Abstract
The quality of health services depends, in large part, on patients’ or clients’ interactions with healthcare practitioners, interactions among healthcare practitioners, and interactions between healthcare practitioners and their environment. These interactions among healthcare practitioners (sometimes inclusive of clients and families) are termed interprofessional collaborative practice. This chapter’s goal is to discuss how the Quality Health Outcomes Model (QHOM) helps understand the phenomenon of interprofessional practice (IPP) and interprofessional education (IPE) as an intervention to improve outcomes in the complex environment of healthcare. Despite being seen as a solution to many of the challenges facing healthcare delivery, demonstrating the benefit from interventions that enhance interprofessional practice, including interprofessional education, has been a challenge. The chapter discusses interprofessional practice within a complex system, including what IPP is and the difference between IPP and IPE. Further, the chapter explores what characteristics are essential for IPP at different levels, such as the micro, meso, and macro levels, with a specific focus on organizational culture. Next, IPP interventions are described, followed by an example of an IPP intervention in one health system. In summary and future directions, important questions and suggestions for new foci of research are discussed. The QHOM helps us understand how thinking differently about the challenge of IPP might lead to better construction of interventions and how to evaluate these efforts to truly improve IPP and health outcomes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abu-Rish E, Kim S, Choe L, Varpio L, Malik E, White AA, Zierler B (2012) Current trends in interprofessional education of health sciences students: a literature review. J Interprof Care 226(6):444–451. https://doi.org/10.3109/13561820.2012.715604
Arkes HR, Garske JP (1977) Psychological theories of motivation. Brooks, Cole
Baernholdt M, Feldman M, Davis-Ajami ML, Harvey LD, Mazmanian PE, Mobley D, Dow A (2019) An interprofessional quality improvement training program that improves educational and quality outcomes. Am J Med Qual 34(6):577–584. https://doi.org/10.1177/1062860618825306
Bower P, Gilbody S, Richards D, Fletcher J, Sutton A (2006) Collaborative care for depression in primary care. Making sense of a complex intervention: systematic review and meta-regression. Br J Psychiatry 189:484–493
Chen AS, Yau B, Revere L, Swails J (2019) Implementation, evaluation, and outcome of TeamSTEPPS in interprofessional education: a scoping review. J Interprof Care 33(6):795–804. https://doi.org/10.1080/13561820.2019.1594729
Cranor CW, Christensen DB (2003) The Asheville Project: short-term outcomes of a community pharmacy diabetes care program. J Am Pharm Assoc 52(6):838–850
Cranor CW, Bunting BA, Christensen DB (2003) The Asheville Project: long-term clinical and economic outcomes of a community pharmacy diabetes care program. J Am Pharm Assoc 43(2):173–184
Cronin MA, Weingart LR (2007) Representational gaps, information processing, and conflict in functionally diverse teams. Acad Manag Rev 32(3):761–773. https://doi.org/10.2307/20159333
de Barra M, Scott C, Johnston M, De Bruin M, Scott N, Matheson C, Bond C, Watson M (2019) Do pharmacy intervention reports adequately describe their interventions? A template for intervention description and replication analysis of reports included in a systematic review. BMJ Open 9(12):e025511
DiazGranados D, Dow AW, Perry SJ, Palesis JA (2014) Understanding patient care as a multiteam system. In: Shuffler ESML, Rico R (eds) Pushing the boundaries: multiteam systems in research and practice. Emerald Group Publishing Limited, Bradford, pp 95–113
DiazGranados D, Shuffler M, Savage N, Dow AW, Dhindsa HD (2017) Defining the prehospital care multiteam system. In: Keebler PMJR, Lazzara EH (eds) Human factors and ergonomics of prehospital emergency care. CRC Press, New York
