Institute for Professionalism & Ethical Practice, Boston Children's Hospital , Boston , MA , USA.
Department of Pediatrics, Harvard Medical School , Boston , MA , USA.
J Interprof Care. 2019 Sep-Oct;33(5):583-586. doi: 10.1080/13561820.2018.1544118. Epub 2018 Nov 11.
Healthcare systems increasingly use business models that focus on tangible assets such as finances and facilities. Yet assets, such as values, relationships and human capital, remain critical for understanding the worth of interprofessional healthcare education and collaboration. We implemented a novel interprofessional collaborative pilot exercise to explore the feasibility and usefulness of an Asset Inventory-using KJ methodology and an appreciative inquiry perspective-to identify and better understand intangible assets and their value in interprofessional healthcare education/training organizations, for planning, and as a first step toward informing strategic decision-making. Twenty-eight faculty physicians, nurses, psychosocial and family faculty, educators, health services researchers and administrative staff participated. Participants identified intangible assets in five categories: Philosophy/Mission, Practice/Practical Strategies, Human Capital, Scholarship/Research Productivity, and Partnerships. Participants reported a greater understanding of intangible assets, and increased enthusiasm, organizational confidence, and stakeholder ownership for healthcare education programs. While this study is preliminary, the Asset Inventory may prove useful to enhance understanding of the importance of intangible assets within interprofessional healthcare education/training organizations, to inform planning and decision-making, to identify and foster interprofessional collaborative capacity across clinical and training settings, and to leverage intangible assets in today's rapidly changing business-focused healthcare systems.
医疗保健系统越来越多地采用关注财务和设施等有形资产的商业模式。然而，价值观、关系和人力资本等资产对于理解跨专业医疗保健教育和合作的价值仍然至关重要。我们实施了一项新颖的跨专业合作试点，以探索资产清单的可行性和实用性——使用 KJ 方法和欣赏式探究视角来识别和更好地理解无形资产及其在跨专业医疗保健教育/培训机构中的价值，用于规划，并作为为战略决策提供信息的第一步。28 名医师、护士、心理社会和家庭教员、教育工作者、卫生服务研究人员和行政人员参与了此次试点。参与者在五个类别中确定了无形资产：理念/使命、实践/实用策略、人力资本、学术/研究生产力和伙伴关系。参与者报告说，他们对无形资产有了更深入的了解，对医疗保健教育项目的热情、组织信心和利益相关者的所有权也有所增加。虽然这项研究尚处于初步阶段，但资产清单可能有助于加强对跨专业医疗保健教育/培训机构内部无形资产重要性的理解，为规划和决策提供信息，识别和培养临床和培训环境中的跨专业协作能力，并在当今以商业为重点的快速变化的医疗保健系统中利用无形资产。
