BOOK
Foundations of Interprofessional Collaborative Practice in Health Care - E-Book
Margaret Slusser | Luis I. Garcia | Carole-Rae Reed | Patricia Quinn McGinnis
(2018)
Additional Information
Book Details
Abstract
Health care is a team effort, so why keep training for solo springs? Introducing Foundations of Interprofessional Collaborative Practice in Health Care - a unique new textbook that will equip you to become an effective member of interprofessional healthcare teams. This completely new textbook is the first on the market to introduce the Interprofessional Education Collaborative (IPEC, 2011, 2016) Core Competencies for Interprofessional Collaborative Practice and to provide practice in applying these competencies to everyday practice. Expertly written by an interprofessional team for a wide variety of health professions students, this textbook provides a solid foundation in the four Core Competencies: Values and Ethics for Interprofessional Practice, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. It then elaborates each Core Competency by defining and describing each Sub-Competency. With a variety of interactive Case Studies, Caselets, and Exemplar Case Studies, it then illustrates the contributions and interconnectedness of each provider’s role to demonstrate how Core Competencies would be applied and put into action for improved patient outcomes.
- UNIQUE! Three-part units each addressing one of the four IPEC Core Competencies to help you to understand the core competencies and learn how to apply them in your own profession.
- UNIQUE! Detailed explorations of each Sub-Competency for all four IPEC Core Competencies thoroughly present the essential elements of each Core Competency for deep understanding of how to collaborate with other professions.
- UNIQUE! Case Studies, "Caselets," and Exemplar Case Studies illustrate each competency and provide opportunities for you to apply your understanding of the material.
- A variety of Active Learning activities driven by core content are integrated into each chapter.
- UNIQUE! Global Perspectives boxes and additional international resources highlight the important work being done internationally in interprofessional education and interprofessional collaborative practice.
- Research Highlights help you to understand the reasoning and knowledge behind the Core Competencies.
- Learning Outcomes and Key Points outline and review the main takeaways from each chapter.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| IFC_brief TOC | IFC2 | ||
| Foundations of Interprofessional Collaborative Practice in Health Care | i | ||
| Copyright Page | ii | ||
| Dedication | iii | ||
| About the Authors | v | ||
| Professional Consultant Panel | vii | ||
| Interprofessional Expert Panel | ix | ||
| Foreword | xi | ||
| References | xii | ||
| Preface | xiii | ||
| To the Instructor | xiii | ||
| Organization of the Text | xiii | ||
| Chapter Features | xiii | ||
| To the Student | xiv | ||
| Chapter Features | xiv | ||
| References | xv | ||
| Acknowledgments | xvii | ||
| Table Of Contents | xix | ||
| I Introduction to Interprofessional Education and Interprofessional Collaborative Practice | 1 | ||
| 1 Interprofessional Education and Interprofessional Collaborative Practice | 1 | ||
| Learning Outcomes | 1 | ||
| Healthcare Professional Education: A Call for Change | 1 | ||
| The Interprofessional Collaborative Healthcare Team | 3 | ||
| The Team | 3 | ||
| The Role of the Recipient of Care in Interprofessional Collaborative Practice | 3 | ||
| Interprofessional Education (IPE) | 4 | ||
| Interprofessional Education Activities | 5 | ||
