyle & Kochinda
USA
2004
J of Nursing
Administration
Nurses and
doctors in ICU
1. Clarify and amplify leadership roles of the ICU nurse and
physician managers.
2. Improve the leadership team’s ability to exercise shared
leadership in promotion of collaborative relationships among
all nurses and physicians in the ICU.
3. Enhance or modify individual and team collaborative
communication behaviors and processes, including open,
timely, and accurate communication; enhanced team
coordination; improved interdisciplinary problem solving;
improved conflict management; and enhanced teamoriented culture.
4. Increase the team’s collaborative communication process
skills to improve the quality of patient and organizational
outcomes.
Dimensions of nurse– physician
collaborative communication,
which were leadership,
communication, coordination,
problem solving/conflict
management, and team-oriented
culture
Small numbers
External evaluation of program
Pre and post program test of
student confidence (also says
knowledge but not sure if this
really tested)
All 12 (100%) felt confident about
their role on an interdisciplinary
team.
Both Carpenter papers are same
initiative and same outcomes
Browne et al
USA
2002
Gerontologist
Geriatric social
work Masters
students and
qualified social
workers
Interdisciplinary Practice: Students will demonstrate a
working knowledge of interdisciplinary team functions and
roles and demonstrate an understanding of social workers'
roles on teams (e.g., client advocacy, facilitation of team
process).
(Lists a number of standardized learning competencies of
which this is one)
Carpenter
UK
1995
Medical
Education
Medicine & nursing
UG
To examine the similarities and differences in the attitudes
and skills of members of the other profession
To acquire a knowledge of their respective roles and duties
with respect to the topic under consideration
To explore methods of working together cooperatively and
effectively in the best interests of patients
Carpenter &
Hewstone
UK
1996
Br J Social
Work
Social work and
nursing
UG
Examine similarities and difference in attitudes and skills of
members of the other profession
Acquire a knowledge of their respective roles and duties
with respect to the topic under consideration
Explore methods of working together co-operatively and
effectively in the best interests of patients/clients
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Assessed by knowledge test and
survey
Evaluation through writing and
attitudes scale (non validated) –
met objectives
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Carr et al
UK
2003
Learning in
Health &
Social Care
Pain Steering
Group (IPSG).
Clinical nurse
specialists, clinical
psychologist,
physiotherapist &
pharmacist.
5 professions
UG
To allow participants to understand their roles and find new
ways of working together that might improve patient care
Charles et al
rural Canada
2006
JIC
Clark
USA
2006
JIC
Conceptual paper
To be able to see the world through the eyes of other health
professionals, be able to frame the patient’s problem and
the potential solutions to it in terms of understanding of
other kinds of health care providers
To understand both the cognitive and normative bases of
one’s own and other professions
Coleman et al
USA
2008
JIC
Nurse
practitioners, family
medicine residents,
social work
students
Topics including outcomes –managed care, teamwork,
overcoming turf battles, conflict management
Learners had knowledge and
attitudinal tests
Cooke et al
UK
2003
Learning in
Health and
Social Care
Medicine & nursing
UG
No specific IP outcomes given but implied:
To investigate their professional roles and determine the
boundaries between them.
Challenge misconceptions about the other profession
To ask questions and clarify their ideas about the
professions and their philosophies of care
The aim of this interprofessional
study was to enable medical and
nursing students to experience
breaking bad news as part of an
interactive programme with roles
for both ‘doctor’ and ‘nurse’.
Cooper et al
UK
2001
J Advanced
Nursing
Type of systematic
reviews
To develop an understanding of the roles of members of the
IP team, including such areas as professional boundaries,
areas of collaboration and teams and team interactions;
Share individual and profession-specific learning with each
other;
Provide and seek peer support in their learning experiences
Identifying and exploring issues of common professional
interest to their student team
Identified themes from 30 articles – those relating to
learning included:
Understanding or professional roles and professional
socialization
Alteration of stereotypical images
Teamworking
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Cooper &
Spencer-Dawe
UK
2006
JIC
Cooper et al
UK
2005
JIC
Crutcher et al
Canada
2004
Medical
Teacher
Fallsberg &
Hammar
Sweden
2000
JIC
Fallsberg & Wijma
Sweden
1999
Med
Teacher
Farrell et al
UK
2001
Freeth & Reeves
UK
2004
J of
Advanced
Nursing
JIC
Freeth & Chaput
de Saintonge
UK
2000
Medical
Teacher
st
500 students: 1
year UG: physio
medicine, OT,
nursing, social
work.
