ReviewInterprofessional communication in healthcare: An integrative review
Section snippets
Background
The link between miscommunication and poor patient outcomes has been well documented (The Joint Commission, 2015). Ineffective communication in healthcare results in delayed treatment, misdiagnosis, medication errors, patient injury, or death. Improving the effectiveness of communication in healthcare is a global priority (ACSQHC, 2012; IPEC, 2011).
Literature has highlighted the importance of interprofessional training and educational reform (Centre for the Advancement of Interprofessional
Methods
With the aim to obtain the current state of knowledge regarding interprofessional communication, Whittemore and Knafl (2005)’s integrative review method was applied. The literature search included searching relevant databases (PubMed, Medline, CINAHL, and Google Scholar), mining reference lists of selected articles, and reviewing recommendations from experts. Databases were searched using the terms interprofessional communication, SBAR, nursing, and simulation, in the context of both
Results
The review comprised of 18 research studies, six short papers, three literature reviews, and one theoretical framework paper. The categories emerged of interprofessional communication amongst healthcare professionals and interprofessional communication amongst students. Differences in communication styles as well as select frustrations surfaced. The research suggested that interprofessional communication skills can be significantly improved with training, including use of simulation and
Discussion
This review contributes to the literature by bringing awareness to differences in communication styles as well as expressed frustrations of nurses and physicians with each other. By having this awareness, educators and providers can work to tailor curricula to address this diversity to alleviate this dissonance. The research suggested that education and training efforts have demonstrated success, providing evidence to warrant continued support for interprofessional education efforts. Although
Conclusion
This is an exciting time in nursing education as educators strive to transform traditional pedagogy to better incorporate interprofessional engagement to improve learning outcomes. The need for improved interprofessional communication training in the healthcare setting and academic setting is clear. The varied training, styles, and expectations of the interprofessional cultures contributes to this problem and warrants awareness so that education can be tailored to address the problem.
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