Barnett Tony, Hoang Ha, Cross Merylin, Bridgman Heather
a Centre for Rural Health, University of Tasmania , Launceston , Australia.
J Interprof Care. 2015;29(5):512-4. doi: 10.3109/13561820.2015.1004042. Epub 2015 Jan 27.
Few studies have examined interprofessional practice (IPP) from a mental health service perspective. This study applied a mixed-method approach to examine the IPP and learning occurring in a youth mental health service in Tasmania, Australia. The aims of the study were to investigate the extent to which staff were networked, how collaboratively they practiced and supported student learning, and to elicit the organisation's strengths and opportunities regarding IPP and learning. Six data sets were collected: pre- and post-test readiness for interprofessional learning surveys, Social Network survey, organisational readiness for IPP and learning checklist, "talking wall" role clarification activity, and observations of participants working through a clinical case study. Participants (n = 19) were well-networked and demonstrated a patient-centred approach. Results confirmed participants' positive attitudes to IPP and learning and identified ways to strengthen the organisation's interprofessional capability. This mixed-method approach could assist others to investigate IPP and learning.
很少有研究从心理健康服务的角度审视跨专业实践（IPP）。本研究采用混合方法来考察澳大利亚塔斯马尼亚州一家青少年心理健康服务机构中的IPP及所发生的学习情况。该研究的目的是调查员工建立联系的程度、他们协作开展工作和支持学生学习的方式，并找出该机构在IPP及学习方面的优势和机遇。研究收集了六个数据集：跨专业学习调查的前后测准备情况、社交网络调查、IPP及学习的组织准备情况清单、“交流墙”角色澄清活动，以及对参与者处理临床案例研究的观察。参与者（n = 19）建立了良好的联系，并展示了以患者为中心的方法。结果证实了参与者对IPP及学习的积极态度，并确定了加强该机构跨专业能力的方法。这种混合方法可帮助其他人调查IPP及学习情况。
