Skip to main content
Published Online:https://doi.org/10.3928/01484834-20160914-11Cited by:5

Abstract

Background:

Interprofessional education and practice have been gaining recognition during the past decade. However, little has been written on person-centered care (PCC) within interprofessional practice and how it could be taught to interprofessional learners.

Method:

A key element of PCC is therapeutic communication. Consequently, a group of interprofessional faculty innovated a graduate-level elective course on advanced therapeutic communication where interprofessional learners together explore PCC within interprofessional care. The course curriculum is underpinned by mindfulness in education, nonviolent communication, and reflective writing. Various teaching– learning strategies, including creative self-expression, are also used.

Results:

The created competencies and conceptual framework may be used by other educators in creating a similar interprofessional course. Interprofessional learners gained a deeper and broader understanding of PCC in interprofessional care.

Conclusion:

On the basis of this undertaking, the faculty gained a deeper appreciation for interprofessional collaboration in the development of innovative educational methodologies that advance interprofessional teamwork in education and professional practice. [J Nurs Educ. 2016;55(10):592–597.]

  • Alasad J., Ahmad M. (2005). Communication with critically ill patients. Journal of Advanced Nursing, 50, 356–362.10.1111/j.1365-2648.2005.03400.x

    Crossref MedlineGoogle Scholar
  • Bainbridge L., Nasmith L., Orchard C., Wood V. (2010). Competencies for interprofessional collaboration. Journal of Physical Therapy Education, 24, 6–11.

    CrossrefGoogle Scholar
  • Baldwin D.C., Royer J.A., Edinberg M.A. (2007). Maintenance of healthcare teams: Internal and external dimensions. Journal of Interprofessional Care, 21, S38–S51.10.1080/13561820701580032

    Crossref MedlineGoogle Scholar
  • Barbezat D.P., Bush M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco, CA: Jossey-Bass.

    Google Scholar
  • Blickem C., Priyadharshini E. (2007). Patient narratives: The potential for “patient-centered” interprofessional learning?Journal of Interprofessional Care, 21, 619–632.10.1080/13561820701653482

    Crossref MedlineGoogle Scholar
  • Blue A., Brandt B.F., Schmitt M.H. (2010). American interprofessional health collaborative: Historical roots and organizational beginnings. Journal of Allied Health, 39, S204–S209.

    MedlineGoogle Scholar
  • Borrill C.S., Carter A.J., Dawson J.F., Garrod S., Rees A., Richards A., West M.A. (2002). The effectiveness of health care teams in the National Health Service: Report. Birmingham, UK: Aston Center for Health Service Organisation Research.

    Google Scholar
  • Brown J., Lewis L., Ellis K., Steward M., Freeman T.R., Kasperski J.M. (2010). Conflict on interprofessional primary healthcare teams: Can it be resolved?Journal of Interprofessional Care, 25, 4–10.10.3109/13561820.2010.497750

    Crossref MedlineGoogle Scholar
  • Center for Advancement of Interprofessional Education. (2002). Defining IPE. Retrieved from http://caipe.org.uk/resources/defining-ipe/

    Google Scholar
  • Cooter R. (2004). Keywords in the history of medicine: Teamwork. Lancet, 363, 1245.10.1016/S0140-6736(04)15977-1

    Crossref MedlineGoogle Scholar
  • Côté G., Lauzon C., Kyd-Strickland B. (2008). Environmental scan of interprofessional collaborative practice initiatives. Journal of Interprofessional Care, 22, 449–460.10.1080/13561820802210950

    Crossref MedlineGoogle Scholar
  • D'Amour D., Ferrada-Videla M., Rodriguez L.S.M., Beaulieu M. (2005). The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of Interprofessional Care, 19, S116–S131.10.1080/13561820500082529

    Crossref MedlineGoogle Scholar
  • D'Amour D., Oandasan I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19, S8–S20.10.1080/13561820500081604

    Crossref MedlineGoogle Scholar
  • Dewey J. (1963). Experience and education. New York, NY: Macmillan. (Original work published 1938)

    Google Scholar
  • Freedberg S. (2007). Re-examining empathy: A relational-feminist point of view. Social Work, 52, 251–259.10.1093/sw/52.3.251

    Crossref MedlineGoogle Scholar
  • Grover S.M. (2005). Shaping effective communication skills and therapeutic relationships at work: The foundation of collaborations. AAOHN Journal, 53, 177–182.

    Crossref MedlineGoogle Scholar
  • Hall P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19, S188–S196.10.1080/13561820500081745

    Crossref MedlineGoogle Scholar
  • Hallin K., Henriksson P., Dalén N., Kiessling A. (2011). Effects of interprofessional education on patient perceived quality of care. Medical Teacher, 33, e22–e26.10.3109/0142159X.2011.530314

    Crossref MedlineGoogle Scholar
  • Hassed C., Chambers R. (2014). Mindful learning: Reduce stress and improve brain performance for effective learning. Wollombi, Australia: Exisle.

