Objectives: The literature highlights the importance of an interprofessional approach in palliative care to improve the quality of care, favoring an effective use of resources. Members of the interprofessional team include all professionals involved in patient care; in some contexts, the advanced practice nurse (APN) has a clearly defined role. This study aimed to define the possible role of the APN within the interprofessional palliative care team in our context.
Data Sources: A focused ethnographic approach was taken involving participant observation and semistructured interviews.
Conclusion: From the participant observations, interaction of the participants, discussion content, and styles of meeting management were described. From the thematic analysis of the interviews, 15 themes emerged, grouped into four macro-themes: interprofessional collaboration, the interprofessional meeting, nurse's role, and developments.
Implications For Nursing Practice: The study has identified current nursing practice within the interprofessional palliative care team and areas where interprofessional collaboration can be improved. These are both organizational (role definition and team meeting management) and professional (development of nursing culture, expanded nursing role, and introduction of the APN within the team). Nurses must develop advanced skills to ensure more effective care for patients and caregivers. The introduction of an APN could be appropriate to address this need.
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http://dx.doi.org/10.1016/j.soncn.2024.151654 | DOI Listing |
Pharmacists in emergency departments (EDs) can alleviate physicians' workload by handling medication-related tasks and offer valuable contributions in interprofessional teams. We aimed to explore physicians' experiences working with pharmacists in EDs, and their perspectives on future permanent collaboration. We conducted semi-structured interviews with twenty physicians from two EDs and analyzed the data using thematic analysis.
View Article and Find Full Text PDFDtsch Arztebl Int
January 2025
Background: Osteoporosis is a common disease that affects approximately 6 million people in Germany alone. Osteoporotic fractures impair the quality of life and may make independent living impossible. Recommendations on the diagnosis and treatment of osteoporosis are indispensable for the effective care of this large group of patients.
View Article and Find Full Text PDFAEM Educ Train
February 2025
Michael G. DeGroote School of Medicine, Faculty of Health Sciences McMaster University Hamilton Ontario Canada.
Background: The concept of the metaverse is a virtual world that immerses users, allowing them to interact with the digital environment. Due to metaverse's utility in collaborative and immersive simulation, it can be advantageous for medical education in high-stakes care settings such as emergency, critical, and acute care. Consequently, there has been a growth in educational metaverse use, which has yet to be characterized alongside other simulation modalities literature.
View Article and Find Full Text PDFRadiography (Lond)
January 2025
Rural Clinical School, Medical School, The University of Queensland, Australia. Electronic address:
Introduction: There is increasing evidence substantiating the advantages of Interprofessional Education and Collaborative Practice (IPECP) in healthcare. Despite this, global adoption is still in its infancy. Whilst there has been some recognition of the importance of collaborative practice in healthcare, implementation of IPECP programs remain limited in many countries.
View Article and Find Full Text PDFBMC Med Educ
January 2025
Department of Clinical Pharmacy and Toxicology, Leiden University Medical Center, PO Box 9600, Leiden, 2300 RC, The Netherlands.
Background: Effective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.
Methods: A mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students' curricula.
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