Medicine, nursing,
physio, OT
Nursing and
pharmacy students
Family medicine
residents
Medical, nursing,
OT, physio, lab
tech – UG training
ward
These 2 papers
are about the same
initiative and are
very similar
Nurses and
doctors working in
paediatric settings
Theoretical paper
but draws on
literature to define
collaborative
competencies
Medical (UG) and
nursing (junior)
Enable students from different professional groups to learn
with and from each other. Raise awareness of collaborative
practice and links to improving effectiveness of care
delivery.
Identify the benefits of an IP approach as a common
foundation for practice
Recall some of the specific roles and responsibilities of
other health and social care professionals
Appreciate the influences of stereotyping and attitudes held
about others on the effectiveness of team working and
ultimately on the quality of care offered
Reflect on the value of taking part in IP group work as a
taster for understanding the benefits of team
Outcomes mainly related to diabetes but included aspects
of shared responsibility
To provide training in teamwork, with problems involving
care, nursing & rehabilitation
To enable students to gain an insight into the skills of
different professions
To recognize the patient’s needs of care, nursing and
rehabilitation
To enable students to develop their own professional role
To appreciate their respective collaborative roles when
disclosing bad news, and consider how their roles might
impact upon the effectiveness of the therapeutic encounter.
Describing one’s own roles and responsibilities to other
professions
Recognising and respecting the roles, responsibilities and
competence of other professions
Coping with uncertainty and ambiguity
Facilitating IP case conferences and meetings
Handling conflict with other professionals
Working with others to assess, plan and provide care.
To clarify: roles and responsibilities
The degree of professional overlap
Particular contributions of different professions
Aspects of practical ward and patient management
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Pilot
RIPL used
Evaluation
Self report of meeting objectives
Examined the effect of uniprofessional versus multiprofessional small groups on
learning outcomes
Qual eval of prog – students’
thoughts on prog, no formal
assessment
‘Desired outcome of integration
not clear to all students’
Qualitative evaluation indicated
that the value of teamwork was a
learning outcome
Eval of course only
No assessment
Did include clarification of roles
and responsibilities on self report
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Freeth & Nichol
UK
1998
Nurse
Education
Today
Final year medical
students
Newly qualified
nurses
Fronek et al
Australia
2009
JIC
Doctors, nurses,
allied health, social
workers,
psychologists
Geller et al
USA
2002
Learning in
Health &
Social Care
5 UG professions
Jacobsen et al
Denmark
2009
JIC
OT, physio,
medical and
nursing students
Jones & Salmon
UK
2001
JIC
Post graduate
interprofessonal
course of study on
Social Policy.
Students included
nursing, midwifery,
social work, youth
and community
work
To practise and receive feedback on skills that were
immediately relevant (clinical skills), and to set these skills
into
the context of holistic care in a multidisciplinary
environment.
15 learning objectives in detail including (in summary):
Professional boundary issues
Ethical issues in work-based teams
Laws, codes and policies in range of professional groups
Relationships – managing boundaries and multiple
relationships
Community and rural issues
The advancement of the team concept, fostering respect
among team members, consideration of social, behavioural
and population issues and student development of casemanagement competencies
Interprofessional teamwork
Understanding and strengthening of individual professional
roles
Learn about working in an organization in which different
professions work closely together
Knowledge of social systems and social policy
influencing/impacting/limiting scope of practice of
professionals working within interprofessional service
delivery settings
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
No summative assessment of
outcomes
Questionnaire evaluation of
learning
10 year evaluation paper
Evaluation - 87.5% response to
post program survey.
Mixed methods used.
Post participation data only
Positive responses from
participants on process of
learning together about social
policy.
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Johnson et al
USA
2004
J Clin
Psych
Theoretical paper
looking at need for
IP collaboration in
psychology and
defines
competencies from
those already
developed within
combined and
integrated degrees:
(psychologists,
doctors, etc)
Family centred practice
Integrated services
Collaboration/group process
Leadership
Communication
Social policy
Kalet et al.