| Simulation-Enhanced Interprofessional Education | 6 | ||
| Planning and Evaluating Interprofessional Education Activities | 7 | ||
| Interprofessional Collaboration Competencies | 8 | ||
| The Competency Approach | 8 | ||
| Identifying the Core Competencies | 10 | ||
| Global Focus on Interprofessional Education and Interprofessional Collaborative Practice | 11 | ||
| Key Points | 15 | ||
| References | 16 | ||
| 2 Systems Theory | 18 | ||
| Learning Outcomes | 18 | ||
| A Framework for Interprofessional Education and Collaborative Practice | 18 | ||
| Introduction to Systems Theory | 20 | ||
| General Systems Theory | 20 | ||
| Basic Components of Systems | 22 | ||
| Principles of the General Systems Theory | 23 | ||
| Complex Systems | 23 | ||
| Complex-Adaptive Systems | 23 | ||
| The Bioecological Model | 24 | ||
| Application of Systems Theory to the Healthcare System | 26 | ||
| Components of the Healthcare System | 26 | ||
| System Thinking | 27 | ||
| The Outcomes of Interprofessional Education and Interprofessional Collaborative Practice | 27 | ||
| IPE/IPCP in Healthcare Teams: A Systems Case Study | 28 | ||
| System Analysis of the Case Study | 29 | ||
| Key Points | 30 | ||
| References | 31 | ||
| 3 Adopting the Frameworks of Wellness and Patient-Centered Care | 33 | ||
| Learning Outcomes | 33 | ||
| Wellness | 33 | ||
| Health and Wellness in the 19th Century | 33 | ||
| From Reductionism to the Emergent Property of Complex Systems | 34 | ||
| The History of the Concept of Wellness | 35 | ||
| Wellness as a Framework for Health Care | 35 | ||
| What Is Wellness? | 35 | ||
| From the Illness–Wellness Continuum to Positive Health | 36 | ||
| Salutogenesis: A New Prescription for Health Care | 36 | ||
| Dimensions of Wellness | 37 | ||
| The Eight Dimensions of Wellness | 37 | ||
| Intellectual Wellness | 37 | ||
| Emotional Wellness | 37 | ||
| Physical Wellness | 38 | ||
| Social Wellness | 38 | ||
| Occupational Wellness | 38 | ||
| Financial Wellness | 38 | ||
| Spiritual Wellness | 38 | ||
| Environmental Wellness | 38 | ||
| Disease Prevention and Health Promotion | 40 | ||
| What Is Disease Prevention? | 40 | ||
| What Is Health Promotion? | 40 | ||
| Social Determinants of Health and Wellness | 42 | ||
| Patient-Centered Care: A New Framework for Health Care | 42 | ||
| What Is Patient-Centered Care? | 43 | ||
| Elements of Patient-Centered Care | 43 | ||
| Barriers to Patient-Centered Care | 44 | ||
| Health Education, Patient Education, and Health Literacy | 44 | ||
| Health Education | 44 | ||
| Patient Education | 45 | ||
| What Is Health Literacy? | 46 | ||
| Key Points | 50 | ||
| References | 52 | ||
| II Values and Ethics | 55 | ||
| 4 Foundations of Values and Ethics for Interprofessional Practice | 55 | ||
| Learning Outcomes | 55 | ||
| Foundational Concepts | 55 | ||
| Ethics and Bioethics | 55 | ||
| Ethics | 55 | ||
| Ethical Dilemma | 55 | ||
| Bioethics | 56 | ||
| Values and Morals | 56 | ||
| Values | 56 | ||
| Values Clarification | 57 | ||
| Morals | 58 | ||
| Moral Distress | 58 | ||
| Overview of Ethical Theories | 58 | ||
| Deontology | 58 | ||
| Utilitarianism (Consequentialism) | 59 | ||
| Principlism | 59 | ||
| Virtue Ethics | 60 | ||
| Ethical Principles | 60 | ||
| Autonomy (Respect for Persons) | 60 | ||
| Beneficence | 60 | ||
| Non-Maleficence | 60 | ||
| Double Effect | 61 | ||
| Justice | 61 | ||
| Distributive Justice | 62 | ||
| Fidelity | 62 | ||
| Veracity | 63 | ||
| Ethical Relativism | 64 | ||
| Applied Ethics | 64 | ||
| Ethical Decision Making | 64 | ||
| Moral Courage | 65 | ||
| Interprofessional Ethics as an Emerging Field | 66 | ||
