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The development of interprofessional collaborative practice (IPCP) environments requires a systematic, multi-pronged approach. Despite recognition of the need for IPCP, interventions that support its development are not well described in the literature. Leadership training is necessary for individuals and teams to build IPCP-supportive environments. This study describes the impact of a longitudinal series of leadership development workshops to strengthen IPCP and facilitate practice transformation. Semi-structured interviews were conducted with 16 healthcare professionals who described ways in which the workshops influenced the team-based practice transformation. Thematic analysis indicated that the workshops were instrumental in providing structure and opportunity for participants to learn skills, expand perspectives, and change behavior to improve team outcomes. Findings highlight the importance of supporting individual and team development over time and suggest that intentional, targeted coaching focused on relationship building and meeting the evolving needs of the team is critical to the implementation and sustainment of practice change. [ABSTRACT FROM AUTHOR]

Collaborations to develop, implement, evaluate, replicate, and write about interprofessional education (IPE) activities within and across institutions are wonderful opportunities to experience teamwork, team communication, ethics and values, and the roles and responsibilities of interprofessional team writing. Just as effective communication in interprofessional team-based care is essential for providing safe, high-quality health care, similar communication strategies are necessary to produce high-quality scholarship of IPE curricula and activities. Relationship and communication issues that affect health care teams' abilities to work together effectively (e.g., hierarchy, exclusion, assumptions, non-responsiveness, biases, stereotypes and poor hand-offs of information) can also occur in interprofessional team writing. Between 1970 and 2010, interprofessional practice research publications increased by 2293%. Although there has been tremendous growth in the IPE literature, especially of articles that require collaborative writing, there have not been any papers addressing the challenges of interprofessional team writing. As more teams collaborate to develop IPE, there is a need to establish principles and strategies for effective interprofessional team writing. In this education and practice guide, a cross-institutional team of faculty, staff, and graduate students who have collaborated on externally funded IPE grants, conferences, products, and workshops will share lessons learned for successfully collaborating in interprofessional team writing. [ABSTRACT FROM AUTHOR]

Patient-centered care is a buzzword heard often as part of health care reform efforts. For school nurses patient-centered care means student- and family-centered care. Student-centered care can improve student compliance and actually decrease school nurse workload. This article explains what student-centered means and provides examples of how school nurses can provide student and families-centered care in their communities. Approaches that center on individual students, as well as community cafes will be included. [ABSTRACT FROM AUTHOR]

Nurses are increasingly being called upon to lead changes within health care. How do nurses and, in particular, school nurses become leaders? School nurses lead daily in their work but often do not recognize themselves as leaders. The “Five C’s of Leadership”—character, commitment, connectedness, compassion, and confidence—identified by Kowalski and Yoder-Wise are foundational to the development of leadership and are particularly relevant to school nurses and their role. Two additional attributes found in the literature—courage and capacity—also undergird school nursing practice. In this article, we describe how school nurses already embody these leadership qualities. Each leadership attribute is reviewed in light of the literature, followed by specific examples to demonstrate how school nurses provide leadership. Through these illustrations, school nurses can recognize and embrace their present leadership abilities. In addition, by using the “Seven C’s” of leadership, school nurses can enhance their inherent leadership abilities. [ABSTRACT FROM AUTHOR]

This study examines what midlife and older (age 45 to 74) Korean American men who are current or former cigarette smokers think cause symptoms or health problems that may be related to smoking cigarettes. The study also examines how those perceptions influence attitudes and behaviors regarding smoking cessation. Separate focus groups were conducted with seven current smokers and nine former smokers in the Korean language in a Korean American. Current smokers experienced few symptoms or health problems that they attribute to smoking, and they generally do not regard smoking as a cause of symptoms or health problems. Former smokers generally quit smoking in response to experiencing a wide range of symptoms or health problems that they attribute to smoking or that they believe smoking exacerbates. A pervasive theme among both groups is that health is a function of a person's physical constitution. The perception is that those born with a strong or special physical constitution are able to smoke and be healthy; persons with a weak physical constitution or who are predisposed to be ill should not smoke or should quit smoking. Smoking-cessation interventions for midlife and older Korean American men should take these findings into account.