Interprofessional Collaboration In The Health Care Profession

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Alexa Psareas Methods of scholarly inquiry Focused writing # 2 Focused writing assignment 2 In the health care field, professions have tended to be more incomplete than complete in educating students to a collaborative approach to interdisciplinary evidence based practice. The EBP process consists of formulating answerable practical questions, acquiring and appraising relevant evidence, applying the evidence through shared decision-making that integrates patient characteristics and resource considerations, analyzing outcomes, and adjusting as appropriate (Newhouse & Spring, 2010). Evidence strongly implies that teams of professionals from different disciplines, who work together and collaborate in health and social care, can improve work…show more content…
The current use of discipline specific EBP is not ideal in the health care industry today, it can not meet the needs of the exponentially expanding evidence base, complex patient needs and health systems (Newhouse & Spring, 2010). The lack of education in professionals to deliver patient centered care in interprofessional teams proficient in EBP, hinders the ability of health care providers to deliver high quality care to patients and in their practice (Newhouse & Spring, 2010). Interprofessional collaboration is foundational for improved patient care. Engaging in multiple disciplines in EBP is critically important for future of health care and the present. Different professions are trained to address different parts of a patients health needs, but all share a common goal of improving patient outcomes. By using interprofessional EBP and collaborating professional expertise benefits the patient much more than having only one profession…show more content…
This article discussed correlational study using a survey instrument and record review to describe the correlation of two variables, student skill development in children with disabilities and the collaboration of practices between teachers and occupational therapists in public schools (Barnes & Tuner, 2001). Team collaborations between teachers and occupational involved the development of goals and objectives, introducing of instructional strategies, combined monitoring of strategies, and reviewing of team efforts linked to educational outcomes. Interprofessional EBP was used between teachers and occupational therapists to formulate a decision-making procedure for educators, parents administers and related service providers in the growth of education programs for students in special education (Barnes & Tuner, 2001). The collaborative teams being studied were to cooperatively consider the interrelationship between disciplinary recommendations and to explore gaps and overlaps of these recommendations. Results indicated that teachers and occupational therapists and teachers collaborated in a variety of practices. Teachers and occupational therapists collaboratively monitored and reviewed occupational therapy-related interventions. The use of interprofessional EBP lead to successful

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