Interprofessional Collaboration

Why Interprofessional Collaboration (IPC)?

Why be concerned about creating a supportive environment for translation of best available evidence to influence a practice problem? The most obvious answer is that interprofessional team members are continually under pressure to address practice problems by closing the gap between known research evidence and the reality of everyday practice. To do this complex work, collaboration and mutual respect across roles and work responsibilities are requirements.

The American Association of the Colleges of Nursing (AACN) has incorporated IPC competencies in the Essentials of Doctoral for Advanced Nursing Practice (AACN, 2006).

IPC is the process in which different professional groups work together and value the expertise and contributions that each brings to the team to positively impact healthcare processes and delivery (White et al., 2016). The World Health Organization (WHO, 2010) defined interprofessional collaborative practice as multiple health workers from different professional backgrounds working together with patients, families, caregivers, and communities to deliver the highest quality of care.

Leading interprofessional collaboration requires establishing a shared vision of collaboration among health professionals, that facilitates a culture of evidence translation, and practice improvement. How is this actually accomplished? Let's take a closer look to discover interprofessional collaboration in action. Interprofessional team members are continually under pressure to address practice problems by closing the gap between known research evidence and the reality of everyday practice.

To do this complex work, collaboration and mutual respect across roles and work responsibilities are crucial. Interprofessional collaboration, or IPC, is the process in which different professional groups work together and value the expertise and contributions that each brings to the team, to positively impact healthcare processes and delivery. The World Health Organization defines interprofessional collaborative practice as multiple health workers from different professional backgrounds working together with patients, families, caregivers and communities to deliver the highest quality of care.

Evidence-based practice, quality improvement, patient-centered care and informatics are just a few of the competencies required for the successful work of intra-professional teams. The WHO Framework for Action on Interprofessional Education and Collaborative Practice propose this series of action steps to develop and facilitate full commitment to interprofessional collaborative practice. These action steps are, step one, agree on a common vision and purpose for interprofessional education with key stakeholders across all facilities and organizations.

Step two, develop interprofessional education curriculum according According to principles of good educational practice. Step three, provide organizational support and adequate financial and time allocation for the development and delivery of interprofessional education and staff training in interprofessional education. Step four, introduce interprofessional education into health worker training programs. Step five, ensure that staff responsible for developing, delivering and evaluating interprofessional education are competent in the task, have expertise consistent with the nature of the planned interprofessional education, and to have the support of an interprofessional champion.

Step six, ensure the commitment to interprofessional education by leaders in education institutions and all associated practice and work settings. As with any healthcare process, IPC can be viewed from a system approach. A systems approach to IPC includes, role clarification Patient, client, family, community-centered care, team functioning, collaborative leadership, interprofessional communication, and dealing with interprofessional conflicts.

Interprofessional team building and teamwork are critical for implementing practice changes and knowledge translation. IPC teambuilding is a dynamic process. To be successful the team must include and appreciate the diversity team members. Team members must be aware of their mental models and their influence on diversity, role delineation, and responsibilities.

Let's take a look at two important aspects of interprofessional collaboration. The first being communication. Why is skilled communication among health professionals so difficult to achieve? This can be attributed to years of silo education and practice along with a Hierarchy Work Culture that was the norm for many years. An Interprofessional Communication Plan is detailed with communication goals, type of information shared within the team, and the mode and vehicle for communication.

The second important concept within interprofessional collaboration is leadership. How is an IPC team implemented at all levels of the organization? A clear, valued and shared vision of collaboration is articulated, identifying collaboration as essential for evidence, translation and practice improvement. Fundamental to success is visible leadership that supports evidence based practice initiatives by setting priorities, identifying and optimizing resources, diagnosing barriers and facilitators and walking the talk.

Examples of walking the talk would include executive leaders who ask what evidence and best practices exist to solve an identified problem and who then support the management team to problem solve, evaluate evidence and make recommendations for change. These efforts must involve not only the immediate management team, but also collaboration with multiple internal and external stakeholders, the interprofessional team.

While this brief overview of interprofessional collaboration highlights a few of the key concepts, it is not all encompassing. The DNP prepared nurse must know all components of IPC to participate in and lead interprofessional collaboration to improve healthcare outcomes.

Strategies to Facilitate Interprofessional Collaboration for Translation of Evidence to Practice

Lecture for the week 6

The WHO Framework for Action on Interprofessional Education and Collaborative Practice proposed a series of action steps (WHO, 2010) not meant to be prescriptive, but used to develop and facilitate the transition to full commitment to interprofessional collaborative practice.

Fundamental to success is visible leadership that supports evidence-based practice initiatives by setting priorities, identifying and optimizing resources, diagnosing barriers and facilitators, and walking the talk. Examples of walking the talk would include executive leaders who ask what evidence and best practices exist to solve an identified problem, and then support the management team to problem-solve, evaluate evidence, and make recommendations for change. These efforts must involve not only the immediate management team but also collaboration with multiple internal and external stakeholders—the interprofessional team.

References

Dang, D., & Dearholt, S. (2018). Johns Hopkins nursing evidence-based practice model and guidelines (3rd ed.). Sigma Theta Tau International.

Hagemeier, N. E., Hess, R., Hagen, K. S., & Sorah, E. L. (2014). Impact of an interprofessional communication course on nursing, medical, and pharmacy students' communication skill self-efficacy beliefs. American Journal of Pharmaceutical Education, 78(10), 186. https://doi.org/10.5688/ajpe7810186

Vertino, K. (2014). Effective interpersonal communication: A practical guide to improve your life. OJIN: The Online Journal of Issues in Nursing, 19(3), 1

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2016). Translation of evidence into nursing and health care (2nd ed.). Springer Publishing Company.