Development of Interprofessional Competencies Through the Process of Collaborative Clinical Reasoning: A Qualitative Study

Stephanie Hart; Christine Lysaght; Ryan Wedge

doi:10.1097/NCM.0000000000000774

Development of Interprofessional Competencies Through the Process of Collaborative Clinical Reasoning: A Qualitative Study

Prof Case Manag. 2024 Oct 17. doi: 10.1097/NCM.0000000000000774. Online ahead of print.

Authors

Stephanie Hart^{1

2

3}, Christine Lysaght^{1

2

3}, Ryan Wedge^{1

2

3}

Affiliations

¹ Stephanie Hart, PhD, is a Clinical Associate and Post-doctoral Nursing Fellow with the National Clinician Scholars Program at Duke University. Her research focuses on improving access, quality of stroke care, and stroke outcomes by examining and addressing health disparities and social determinants of health through policy and community-engaged approaches.
² Christine Lysaght, DPT, is a Clinical Assistant Professor at East Carolina University in the Department of Physical Therapy with 20+ years of progressive leadership experience directing programs, projects, and education spanning diverse environments utilizing extensive clinical, educational, curricular, and project planning expertise.
³ Ryan Wedge, PT, PhD, is an Assistant Professor in the Department of Physical Therapy at East Carolina University. His research focuses on understanding why people ambulate differently after an injury, with a focus on the neuromechanical and physiological aspects of locomotion.

PMID: 39431757
DOI: 10.1097/NCM.0000000000000774

Abstract

Purpose: Effective interprofessional (IP) collaboration is essential for managing complex patient cases. Collaborative clinical reasoning (CCR) is an approach where IP teams collectively analyze and address complex clinical cases, facilitating a shared understanding of patient management. While simulation and case-based learning are established methods for fostering IP collaboration, the process by which students develop a shared mental model for patient management after a simulated home visit and how this approach promotes the development of IP competencies is unknown. Understanding this process is critical for advancing IP competences that are fundamental to case management practice. The purpose of this study was to explore students' perceptions of the CCR processes used to develop an integrated care plan following a simulated home visit.

Primary practice settings: Home care and community-based practice settings.

Methodology and sample: A qualitative descriptive approach was employed to explore PT and nursing student teams' perceptions of the CCR processes used to develop an integrated care plan following a simulated home visit. Written responses to five reflection questions were analyzed using conventional content analysis among n = 87 physical therapy and nursing students.

Results: There were three overarching themes: clarifying roles; developing a mutual approach; embracing shared values. Students' perceptions reflected skills needed to develop IP competencies including CCR. More research is needed to explore how student teams resolve disputes and use interdisciplinary knowledge in the process of CCR.

Implications for case management practice: Findings highlight the importance of IP collaboration in clinical case management, emphasizing the need for case managers to facilitate clear role clarification, mutual approaches, and shared values among IP teams to enhance integrated care planning and improve patient outcomes. These insights can inform training and development programs for case managers on IP teams, promoting the adoption of CCR in practice.