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http://dx.doi.org/10.1136/ejhpharm-2023-003900 | DOI Listing |
Nurse Educ Today
January 2025
Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois Chicago, United States of America; 801 S. Paulina St. Room 204B, Chicago, IL 60612, United States of America. Electronic address:
Background: Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students could improve healthcare for underserved populations.
Objective: This study explained the impact of Simulation Enhanced Interprofessional Education (SIM-IPE) on healthcare students' self-reported CPBs and their perceptions of utilizing CPBs when caring for underserved populations, as well as the differences among professions within interprofessional teams.
Design: Mixed methods explanatory design.
J Particip Med
January 2025
Department of Ambulatory Care, Center for Primary Care and Public Health (Unisanté), University of Lausanne, Lausanne, Switzerland.
Background: Health authorities worldwide have invested in digital technologies to establish robust information exchange systems for improving the safety and efficiency of medication management. Nevertheless, inaccurate medication lists and information gaps are common, particularly during care transitions, leading to avoidable harm, inefficiencies, and increased costs. Besides fragmented health care processes, the inconsistent incorporation of patient-driven changes contributes to these problems.
View Article and Find Full Text PDFJ Multidiscip Healthc
January 2025
School of Medicine, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
Background: This study evaluates a simulation-based interprofessional education (IPE) program implemented at the National Cheng Kung University Hospital between 2018 and 2023. The program aimed to improve teamwork, communication, and collaboration among healthcare professionals in high-acuity environments such as emergency departments and intensive care units (ICUs).
Methods: A prospective, mixed-methods approach was used to assess the program's effectiveness.
Cureus
December 2024
Research, Shifa Tameer-E-Millat University, Islamabad, PAK.
Healthcare simulation has gained global recognition in health professions education, yet its adoption in Pakistan, a lower-middle-income country (LMIC), remains limited. This scoping review aimed to explore how simulation is integrated into healthcare education in Pakistan, highlighting challenges and opportunities to inform similar LMICs. Pakistan serves as a critical case study for LMICs due to its unique challenges, including uneven access to simulation technologies and limited faculty training, which are shared by many similar resource-constrained settings.
View Article and Find Full Text PDFJ Interprof Care
January 2025
Department of Occupational Therapy, Faculty of Medicine, Nursing and Health Sciences, School of Primary and Allied Health Care, Monash University Peninsula Campus, Frankston, Victoria, Australia.
This scoping review explores the concepts of integrated healthcare, interprofessional collaboration, and healthcare funding within the context of primary and allied healthcare. A systematic database, internet, and manual search of included article reference lists sought published and gray literature. From an initial 8,122 papers, a total of 63 met the inclusion criteria and were assessed using a three-stage narrative synthesis that sought to meaningfully account for the complexity and heterogeneity of the included papers: (1) Preliminary analysis involved data extraction and mapping of key themes, including article, integration, collaboration, and funding characteristics; (2) Robustness evaluation involved critically appraising the methodological quality of the literature using the Crowe Critical Appraisal Tool, and the Johns Hopkins Nursing Evidence-based Practice Research Evidence Appraisal Tool, and Non-Research Evidence Appraisal Tool; and (3) Relationship exploration found that most primary and allied healthcare services still operate under fee-for-service funding arrangements that discourage the delivery of integrated collaborative, coordinated, and complex care, instead encouraging traditional siloed and hierarchical approaches that are linked to workload, remuneration, and job satisfaction inequalities between primary and allied healthcare professions.
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