| Key Points | 68 | ||
| References | 69 | ||
| 5 The Competency of Values/Ethics | 70 | ||
| Learning Outcomes | 70 | ||
| The Values/Ethics Core Competency Statement | 71 | ||
| The Sub-CompetencIES of Values/Ethics for Interprofessional Practice | 71 | ||
| VE1: Place the Interests of Patients and Populations at the Center of Interprofessional Health Care Delivery and Population Health Programs, With the Goal of Promoting Health and Health Equity Across the Lifespan | 71 | ||
| Self-Evaluation of VE1 | 72 | ||
| VE2: Respect the Dignity and Privacy of Patients While Maintaining Confidentiality in the Delivery of Team-Based Care | 73 | ||
| Self-Evaluation of VE2 | 76 | ||
| VE3: Embrace the Cultural Diversity and Individual Differences That Characterize Patients, Populations, and the Health Team | 76 | ||
| Self-Evaluation of VE3 | 78 | ||
| VE4: Respect the Unique Cultures, Values, Roles/Responsibilities, and Expertise of Other Health Professions and the Impact These Factors Can Have on Health Outcomes | 78 | ||
| Self-Evaluation of VE4 | 79 | ||
| VE5: Work in Cooperation With Those Who Receive Care, Those Who Provide Care, and Others Who Contribute to or Support the Delivery of Prevention and Health Services and Programs | 79 | ||
| Self-Evaluation of VE5 | 81 | ||
| VE6: Develop a Trusting Relationship With Patients, Families, and Other Team Members | 81 | ||
| Self-Evaluation of VE6 | 82 | ||
| VE7: Demonstrate High Standards of Ethical Conduct and Quality of Care in Contributions to Team-Based Care | 82 | ||
| Self-Evaluation of VE7 | 83 | ||
| VE8: Manage Ethical Dilemmas Specific to Interprofessional Patient/ Population Centered Care Situations | 84 | ||
| Self-Evaluation of VE8 | 85 | ||
| VE9: Act With Honesty and Integrity in Relationships With Patients, Families, Communities, and Other Team Members | 85 | ||
| Self-Evaluation of VE9 | 87 | ||
| VE10: Maintain Competence in One’s Own Profession Appropriate to Scope of Practice | 87 | ||
| Self-Evaluation of VE10 | 88 | ||
| Demonstrating the Sub-CompetencIES of Values/Ethics for Interprofessional Practice | 88 | ||
| Key Points | 90 | ||
| References | 90 | ||
| 6 Values/Ethics Case Studies | 92 | ||
| Learning Outcomes | 92 | ||
| Case Study: Medical Marijuana | 92 | ||
| III Roles and Responsibilities | 100 | ||
| 7 Foundations of Professional Roles and Responsibilities | 100 | ||
| Learning Outcomes | 100 | ||
| Basics of Professional Roles | 100 | ||
| What Is a Profession? | 101 | ||
| Education | 102 | ||
| Unique Body of Knowledge | 102 | ||
| Service | 102 | ||
| Autonomy | 102 | ||
| Code of Ethics | 102 | ||
| Scope of Practice | 103 | ||
| Healthcare Professions and Occupations | 103 | ||
| Professional Identity Development | 105 | ||
| Professional Identity and Interprofessional Collaborative Practice | 105 | ||
| Self-Reflection as a Learning Tool | 105 | ||
| Skills Needed for Self-Reflection | 106 | ||
| Tools to Develop Self-Reflection | 107 | ||
| Self-Awareness of Strengths and Limitations | 107 | ||
| Roles and Responsibilities in the Context of Teamwork | 107 | ||
| What Is a Healthcare Team? | 107 | ||
| Clarifying Roles in Healthcare Teams | 109 | ||
| Barriers to the Clarification of Roles in Healthcare Teams | 110 | ||
| Interprofessional Consultation With Team Members | 111 | ||
| Key Points | 112 | ||
| References | 112 | ||
| 8 The Competency of Roles/Responsibilities | 115 | ||
| Learning Outcomes | 115 | ||
| The Roles/Responsibilities Core Competency Statement | 116 | ||
| The Sub-Competencies of Roles/Responsibilities | 116 | ||