    Google Scholar
  • Health Canada. (2003). First Ministers' accord on health renewal. Retrieved from http://www.hc-sc.gc.ca/english/hca2003/accord.html

    Google Scholar
  • Henderson J. (2006). The renaissance hospital. London, UK: Yale University Press.

    Google Scholar
  • Herbert C.P. (2005). Changing the culture: Interprofessional education for collaborative patient-centred practice in Canada. Journal of Interprofessional Care, 19, 1–4.10.1080/13561820500081539

    Crossref MedlineGoogle Scholar
  • Howard M., Agarwal G., Hilts L. (2009). Patient satisfaction with access in two interprofessional academic family medicine clinics. Family Practice, 26, 407–412.10.1093/fampra/cmp049

    Crossref MedlineGoogle Scholar
  • Hunt E.D. (1987). Beginning with ourselves: In practice, theory, and human affairs. Cambridge, MA: Brookline Books.

    Google Scholar
  • Johns C. (2009). Becoming a reflective practitioner (3rd ed.). Chichester, UK: John Wiley & Sons.

    Google Scholar
  • Lawrence D., Bryant T.K., Nobel T.B., Dolansky M.A., Singh M.K. (2015). A comparative evaluation of patient satisfaction outcomes in an interprofessional student-run free clinic. Journal of Interprofessional Care, 29, 445–450.10.3109/13561820.2015.1010718

    Crossref MedlineGoogle Scholar
  • Litaker D., Mion L.C., Planavsky L., Kippes C., Mehta N., Frolkis J. (2003). Physician-nurse practitioner teams in chronic disease management: The impact on costs, clinical effectiveness, and patients' perception of care. Journal of Interprofessional Care, 17, 223–237.10.1080/1356182031000122852

    Crossref MedlineGoogle Scholar
  • Macdonald E., Herrman H., Hinds P., Crowe J., MacDonald P. (2002). Beyond interdisciplinary boundaries: Views of consumers, carers and non-government organizations on teamwork. Australasian Psychiatry, 10, 125–129.10.1046/j.1440-1665.2002.00420.x

    CrossrefGoogle Scholar
  • McCarthy B., O'Donovan M., Twomey A. (2008). Person-centred communication: Design, implementation and evaluation of communication skills module for undergraduate nursing students. An Irish context. Contemporary Nurse, 27, 207–222.10.5172/conu.2008.27.2.207

    Crossref MedlineGoogle Scholar
  • McCormack B., McCance T.V. (2006). Development of a framework for person-centered nursing. Journal of Advanced Nursing, 56, 472–479.10.1111/j.1365-2648.2006.04042.x

    Crossref MedlineGoogle Scholar
  • McCormack B., McCance T.V. (2010). Person-centred nursing: Theory and practice.West Sussex, UK: Wiley-Blackwell.10.1002/9781444390506

    CrossrefGoogle Scholar
  • Metersky K., Schwind J.K. (2015). Interprofessional care: Patient experience stories. International Journal of Person Centered Medicine, 5, 78–87. doi: http://dx.doi.org/10.5750/ijpcm.v5i2.528

    CrossrefGoogle Scholar
  • Mickan M.S., Rodger S.S. (2005). Effective health care teams: A model of six characteristics developed from shared perceptions. Journal of Interprofessional Care, 19, 358–370.10.1080/13561820500165142

    Crossref MedlineGoogle Scholar
  • Molyneux J. (2009). Interprofessional teamworking: What makes teams work well?Journal of Interprofessional Care, 15, 29–35.10.1080/13561820020022855

    CrossrefGoogle Scholar
  • Oandasan I., Gotlib L., Lingard L., Karim A., Jakubovicz D., Whitehead C., Reeves S. (2009). The impact of space and time on interprofessional teamwork in Canadian primary health care settings: Implications for health care reform. Primary Health Care Research & Development, 10, 151–162.10.1017/S1463423609001091

    CrossrefGoogle Scholar
  • Pecukonis E., Doyle O., Bliss D.L. (2008). Reducing barriers to interprofessional training: Promoting interprofessional cultural competence. Journal of Interprofessional Care, 22, 417–428.10.1080/13561820802190442

    Crossref MedlineGoogle Scholar
  • Pomey M.P., Ghadiri D.P., Karazivan P., Fernandez N., Clavel N. (2015). Patients as partners: A qualitative study of patients' engagement in their health care. PLoS ONE, 10, 1–11.10.1371/journal.pone.0122499

    CrossrefGoogle Scholar
  • Ramsburg J.T., Youmans R.J. (2013). Meditation in the higher-education classroom: Meditation training improves student knowledge retention during lectures. Mindfulness, 5, 431–441.10.1007/s12671-013-0199-5

    CrossrefGoogle Scholar
  • Reeves S., Lewin S. (2004). Interprofessional collaboration in the hospital: Strategies and meaning. Journal of Health Services Research & Policy, 9, 218–225.10.1258/1355819042250140

    Crossref MedlineGoogle Scholar
  • Reeves S., Rice K., Conn L.G., Miller K., Kenaszchuk C., Zwarenstein M. (2009). Interprofessional interaction, negotiation and non-negotiation on general internal medicine floors. Journal of Interprofessional Care, 23, 633–645.10.3109/13561820902886295

    Crossref MedlineGoogle Scholar
  • Rosenberg M.B. (2003). Non-violent communication: A language of life (2nd ed.). Encinitas, CA: PuddleDancer Press.

