The Application of Informatics in Delineating the Proof of Concept for Creating Knowledge of the Value Added by Interprofessional Practice and Education

The causal configurations of provincial health policy innovation in China: an analysis of the food safety standard filing policy

Introduction

According to China's Food Safety Law of 2015, the filing of food safety enterprise standards is a policy innovation led by p9rovincial governments in China. However, there are significant differences in the development of the "Food Safety Enterprise Standard Filing Policy" between provincial governments across the country. This study aims to explore the internal mechanisms driving autonomous innovation by provincial governments in the absence of administrative pressure from the central government, to better understand the policy innovation mechanism in the Chinese context.

Methods

Crispy Set Qualitative Comparative Analysis (csQCA) method is used to identify the innovation mechanism.

Results

This study found that provinces with good provincial economic resources and strong government capabilities are prone to policy innovation, and the influence of internal factors of provincial governments is stronger than that of external factors.

Discussion

When provincial economic resources and capacity are weak, endogenous factors in the province also help achieve proactive policy innovation by provincial governments. The research results reveal how provincial governments construct local policies in the absence of administrative pressure from the central government.

The Arizona Nexus: the first five years

Arizona Nexus is a pioneer Nexus Innovations Network (NIN) member with the National Center for Interprofessional Practice and Education (National Center) and a statewide collaborative with members from five public and private universities and six health care organizations in Arizona. The Arizona Nexus grew from the request of interprofessional champions at two public state universities, Arizona State University (ASU) and the University of Arizona (UA), to be part of the University of Minnesota's application and vision for the first National Center cohort. Culture change, shared vision, resources, and leadership are factors that have been in play in the development and growth of the Arizona Nexus. In this case study, we tell the story of the Arizona Nexus, key landmarks in its development and how these four factors contributed to its growth and success. For the Arizona Nexus, the next five years and beyond will embody action. Building from the hard-won and exciting foundation we have built in our first five years, we are determined to accelerate the growth of interprofessional practice and education, inspire continued growth of academic and clinical partnerships, and use the knowledge, skills and creative thinking of all professions to improve and transform health care.

National Center for Interprofessional Practice and Education 2023: reflecting back, looking forward

The United States (US) National Center for Interprofessional Practice and Education was funded at the University of Minnesota to serve as the National Coordinating Center for Interprofessional Education and Collaborative Practice (IPECP) in the US In 2012, the funders had specific expectations for operationalizing their vision that included scholarship, programs and leadership as an unbiased, neutral convener to align education with health system redesign. While US specific, the National Center benefited from and contributed to the international maturity of the field over the past decade. Through its various services and technology platforms, the National Center has a wide reach nationally and internationally. This perspective provides a unique view of the field in the US with observations and implications for the future.

From the Nexus vision to the NexusIPE™ learning model

The Nexus vision of simultaneously transforming health professions education and healthcare delivery to achieve Triple (now Quadruple) Aim outcomes was first articulated in the 2012 proposal and funding of the National Center for Interprofessional Practice and Education (National Center). Over the past decade, the National Center has worked with over 70 sites implementing large scale and practice-based interprofessional practice and education (IPE) programs. Because what is needed to implement the Nexus to achieve Quadruple Aim outcomes was not well understood in 2012, the National Center took a social innovations and developmental evaluation approach. This iterative method led to the development of the National Center NexusIPE™ Learning Model that adapts the 3-P high-level stages (Presage, Process, and Product), proposed as a framework for IPE by Barr and colleagues. National Center collaborators' lessons learned about the Nexus vision are highlighted in this issue and provide real-world examples of elements of the NexusIPETM Learning Model. Reflecting on ten years of experience, the National Center leaders recognize the need for Nexus transformation and the relevance of the NexusIPETM Learning Model today as education and health systems grapple with mounting workforce challenges. The model provides opportunities to address growing workforce shortages, provide equitable care that leads to health, and support the well-being of practice teams in the face of challenges such as the COVID-19 pandemic.

National Center for Interprofessional Practice and Education IPE core data set and information exchange for knowledge generation

Since 2012, the National Center for Interprofessional Practice and Education has worked with over 70 sites implementing over 100 interprofessional education and collaborative practice (IPECP) programs in the United States (U.S.). Program leaders have contributed data and information to the National Center to inform an approach to advancing the science of interprofessional practice and education (IPE), called IPE Knowledge Generation. This paper describes how the evolution of IPE Knowledge Generation blends traditional research and evaluation approaches with the burgeoning field of health informatics and big data science. The goal of IPE Knowledge Generation is to promote collaboration and knowledge discovery among IPE program leaders who collect comparable, sharable data in an information exchange. This data collection then supports analysis and knowledge generation. To enable the approach, the National Center uses a structured process for guiding IPE program design and implementation in practice settings focused on learning and the Quadruple Aim outcomes while collecting the IPE core data set and the contribution of contemporary big data science.

Reflections From the Intersection of Health Professions Education and Clinical Practice: The State of the Science of Interprofessional Education and Collaborative Practice

This informed reflection, from the intersection of health professions education and clinical practice, takes stock of the state of the field of interprofessional education (IPE) and collaborative practice (CP) (together IPECP) by answering the following three questions: (1) As a field of study, where is IPECP? (2) As a research enterprise, what are the current analytical gaps? (3) Scientifically, what needs to be done going forward? While IPE and CP, as well as IPECP, have been areas of scholarly inquiry for nearly 50 years, they have collectively and individually had a limited sphere of influence. Analytical gaps identified include little research dealing with big picture health-related outcomes; mixed results on the effectiveness of health care teams; increasing recognition that additional IPECP competencies might be needed; a gap between the identification and application of educational best practices; and the need for sound, reliable, and validated tools for measuring IPECP. The authors outline the work of the National Center for Interprofessional Practice and Education at the University of Minnesota, which is focused on filling the identified analytical gaps by way of strategic actions organized around three domains-(1) developing an IPECP research agenda, (2) nurturing IPECP intervention research grounded in comparative effectiveness research study designs and the assumptions of critical realism, and (3) the creation of a sound informatics platform. The authors argue that filling these gaps is important because if the effectiveness of IPE on CP and of CP on health outcomes is ever to be ascertained, generalizable findings are paramount.