School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand.
School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand.
J Interprof Care. 2021 Nov-Dec;35(6):940-952. doi: 10.1080/13561820.2020.1830048. Epub 2021 Mar 3.
Educating students to provide interprofessional collaborative practice (IPCP) in primary healthcare (PHC) requires a robust rigorous model relevant to future practice. A scoping review was undertaken to identify existing models of IPCP in PHC, the interprofessional or collaborative theories on which the models were based, reported outcomes, and enablers of and barriers to IPCP in PHC. The 35 eligible studies included 27 models, most of which were designed for a specific PHC site or program. Although almost half of the studies cited established interprofessional competencies in support of the models, only 13 included theoretical support, and only two cited interprofessional theory. Outcomes for clients, practitioners, practices, and students were primarily experiential and positive. A few researchers reported negative experiences or no difference between comparison groups. Key enablers of IPCP in PHC were strong supportive, inclusive relationships and practices. The most common barriers were time and resource constraints and poor understanding of IPCP. The review suggests a need for a stronger theoretical basis for IPCP in PHC that can accommodate different settings, and for more observational research that links relationship factors to outcomes at the practice, population, and wider health system levels.
培养学生在初级卫生保健（PHC）中提供跨专业协作实践（IPCP）需要一个与未来实践相关的强大而严格的模式。进行了范围审查，以确定 PHC 中现有的 IPCP 模型、模型所依据的跨专业或协作理论、报告的结果以及 PHC 中 IPCP 的促进因素和障碍。35 项合格研究包括 27 个模型，其中大多数是为特定的 PHC 地点或计划而设计的。尽管近一半的研究引用了既定的跨专业能力来支持这些模型，但只有 13 项研究包括理论支持，只有两项研究引用了跨专业理论。客户、从业者、实践和学生的结果主要是经验性的和积极的。一些研究人员报告了负面经验或比较组之间没有差异。PHC 中 IPCP 的主要促进因素是强有力的支持性、包容性的关系和实践。最常见的障碍是时间和资源限制以及对 IPCP 的理解不足。审查表明，需要在 PHC 中为 IPCP 提供更强大的理论基础，以适应不同的环境，并需要进行更多的观察性研究，将关系因素与实践、人群和更广泛的卫生系统层面的结果联系起来。
