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Beckhard’s team-building model stipulating the goals of team building: goals, roles, processes, and relationships.
Source publication
Background
Working in multidisciplinary teams is indispensable for ensuring high-quality care for elderly people in Japan’s rapidly aging society. However, health professionals often experience difficulty collaborating in practice because of their different educational backgrounds, ideas, and the roles of each profession. In this qualitative descri...
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Introduction: Leadership competence is a topic which is increasingly addressed in the context of higher education of future employees of the health care system. The issue of leadership is not realized as a separate subject in the program of studies in the field of nursing and public health. Therefore, the attitudes of students and the level of thei...
Citations
... Therefore, the aspect of CBIPE learning is an interactive learning experience with direct professional cooperation. Previous studies have indicated that utilizing interactive interprofessional education (IPE) techniques, such as CBIPE learning, can effectively improve the cooperative abilities of health professional students [1,[5][6][7][8][9][10][11]. CBIPE's programs offer students a unique opportunity to delve into various concepts related to family medicine, primary care, social determinants of health, and cultural competence that are not typically covered in most health professional curricula [12,13]. ...
... Moreover, the CBIPE program also helps motivate social accountability among health profession students [14]. The nature of CBIPE learning activities is mainly to provide healthcare services in rural and primary healthcare settings [5,7,15] and specific community contexts [11,16,17] were commonly used in Western countries [6,8,10,[18][19][20]. Although CBIPE learning programs have been implemented worldwide, there seem to be few reports on the implementation and results of the effectiveness of these programs in Southeast Asian contexts [9,21]. ...
... The CBIPE program is designed to enhance the collaborative competencies of medical and health promotion students. It provides opportunities for active engagement of both students and community members in various learning activities throughout the educational experience [5][6][7][8][9][10][11]. The CBIPE program helps medical and health promotion students gain experience by working within the community and conducting community diagnosis. ...
Background
Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students.
Methods
A one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program.
Results
A total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men.
Conclusion
The implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.
... As the stakeholders indicated, this burden leads to a decline in community engagement, emphasizing the importance of roles that respect the capabilities and limitations of these organizations. The previous articles in rural contexts clarified that rural citizens needed help establishing effective relationships with local governments because of the need for mutual understanding of standpoints [15,16]. For effective community organizing, rural communities and local governments should have dialogues regarding their roles in community sustainability, including family physicians [17,18]. ...
Introduction
Medicine, particularly family medicine, is crucial to community health and well-being. Its impact on sustainable community care is significant, especially in rural settings with unique dynamics. Recent trends highlight the need for collaboration between family physicians and community members to foster effective help-seeking behaviors (HSBs) linked to improved quality of life and self-efficacy in self-management. This study explores rural communities' perceptions of community care and the integration of family physicians into rural healthcare, enhancing its sustainability.
Method
A thematic analysis based on relativist ontology and constructivist epistemology was employed. The study was conducted in Unnan City, Japan, involving 81 rural community members. Focus group interviews were the primary data collection method. The research team, comprising a family physician, a non-profit organization director, and a medical educator, analyzed the data, ensuring a balanced and unbiased approach.
Results
Four key themes emerged, such as understanding the burden felt by existing organizations, continuously engaging in meaningful community activities, steady activities matched to the community’s pace, and viewing all places as opportunities for exchange and learning. These themes reflect the need for better information sharing, respecting community dynamics, and incorporating family physicians into various community interactions for effective healthcare delivery.
Conclusion
This study emphasizes the critical role of family physicians in rural healthcare. It identifies the need for meaningful engagement with local communities, adapting healthcare to the rural context, and using various community spaces for health education. The findings advocate for a community-centric healthcare approach, which respects the unique dynamics of rural areas, fostering a sustainable and responsive healthcare system. Future research should include diverse rural settings and quantitative methods for broader applicability and deeper insights.
... These results corroborate others, according to which collaborative interprofessional practices are a new term, seldom explored in PHC (27) . However, we must consider that health workers often have a hard time collaborating in practice, due to the differences in their education, ideas, and in the role each profession is supposed to have (28) . This could be an explanation of the data found here. ...
Objective:
To analyze the perspective of doctors, nurses, and social workers about practices for older people health in primary care and in hospitals; to create guidelines for the practice of interdisciplinary consultations.