DiazGranados D, Dow AW, Appelbaum N, Mazmanian PE, Retchin SM (2018) Interprofessional practice in different patient care settings: a qualitative exploration. J Interprof Care 32(2):151–159. https://doi.org/10.1080/13561820.2017.1383886
Donabedian A (1988) The quality of care. How can it be assessed? JAMA 260(12):1743–1748. https://doi.org/10.1001/jama.260.12.1743
Dow A, Thibault G (2017) Interprofessional education—A foundation for a new approach to health care. N Engl J Med 377(9):803–805. https://doi.org/10.1056/NEJMp1705665
Dow AW, Zhu X, Sewell D, Banas CA, Mishra V, Tu SP (2017) Teamwork on the rocks: rethinking interprofessional practice as networking. J Interprof Care 31(6):677–678. https://doi.org/10.1080/13561820.2017.1344048
Dow AW, Baernholdt M, Santen SA, Baker K, Sessler CN (2019) Practitioner well-being as an interprofessional imperative. J Interprof Care 33(6):577–584. https://doi.org/10.1080/13561820.2019.1673705
Eckstrom E, Neal MB, Cotrell V, Casey CM, McKenzie G, Morgove MW, Lasater K (2016) An interprofessional approach to reducing the risk of falls through enhanced collaborative practice. J Am Geriatr Soc 64(8):1701–1707. https://doi.org/10.1111/jgs.14178
Fawcett J (2013) Thoughts about multidisciplinary, interdisciplinary, and transdisciplinary research. Nurs Sci Q 26(4):376–379. https://doi.org/10.1177/0894318413500408
Fawcett J (2014) Thoughts about collaboration - Or is it capitulation? Nurs Sci Q 27(3):260–261. https://doi.org/10.1177/0894318414534493
Fiore SM (2008) Interdisciplinarity as teamwork. Small Group Res 39(3):251–277. https://doi.org/10.1177/1046496408317797
Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, Zurayk H (2010) Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 376(9756):1923–1958. https://doi.org/10.1016/S0140-6736(10)61854-5
Gale NK, Shapiro J, McLeod HST, Redwood S, Hewison A (2014) Patients-people-place: developing a framework for researching organizational culture during health service redesign and change. Implement Sci 9:106
Goethals GR (1986) Social comparison theory. Personal Soc Psychol Bull 12(3):261–278. https://doi.org/10.1177/0146167286123001
Grochtdreis T, Brettschneider C, Wegener A, Watzke B, Riedel-Heller S, Härter M, König HH (2015) Cost-effectiveness of collaborative care for the treatment of depressive disorders in primary care: a systematic review. PLoS One 10(5):e0123078
Hajat C, Stein E (2018) The global burden of multiple chronic conditions: a narrative review. Prev Med Rep 12:284–293. https://doi.org/10.1016/j.pmedr.2018.10.008
Hawkins R, Silvester JA, Passiment M, Riordan L, Weiss KB for the National Collaborative for Improving the Clinical Learning Environment IP-CLE Planning Group. (2018). Envisioning the optimal interprofessional clinical learning environment: Initial findings from an October 2017 NCICLE symposium. https://ncicle.org/interprofessional-cle. Accessed 23 Feb 2021
Health Professions Accreditors Collaborative (2019) Guidance on developing quality interprofessional education for the health professions. Chicago, IL. https://healthprofessionsaccreditors.org/wp-content/uploads/2019/02/HPACGuidance02-01-19.pdf. Accessed 10 Aug 2020
Hewitt G, Sims S, Harris R. (2014) Using realist synthesis to understand the mechanisms of interprofessional teamwork in health and social care. J Interprof Care 28(6):501–506
Hogg MA, Terry DJ (2000) Social identity and self-categorization processes in organizational contexts. Acad Manag Rev 25(10):123–140
Holmboe ES, Foster TC, Ogrinc G (2016) Co-creating quality in health care through learning and dissemination. J Contin Educ Heal Prof 36:S16–S18. https://doi.org/10.1097/CEH.0000000000000076
Hughes AM, Gregory ME, Joseph DL, Sonesh SC, Marlow SL, Lacerenza CN, Salas E (2016) Saving lives: a meta-analysis of team training in healthcare. J Appl Psychol 101(9):1266–1304. https://doi.org/10.1037/apl0000120