USA
2007
Acad Med
8 core competencies including:
interdisciplinary collaboration – roles and practice
parameter of education staff and health professionals,
Kennard
UK
2002
Med
Teacher
Kilminster et al
UK
2004
Med Ed
From point of view
of medical students
but in schoolbased health
centres, including
nursing students
and paed residents
Nursing, midwifery,
health visiting,
occupational
therapy,
radiography,
pharmacy and
teachers in healthrelated subjects
Nursing, medicine,
pharmacy – senior
students
Kyrkjebo et al
Norway
2006
JIC
Medical, nursing,
intensive nursing
UG
Ladden et al
USA
2006
JIC
5 health
professions
Post-qualification
Describes the educational initiative without explicitly
specifying the learning objectives though these are implied
as teamwork, fostering communication, co-operation and
leadership, and would also add improving patient safety
To increase learners’ competence in quality, safety and
systems improvement, to provide opportunity for them to
work together and learn about collaborative teamwork, to
improve quality and safety in hospital
The problems and practicalities of collaboration,
professional roles and the various goals of shared learning.
Qualitative evaluation, no
summative assessment
Better understand other professionals and their roles and
work effectively in multiprofessional teams; Communicate
effectively with other health care professionals, patients and
relatives,
Students asked it they felt they
st
had met outcomes – 1 2 met
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Related to safety and systems
improvement
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Lia-Hoagberg et al
USA
1997
J of School
Health
School health clinic
staff: nurse
practitioners, social
workers, school
nurses, clinic
managers,
nutritionists, health
educators, medical
assistants, and
receptionists.
Work based CPD
Mann et al
Canada
1996
McNair et al
Rural/Australia
2001
J
Continuing
Education
in Health
Sciences
Aust J Rural
Health
Mohr et al
Australia
2002 Australasian
Psychiatry
Intellectual
disability (ID) and
mental health (MH)
professionals
Morey et al
USA
2002
Health
Service
Research
Emergency dept
staff
Morison et al
UK
2003
Learning in
Health &
Social Care
Medicine and
nursing
Classroom and
clinical site
UG
Students in rural
settings – nursing
& medical
Interdisciplinary team building: assessing team
effectiveness, team development, shared mission and
goals, group norms, effective communication, and
problems-solving skills.
Evaluation by questionnaire - no
assessment
Increase understanding amongst health professionals of the
roles and contributions of various team members in
community based cardiac rehab setting
Pre and post evaluation
questionnaires included
exploration of team referral
patterns
Mutual understanding of the roles and an ability to work
across the boundaries of traditionally defined professional
roles
Understanding and recognition of difference and
commonality between professionals
Recognition that the expertise brought by each member of
the team is equally valid and important with active
promotion of equal status of members within the team
Encourage commitment to future collaboration between ID
and MH service providers
Increase knowledge of DD (dual disability)
Increase confidence in working with people with DD
Facilitate changes in work practices in professionals
providing services to people with DD.
An educational intervention for practice:
48 concrete teamwork behaviors. This behavioral
orientation focuses on the processes of teamwork, the
specific coordinating actions that caregivers must take with
one another to work as an effective team.