Method:
Cross-sectional study involving 291 professionals from public institutions in the northern region of Portugal. Data were collected between May/2018 and March/2019, using a questionnaire which was then subjected to descriptive and analytical statistical analysis.
Results:
The usefulness of scales for elderly people showed no differences between hospital and primary care. Hospital professionals collected the following data: eyesight/hearing; medication; direct contact or contact by writing between professionals; daily team meetings; need to share information among colleagues. Primary care professionals, in turn, valued: weight/height, swallowing; the need for home visits; direct contact or via e-mail between professionals; weekly team meetings.
Conclusion:
The practices of the professionals suggested an intervention model with common aspects in both groups, but with specificities for both primary and hospital care.
... Tais resultados corroboram outros,que identificaram a prática interprofissional colaborativa como um termo novo e pouco explorado na AP à Saúde (27) . Contudo, deve-se ter em consideração que os profissionais de saúde muitas vezes têm dificuldade em colaborar na prática por causa das diferentes formações, ideias e papéis de cada profissão (28) , o que poderá explicar os dados aqui encontrados. ...
Objective
To analyze the perspective of doctors, nurses, and social workers about practices for older people health in primary care and in hospitals; to create guidelines for the practice of interdisciplinary consultations.
Method
Cross-sectional study involving 291 professionals from public institutions in the northern region of Portugal. Data were collected between May/2018 and March/2019, using a questionnaire which was then subjected to descriptive and analytical statistical analysis.
Results
The usefulness of scales for elderly people showed no differences between hospital and primary care. Hospital professionals collected the following data: eyesight/hearing; medication; direct contact or contact by writing between professionals; daily team meetings; need to share information among colleagues. Primary care professionals, in turn, valued: weight/height, swallowing; the need for home visits; direct contact or via e-mail between professionals; weekly team meetings.
Conclusion
The practices of the professionals suggested an intervention model with common aspects in both groups, but with specificities for both primary and hospital care.
Descriptors:
Health services for the aged; Patient care team; Primary care; Primary health care; Hospitals; Nursing
... Collaboration is key to promoting and enhancing family well-being (Alves et al., 2007;Asakawa et al., 2017;Windsor et al., 2018). Because the family is a complex system, effective interventions rely on compiling knowledge and expertise from multiple disciplines, including academia, psychiatry, psychology, counselling, medicine, nursing, speech therapy, and family mediation, as well as business and/or government sectors. ...
Family has been recognized as the basic unit of society. Strengthening family functioning and enhancing family well-being through promoting family-oriented policies that based on evidence that demonstrates the effectiveness and practicalities of interventions are important. However, the planning and evaluation of existing programs is not universally agreed upon due to a lack of guiding evaluation framework and different cultural contexts. This study aims to identify best practices and consolidate social impacts of programs that support family well-being in the Asian Region, data was drawn on the Wofoo Asian Award for Advancing Family Well-Being Project (3A Project), initiated by the Consortium of Institutes on Family in the Asian Region (CIFA). A multimethod qualitative study was conducted, including a review of documents on the 3A Project, documents submitted by a total of forty awarded projects, and four in-depth interviews with team leaders of awarded projects. All data were analyzed in parallel and triangulated in the interpretation of findings. Informed by the logic model of program development and evaluation, this study discovered six overarching best practices ― PIE-ISI ― were identified: (i) Project rationales; (ii) Implementation; (iii) Evaluation; (iv) Innovation; (v) Sustainability and replicability; and (vi) Institutional synergy.
... It requires extensive cooperation of the government organization with other related institutions such as the welfare organization, municipalities, radio, and television. Many studies have emphasized collaboration as an essential attribute of community-based nursing [10,12,16,18,22,24,29,37,40,45,49,52]. ...
Background
Community-based nursing in recent years has received much attention from nursing schools in different countries as a suitable solution in response to existing and future problems and challenges, but there is yet no comprehensive and correct understanding of this concept and considering its importance, the present study was conducted to the aim of analyzing the concept of community-based nursing.
Methods
Concept analysis was done using Walker and Avant's 8-step approach. Nursing dictionary, Persian dictionary, research articles, journals and conferences articles, dissertations, thesis, books, and other sources related to the concept of research were investigated through search engines and available databases using the keywords of nursing, community-based, concept analysis and Walker and Avant from 1990 to 2023. Finally, 54 articles related to the concept were reviewed and analyzed.