Illingworth P, Chelvanayagam S (2017) The benefits of interprofessional education 10 years on. Br J Nurs 26(14):813–818. https://doi.org/10.12968/bjon.2017.26.14.813
Institute of Medicine (1972) Educating for the health team. National Academies Press, Washington
Institute of Medicine (2001) Crossing the quality Chasm: a new health system for the 21st century. National Academies Press, Washington
Institute of Medicine (IOM) (2003) Health professions education. National Academies Press, Washington, DC. https://doi.org/10.17226/10681
Institute of Medicine (2013) Best care at lower cost: the path to continuously learning health care in America. National Academies Press. Washington
Institute of Medicine (IOM) (2015) Measuring the impact of interprofessional education on collaborative practice and patient outcomes. National Academies Press, Washington, DC
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice: 2016 update. https://aamc-meded.global.ssl.fastly.net/production/media/filer_public/70/9f/709fedd7-3c53-492c-b9f0-b13715d11cb6/core_competencies_for_collaborative_practice.pdf. Accessed 10 Aug 2020
Khalili H, Orchard C, Laschinger HKS, Farah R (2013) An interprofessional socialization framework for developing an interprofessional identity among health professions students. J Interprof Care 27(6):448–453. https://doi.org/10.3109/13561820.2013.804042
Lipsitz LA (2012) Understanding health care as a complex system. JAMA 308:243–244. https://doi.org/10.1001/jama.2012.7551
McEwan D, Ruissen GR, Eys MA, Zumbo BD, Beauchamp MR (2017) The effectiveness of teamwork training on teamwork behaviors and team performance: a systematic review and meta-analysis of controlled interventions. PLoS One 12(1):e0169604. https://doi.org/10.1371/journal.pone.0169604
Mcgrath JE, Argote L (2001) Group processes in organizational contexts. In: Blackwell handbook of social psychology: group processes. Wiley Blackwell, Hoboken, pp 603–627. https://doi.org/10.1002/9780470998458.ch25
Miller CJ, Kim B, Silverman A, Bauer MS (2018) A systematic review of team-building interventions in non-acute healthcare settings. BMC Health Serv Res 18(1):146. https://doi.org/10.1186/s12913-018-2961-9
Mitchell PH, Ferketich S, Jennings BM (1998) Quality health outcomes model. Image J Nurs Scholar 30(1):43–46. https://doi.org/10.1111/j.1547-5069.1998.tb01234.x
Muntingh AD, van der Feltz-Cornelis CM, van Marwijk HW, Spinhoven P, van Balkom AJ (2016)Collaborative care for anxiety disorders in primary care: a systematic review and meta-analysis. BMC Fam Pract 17:62
Nadler D, Tushman M (1980) A model for diagnosing organizational behavior. Organ Dyn 9(2):35–51. https://doi.org/10.1016/0090-2616(80)90039-X
National Academies of Sciences, Engineering and Medicine (2017) Exploring a Business Case for High-Value Continuing Professional Development: Proceedings of a Workshop. Washington, DC: National Academies of Sciences, Engineering and Medicine; https://doi.org/10.17226/24911
National Acadamy of Medicine (NAM) (2019) Taking action against clinician burnout. National Academies Press, Washington. https://doi.org/10.17226/25521
National Academy of Medicine (2013) Interprofessional education for collaboration. National Academies Press, Washington. https://doi.org/10.17226/13486
National Collaborative for Improving the Clinical Learning Environment (NCICLE) (2020) About us. https://www.ncicle.org/about-us. Accessed 20 Aug 2020
Neily J, Mills PD, Young-Xu Y, Carney BT, West P, Berger DH, Bagian JP (2010) Association between implementation of a medical team training program and surgical mortality. JAMA 304(15):1693–1700. https://doi.org/10.1001/jama.2010.1506
Oandasan I, Reeves S (2005) Key elements of interprofessional education. Part 2. Factors, processes and outcomes. J Interprof Care 19(Sup 1):39–48. https://doi.org/10.1080/13561820500081703
Pawson R (2006) Evidence-based policy: a realist perspective. Sage, New York
Pawson R, Greenhalgh T, Harvey G, Walshe K (2005) Realist review—a new method of systematic review designed for complex policy interventions. J Health Service Res Policy 10(Suppl 1):21–34. https://doi.org/10.1258/1355819054308530
Perlo J, Balik B, Swensen S, Kabcenell A, Landsman J, Feeley D (2017) Institute for Healthcare Improvement: IHI Framework for Improving Joy in Work. http://www.ihi.org/resources/Pages/IHIWhitePapers/Framework-Improving-Joy-in-Work.aspx?utm_campaign=tw&utm_source=hs_email&utm_medium=email&utm_content=55030673&_hsenc=p2ANqtz-81WYx9owYr8B3iIcLYPLq2qX5nWyLRxULW6tkQGKso3L4ejG70rSzitCWJNGE5kZ3WOzIkkftXZfB9f. Accessed 15 Oct 2017
Poole MS, Hollingshead AB, McGrath JE, Moreland RL, Rohrbaugh J (2004) Interdisciplinary perspectives on small groups. Small Group Res 35(1):3–16. https://doi.org/10.1177/1046496403259753
Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M (2013) Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev 3:CD002213. https://doi.org/10.1002/14651858.CD002213.pub3
Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M (2017) Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database Syst Rev 6(6):CD000072. https://doi.org/10.1002/14651858.CD000072.pub3
Rosen MA, DiazGranados D, Dietz AS, Benishek LE, Thompson D, Pronovost PJ, Weaver SJ (2018) Teamwork in healthcare: key discoveries enabling safer, high-quality care. Am Psychol 73(4):433–450. https://doi.org/10.1037/amp0000298
Rycroft-Malone J, McCormack B, Hutchinson AM, DeCorby K, Bucknall TK, Kent B, Schultz A, Snelgrove-Clarke E, Stetler CB, Titler M, Wallin L, Wilson V (2012) Realist synthesis: illustrating the method for implementation research. Implement Sci 7:33
Schneider B, Ehrhart MG, Macey WH (2013) Organizational climate and culture. Annu Rev Psychol 64:361–388
Snow RE (1989) Toward Assessment of Cognitive and Conative Structures in Learning. Educ Res 18(9):8–14. https://doi.org/10.3102/0013189X018009008
Tajfel H (1982) Social Psychology of Intergroup Relations. Annu Rev Psychol 33(1):1–39. https://doi.org/10.1146/annurev.ps.33.020182.000245
Tittle CK (1994) Toward an educational psychology of assessment for teaching and learning: theories, contexts, and validation arguments. Educ Psychol 29(3):149–162. https://doi.org/10.1207/s15326985ep2903_4
Thota AB, Sipe TA, Byard GJ, Zometa CS, Hahn RA, McKnight-Eily LR, Chapman DP, Abraido-Lanza AF, Pearson JL, Anderson CW, Gelenberg AJ, Hennesy KD et al. (2012) Collaborative care to improve the management of depressive disorders: a community guide systematic review and meta-analysis. Am J Prev Med 42(5):525–538
Van Swol LM, Kane AA (2019) Language and group processes: an integrative, interdisciplinary review. Small Group Res 50(1):3–38. https://doi.org/10.1177/1046496418785019
World Health Organization (2010) Framework for action on interprofessional education. https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf;jsessionid=FE268197110070DA9A1A2982DEA9316C?sequence=1. Accessed 10 Aug 2020
Yao N, Zhu X, Dow A, Mishra VK, Phillips A, Tu SP (2018) An exploratory study of networks constructed using access data from an electronic health record. J Interprof Care 32(6):666–673. https://doi.org/10.1080/13561820.2018.1496902
Zorek J, Raehl C (2013) Interprofessional education accreditation standards in the USA: a comparative analysis. J Interprof Care 27(2):123–130. https://doi.org/10.3109/13561820.2012.718295
Zwarenstein M, Treweek S (2009) What kind of randomised trials do patients and clinicians need? Evid Based Med 14(4):101–103
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Dow, A.W., DiazGranados, D., Baernholdt, M. (2021). Interprofessional Practice and Education. In: Baernholdt, M., Boyle, D.K. (eds) Nurses Contributions to Quality Health Outcomes. Springer, Cham. https://doi.org/10.1007/978-3-030-69063-2_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-69063-2_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-69062-5
Online ISBN: 978-3-030-69063-2
eBook Packages: MedicineMedicine (R0)