| RR1: Communicate One’s Roles and Responsibilities Clearly to Patients, Families, Community Members, and Other Professionals | 116 | ||
| Self-Evaluation of RR1 | 118 | ||
| RR2: Recognize One’s Limitations in Skills, Knowledge, and Abilities | 118 | ||
| Self-Evaluation of RR2 | 119 | ||
| RR3: Engage Diverse Professionals Who Complement One’s Own Professional Expertise, as Well as Associated Resources, to Develop Strategies to Meet Specific Health and Health Care Needs of Patients and Populations | 119 | ||
| Self-Evaluation of RR3 | 120 | ||
| RR4: Explain the Roles and Responsibilities of Other Care Providers and How the Team Works Together to Provide Care, Promote Health, and Prevent Disease | 120 | ||
| Self-Evaluation of RR4 | 122 | ||
| RR5: Use the Full Scope of Knowledge, Skills, and Abilities of Professionals From Health and Other Fields to Provide Care That Is Safe, Timely, Efficient, Effective, and Equitable | 122 | ||
| Self-Evaluation of RR5 | 123 | ||
| RR6: Communicate With Team Members to Clarify Each Member’s Responsibility in Executing Components of a Treatment Plan or Public Health Intervention | 123 | ||
| Self-Evaluation of RR6 | 124 | ||
| RR7: Forge Interdependent Relationships With Other Professions Within and Outside of the Health System to Improve Care and Advance Learning | 124 | ||
| Self-Evaluation of RR7 | 126 | ||
| RR8: Engage in Continuous Professional and Interprofessional Development to Enhance Team Performance and Collaboration | 126 | ||
| Self-Evaluation of RR8 | 126 | ||
| RR9: Use the Unique and Complementary Abilities of All Team Members to Optimize Health and Patient Care | 126 | ||
| Self-Evaluation of RR9 | 127 | ||
| RR10: Describe How Professionals in Health and Other Fields Can Collaborate and Integrate Clinical Care and Public Health Interventions to Optimize Population Health | 127 | ||
| Self-Evaluation of RR10 | 128 | ||
| Demonstrating the Sub-Competencies of Roles/Responsibilities | 128 | ||
| Key Points | 131 | ||
| References | 131 | ||
| 9 Roles/Responsibilities Case Studies | 132 | ||
| Learning Outcomes | 132 | ||
| Case Study Activity Guidelines | 132 | ||
| Case Study: Co-Treatment at the Bedside | 133 | ||
| Discussion Questions | 133 | ||
| Case Study: Engaging Diverse Professionals in the Plan of Care | 133 | ||
| IV Interprofessional Communication | 139 | ||
| 10 Foundations of Interprofessional Communication | 139 | ||
| Learning Outcomes | 139 | ||
| Basics of Interprofessional Communication | 140 | ||
| Overview of the Communication Process | 140 | ||
| Personal Factors | 142 | ||
| Relationship Factors | 142 | ||
| Environmental Factors | 143 | ||
| Types of Communication | 143 | ||
| Verbal Communication | 143 | ||
| Nonverbal Communication | 143 | ||
| Body Language | 144 | ||
| Facial Expressions | 144 | ||
| Gestures | 144 | ||
| Symbols | 144 | ||
| Touch | 144 | ||
| Eye Contact | 145 | ||
| Improving Nonverbal Communication | 145 | ||
| Cultural Considerations in Communication | 146 | ||
| Language Barriers | 146 | ||
| Active Listening | 147 | ||
| Vocabulary and Interprofessional Communication | 148 | ||
| Respectful Language | 150 | ||
| Interprofessional Communication Tools | 152 | ||
| Standardized Communication Tools | 152 | ||
| Difficult Conversations Within the Interprofessional Team | 153 | ||
| General Guidelines for Having Difficult Conversations | 153 | ||
| Tempering Emotion | 154 | ||
| Critical Language: Using the CUS Strategy | 154 | ||
| Crisis Communication | 154 | ||
| Giving and Receiving Performance Feedback | 155 | ||
| Key Points | 157 | ||
| References | 158 | ||
| 11 The Competency of Interprofessional Communication | 160 | ||
