HAH-655N Interprofessional Leadership Development

Bornman, J., & Louw, B. (2023). Leadership development strategies in interprofessional healthcare collaboration: A rapid review. Journal of Healthcare Leadership, 15, 175-192. https://doi.org/10.2147/JHL.S405983
This rapid review provided an evidence-base, highlighted by qualitative, quantitative, and mixed methods research, which presents distinct opportunities for curriculum development by focusing on both content and the methods needed for leadership programs. Anchoring this evidence-base within a systematic search of the extant literature provides increased precision for curriculum development.

Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: A case report from a small-scale resource-limited health care environment. Journal of Multidisciplinary Healthcare, 10, 227-234. https://doi.org/10.2147/JMDH.S140042
This study evaluates nurse-physician communication in a Caribbean healthcare setting using mixed focus groups. Key recommendations were identified in three areas: standardization, sustainment, and collaboration. Both nurses and physicians shared similar views on communication’s impact on patient care, highlighting risks related to information sharing and professional respect. The approach proved effective for small-scale, resource-limited settings, with further studies needed to assess cultural impacts.

Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in interprofessional collaboration in health care. Journal of Multidisciplinary Healthcare, 12, 97-107. https://doi.org/10.2147/JMDH.S189199
This study examines how frontline managers facilitate new roles and interprofessional collaboration, focusing on the social educator profession. Interviews with eleven managers revealed that self-governance and co-governance are common, offering flexibility but sometimes leading to dominance by certain groups. This can challenge quality assurance and role development. Managers must support efforts to achieve service goals, facilitate change, and clarify the role of social educators in clinical settings.

Corbie, G., Brandert, K., Noble, C. C., Henry, E., Dave, G., Berthiume, R., Green, M., & Fernandez, C. S. P. (2022). Advancing health equity through equity-centered leadership development with interprofessional healthcare teams. Journal of General Internal Medicine, 37(16), 4120-4129. https://doi.org/10.1007/s11606-022-07567-8
This article evaluates the Clinical Scholars National Leadership Institute (CSNLI), a 3-year program focused on equity, diversity, and inclusion (EDI) skill development for healthcare professionals. The initial cohort of 29 participants engaged in both in-person and distance learning. Using the Kirkpatrick Model, the evaluation showed significant gains in EDI competencies, behavior change, and leadership activities. The results highlight the importance of centering EDI in leadership development to drive systemic change in the US healthcare system.

Horstman, M. J., Miltner, R. S., Wallhagen, M. I., Patrician, P. A., Oliver, B. J., Roumie, C. L., Dolansky, M. A., Perez, F., Naik, A. D., & Godwin, K. M. (2021). Developing leaders and scholars in health care improvement: The VA Quality Scholars Program competencies. Academic Medicine, 96(1), 68-74. https://doi.org/10.1097/ACM.0000000000003658
This article outlines the revised competencies for the Veterans Affairs Quality Scholars (VAQS) Program, aimed at developing healthcare improvement leaders. An interprofessional committee refined 111 competencies into 22, covering collaboration, improvement science, leadership, methodology, and teaching. These competencies guide skill development for healthcare improvement leaders and are relevant to advanced training programs and employers.

Garman, A. N., Standish, M. P., & Wainio, J. A. (2020). Bridging worldviews: Toward a common model of leadership across the health professions. Health Care Management Review, 45(4), E45-E55. https://doi.org/10.1097/HMR.0000000000000243
This study revises a health sector leadership competency model to enhance interdisciplinary development. Using various methods, the revised model met validity criteria and aligned with 85% of other health professions’ models. It offers a common framework for interdisciplinary leadership and helps align learning resources with organizational goals.

Tataw, D. B., & Stokes, E. W. (2023). Leadership in interprofessional healthcare practice (IPHP): Readiness, roles, and competencies for healthcare managers and human resource professionals. Journal of Interprofessional Education & Practice, 32, 100635. https://doi.org/10.1016/j.xjep.2023.100635
This paper examines the readiness of healthcare management trainees and HR professionals to lead interprofessional healthcare practice. Using expert panels, the study identifies key roles and competencies needed. Findings reveal a gap between perceived roles and existing standards, highlighting a deficit in leadership readiness.