Kathy Hibbert

Using a sociomaterial approach to generate new insights into the nature of interprofessional collaboration: Findings from an inpatient medicine teaching unit

ABSTRACT Today’s hospitals are burdened with patients who have complex health needs. This is readily apparent in an inpatient internal medicine setting. While important elements of effective interprofessional collaboration have been identified and trialled across clinical settings, their promise continues to be elusive. One reason may be that caring for patients requires understanding the size and complexity of healthcare networks. For example, the non-human ‘things’ that healthcare providers work with and take for granted in their professional practice—patient beds, diagnostic imaging, accreditation standards, work schedules, hospital policies, team rounds—also play a role in how care is shaped. To date, how the human and non-human act together to exclude, invite, and regulate particular enactments of interprofessional collaboration has been subject to limited scrutiny. Our paper addresses this gap by attending specifically to the sociomaterial. Drawing on empirical data collected from an Academic Health Sciences Centre’s inpatient medicine teaching unit setting in Ontario, Canada, we explore the influence of the sociomaterial on the achievement of progressive collaborative refinement, an ideal of how teams should work to support safe and effective patient care as patients move through the system. Foregrounding the sociomaterial, we were able to trace how assemblies of the human and the non-human are performed into existence to produce particular enactments of interprofessional collaboration that, in many instances, undermined the quality of care provided. Our research findings reveal the “messiness” of interprofessional collaboration, making visible how things presently assemble within the inpatient setting, albeit not always in the ways intended. These findings can be used to guide future innovation work in this and other similar settings.

Recognising the importance of informal communication events in improving collaborative care

Background While the concept of collaboration is highly touted in the literature, most descriptions of effective collaboration highlight formal collaborative events; largely ignored are the informal collaborative events and none focusing on the frequent, ‘seemingly’ by chance communication events that arise and their role in supporting patient safety and quality care. Objective To identify the types of informal communication events that exist in the inpatient setting and better understand the barriers contributing to their necessity. Methods We undertook a constructivist grounded theory study in an inpatient internal medicine teaching unit in Ontario, Canada. Interview and observational data were collected across two phases; in total, 56 participants were consented for the study. Data collection and analysis occurred iteratively; themes were identified using constant comparison methods. Results Several types of informal communication events were identified and appeared valuable in three ways: (1) providing a better sense of a patient’s baseline function in comparison to their current function; (2) gaining a more holistic understanding of the patient’s needs; and (3) generating better insight into a patient’s wishes and goals of care. Participants identified a number of organisational and communication challenges leading to the need for informal communication events. These included: scheduling, competing demands and the spatial and temporal organisation of the ward. As a result, nursing staff, allied health professionals and caregivers had to develop strategies for interacting with the physician team. Conclusion We highlight the importance of informal communication in supporting patient care and the gaps in the system contributing to their necessity. Changes at the system level are needed to ensure we are not leaving important collaborative opportunities to chance alone.

Preservice Teacher Education for School Mental Health in a Rural Community

Pre-service teacher education sets the foundation for a professional career. During this critically important development of professional identity, skills, knowledge and understanding, teacher education programmes and school mental health systems can work together to create the conditions for learning that will influence teachers’ professional practice, lifelong learning, and personal and professional wellness. The approach we take to unpack and draw connections between these concepts and the disciplines of education and psychology is both relationship focused and strength based. By developing a model of teacher education with three pillars representing the development of capacity in terms of culture, knowledge and relationships, we can plan for and participate in healthy classrooms and workplaces. We advocate for placing responsibility for change at the system and society level and not solely with the individual, and recognize that we must respect and value the strengths of each student, family, community, classroom, professional and discipline in order to work together for positive outcomes.