Results
The results showed that community-based nursing has attributes such as individual-oriented/ family-oriented/ community-oriented, social partnership with the communities and stakeholders, social justice, and group and interprofessional cooperation, the community as the main activity setting, providing services based on cultural diversity, providing services according to the context, conditions and community needs, caring for individuals and families with health problems throughout life, responding to the community needs, community-based experiences and facing real-life issues in the context of community, using a problem-based and service-based approach, providing context-based care and considering factors affecting health. In this regard, borderline and related cases (community health nursing, community-oriented nursing, population-based nursing, and public health nursing) were also presented to clarify the concept. Antecedents of community-based nursing included: determining the position of community-based nursing, making infrastructure and structure, the partnership between university, hospital and community, identifying all settings, the presence of educators proficient in education, survey of community needs, having knowledge, communication and community-based skills, expanding the role of the nurse, stakeholders' attitude towards community-oriented nursing and management and financial support. Consequences of community-based nursing included: competence development in nurses, solving community-based nursing challenges, meeting the health needs of individuals, families and communities, social justice, and increasing access to health care services.
Conclusion
The results of this study can provide an objective and understandable image of the use of community-based nurses and their education in practice. Conducting more quantitative and qualitative studies about community-based nursing is also recommended.
... Most healthcare professionals learn in medical institutions, with few opportunities to understand the relationship between community living and health [6]. To adapt to societal changes, it is necessary to provide opportunities for medical students to immerse themselves in community life and learn about health activities and behaviors therein [7]. Thus, educational content that allows students to learn alongside community residents is required. ...
Background
Medical care now emphasizes community health, prevention, health promotion, and collaboration. Integrating medical students into community health initiatives enhances their community health and student skills. In an aging multicultural population, the involvement of healthcare professionals in community health management is vital. However, medical education in Japan lacks sufficient exposure to community health issues. A program in Shimane Prefecture aimed to address this gap by revolutionizing medical education through community organizations.
Methods
This study employed a reflexive thematic analysis based on relativist ontology and constructivist epistemology. Participants aspiring to be healthcare professionals from Japanese high schools and universities were recruited from rural Shimane Prefecture. Computer-based questionnaires were used to collect data on participants’ reasons, motivations, and visions for community-organizing education. The thematic analysis followed Braun and Clarke’s approach and involved systematic coding, theme identification, and refinement.
Results
Three themes emerged from the analysis. In expanding hopes for unknown potential, participants sought improved communication skills, real-world understandings, and fresh perspectives and aimed to promote personal growth through community engagement. In acquiring activeness and new perspectives through connections with peers, hands-on learning and collaboration with peers with shared interests were motivating factors. Participants sought to generate inquiries and discover their activities. Regarding the desire to connect with diverse individuals driven by a strong curiosity about the community, participants aimed to learn community engagement techniques, understand community involvement methods, and explore the relationship between social issues and health.
Conclusion
Community-organizing education plays a pivotal role in shaping future healthcare professionals. Our analysis underscores the need for curriculum reform, including experiential learning and peer interaction, to facilitate a comprehensive understanding of health and community dynamics. Future studies should assess the long-term impacts of these experiences on students' careers and community health to contribute to advancements in medical education and community-oriented healthcare professionalism.
... For patients, integrated health care can support patients with complex care needs [24,40]. Integrated care brings together several professions over organizational borders [41][42][43][44][45][46][47] and has especially been applied to long-term care [40]. Longterm care includes a broad range of support, aiming to prevent, reduce or rehabilitate functional decline for patients in different health care settings, such as hospital or municipality care [13]. ...
Background
The organizational principle of remaining at home has offset care from the hospital to the home of the older person where care from formal and informal caregivers is needed. Globally, formal care is often organized to handle singular and sporadic health problems, leading to the need for several health care providers. The need for an integrated care model was therefore recognized by health care authorities in one county in Sweden, who created a cross-organisational integrated care model to meet these challenges. The Mobile integrated care model with a home health care physician (MICM) is a collaboration between regional and municipal health care. Descriptions of patients’ and next of kin’s experiences of integrated care is however lacking, motivating exploration.
