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Abstract：
BACKGROUND: In 2010, the World Health Organization issued a clarion call for action on interprofessional education and collaboration. This call came forty years after the concept of interprofessional collaboration (IPC) was introduced.
OBJECTIVE: To conduct an integrative review of interprofessional collaboration in health care education in order to evaluate evidence and build the case for university support and resources and faculty engagement, and propose evidence-based implications and recommendations.
METHODS: A literature search was conducted by an interprofessional faculty from a college of nursing and health sciences. Databases searched included CINAHL, Medline, Eric, Pubmed, Psych Info Lit., and Google Scholar. Keywords were interdisciplinary, interprofessional, multidisciplinary, transdisciplinary, health care team, teamwork, and collaboration. Inclusion criteria were articles that were in the English language, and published between 1995 and 2019.
METHODS: Thirteen interprofessional team members searched assigned databases. Based on key words and inclusion criteria, over 216,885 articles were identified. After removing duplicates, educational studies, available as full text were reviewed based on titles, and abstracts. Thirty-two articles were further evaluated utilizing the Sirriyeh, Lawton, Gardner, and Armitage (2012) review system. Faculty agreed that an inclusion score of 20 or more would determine an article\'s inclusion for the final review. Eighteen articles met the inclusion score and the data was reduced and analyzed using the Donabedian Model to determine the structure, processes, and outcomes of IPC in health care education.
RESULTS: Structure included national and international institutions of higher education and focused primarily on undergraduate and graduate health care students\' experiences. The IPC processes included curricular, course, and clinical initiatives, and transactional and interpersonal processes. Outcomes were positive changes in faculty and health care students\' knowledge, attitudes, and skills regarding IPC, as well as challenges related to structure, processes, and outcomes which need to be addressed. Implications/Recommendations/Conclusions: The creation of a culture of interprofessional collaboration requires a simultaneous \"top-down\" and \"bottom-up\" approach with commitment by the university administration and faculty. A university Interprofessional Strategic Plan is important to guide the vision, mission, goals, and strategies to promote and reward IPC and encourage faculty champions. University support and resources are critical to advance curricular, course, and clinical initiatives. Grassroots efforts of faculty to collaborate with colleagues outside of their own disciplines are acknowledged, encouraged, and established as a normative expectation. Challenges to interprofessional collaboration are openly addressed and solutions proposed through the best thinking of the university administration and faculty. IPC in health care education is the clarion call globally to improve health care.
OBJECTIVE: To conduct an integrative review of interprofessional collaboration in health care education in order to evaluate evidence and build the case for university support and resources and faculty engagement, and propose evidence-based implications and recommendations.
METHODS: A literature search was conducted by an interprofessional faculty from a college of nursing and health sciences. Databases searched included CINAHL, Medline, Eric, Pubmed, Psych Info Lit., and Google Scholar. Keywords were interdisciplinary, interprofessional, multidisciplinary, transdisciplinary, health care team, teamwork, and collaboration. Inclusion criteria were articles that were in the English language, and published between 1995 and 2019.
METHODS: Thirteen interprofessional team members searched assigned databases. Based on key words and inclusion criteria, over 216,885 articles were identified. After removing duplicates, educational studies, available as full text were reviewed based on titles, and abstracts. Thirty-two articles were further evaluated utilizing the Sirriyeh, Lawton, Gardner, and Armitage (2012) review system. Faculty agreed that an inclusion score of 20 or more would determine an article\'s inclusion for the final review. Eighteen articles met the inclusion score and the data was reduced and analyzed using the Donabedian Model to determine the structure, processes, and outcomes of IPC in health care education.
RESULTS: Structure included national and international institutions of higher education and focused primarily on undergraduate and graduate health care students\' experiences. The IPC processes included curricular, course, and clinical initiatives, and transactional and interpersonal processes. Outcomes were positive changes in faculty and health care students\' knowledge, attitudes, and skills regarding IPC, as well as challenges related to structure, processes, and outcomes which need to be addressed. Implications/Recommendations/Conclusions: The creation of a culture of interprofessional collaboration requires a simultaneous \"top-down\" and \"bottom-up\" approach with commitment by the university administration and faculty. A university Interprofessional Strategic Plan is important to guide the vision, mission, goals, and strategies to promote and reward IPC and encourage faculty champions. University support and resources are critical to advance curricular, course, and clinical initiatives. Grassroots efforts of faculty to collaborate with colleagues outside of their own disciplines are acknowledged, encouraged, and established as a normative expectation. Challenges to interprofessional collaboration are openly addressed and solutions proposed through the best thinking of the university administration and faculty. IPC in health care education is the clarion call globally to improve health care.