Each profession's own learning outcomes remained
unchanged, but additionally, students were expected to
learn about the relationship between their own and other
professional roles and responsibilities and to reflect
critically on how this knowledge would impact upon their
ability to work as members of a team
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Defines the principles from the
literature: project objectives
Evaluation not assessment
Qualitative assessment of team
behaviours
Students demonstrated their
acquisition of team working skills
and knowledge by means of a
collaborative, oral presentation
based on a clinical case studied
together on the ward
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
‘Interdisciplinary competencies’:
Many are very specific to this topic; includes:
Assume the roles and responsibilities of team leader and
team member in managing combative behaviours in
simulated situations
Morton
USA
2002
J for Nurses
in Staff
Development
Nurses & doctors
Mu et al
USA
2004
J Allied
Health
Allied health
professional
students including
OT, physio &
pharmacy
Mularski et al
USA
2001
Critical
Care
Medicine
Primary care
The competencies are very specific to the topic but others
providers,
are generic:
physicians, nurses, Definition and role of multidisciplinary team members
social workers,
mental health
providers, clerics,
pharmacists,
dieticians,
therapists
Core competencies and content
of end-of-life care for
interdisciplinary curricula
Nash & Hoy
UK
1993
Palliative
Medicine
Communication
Awareness of roles, strengths and weaknesses
Ability to conduct joint counseling
Self report evaluation by
participants was positive
Nisbet et al
Australia
2008
JIC
GP and district
nurse from same
practice attend
weekend workshop
in pairs
Medical, nursing,
allied health
students
Evaluation of course and
attitudes, analysis of written case
scenarios to show understanding
O’Mahoney et al
USA
2007
J Gen
Internal
Med
Explain roles of other health care workers
Value and respect the contribution of other health
professionals
Show positive attitudes to patient centred collaborative care
Effectively communicate and collaborate within an
interprofessional team
Team focuses on:
Quality and core measure compliance
Advancement of care
System barrier recognition and removal
Clarification of diagnoses
Coding accuracy and optimization
Drug dosing and safety
Exchange of essential clinical information
Hospital residents
(medical) on
multidisciplinary
ward rounds –
including
dieticians,
pharmacists and
others
Not stated explicitly but can be implied from text Collaboration and co-operation between health
professionals
Programme aimed to:
influence students' perceptions of interprofessional health
care service
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
In relation to patient violence
Qualitative analysis and attitude
surveys:
students' perceptions of
interprofessional practice were
improved markedly after they
participated in the training
These ward rounds have had
positive effects in terms of patient
outcomes
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Parsell & Bligh
UK
1998
Medical
Teacher
Theoretical and
practical paper
relating to RIPLS
Parsell et al
UK
1998
Medical
Education
UG: 7 health care
professions
Ponzer et al
Sweden
2004
Medical
Education
Nursing, medical,
OT, physio – UG
training ward
Pullon & Fry
New Zealand
2005
JIC
Primary health
care professionals
To enhance understanding of others’ professional roles and
responsibilities
To help the development of skills needed for effective
teamwork
To increase knowledge of particular skills and topics
Greater openness in communications
Perspective of other professionals
Increased knowledge of range of skills of others
Self-questioning of personal prejudice and stereotyped
views
Need for sensitivity towards other’s professionals and their
values
Teamwork skills needed for patient problem solving
Communications between professionals as a barrier to
working together
Which professions work more in teams than others
Understanding roles and responsibilities
Opportunities to meet others not normally part of clinical
placements
Awareness of areas of crossover and overlap in knowledge
and skills
Difference in professional language
To provide opportunities to debate issues relating to working
in the NHS to enable learners; To explore their attitudes and
concerns towards each other as professional practitioners
through appropriate activities; To relate more effectively to
colleagues from other professions through an increased
understanding and awareness of their roles and
responsibilities; To recognize the involvement and priorities
of other members of a multiprofessional team.
Profession specific AND non-profession specific:
To develop one's own professional role;
To enhance their level of understanding of the other
professions;
To stress the importance of good communication for
teamwork and for patient care; to enhance understanding of
the role of the patient ('patient as a partner'),
To become more aware of ethical aspects of health care.
Writes of multiprofessional
(shared)learning in this year
Outcomes not explicitly stated but can be inferred to
include:
Increased understanding of own professional role
Evaluated if these met by Q to
participants but no formal
assessment
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Gives combination of objectives
and what may arise from activities
Evaluation showed: increased
knowledge and understanding of
other health care professions,
developed more positive attitudes
and demonstrated the importance
of multiprofessional teamwork
and communication.
Students self-rated with Q
Met to some extent – develop
own professional role
All learn more about other
professions and improved
communication
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
(theoretical component about professional role and identity)
Increased understanding of another professional group’s
skills and competencies
Racher
Canada
2002
Nurse
Education
Today
UG nurses and PG
rural health
workers
Develop shared language to improve understanding
Share discipline specific knowledge
Reeves
UK
2000
Health &
Social Care
in the
Community
Medical, nursing
and dental – UG in
community
The placement was not established explicitly as an
interprofessional course (i.e. to promote interprofessional
collaboration), one of its learning aims was to 'develop
student skills in communication and teamwork' (placement
handbook).
No student specific outcomes stated
Reeves & Freeth
UK
2002
JIC
Training ward
Reeves et al
UK
2002
Medical
Education
Training ward
To develop skills and knowledge to enhance
interprofessional collaboration; - 10 team learning objectives
not listed in paper
The training ward pilot had two central aims for student
learning: to develop individual professional roles, and to
promote interprofessional teamwork within a real clinical
setting.
