Interprofessional curricula, in which interprofessional competencies, longitudinal interventions and a focus on continuing education are integrated in addition to institutional support as well as a commitment across stakeholders with designated formal leaders (n = 8). Educational strategies that respect learners’ previous socialization processes and focus on identity development and reflection, in which students learn together in an interprofessional community of practice through workplace learning with cross-professional mentorship and collective learning activities with interactive teaching and feedback (n= 21). Interprofessional role learning by teaching students how to identify with both their own profession and the interprofessional community as well as support the development of a self as ‘boundary spanners’ in which students possess knowledge and understanding of other disciplines’ and perceive a sense of shared responsibilities, mutual aims and common goals (n = 15). Breaking down barriers with critical reflection upon assumptions towards others and challenging of misperceptions, stereotypes and prejudice by promoting an open attitude and understanding through exposure to interprofessional interactions in which self-awareness about the personal values and affinities for working and learning is fostered (n = 17). Intergroup leadership in which team members identify with leaders who employ a proactive and transformational leadership style, enable participative decision-making, and involve knowledge brokers as well as facilitate interprofessional openness and commitment while also managing conflicts and nurturing consensus (n = 7). An interprofessional community of practice that facilitates knowledge transfer and is characterized with regular formal and informal interprofessional interactions in addition to the presence of team-based rewards, mutually accepted norms, and team-based criteria and procedures for communication and treatments (n = 9)
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Interprofessional values for collaboration which may relate to having a moral responsibility of collaboration, acknowledging the interdependency between professionals, desiring an equal distribution of power based on relevant expertise, feeling a sense of togetherness through mutual involvement, respecting other professionals’ expertise and trusting each other to share expertise, opinions and feelings (n = 20). Interprofessional awareness of any preconceived assumptions about other professionals in terms of stereotypes, similarities and differences between professionals as well as being convinced about the value of collaboration (n = 8) Interprofessional openness by valuing and being willing to actively share their own and involve a diversity of other professionals’ perspectives (n = 10). Interprofessional self-efficacy by being confident and feeling comfortable in the own capabilities for interprofessional learning and working such as those related to professionals’ roles, leadership, teamwork and communication (n = 28). Interprofessional commitment characterized by a sense of belonging to an overarching interprofessional community and a self-view of being an accepted member that takes on the role of interprofessional (n = 24). Context-dependent as IPI becomes salient when there is a fit with a situation that requires an interprofessional approach (n = 11) Team mental model in which one feels part of an interprofessional team where everyone works side-by-side and seem to have a joint commitment and a shared view on how to collaborate in an adaptable, responsive and consistent way (n = 8) A fluid and dynamic developmental course through negotiated experiences and consideration of possible alternative identities (n = 15) Calibration in which a more advanced way of meaning-making pertaining collaborative practice has developed through re-interpretation of experiences (n = 9)
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Professional wellbeing in which one feels motivated, confident, satisfied and with a good mood in addition to feeling valued, empowered, responsible and integrated in the team as well as perceiving a sense of fulfillment, freedom and team cohesiveness (n = 12) Team effectiveness, characterized with team communication, effectiveness, and solidarity in which there is clarity about own and other professionals’ roles as well as experiencing a positive team culture with understanding and trust, in which collaborative behavior is demonstrated that leads to better knowledge transfer and decision-making (n = 15) Health system performance as interprofessional collaboration boosts cost-effectiveness and innovation as well as improves population health and patients’ experiences through patient-centered, safe and high quality care, in addition to improved recruitment and retention due to high professional wellbeing (n = 7)
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