摘要：
背景：2010年，世界卫生组织发出了号召，要求在跨专业教育和合作方面采取行动。这项呼吁是在跨专业合作（IPC）概念引入40年后发出的。
目的：对医疗保健教育中的跨专业合作进行综合审查，以评估证据并为大学支持，资源和教师参与建立案例，并提出基于证据的影响和建议。
方法：由护理和健康科学学院的跨专业教师进行了文献检索。搜索的数据库包括CINAHL，Medline,埃里克,Pubmed,心理信息点亮。,谷歌学者。关键词是跨学科的，跨专业,多学科,跨学科,医疗队,团队合作,和合作。纳入标准是英文的文章，并在1995年至2019年之间发布。
方法：13名跨专业团队成员搜索了指定的数据库。根据关键词和纳入标准，超过216,885篇文章被确认。删除重复项后，教育研究,作为全文提供，根据标题进行了审查，和摘要。利用Sirriyeh进一步评估了32篇文章，Lawton,加德纳,和Armitage(2012)审查系统。教师同意20分或以上的纳入分数将决定一篇文章的最终审查。18篇文章符合纳入分数，数据进行了缩减和分析，使用Donabedian模型确定结构，进程,以及IPC在医疗保健教育中的效果。
结果：结构包括国家和国际高等教育机构，主要集中在本科和研究生卫生保健学生的经验。IPC过程包括课程，当然,和临床举措，以及交易和人际过程。结果是教师和医疗保健学生知识的积极变化，态度，以及关于IPC的技能，以及与结构有关的挑战，进程,以及需要解决的结果。含义/建议/结论：创建跨专业合作文化需要同时采用“自上而下”和“自下而上”的方法，并由大学管理和教职员工承担。大学跨专业战略计划是重要的指导愿景，任务,目标,以及促进和奖励IPC并鼓励教师冠军的策略。大学的支持和资源对于推进课程至关重要，当然,和临床举措。承认教师与自己学科以外的同事合作的基层努力，鼓励,并作为一种规范性期望而确立。通过大学管理和教师的最佳思维，公开解决了跨专业合作的挑战，并提出了解决方案。医疗保健教育中的IPC是全球改善医疗保健的号角。
目的：对医疗保健教育中的跨专业合作进行综合审查，以评估证据并为大学支持，资源和教师参与建立案例，并提出基于证据的影响和建议。
方法：由护理和健康科学学院的跨专业教师进行了文献检索。搜索的数据库包括CINAHL，Medline,埃里克,Pubmed,心理信息点亮。,谷歌学者。关键词是跨学科的，跨专业,多学科,跨学科,医疗队,团队合作,和合作。纳入标准是英文的文章，并在1995年至2019年之间发布。
方法：13名跨专业团队成员搜索了指定的数据库。根据关键词和纳入标准，超过216,885篇文章被确认。删除重复项后，教育研究,作为全文提供，根据标题进行了审查，和摘要。利用Sirriyeh进一步评估了32篇文章，Lawton,加德纳,和Armitage(2012)审查系统。教师同意20分或以上的纳入分数将决定一篇文章的最终审查。18篇文章符合纳入分数，数据进行了缩减和分析，使用Donabedian模型确定结构，进程,以及IPC在医疗保健教育中的效果。
结果：结构包括国家和国际高等教育机构，主要集中在本科和研究生卫生保健学生的经验。IPC过程包括课程，当然,和临床举措，以及交易和人际过程。结果是教师和医疗保健学生知识的积极变化，态度，以及关于IPC的技能，以及与结构有关的挑战，进程,以及需要解决的结果。含义/建议/结论：创建跨专业合作文化需要同时采用“自上而下”和“自下而上”的方法，并由大学管理和教职员工承担。大学跨专业战略计划是重要的指导愿景，任务,目标,以及促进和奖励IPC并鼓励教师冠军的策略。大学的支持和资源对于推进课程至关重要，当然,和临床举措。承认教师与自己学科以外的同事合作的基层努力，鼓励,并作为一种规范性期望而确立。通过大学管理和教师的最佳思维，公开解决了跨专业合作的挑战，并提出了解决方案。医疗保健教育中的IPC是全球改善医疗保健的号角。
