Aug 2026· The Clinical Teacher· Vol 23· 0 citations· 69 references
Medicine
TL;DR
A comprehensive overview of the IPC assessment tools used in primary health settings is provided, offering insights into the diversity of evaluation methods.
Abstract
ABSTRACT Background Interprofessional education (IPE) and interprofessional collaborative practice (IPCP) are essential strategies for developing the necessary interprofessional competencies (IPC) for collaborative practice. While self‐assessment tools measuring IPC are widely used in educational settings, their application in primary health care (PHC) is limited. This study aimed to identify and analyse the available tools for assessing IPC in PHC, highlighting their characteristics and applicability. Methods A scoping review was conducted by searching eight databases. Data extracted included publication details and descriptions of assessment tools. Results The search identified 981 records, of which 21 studies describing 15 different assessment tools were included. Most studies were published between 2016 and 2024, conducted primarily in the United States, and involved professionals from Nursing, Medicine and Pharmacy. The tools were mainly based on the Interprofessional Education Collaborative (IPEC) Core Competencies and the Canadian Interprofessional Health Collaborative frameworks, underscoring their established role as key references for IPC. Common assessed domains and competencies included roles and responsibilities, teamwork and collaboration and interprofessional communication. Additionally, some tools incorporated competencies related to community centred care, collaborative leadership and public health, indicating their potential relevance to PHC. Conclusion This review provides a comprehensive overview of the IPC assessment tools used in primary health settings, offering insights into the diversity of evaluation methods. Faculty, health professionals and researchers should identify the most appropriate tool according to the context in which it will be used, ensuring its applicability and the generation of results that will contribute to the enhancement of IPE and IPCP.
Interprofessional collaboration (IPC) and intraprofessional collaboration (IntraPC) are core competencies in interprofessional education (IPE), but resident physicians often encounter difficulties in practice. Understanding residents' perceptions of IPE is essential for developing effective education. This scoping review aims to map and synthesize existing literature on residents' perceptions of IPE. A systematic search was conducted on the PubMed and ScienceDirect databases. The selection process followed the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) framework. Data from eligible studies were extracted and analyzed thematically. Ten studies met the inclusion criteria from 337 identified articles. Thematic analysis revealed four interrelated main themes regarding residents' perceptions of IPE. These themes included "knowledge, skills, and attitudes," as well as implications for medical education that highlight the urgent need for a formal, structured, and longitudinal IPE curriculum, utilizing methods such as simulation and discussion- based learning. Residents' perceptions of IPE are characterized by tension between cultural barriers and systematic drivers of collaboration. The gap between these barriers and drivers of collaboration underscores the need for residency programs to proactively integrate ongoing IPE training to prepare residents for collaborative challenges in clinical practice.
D. Wardhana, I. Yusuf, S. As'ad et al.· Korean Journal of Medical Ed...· 0 citations
A scoping review aims to identify shortcomings in theoretical and empirical modeling of nursing students’ interprofessional collaboration competence (ICC), informing the development of more effective educational interventions for the ICC of nursing students, and others.
Aldin Striković, Eveline Wittmann, Johannes Krell et al.· MethodsX· 0 citations
Sustainable IPL requires organizational structures that enable regular interaction among professionals, inclusive team cultures, and collaborative leadership that ensures that learning continues even as staff members change, and that essential knowledge is retained in hospital-based clinical practice, so that patients receive care based on their needs.
Kristina Åhlund, A. Johnsson, Maria Rönnerhag· PLoS ONE· 0 citations
Background Respiratory therapists (RTs) are essential members of multidisciplinary respiratory and critical care teams, yet their contributions to interprofessional education (IPE) and collaborative practice remain less well characterized than those of many other health professions. This narrative review aimed to synthesize current evidence regarding RT-inclusive IPE, educational outcomes, implementation models, and remaining research gaps. # Methods This review followed Ferrari’s narrative review framework. Literature searches were conducted in PubMed, ERIC, ProQuest, and supplementary sources from database inception through September 2025. Studies were eligible if they involved RTs or respiratory therapy students and addressed interprofessional education, interprofessional learning, collaborative practice, or team-based healthcare delivery. # Results Seventeen records published between 2013 and 2025 met the inclusion criteria. Most studies originated from North America and were conducted in educational settings. Simulation-based learning was the predominant IPE strategy. RT-inclusive IPE was associated with improvements in teamwork, interprofessional communication, role clarification, collaborative competence, mechanical ventilation knowledge, and clinical preparedness. Clinical reports also described valuable RT contributions in neonatal care, primary care teams, and intensive care recovery clinics. However, RT perspectives remained underrepresented in curriculum development, research priority-setting, and outcome evaluation. Common implementation barriers included scheduling constraints, curricular overload, logistical challenges, and limited faculty resources. # Conclusion Current evidence suggests that RT-inclusive IPE strengthens collaborative competencies and supports team-based respiratory care. Future research should incorporate standardized outcome measures, longitudinal evaluation, RT-specific indicators, and greater involvement of RT educators and clinicians in the design, implementation, and assessment of interprofessional education initiatives.
Yi-Heng Chen, Y. Chuang, T. Chen· Canadian journal of respirat...· 0 citations
OBJECTIVES
Interprofessional collaboration is essential in intensive care units, where care is complex and highly demanding. However, overlapping tasks and responsibilities may create unclear professional boundaries between nurses and physicians and nursing roles. This review aimed to map international research on interprofessional collaboration between physicians and nursing professionals in ICUs, with a focus on task and responsibility sharing and the description of nursing roles within collaborative practice.
METHODS
This scoping review followed PRISMA-ScR guidelines. A comprehensive search was conducted in PubMed, CINAHL, and the Cochrane Library in February 2026. Additionally, reference lists of included studies were screened. Publications addressing interprofessional collaboration between nurses and physicians in intensive care settings were eligible for inclusion.
RESULTS
34 publications were included, most of which used qualitative study designs. Interprofessional collaboration was shaped by cultural, structural and action-related factors, as well as nursing roles. Key cultural influences included trust, respect, familiarity, and hierarchy. Structural factors comprised rounds, formal interprofessional discussions, and protocols. Action-related factors included communication and decision-making. Nursing roles were context-dependent and often described as constrained within interprofessional exchange, despite nurses' valuable contributions and their reported desire for more active roles. Evidence of concrete task allocation was limited, although protocol-supported nursing autonomy was reported.
CONCLUSIONS
The results highlight that cultural and structural components are inseparable from agency: structures shape action, while agency continuously transforms those structures. This interplay is embodied when structured collaborative formats and shared mental models enable nurses to actively clarify roles and strengthen participation, thereby transforming interprofessional collaboration from within.
IMPLICATIONS FOR CLINICAL PRACTICE
Intensive care practice may benefit from implementing shared mental models and structured collaborative formats, such as formal interprofessional discussions, rounding checklists, and protocols that support greater autonomy for nurses.
Joseph Hornung, Henrikje Stanze, Clara Rynas et al.· Intensive & Critical Care Nu...· 0 citations
Findings support the development of targeted educational strategies and assessment tools to strengthen collaborative reasoning and improve patient outcomes while informing future research grounded in theoretical frameworks.
Fernanda Petrini Rodrigues Das Neves, E. Wu, Dario Cecílio-Fernandes et al.· Journal of Interprofessional...· 0 citations
