Healthcare professionals' experiences of interprofessional collaboration in patient education: A systematic review.

Ho, JT; See, MTA; Tan, AJQ; Levett-Jones, T; Lau, TC; Zhou, W; Liaw, SY

Healthcare professionals' experiences of interprofessional collaboration in patient education: A systematic review.

Ho, JT See, MTA Tan, AJQ Levett-Jones, T

Lau, TC Zhou, W Liaw, SY

Permalink

Publisher:: ELSEVIER IRELAND LTD
Publication Type:: Journal Article
Citation:: Patient Educ Couns, 2023, 116, pp. 107965
Issue Date:: 2023-11

Closed Access

	Filename	Description	Size
	1-s2.0-S0738399123003452-main.pdf		2.05 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Ho, JT
dc.contributor.author	See, MTA
dc.contributor.author	Tan, AJQ
dc.contributor.author	Levett-Jones, T https://orcid.org/0000-0003-4279-8957
dc.contributor.author	Lau, TC
dc.contributor.author	Zhou, W
dc.contributor.author	Liaw, SY
dc.date.accessioned	2024-01-19T02:35:16Z
dc.date.available	2023-08-29
dc.date.available	2024-01-19T02:35:16Z
dc.date.issued	2023-11
dc.identifier.citation	Patient Educ Couns, 2023, 116, pp. 107965
dc.identifier.issn	0738-3991
dc.identifier.issn	1873-5134
dc.identifier.uri	http://hdl.handle.net/10453/174793
dc.description.abstract	OBJECTIVES: This study explores interprofessional collaboration amongst healthcare professionals in patient education. METHODS: A systematic review was conducted. A search in seven databases was conducted from 2011 to 2022 and screened against the inclusion criteria. Quality appraisal was done independently by two reviewers. Studies were extracted and synthesised using the data-based convergent synthesis design. RESULTS: Twenty-one studies were included. Five themes on factors affecting interprofessional collaboration in patient education emerged: 1) role clarification, 2) communication infrastructure, 3) shared space for collaboration, 4) interprofessional trust, and 5) organisational support. CONCLUSION: Findings highlighted the importance of developing trustful relationships within the multidisciplinary team in delivering patient education. Channels for additional infrastructural support, guidelines and training in patient education delivery is required. Future research could explore patients' perspectives on how their learning needs in patient education may be optimised through a multidisciplinary approach. PRACTICE IMPLICATIONS: Healthcare leaders could promote shared goals within the team by facilitating a common space and time for interprofessional team rounding, and by developing shared patient education resources and documentation processes. Interprofessional education focusing on the delivery of team-based patient education could be implemented to foster understanding of the interdependent role of multidisciplinary healthcare professionals.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	ELSEVIER IRELAND LTD
dc.relation.ispartof	Patient Educ Couns
dc.relation.isbasedon	10.1016/j.pec.2023.107965
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	11 Medical and Health Sciences, 17 Psychology and Cognitive Sciences
dc.subject.classification	Public Health
dc.subject.classification	4203 Health services and systems
dc.subject.mesh	Humans
dc.subject.mesh	Patient Education as Topic
dc.subject.mesh	Health Personnel
dc.subject.mesh	Delivery of Health Care
dc.subject.mesh	Learning
dc.subject.mesh	Cooperative Behavior
dc.subject.mesh	Interprofessional Relations
dc.subject.mesh	Humans
dc.subject.mesh	Cooperative Behavior
dc.subject.mesh	Interprofessional Relations
dc.subject.mesh	Learning
dc.subject.mesh	Health Personnel
dc.subject.mesh	Delivery of Health Care
dc.subject.mesh	Patient Education as Topic
dc.subject.mesh	Humans
dc.subject.mesh	Patient Education as Topic
dc.subject.mesh	Health Personnel
dc.subject.mesh	Delivery of Health Care
dc.subject.mesh	Learning
dc.subject.mesh	Cooperative Behavior
dc.subject.mesh	Interprofessional Relations
dc.title	Healthcare professionals' experiences of interprofessional collaboration in patient education: A systematic review.
dc.type	Journal Article
utslib.citation.volume	116
utslib.location.activity	Ireland
utslib.for	11 Medical and Health Sciences
utslib.for	17 Psychology and Cognitive Sciences
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
dc.date.updated	2024-01-19T02:35:14Z
pubs.publication-status	Published
pubs.volume	116

Abstract:

OBJECTIVES: This study explores interprofessional collaboration amongst healthcare professionals in patient education. METHODS: A systematic review was conducted. A search in seven databases was conducted from 2011 to 2022 and screened against the inclusion criteria. Quality appraisal was done independently by two reviewers. Studies were extracted and synthesised using the data-based convergent synthesis design. RESULTS: Twenty-one studies were included. Five themes on factors affecting interprofessional collaboration in patient education emerged: 1) role clarification, 2) communication infrastructure, 3) shared space for collaboration, 4) interprofessional trust, and 5) organisational support. CONCLUSION: Findings highlighted the importance of developing trustful relationships within the multidisciplinary team in delivering patient education. Channels for additional infrastructural support, guidelines and training in patient education delivery is required. Future research could explore patients' perspectives on how their learning needs in patient education may be optimised through a multidisciplinary approach. PRACTICE IMPLICATIONS: Healthcare leaders could promote shared goals within the team by facilitating a common space and time for interprofessional team rounding, and by developing shared patient education resources and documentation processes. Interprofessional education focusing on the delivery of team-based patient education could be implemented to foster understanding of the interdependent role of multidisciplinary healthcare professionals.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/174793