Interprofessional or collaborative competencies in health professionals or teams. Scope review
Abstract
Introdução: Os sistemas de saúde atuais exigem a prática interprofissional, na qual o conhecimento, as habilidades e os valores/atitudes dos diferentes profissionais envolvidos no atendimento ao paciente são reunidos para obter um atendimento eficiente, seguro e de qualidade. O objetivo desta revisão da literatura é descobrir como as competências interprofissionais ou colaborativas foram identificadas, desenvolvidas ou avaliadas no campo de trabalho de profissionais ou equipes de saúde. Método: foi realizada uma revisão de escopo a partir dos bancos de dados BIREME/Lilacs, Pub/Medline e Web of Science, identificando 124 artigos, dos quais 13 artigos atenderam aos critérios de elegibilidade. As competências interprofissionais ou colaborativas identificadas nos estudos foram combinadas com as competências propostas pelo comitê de especialistas em Educação Interprofissional.
Resultados: O número de artigos selecionados mostrou que as experiências de identificação, desenvolvimento ou avaliação de competências interpessoais na prática de trabalho são limitadas ou não estão documentadas em artigos científicos. 85% dos estudos foram realizados nos últimos 10 anos, principalmente em países europeus. Os estudos destacam a importância da prática interprofissional na assistência à saúde e a relevância das competências relacionadas a funções e responsabilidades, comunicação interprofissional e trabalho em equipe.
Conclusão
O desenvolvimento contínuo de competências interprofissionais ou colaborativas torna-se um ponto-chave na prática, no treinamento e na educação da equipe de saúde, com métodos, planos e estratégias participativos e contínuos, e com espaços para a interação interprofissional.
Keywords
Competences interprofessional, collaborative competencies, health teams, health professionals
References
- Barr H. Competent to collaborate: towards a competency-based model for interprofessional education. Journal of interprofessional care. 1998;12(2):181-186.
- Rodríguez Villamizar LA, Vera Cala LM, Rivera R, Rojas OA, Uribe LM. Evaluación de percepción de competencias de trabajadores respecto del Modelo Integral de Atención en Salud. Rev Univ Ind Santander Salud. 2017; 49(2):302-311.
- World Health Organization. Framework for action on interprofessional education & collaborative practice. 2010. Available from: http://www.who.int/hrh/nursing_midwifery/en/
- Arain M, Suter E, Mallinson S, Hepp Shelanne, Deutschlander S, Nanayakkara S, et al. Interprofessional education for internationally educated health professionals: an environmental scan. Journal of Multidisciplinary Healthcare. 2017; 10:87-93.
- Van Dongen J, Lenzen S, Bokhoven M, Daniels R, Der Weijden T, Berskens A. Interprofessional collaboration regarding patients´care plans in primary care: a focus group study into influential factors. BMC Family Practice. 2016; 17:58.
- Riesen E, Morley M, Clendinneng D, Ogilvie S, Murray M. Improving interprofessional competence in undergraduate students using a novel blended learning approach. Journal of Interprofessional Care. 2012; 26: 312-318.
- Pollard K, Miers M, Rickaby C. “Oh why didn’t I take more notice?” Professionals views and perceptions of pre-qualifying preparation for interprofessional working in practice. Journal of Interprofessional Care. 2012; 26: 355-361.
- Zwarenstein M, Goldman J, Reeves S. Interprofessional collaboration: effects of practice -based interventions on professional practice and healthcare outcomes (review). The Cochrane Library. 2009; Issue 4.
- Orientación para la investigación global sobre educación interprofesional y practica colaborativa. Documento de trabajo. Publicación conjunta de Interprofessional Research. Global e Interprofessional. Global. 18 de octubre de 2019.
- Englander R, Cameron T, Ballard AJ, Dodge J, Bull J, Aschenbrener CA. Toward a common taxonomy of competency domains for the health professions and competencies for physicians. Academic Medicine. 2013; 88: 1088–1094.
- Interprofesional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.
- Tricco AC, Lillie E, Zarin W, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Ann Intern Med. 2018;169(7):467-473. doi:10.7326/M18-0850
- MacDonald, C. Stodel E, Chambers L. An online interprofessional learning resource for physicians, pharmacists, nurse practitioners, and nurses in long-term care: Benefits, barriers, and lessons learned. Informatics for Health and social care. 2008; 33(1): 21-38.
- Arling P, Abrahamson K, Miech E, Inui T, Arling G. "Communication and effectiveness in a US nursing home qualityimprovement collaborative". Scholarship and Professional Work - Business. 2014; 216.
- Chellel A, Higgs D, Scholes J. An evaluation of the contribution of critical care outreach to the clinical management of the critically ill ward patient in two acute NHS trusts. British Association of Critical Care Nurses. 2006; 42-51.
- Clancy A, Gressnes T, Svensson T. Public health nursing and interprofessional collaboration in Norwegian municipalities: A questionnaire study. Scand J Caring Sci. 2013; 27: 659-668.
- Dois A, Bravo P, Contreras A, Soto MG, Mora I. Formación y competencias para los equipos de atención primaria desde la mirada de expertos chilenos. Rev Panam Salud Publica . 2018; 42: e147.
- Hepp S, Suter E, Jackson K, Deutshlander S, Makwarimba E, Jennings J, et al. Using an interprofessional competency framework to examine collaborative practice. J Interprof Care. 2015; 29(2): 131–137
- Larsen A, Broberger E, Petersson P. Complex caring needs without simple solutions: The experience of interprofessional collaboration among staff caring for older persons with multimorbidity at home care settings. Scand J Caring Sci. 2017; 31: 342-350.
- Lavelle, M. ORCID: 0000-0002-3951-0011, Attoe C, Tritschler C, Cross S. Managing medical emergencies in mental health settings using an interprofessional in-situ simulation training programme: A mixed methods evaluation study. Nurse Education Today. 2017; 59: 103-109.
- Law J, McCann D, O’May. Managing change in the care of children with complex needs: healthcare providers’ perspectives. Journal of advanced nursing. 2011; 67(12): 2551–2560.
- Slater B, Lawton R, Armitage G, Bibby J, Wright John. Training and Action for Patient Safety: Embedding Interprofessional Education for Patient Safety Within an Improvement Methodology. Journal of continuing education in the health professions. 2012; 32 (2): 80-89.
- Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes (update) (Review). The Cochrane Library. 2013; 3.
- Thistlethwaite J, Forman D, Matthews L, Rogers G, Steketee C, Yassine T. Competencies and Frameworks in Interprofessional Education: A Comparative Analysis. Academic Medicine. 2014; 89(6): 869-875.
- Rey Gamero AC, Acosta Ramírez N. El enfoque de competencias para los equipos de Atención Primaria de Salud. Una revisión de literatura. Rev Gerenc Polit Salud. 2013;12(25). Disponible en: http://revistas.javeriana.edu.co/index.php/gerepolsal/article/download/7125/5642
- Interprofessional Education Collaborative expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative