Towards a Framework of Client-Centered Collaborative Practice

This chapter provides an overview of the topic of competence in general usage and then in professional practice and its application into interprofessional client-centered collaborative practice. Collaboration is then discussed as both an outcome and a process. This follows a discussion related to the four approaches that can be adopted to assess competence. The reader is then presented with an in depth discussion of the CIHC Interprofessional Collaboration Competency Framework and of its competency domains and descriptors. A case study is provided within the chapter to present how each of the competencies may be demonstrated within a primary health care team environment

Assessment of Learning Within Interprofessional Client-Centered Collaborative Practice -- Challenges and Solutions

The focus in this chapter is on the assessment of learning associated with continuing interprofessional education (CIPE) programs. It presents a case for using a formative approach to learning that is then assessed beyond just the CIPE program. How a participant converts learning gained and how it can be shared with fellow members in an interprofessional team are discussed. Factors that influence and impede knowledge uptake are presented. The chapter then shifts to discussion of assessment of team performance addressing team dynamics, knowledge contributions of members, and the organizational environment within which the team practices. Finally, the author provides examples of measurement instruments that can be used for an organization to determine the level of interprofessional client-centered collaboration in teams that is present across a variety of service areas

Evaluation of Continuing interprofessional Client-Centered Collaborative Practice Programs

This chapter highlights the value of developing program evaluation approaches that focus on the merit or worth of the learning in relation to the program’s perceived accuracy, utility, feasibility, and propriety. A number of approaches to creating a program evaluation plan are provided. A case is made for the application of program logic models (PLMs) to continuing interprofessional education (CIPE) program evaluation. The argument is raised about the comprehensive nature in its application of an open systems approach that allows the linking back to the reason for the program.A case study is then provided to demonstrate how a manager can apply PLM to a performance problem to build a beginning approach in designing the learning associated with needed performance change within an interprofessional team. A discussion is then provided on how the PLM approach integrates other frameworks advocated for CIPE

What is Competence in Client-Centered Collaborative Practice?

The chapter opens with a discussion on the growing impact of chronic disease in populations and the health system pressures to meet demands for ongoing care. In response a focus has shifted to delivery of care through teamwork, advocated because of the burgeoning health human resource shortages. The focus then shifts to how a framework for client-centered collaborative practice can be created in which a partnering relationship develops between clients, their families, and health providers within interprofessional teams. Exploration of this framework begins with a discussion about client engagement and client participation with the role of clients in their self-care being presented as a shift in traditional care provision. A discussion is then presented on the partnering relationships between clients and health providers in which they work together to achieve a common goal through non-hierarchical interactions and combining of their shared resources used through mutual respect for each other’s skills and competences as well as shared decision-making leading towards set goals. A case study is provided to operationalize the above concepts. Finally, collaborative client-centered care is provided as the outcome of all parties negotiating and adapting individual inputs into options for care to arrive at a shared plan all can support

Can Workshops Provide a Way to Enhance Patient/Client Centered Collaborative Teams?: Evidence of Outcomes from TEAMc Online Facilitator Training and Team Workshops

The movement towards collaborative interprofessional teamwork for improving patient care has sometimes been impeded by health providers who have a desire to work together, but are unsure how to move towards such models of care delivery. The situation can be complicated by some reluctance on the part of health care institutions to release staff from normal duties to participate in team building training. The purpose of this study was to report on a collaborative team building process supported by the hospital administration in northern Ontario, Canada, and to provide evaluation results for the Toolkit for Enhancing and Maintaining Team Collaboration (TEAMc) using measurements before the start, at the end of the workshop series and at eight months post-series. Participants were from two teams (Acute Care and Rehabilitation) in a northern Ontario, Canada, hospital. TEAMc was comprised of six, 3-hour workshops offered over six months in 2014/15. A total of 77 health providers completed the pre-intervention Interprofessional Socialization & Valuing Scale (ISVS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS), 50 health providers completed the post-intervention instruments and 32 and at the eight month follow-up. The study found that TEAMc can result in changes in team members’ socialization towards wanting to participate in interprofessional teams and in the team’s ability to emulate interprofessional client-centered collaborative practice. The greatest learning gained by participants was around their role clarification and understanding of each other’s roles and expertise, as well as developing their capacity to use a process to resolve interprofessional conflicts

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

The challenge of providing interprofessional (IP) student placements within health agencies can be affected by two factors: patterns of health care agency placements focusing on students in one health professional program setting at a time; and budgets for funding clinical teaching in post-secondary institutions. These challenges can result in uni-professional, practice-based learning rather than learning to work within IP teams. Given the increasing focus on IP teamwork (World Health Organization 2010), the question arises as to whether there is a way clinical teachers can be prepared to work with students for IP teamwork. One strategy involves training clinical teachers with requisite strategies for working in team-based settings. Interprofessional clinical teaching workshops held at Western University, Canada, were started in 2010, and offered annually each fall. The overall workshop goal was to assist teachers in guiding and assessing students for effective collaborative teamwork. This article reports on a post-workshop evaluation of participants’ self-reported clinical teaching and practice from three workshops. Of the 129 workshop participants approached to provide information, only 30 completed the post-workshop assessment (at variable times following the workshop from six months to two years). Of these, 27 reported changes in interprofessional communication and role clarification, as well as in their clinical teaching and practice. While there are limitations to the study because of the low follow-up rate, this approach supports the conclusion that providing clinical teachers with interprofessional education (IPE) related to their clinical teaching can result in reported modifications in their clinical teaching and practice

Interprofessional education and collaborative practice in Primary Health Care*

Objetivo Compreender as percepções de docentes, trabalhadores e estudantes sobre a articulação da educação interprofissional com as práticas na Atenção Primária à Saúde. Método Qualitativo compreensivo e interpretativo, cuja coleta de dados foi realizada de 2012 a 2013, por meio de 18 entrevistas semiestruturadas com docentes e quatro sessões de grupos focais homogêneos com estudantes, docentes e trabalhadores da Atenção Primária. Resultados A triangulação dos resultados possibilitou a construção de duas categorias: prática colaborativa centrada no usuário e barreiras para educação interprofissional. A primeira indicou a necessidade de mudança do modelo de atenção e de formação dos profissionais de saúde, e a segunda apontou dificuldades percebidas pelos diferentes atores sociais no que se refere à implementação da educação interprofissional. Conclusão A educação interprofissional é incipiente no Brasil e sinaliza possibilidades de mudança em direção à prática colaborativa, mas requer maiores investimentos na articulação ensino-serviço.Objective To understand the perceptions of professors, health care providers and students about the articulation of interprofessional education with health practices in Primary Health Care. Method To understand and interpret qualitative data collection, carried out between 2012 and 2013, through semi-structured interviews with 18 professors and four sessions of homogeneous focus groups with students, professors and health care providers of Primary Health Care. Results A triangulation of the results led to the construction of two categories: user-centered collaborative practice and barriers to interprofessional education. The first perspective indicates the need to change the model of care and training of health professionals, while the second reveals difficulties perceived by stakeholders regarding the implementation of interprofessional education. Conclusion The interprofessional education is incipient in the Brazil and the results of this analysis point out to possibilities of change toward collaborative practice, but require higher investments primarily in developing teaching-health services relationship.Objetivo Comprender las percepciones de los profesores, trabajadores y estudiantes sobre la articulación de la educación interprofesional con las prácticas en la Atención Primaria de Salud. Método Cualitativo, comprensivo e interpretativo cuya recolección de datos se realizó de 2012 hasta 2013, através de 18 entrevistas semi-estructuradas con profesores y cuatro sesiones de grupos focales homogéneos, con estudiantes, profesores y trabajadores de Atención Primaria. Resultados La triangulación de los resultados llevó a la construcción de dos categorías: práctica (s) colaborativa centrada en el usuario y barreras para la educación interprofesional. La primera indicó la necesidad de cambiar el modelo de atención y formación de los profesionales de la salud y la segunda revela las dificultades percibidas por los distintos actores sociales en relación con la implementación de la educación interprofesional (EIP). Conclusión La educación interprofesional es incipiente en Brasil y apunta las posibilidades de cambio hacia la práctica colaborativa, pero requiere mayores inversiones en la articulación enseñanza-servicio

21st century catch toolkit: practical approaches for sustainable inshore fishing communities

The 21st Century Catch Toolkit is a product of the INTERREG IVa 2 Seas project GIFS (Geography of Inshore Fishing and Sustainability). Work on the GIFS project was completed between January 2012 and September 2014 and was undertaken by a collaboration of six partners from four European countries bordering the Southern North Sea and English Channel. GIFS aimed to understand and capture the social, economic and cultural importance of inshore fishing to better inform fisheries policy, coastal regeneration strategies and sustainable community development. The project has involved a range of research projects, regeneration activities and case studies across southern England, northern France, Flanders and the southern Netherlands. GIFS partners have worked with local stakeholders and communities to explore the geographical diversity and similarities of fishing ports, harbours and people along the Channel and Southern North Sea. This toolkit is a product of that collaboration which provides useful findings and advice on how to value the social, economic and cultural importance of inshore fishing today

Towards BioDBcore: a community-defined information specification for biological databases

The present article proposes the adoption of a community-defined, uniform, generic description of the core attributes of biological databases, BioDBCore. The goals of these attributes are to provide a general overview of the database landscape, to encourage consistency and interoperability between resources and to promote the use of semantic and syntactic standards. BioDBCore will make it easier for users to evaluate the scope and relevance of available resources. This new resource will increase the collective impact of the information present in biological database