Method
A qualitative thematic study. Data collection was done before the patients met the MICM physician, and again six months later.
Results
The participants expected a sense of relief when admitted to MICM, and hoped for shared responsibility, building a personal contact and continuity but experienced lack of information about what MICM was. At the follow-up interview, participants described having an easier daily life. The increased access to the health care personnel (HCP) allowed participants to let go of responsibility, and created a sense of safety through the personalised contact and continuity. However, some felt ignored and that the personnel teamed up against the patient. The MICM structure was experienced as hierarchical, which influenced the possibility to participate. However, the home visits opened up the possibility for shared decision making.
Conclusion
Participants had an expectation of receiving safe and coherent health care, to share responsibility, personal contact and continuity. After six months, the participants expressed that MICM had provided an easier daily life. The direct access to HCP reduced their responsibility and they had created a personalised contact with the HCP and that the individual HCP mattered to them, which could be perceived as in line with the goals in the shift to local health care. The MICM was experienced as a hierarchic structure with impact on participation, indicating that all dimensions of person-centred care were not fulfilled.
... These four elements must be implemented in order to build an effective team (Figure 2). 40 Gibb also explained four basic elements present in individuals' relationships with others. The four elements are acceptance (ie, anxiety about the acceptance of oneself and others), data flow (anxiety about the expression of one's own thoughts and feelings), goal formation (concern about a common goal), and social control (concern about the division of roles and mutual dependence). ...
... 41 By implementing these concerns in order, mutual dependence between team members increases and the team develops as a whole. 40 Considering those concepts, intense offline face-to-face meetings and interactions need to be presented so that students can build good interpersonal relationships as the basic element in building a solid team. The MPARS and students' reflections on the need of face to face offline meeting among professions within IPE recommended that interprofessional education could be performed in a hybrid way. ...
Introduction
COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students’ collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities.
Methods
This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students’ collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students’ perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis.
Results
Students’ scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD.
Discussion
This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.
... International studies have reported that PHCs require cooperation across various professional teams to provide age-friendly services to the community. Thus, leaders are required to organize teams, assign tasks, develop community cooperation networks, connect medical and social services, and provide quality geriatric care [8,9]. At present, PHCs encounter the following problems: general practitioners are faced with an excessive workload, lack of funds and are not motivated to lead a transdisciplinary team [8,9]. ...
... Thus, leaders are required to organize teams, assign tasks, develop community cooperation networks, connect medical and social services, and provide quality geriatric care [8,9]. At present, PHCs encounter the following problems: general practitioners are faced with an excessive workload, lack of funds and are not motivated to lead a transdisciplinary team [8,9]. To exacerbate matters, public health nurses largely focus on personal care, and their excessive workload renders them unable to address wider-scale population health [10,11]. ...
Background:
Taiwan is predicted to become a super-aged society by 2025, and primary health centers (PHCs) are set to play a crucial role in the care of older adults. The Taiwanese government has developed an age-friendly verification framework for PHC. The aims of this study were to explore the difficulties faced by PHC staff in the implementation of age-friendly policies and their solution strategies.
Methods:
This study adopted a qualitative research method. The first stage involved conducting five focus groups with the responsible staff of PHCs (n = 41) that have been certified "age-friendly." The focus groups covered the effectiveness, difficulties, and resources of PHCs in regards to the introduction of age-friendly policies. In the second stage, in-depth interviews were conducted with executives of PHCs (n = 5), both certified and not certified as age-friendly, to further compare the difficulties faced by these two types of PHCs, thereby gaining perspectives for solution strategies. The principles of grounded theory were used for data analysis.
Results:
Four major PHC strategies are employed in the promotion of age-friendliness. First, organizational management, through which managers apply management methods and analyze the present PHC-related health concerns; second, resource utilization, which refers to the tallying, linking, and integrating of resources; third, business operation process, in which work efficiency is improved through the combination of business operations and staff training; finally, hardware improvement, which is achieved through comprehensive cataloging of facility environments.
Conclusion:
The implementation of age-friendliness in PHCs requires the efforts of both the service units and government. With resources provided by the government, PHCs can integrate management methods, businesses operations, and essential resources. Moreover, PHC executives can lead their teams in promoting age-friendly policies, and closely monitor their effectiveness.
