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Interprofessional collaboration for children with physical disabilities: a scoping review
Line Myrdal Styczen1, Sølvi Helseth2, Karen Synne Groven1
1Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.
Journal of Interprofessional Care
|February 10, 2024
Summary
Interprofessional collaboration for children with physical disabilities is crucial. Communication, knowledge, roles, and culture often act as barriers, though further research can identify facilitators to improve service delivery.
Area of Science:
- Pediatrics
- Rehabilitation Medicine
- Health Services Research
Background:
- Interprofessional collaboration is essential for effective service delivery to children with physical disabilities.
- Existing research highlights the importance of this collaboration, yet a comprehensive overview is lacking.
- This study addresses the need for a synthesized understanding of current knowledge on interprofessional collaboration in this field.
Purpose of the Study:
- To conduct a scoping review exploring current knowledge on interprofessional collaboration for children with physical disabilities.
- To identify and analyze the key themes and factors influencing interprofessional collaboration from the perspective of involved professionals.
- To provide insights into barriers and facilitators of interprofessional collaboration to inform future practice and research.
Main Methods:
- A systematic scoping review methodology was employed, adhering to established review steps.
- Extensive literature searches were conducted across multiple databases, supplemented by hand-searches.
- Data from 4,688 screened records, with 29 studies ultimately included, were summarized and analyzed.
Main Results:
- Four dominant themes emerged: communication, knowledge, roles, and culture within interprofessional collaboration.
- These themes significantly impact the effectiveness of collaboration, often acting as barriers.
- While less frequent, these themes also function as facilitators, highlighting areas for potential improvement.
Conclusions:
- Interprofessional collaboration for children with physical disabilities is shaped by communication, knowledge, roles, and culture.
- Understanding how these themes function, particularly as barriers, is key to improving collaborative practices.
- Further investigation into the facilitators within these themes is needed to drive innovation in interprofessional collaboration and enhance service delivery.
