Educational System refers to an accredited institution where health professionals work or are trained. Educational systems can be a powerful force for advancing interprofessionality. The impact of educational systems is greatest when monitored for collaborative practice and the implementation of structured interprofessional educational activities.
Institutional Factors include leadership, resources, and administrative processes that influence professional beliefs, attitudes and collaborative capacity building and ultimately the delivery of interprofessional learning experiences.
Teaching/Learning Factors include the learning context and faculty development that influence the professional beliefs, attitudes and collaborative capacity building that affect the delivery of interprofessional learning experiences.
The Learning Context for both pre– and post–licensure educational strategies addresses questions relating to the who, “what, where, when, and how” of interprofessional education.
The Leadership refers to administrators who have the power to move the agenda forward by providing resources and supporting ‘champions’ to drive the vision and build learning capacity for the organization.
Educators include individuals who carry out interprofessional education duties, are responsible for the delivery of education in an interprofessional context, and/or educate health professionals.
Educators include individuals who carry out interprofessional education duties, are responsible for the delivery of education in an interprofessional context, and/or educate health professionals.
Professional Beliefs and Attitudes are influenced by the identity and stereotypes of healthcare professionals and may be fostered by social influences such as media and public perceptions. Educators’ professional beliefs and attitudes directly impact learners’ opportunities to develop collaborative competencies.
Professional Beliefs and Attitudes are influenced by the identity and stereotypes of healthcare professionals and may be fostered by social influences such as media and public perceptions. Educators’ professional beliefs and attitudes directly impact learners’ opportunities to develop collaborative competencies.
Learners include pre- and post-licensure individuals involved in structured learning activities in undergraduate, post-graduate, or continuing education within their profession.
Administrative Processes involve strategies and approaches for implementing initiatives, including logistical decisions and financial incentives (e.g., scheduling, accommodating large class sizes, voluntary versus mandatory, grading, and remediation).
Faculty Development: Faculty members are supported as they learn to effectively facilitate interprofessional education. Faculty members professional beliefs and attitudes toward collaboration are recognized as factors that can influence learners.
Health Professional Learner Outcomes refer to the competencies learners need in order to work collaboratively. These competencies describe specific knowledge, skills, and attitudes that have been empirically identified as determinants of collaboration. The competencies affect the efficiency with which interprofessional education is delivered and, ultimately, the amount of interprofessional collaboration in clinical settings.
Health Professional Learner Outcomes refer to the competencies learners need in order to work collaboratively. These competencies describe specific knowledge, skills, and attitudes that have been empirically identified as determinants of collaboration.
Health Professional Learner Outcomes(Knowledge Competencies) refer to the competencies learners need in order to work collaboratively. These competencies describe specific knowledge, skills, and attitudes that have been empirically identified as determinants of collaboration.
Health Professional Learner Outcomes(Skills Competencies) refer to the competencies learners need in order to work collaboratively. These competencies describe specific knowledge, skills, and attitudes that have been empirically identified as determinants of collaboration.
Health Professional Learner Outcomes(Attitude Competencies) refer to the competencies learners need in order to work collaboratively. These competencies describe specific knowledge, skills, and attitudes that have been empirically identified as determinants of collaboration.
Health Professional Learner Outcomes(Behaviour Competencies) refer to the competencies learners need in order to work collaboratively. These competencies describe specific knowledge, skills, and attitudes that have been empirically identified as determinants of collaboration.
Government Policies are developed by various levels of government and impact interprofessional education for collaborative patient-centred practice. Structural and financial policies for secondary health professional training programs have lead to the current climate of segregation between professions.
Social and Cultural Values: Creating an understanding of, and respect for, other health professionals’ roles and responsibilities is a prerequisite for collaborative patient-centred practice. This process entails breaking down stereotypes and misconceptions and overcoming public and media-created perceptions and/or historically inherited cultural values.
Professional System represents the influence the health professional regulatory bodies have on affecting change. These bodies are responsible for defining scope of practice and dealing with issues of liability. Professional systems can positively influence interprofessionality through policy implementation that affects how professionals choose to practice in clinical settings.
Organizational Factors such as governance (leadership) and formalization (rules) can significantly influence collaboration at several levels: within a team, within the context of an organization, and between organizations.
Interactional Factors influence the relationships between and among healthcare professionals. These factors concern the extent to which individuals share a common vision and goals and the degree to which they feel a sense of belonging.
Governance refers to the leadership functions that support collaboration. Governance provides direction and support to professionals as they implement innovative actions related to interprofessional collaborative patient-centred practice.
Sharing Goals/Vision refers to the existence of common goals and the endorsement of these goals by the healthcare team. Shared patient-oriented goals emerge when the team is focused on the patient/client while recognizing the diverse interests and asymmetry of power of the various partners in care and the resulting negotiations.
Professional is an inclusionary term that represents all caregivers who provide care in a professional manner. This includes unregulated and regulated health professionals.
Professional is an inclusionary term that represents all caregivers who provide care in a professional manner. This includes unregulated and regulated health professionals.
Task Complexity refers to the patients health issues. Task complexity defines the type of care and interactions required between health professionals within the team. Interactions between patients, healthcare providers, and organizations are dynamic in the collaborative patient-centred care approach.
Patients/Clients are central to collaborative patient-centred practice. Patients and their families become part of the healthcare community and are encouraged to work with the healthcare team to optimize care. The term client may be preferred as it acknowledges the autonomy of individuals who are consumers of healthcare services. The terms “patient” and ”client” are used interchangeably within the 2004 Health Canada Report and this framework.
Structuring Clinical Care entails the development of documented procedures that provide a means for clarifying the expectations and responsibilities of the different partners and for (re)negotiating responsibilities. Various formalized tools can be used, such us protocols, procedures, information systems, and agreements.
A Sense of Belonging reflects an awareness of interdependencies between healthcare team members. It is developed through the mutual contribution and provision of knowledge, values, and skills. Through this process, bonds and trusting relationships develop among team members, which in turn affect their willingness to work together and the respect they have for one another.
Patient/Provider Outcomes refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Patient/Provider Outcomes (Patient Clinical Outcomes) refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Patient/Provider Outcomes (Quality of care) refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Patient/Provider Outcomes (Satisfaction) refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Patient/Provider Outcomes (Professional Satisfaction/Well Being) refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Patient/Provider Outcomes (Organizational Efficiency/Innovation) refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Patient/Provider Outcomes (System Cost Effectiveness refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Patient/Provider Outcomes (System Responsiveness) refer to the positive outcomes that result from healthcare teams working collaboratively, such as successful patient/family care or changes in practice that result in more efficient and effective practice at the organization/system level.
Government Policies (education) are developed by various levels of government and impact interprofessional education for collaborative patient-centred practice. Structural and financial policies for secondary health professional training programs have lead to the current climate of segregation between professions.
Government Policies (health) are developed by various levels of government and impact interprofessional education for collaborative patient-centred practice. Structural and financial policies for secondary health professional training programs have lead to the current climate of segregation between professions.
Government Policies (social services) are developed by various levels of government and impact interprofessional education for collaborative patient-centred practice. Structural and financial policies for secondary health professional training programs have lead to the current climate of segregation between professions.