| Learning Outcomes | 160 | ||
| The Interprofessional Communication Core Competency Statement | 161 | ||
| The Sub-competencies of Interprofessional Communication | 161 | ||
| CC1: Choose Effective Communication Tools and Techniques, Including Information Systems and Communication Technologies, to Facilitate Discussions and Interactions That Enhance Team Function | 161 | ||
| Self-Evaluation of CC1 | 163 | ||
| CC2: Communicate Information With Patients, Families, Community Members, and Health Team Members in a Form That Is Understandable, Avoiding Discipline-Specific Terminology When Possible | 164 | ||
| Self-Evaluation of CC2 | 164 | ||
| CC3: Express One’s Knowledge and Opinions to Team Members Involved in Patient Care and Population Health Improvement With Confidence, Clarity, and Respect, Working to Ensure Common Understanding of Information and Treatment, Care Decisions, and Population Health Programs and Policies | 165 | ||
| Self-Evaluation of CC3 | 166 | ||
| CC4: Listen Actively, and Encourage Ideas and Opinions of Other Team Members | 166 | ||
| Self-Evaluation of CC4 | 167 | ||
| CC5: Give Timely, Sensitive, Instructive Feedback to Others About Their Performance on the Team, Responding Respectfully as a Team Member to Feedback from Others | 167 | ||
| Self-Evaluation of CC5 | 169 | ||
| CC6: Use Respectful Language Appropriate for a Given Difficult Situation, Crucial Conversation, or Interprofessional Conflict | 170 | ||
| Self-Evaluation of CC6 | 171 | ||
| CC7: Recognize How One’s Own Uniqueness, Including Experience Level, Expertise, Culture, Power, and Hierarchy Within the Healthcare Team, Contributes to Effective Communication, Conflict Resolution, and Positive Interprofessional Working Relationships | 171 | ||
| Self-Evaluation of CC7 | 173 | ||
| CC8: Communicate the Importance of Teamwork in Patient-Centered and Population Health Programs and Policies | 173 | ||
| Self-Evaluation of CC8 | 173 | ||
| Demonstrating the Sub-competencies of Interpersonal Communication | 173 | ||
| Key Points | 176 | ||
| References | 176 | ||
| 12 Interprofessional Communication Case Studies | 177 | ||
| Learning Outcomes | 177 | ||
| Case Study Activity Guidelines | 177 | ||
| Case Study: Communicating Accurate Information in a Care Situation | 177 | ||
| Learning Activity | 178 | ||
| Case Study: Communication in an Emergency | 178 | ||
| Discussion Questions | 178 | ||
| Case Study: Stimulating Interprofessional Education and Collaboration During a Clinical Rotation | 179 | ||
| Discussion Questions | 179 | ||
| Case Study: Looking at Patients Through Different Lenses | 180 | ||
| Discussion Questions | 180 | ||
| Case Study: Intervening During a Dangerous Situation | 181 | ||
| V Teams and Teamwork | 184 | ||
| 13 Foundations of Teams and Teamwork | 184 | ||
| Learning Outcomes | 184 | ||
| Why Is Teamwork Important in Health Care? | 184 | ||
| The Healthcare Team | 185 | ||
| Healthcare Team Development | 186 | ||
| Roles of Team Members and Group Dynamics | 187 | ||
| Leadership of Healthcare Teams | 189 | ||
| Leadership Theory | 189 | ||
| Healthcare Team Behaviors | 189 | ||
| Organizational, Interpersonal, and Team Interactions | 190 | ||
| Setting Goals and Meeting Objectives in the Context of a Team | 191 | ||
| Shared Problem Solving and Decision Making | 191 | ||
| Consensus Building and Motivation | 191 | ||
| Shared Accountability | 192 | ||
| Managing Conflict | 192 | ||
| Resource Management | 193 | ||
| Team Effectiveness | 193 | ||
| Characteristics of Effective Teams | 193 | ||
| Characteristics of Dysfunctional Teams | 193 | ||
| Impact on Optimal Patient Outcomes | 194 | ||