    Google Scholar
  • Safran J.D., Muran J.C. (2000). Negotiating the therapeutic alliance: A relational treatment guide. New York, NY: Guilford Press.

    Google Scholar
  • Salzberg S. (1995). Loving-kindness: The revolutionary art of happiness. Boston, MA: Shambhala Publications.

    Google Scholar
  • Sargeant J. (2009). Theories to aid understanding and implementation of interprofessional education. The Journal of Continuing Education in the Health Professions, 29, 178–184.10.1002/chp.20033

    Crossref MedlineGoogle Scholar
  • Schwind J., Beanlands H., Lapum J., Romaniuk D., Fredericks S., LeGrow K., Crosby J. (2014). Fostering person-centered care among nursing students: Creative pedagogical approaches to developing personal knowing. Journal of Nursing Education, 53, 343–347.10.3928/01484834-20140520-01

    LinkGoogle Scholar
  • Schwind J.K. (2016). Narrative reflective process: A creative experiential path to personal-knowing in teaching-learning scholarship. In , Gingras J., Robinson P., Waddell J., Cooper L.D. (Eds.), Teaching as scholarship: Preparing students for professional practice in community services (pp.137–154). Waterloo, ON: Wilfrid Laurier University Press.

    Google Scholar
  • Schwind J.K., Cameron D., Franks J., Graham C., Robinson T. (2012). Engaging in narrative reflective process to fine tune self-as-instrument of care. Reflective Practice, 13, 223–235.10.1080/14623943.2011.626030. 1–13.

    CrossrefGoogle Scholar
  • Shaw S.N. (2008). More than one dollop of cortex: Patients' experiences of interprofessional care at an urban family health center. Journal of Interprofessional Care, 22, 229–237.10.1080/13561820802054721

    Crossref MedlineGoogle Scholar
  • Smalley S.L., Winston D. (2010). Fully present: The science, art and practice of mindfulness.Philadelphia, PA: Da Capo Press.

    Google Scholar
  • Sohi J., Champagne M., Shidler S. (2015). Improving collaboration to facilitate patient participation in decisions regarding life-prolonging care: An action research project. Journal of Interprofessional Care, 29, 409–414.10.3109/13561820.2015.1027335

    Crossref MedlineGoogle Scholar
  • Suikkala A., Leino-Kilpi H. (2005). Nursing student-patient relationship: Experiences of students and patients. Nurse Education Today, 25, 344–354.10.1016/j.nedt.2005.03.001

    Crossref MedlineGoogle Scholar
  • Sullivan D. (2007). Nonviolence begins with speech: An interview with Emily Gaarder on the practice of nonviolent communication. Contemporary Justice Review, 10, 131–142.10.1080/10282580601158032

    CrossrefGoogle Scholar
  • Suter E., Arndt J., Arthurs N., Parboosingh J., Taylor E., Deutschlander S. (2009). Role understanding and effective communication as core competencies for collaborative practice. Journal of Interprofessional Care, 23, 41–51.10.1080/13561820802338579

    Crossref MedlineGoogle Scholar
  • Verma S., Paterson M., Medves J. (2006). Core competencies for health care professionals: What medicine, nursing, occupational therapy, and physiotherapy share. Journal of Allied Health, 35, 109–115.

    MedlineGoogle Scholar
  • Wanzer M., Booth-Butterfield M., Gruber K. (2004). Perceptions of healthcare providers' communication: Relationships between patient-centered communication and satisfaction. Health Communication, 16, 363–383.10.1207/S15327027HC1603_6

    Crossref MedlineGoogle Scholar
  • Weisz G. (2005). Divide and conquer: A comparative history of medical specialization. Oxford, UK: Oxford.

    Google Scholar
  • Younis J.R., Mabrouk S.M., Kamal F.F. (2015). Effect of the planned therapeutic communication program on therapeutic communication skills of pediatric nurses. Journal of Nursing Education and Practice, 5, 109–120.10.5430/jnep.v5n8p109

    CrossrefGoogle Scholar
  • Zwarenstein M., Bryant W., Reeves S. (2003). In-service interprofessional education improves patient care and patient satisfaction. Journal of Interprofessional Care, 17, 401–402.

    MedlineGoogle Scholar
  • Zwarenstein M., Reeves S. (2006). Knowledge translation and interprofessional collaboration: Where the rubber of evidence-based care hits the road of teamwork. Journal of Continuing Education in the Health Professions, 26, 46–54.10.1002/chp.50

    Crossref MedlineGoogle Scholar

We use cookies on this site to enhance your user experience. For a complete overview of all the cookies used, please see our privacy policy.

×