Similar project to the paper above
Roberts et al
UK
2000
Medical
Teacher
Medical and
nursing students
Understanding of the roles of different team members
Qualitative evaluation
Salavatori et al
Canada
2007
Learning in
Health &
Social Care
Foster collaborative practice by providing shared learning
experiences for students in various health professions to
enhance their understanding of the expertise that each
health discipline brings to solving health problems.
No change in student perceptions
of IP collaboration pre and post
test. Poor results.
Shia & Clarke
UK
2008
JIC
2006
Clinical
Nurse
Specialist
Understand different professionals’ codes of practice in
governing care delivery
Analyse the value base practice
Increase knowledge about the interprofessional network
At the end of the project, the group members concurred that
they had acquired a deepened respect for the process of
quality improvement and outcome measurement. Through
Short report - pre and post
questionnaire
Sievers & Wolf
USA
136 students from
9 different
universities and 4
community
colleges. Medicine,
Nursing, OT, PT.
All volunteers.
OT, physio,
community nursing
and social work
students
Nurses & doctors
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Post program self report from
graduates positive about their
experience of studying together
and report that they had
established networks.
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Taylor et al
Australia
2001
Thompson & Roda
UK
1999
Van der Horst et al
Canada
1995
Verma et al
Canada
2006
Walton & Elliot
Australia
2006
Australian
Jour Rural
Health
Dimen Crit
Care
Nursing
Medical, nursing
and AH students in
rural primary care
Health
professionals
working in critical
care
Health &
Social Care
in the
Community
J Allied
Health
Health and social
science students
MJA
Theoretical paper
around patient
safety
Amalgamates core
competencies of
different
professions into
one table based on
competencies
drawn from
profession specific
documents in
Canada
this process, a better understanding of the similarities and
differences in roles, contributions, and strengths of each
profession was gained
Learn about roles
Communicate effectively with patients, identifying oneself to
patient
Understand change theory and integrate it into role
Maintain patient-focused principles in all patient/family
interactions
(these are generic)
Learn together to decrease number of staff needing to care
for each patient – blurring of roles?
Team dynamics; role issues and professional values;
collaboration and conflict; communication, leadership and
power; client-centred goal-oriented care; and consumerism
issues.
Communication; consultation; cooperation; coordination;
collaboration; collaborative practice
The role of the multidisciplinary team in improving quality
and continuity of care.
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Mixed results across sites but
greater referral rate noted
‘A multi-disciplinary education
program designed to ensure staff
members’ competencies in these
new roles is essential (for) quality
patient outcomes’.
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Way et al
USA
2002
Psychiatric
Rehab
Journal
New York State
Office of Mental
Health's core
curriculum training
program. The 3day program to all
in-patient staff
Recipient recovery principles, team training, cultural
competence, clinical issues, and safety
Over 3500 staff completed exit
evaluation of their experience.
Staff anticipated that the training
would have a substantial effect on
"communication among team
members"' (58%) and "staff
participation" (57%)
Welch et al
USA
2008
JIC
Social work,
nursing, education
Examine own personal and professional perspectives as
well as those of professionals in other disciplines
Understand the unique perspective of parents of at-risk
children
Appreciate the critical importance of cultural considerations
Gain transdisciplinary skills
Labelled as a transdisciplinary
course rather than
interprofessional
Wilhelmsson et al
Sweden
2009
JIC
Knowing roles and capabilities of other professions
Cooperation with other professions
Awareness of skills and competencies of other professions
Professional identity
The Linköping curriculum
Wright & Lindquist
UK
2008
UK
Medicine, nursing,
occupational
therapy,
physiotherapy,
medical biology,
speech and
language
pathology
OT, physio,
medicine
Identify key principles that facilitate effective
interprofessional teamworking
Understand why improvements in interprofessional practice
are important to patient care
Describe their own role as a healthcare professional as part
of a multiprofessional team
Learn about the role of other healthcare professional and
how they should collaborate to provide the best patient care
Begin to understand the benefits and constraints on
interprofessional teamworking
Assessed by assignment based
on case scenario
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran
Table for Journal of Interprofessional Care September 2010; 24(05): 1–11 – Summary of papers
Table for paper to be published in the Journal of Interprofessional Care by Thistlethwaite and Moran