Attributes of a collaborative practitioner in the Australian healthcare system
DOI:
https://doi.org/10.11157/fohpe.v25i4.827Keywords:
health professional education, interprofessional learning, curriculumAbstract
Introduction: Interprofessional collaborative practice is required to organise healthcare around the individual needs and preferences of patients, carers and their families. In order to prepare graduates for interprofessional collaborative practice, the attributes required of health professionals must be made explicit, however at present, there is no consensus regarding the interprofessional competencies required of Australian health professional graduates. This study sought to articulate the current and future (or desired) attributes of a collaborative practitioner within the contemporary healthcare system.
Methods: Taking a constructivist approach, focus groups were conducted with 84 participants, including consumers, education providers and healthcare practitioners, to understand the attributes of a collaborative practitioner. Framework analysis was undertaken to summarise the conceptual, procedural and dispositional knowledge attributes that underpin collaborative practice now and into the future.
Results: Knowledge about patient centredness, healthcare roles and the healthcare system, skills in communication, the efficient use of digital technology, cultural awareness, teamwork, leadership and conflict management and the attributes of respect, trust, empathy and humility featured.
Conclusion: The results of this research establish the groundwork for the development of a collaborative practice competency framework for Australian healthcare practice.
References
Australian Health Professional Regulation Authority (Ahpra). (2024). Interprofessional collaborative practice statement of intent. https://www.ahpra.gov.au/About-Ahpra/Who-We-Are/Ahpra-Board/Accreditation-Committee/Publications.aspx
Billett, S. (2015). Readiness and learning in health care education. The Clinical Teacher, 12(6), 367–372. https://doi.org/10.1111/tct.12477
Bogossian, F., & Craven, D. (2021). A review of the requirements for interprofessional education and interprofessional collaboration in accreditation and practice standards for health professionals in Australia. Journal of Interprofessional Care, 35(5), 691–700. https://doi.org/10.1080/13561820.2020.1808601
Brewer, M. L., & Jones, S. (2013). An interprofessional practice capability framework focusing on safe, high-quality, client-centred health service. Journal of Allied Health, 42(2), 45E–49E.
Canadian Interprofessional Health Collaboration. (2024). CIHC competency framework for advancing collaboration. https://cihc-cpis.com/wp-content/uploads/2024/06/CIHC-Competency-Framework.pdf
Commmonwealth of Australia. (2021). Aged care royal commission final report: Summary. https://www.royalcommission.gov.au/aged-care/final-report
Health Professions Accreditation Collaborative Forum. (2024). Developing a collaborative health practitioner through strengthened accreditation processes. http://hpacf.org.au/wp-content/uploads/2024/09/Developing-a-collaborative-health-practitioner-August-2024.pdf
Hepp, S. L., Suter, E., Jackson, K., Deutschlander, S., Makwarimba, E., Jennings, J., & Birmingham, L. (2015). Using an interprofessional competency framework to examine collaborative practice. Journal of Interprofessional Care, 29(2), 131–137. https://doi.org/10.3109/13561820.2014.955910
Interprofessional Education Collaborative. (2023). IPEC core competencies for interprofessional collaborative practice. https://www.ipecollaborative.org/assets/core-competencies/IPEC_Core_Competencies_Version_3_2023.pdf
Kent, F., Cardiff, L., Clark, B., Gustavs, J., Jolly, B., Maundu, J., Wilkinson, G., & Meiklejohn, S. (2024). Accreditation as a lever for change in the development of the collaborative practitioner in the Australian health system. Australian Health Review. https://doi.org/10.1071/AH24165
Maddock, B., Kumar, A., & Kent, F. (2019). Creating a collaborative care curriculum framework. The Clinical Teacher, 16(2), 120–124. https://doi.org/10.1111/tct.12796
Meiklejohn, S., Cardiff, L., Clark, B., Jolly, B., Maundu, J., Walters, T., Wilkinson, G., & Kent, F. (2024). “The patients first and foremost” Collaborative practice in the Australian health care system. MedEd Publish, 14(131).
O’Keefe, M., Henderson, A., & Chick, R. (2017). Defining a set of common interprofessional learning competencies for health profession students. Medical Teacher, 39(5), 463–468. https://doi.org/10.1080/0142159X.2017.1300246
Reeves, S. (2012). The rise and rise of interprofessional competence. Journal of Interprofessional Care, 26(4), 253–255. https://doi.org/10.3109/13561820.2012.695542
Reeves, S., Alexanian, J., Kendall-Gallagher, D., Dorman, T., & Kitto, S. (2018). Collaborative practice in critical care settings: A workbook (1st ed.). Routledge. https://doi.org/10.4324/9781315207308
Reeves, S., Fox, A., & Hodges, B. D. (2009). The competency movement in the health professions: Ensuring consistent standards or reproducing conventional domains of practice? Advances in Health Sciences Education, 14, 451–453. https://doi.org/10.1007/s10459-009-9166-2
Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. Burgess (Eds.), Analyzing qualitative data (pp. 173–194). Routledge. https://doi.org/10.4324/9780203413081
Romme, S., Bosveld, M. H., Van Bokhoven, M. A., De Nooijer, J., Van den Besselaar, H., & Van Dongen, J. J. (2020). Patient involvement in interprofessional education: A qualitative study yielding recommendations on incorporating the patient’s perspective. Health Expectations, 23(4), 943–957. https://doi.org/10.1111/hex.13073
State of Victoria. (2021). Royal commission into Victoria’s mental health system: Final report. https://finalreport.rcvmhs.vic.gov.au/recommendations/#:~:text=Statewide%20Trauma%20Service-,The%20Royal%20Commission%20recommends%20that%20the%20Victorian%20Government%3A,with%20lived%20experience%20of%20trauma.
Thistlethwaite, J. E., Forman, D., Matthews, L. R., Rogers, G. D., Steketee, C., & Yassine, T. (2014). Competencies and frameworks in interprofessional education: A comparative analysis. Academic Medicine, 89(6), 869–875. https://doi.org/10.1097/acm.0000000000000249
Thistlethwaite, J. E., & Moran, M. (2010). Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Journal of Interprofessional Care, 24(5), 503–513. https://doi.org/10.3109/13561820.2010.483366
van Oort, P. J., Maaskant, J. M., Smeulers, M., van Oostrum, N., Vermeulen, E., & van Goudoever, J. B. (2019). Participation of parents of hospitalized children in medical rounds: A qualitative study on contributory factors. Journal of Pediatric Nursing, 46, e44–e51. https://doi.org/10.1016/j.pedn.2019.02.033
World Health Organisation (WHO). (2010). Framework for action on interprofessional education & collaborative practice. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
Xyrichis, A., Reeves, S., & Zwarenstein, M. (2018). Examining the nature of interprofessional practice: An initial framework validation and creation of the InterProfessional Activity Classification Tool (InterPACT). Journal of Interprofessional Care, 32(4), 416–425. https://doi.org/10.1080/13561820.2017.1408576
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Focus on Health Professional Education: A Multi-Professional Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
On acceptance for publication in FoHPE the copyright of the manuscript is signed over to ANZAHPE, the publisher of FoHPE.