| Performance Appraisal (Individual and Team) | 195 | ||
| Process Improvement Strategies | 196 | ||
| Key Points | 198 | ||
| References | 199 | ||
| 14 The Competency of Teams and Teamwork | 202 | ||
| Learning Outcomes | 202 | ||
| The Teams and Teamwork Core Competency Statement | 202 | ||
| The Sub-competencies of Teams and Teamwork | 203 | ||
| TT1: Describe the Process of Team Development and the Roles and Practices of Effective Teams | 203 | ||
| Self-Evaluation of TT1 | 204 | ||
| TT2: Develop Consensus on the Ethical Principles to Guide All Aspects of Teamwork | 205 | ||
| Self-Evaluation of TT2 | 205 | ||
| TT3: Engage Health and Other Professionals in Shared Patient-Centered and Population-Focused Problem-Solving | 205 | ||
| Self-Evaluation of TT3 | 206 | ||
| TT4: Integrate the Knowledge and Experience of Health and Other Professions to Inform Health and Care Decisions, While Respecting Patient and Community Values and Priorities/Preferences for Care | 207 | ||
| Self-Evaluation of TT4 | 208 | ||
| TT5: Apply Leadership Practices That Support Collaborative Practice and Team Effectiveness | 208 | ||
| Self-Evaluation of TT5 | 209 | ||
| TT6: Engage Self and Others to Constructively Manage Disagreements About Values, Roles, Goals, and Actions That Arise Among Health and Other Professionals and With Patients, Families, and Community Members | 210 | ||
| Self-Evaluation of TT6 | 210 | ||
| TT7: Share Accountability With Other Professions, Patients, and Communities for Outcomes Relevant to Prevention and Healthcare | 211 | ||
| Self-Evaluation of TT7 | 212 | ||
| TT8: Reflect on Individual and Team Performance for Individual, as Well as Team, Performance Improvement | 212 | ||
| Self-Evaluation of TT8 | 213 | ||
| TT9: Use Process Improvement Strategies to Increase the Effectiveness of Interprofessional Teamwork and Team-Based Services, Programs, and Policies | 213 | ||
| Self-Evaluation of TT9 | 214 | ||
| TT10: Use Available Evidence to Inform Effective Teamwork and Team-Based Practices | 214 | ||
| Self-Evaluation of TT10 | 214 | ||
| TT11: Perform Effectively on Teams and in Different Team Roles in a Variety of Settings | 215 | ||
| Self-Evaluation of TT11 | 215 | ||
| Demonstrating the Competency of Teams and Teamwork | 215 | ||
| Key Points | 217 | ||
| References | 217 | ||
| 15 Teams and Teamwork Case Studies | 218 | ||
| Learning Outcomes | 218 | ||
| Case Study Guidelines | 218 | ||
| Case Study: Team or “Pseudoteam” | 218 | ||
| Discussion Questions | 219 | ||
| Case Study: Providing Team-Based Care in a School Setting | 219 | ||
| Discussion Questions | 220 | ||
| Case Study: Community Health Concerns | 220 | ||
| Background | 220 | ||
| Case Study | 221 | ||
| Discussion Questions | 221 | ||
| Case Study: Wheelchair Seating Clinic | 221 | ||
| VI Practicing Collaboratively | 224 | ||
| 16 Interprofessional Collaborative Case Studies | 224 | ||
| Learning Outcomes | 224 | ||
| Case Study Activity Guidelines | 224 | ||
| Case Study: Emergency in a Rural Clinic | 227 | ||
| Discussion Questions | 227 | ||
| Role Play Activities | 227 | ||
| Case Study: Emergency in the Factory | 227 | ||
| Appendix A Roles and Education of Common Healthcare Professions and Related Careers | 235 | ||
| Index | 247 | ||
| A | 247 | ||
| B | 247 | ||
| C | 247 | ||
| D | 249 | ||
| E | 249 | ||
| F | 250 | ||
| G | 250 | ||
| H | 250 | ||
| I | 251 | ||
| J | 252 | ||
| K | 252 | ||
| L | 252 | ||
| M | 252 | ||
| N | 253 | ||
| O | 253 | ||
| P | 253 | ||
| Q | 254 | ||
| R | 254 | ||
| S | 254 | ||
| T | 255 | ||
| U | 256 | ||
| V | 256 | ||
| W | 257 | ||
| Inside Back Cover | ibc1 |