Nursing Department, National University Hospital, Singapore.
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
Patient Educ Couns. 2023 Nov;116:107965. doi: 10.1016/j.pec.2023.107965. Epub 2023 Sep 1.
This study explores interprofessional collaboration amongst healthcare professionals in patient education.
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.
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.
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.
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.
本研究探讨了医疗保健专业人员在患者教育中的跨专业协作。
进行了系统评价。从 2011 年到 2022 年，在七个数据库中进行了搜索，并根据纳入标准进行了筛选。两名评审员独立进行了质量评估。使用基于数据的综合综合设计提取和综合研究。
共纳入 21 项研究。在患者教育中影响跨专业合作的五个因素主题出现：1）角色澄清，2）沟通基础设施，3）合作共享空间，4）跨专业信任，和 5）组织支持。
研究结果强调了在提供患者教育时在多学科团队内建立信任关系的重要性。需要为患者教育的交付提供额外的基础设施支持、指南和培训渠道。未来的研究可以探索患者对如何通过多学科方法优化其在患者教育中的学习需求的看法。
医疗保健领导者可以通过促进跨专业团队轮班的共同空间和时间，以及开发共享的患者教育资源和文件处理流程，在团队内促进共同目标。可以实施重点关注团队为基础的患者教育交付的跨专业教育，以促进对多学科医疗保健专业人员相互依存角色的理解。
