| Autor: |
Khalili H; InterprofessionalResearch.Global.; School of Health Sciences, Winston-Salem State University, Winston-Salem, North Carolina, USA., Lackie K; Simulation-based Education and Interprofessional Education, Dalhousie University, Halifax, Canada., Langlois S; Academics, Centre for Advancing Collaborative Healthcare and Education, University of Toronto, Toronto, ON, Canada., da Silva Souza CM; School of Nursing, University of São Paulo, São Paulo, Brazil., Wetzlmair LC; University of St Andrews, St Andrews, Scotland, UK. |
| Jazyk: |
angličtina |
| Zdroj: |
Journal of interprofessional care [J Interprof Care] 2024 Mar-Apr; Vol. 38 (2), pp. 388-393. Date of Electronic Publication: 2023 Dec 21. |
| DOI: |
10.1080/13561820.2023.2287023 |
| Abstrakt: |
This short report is based on the 2022 Global IPE Situational Analysis Results e-Book that is available at https://interprofessionalresearch.global/. As an up-to-date global environmental scan of interprofessional education (IPE), this cross-sectional study investigated institutional, administrative, and system-level processes that support IPE program development and implementation globally. Conducted by InterprofessionalResearch.Global (IPR.Global), the survey included 17 quantitative questions that were analyzed at global and regional levels. Three open-text questions were thematically analyzed. In total, 152 institutions from six regions worldwide contributed to this study. Results revealed that only 51.97% of all responding institutions have an established IPE program, with Canada and the USA having the highest (84%) and Africa (26%) having the lowest numbers. Globally, 37.33% of respondents reported no formal leadership positions and 41.33% reported the absence of a designated IPE Director or Coordinator. In addition, IPE funding varies considerably across the world, with 32.65% of institutions reporting no financial support. Over 48.22% of respondents indicated their institutions are rarely or not involved in IPE-related scholarly work or research. The open-text analysis revealed that supportive senior leadership, a culture of collaboration, and recognition of IPE as a strategic direction and/or priority at the institutional level, could foster the successful implementation of IPE. On the other hand, inadequate administrative support, lack of funding, poor attitudes regarding IPE, and limited dedicated time for research, seemed to impair successful implementation of scholarly activities in the field. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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