[in Japanese]

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Purpose: The purpose of this research was to clarify the issues and efforts of the initiation process of interprofessional education （IPE）. Methods: We conducted a semi-structured interview survey on 5 teachers in multiple fields with experience in IPE. Data were analyzed by qualitative content analysis. Results: Experience in the initiation process of IPE was extracted into 125 codes. As a result of analysis, 4 categories about triggers and motivations for starting IPE, 8 categories about driving forces to start IPE, 5 categories about difficulties and barriers to starting IPE, 7 categories about devising curriculum construction and program creation, and 4 categories about organizing across departments and institutions were identified. Conclusion: When developing an educational program with few precedents, issues of forming consensus among teachers in multiple fields, resolving conflicts, and exploring teaching methods were found. In addition, the following were clarified as efforts at the initiation process of IPE: “leveraging organizational strengths and current trends as driving forces”, “securing the economic, environmental, and human resources needed for IPE”, “starting with the practical or trial program, then making improvements”, and “organizing a forum for consensus-building among teachers”.

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［Purpose］To clarify the present situation and issues of collaboration between nurses and care workers in providing medical care in nursing home for elderly． ［Method］A self-administered questionnaire survey was conducted among 319 nurses and 335 care workers working in 70 care facilities in City A regarding their personal attributes, facility outlines, and the present situation of collaboration when providing medical care． ［Results］Valid responses were received from 93 nurses （29.2%） and 118 care workers （35.2%）． For the present situation of collaboration in medical care, tube feeding and suction had, for both nurses and care workers, “nurse is the main performer,” and “nurses and care workers cooperate”．On the other hand, diet assistance for persons with a high risk of aspiration had “nurses and care workers cooperate,” “care worker is the main performer”．From comparing the answers of the nurses and care workers, the following tendencies were observed: self-occupations exercised “observation,” “judgment,” and “evaluation” more than the other occupations． ［Conclusion］It is important to examine the role sharing of “observation,” “judgment,” “implementation,” and “evaluation” for each medical care procedure, based on the professionality of nurses and care workers, as well as their efficiency in these matters．

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Purpose： To clarify the impacts on medical professionals when a hospital adopts clinical interprofessional education (IPE). Method：This study conducted a focus group discussion with one doctor, two nurses, and two pharmacists in a hospital. The data were analyzed qualitatively and descriptively. Results：A total of 47 codes, 5 categories, and 19 subcategories were extracted. The five main categories in a hospital adopting IPE for the first time were as follows: （1） Problems experienced as a result of clinical IPE implementation; （2） Enhancing cooperation and partnerships between faculty, doctors, nurses, and pharmacists within the hospital ward; （3） Awareness of themselves as professionals within a hospital that has adopted IPE and the need for creative and innovative rollout methods; （4） Hospital staff’s understanding of each other’s expertise; （5） Opportunities for IPE instructors' professional growth. Conclusion：Clinical IPE led to improvement in the educational abilities of training instructors and facilitated interprofessional work （IPW） in clinical settings. The results suggest the need to allocate more time to training opportunities for staff and to enhance IPW.

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＜Objective＞ Focusing on the relationship between the understanding of occupations and the understanding of professional collaboration, to report the content of IPE implementation with an independently developed “Interprofessional collaboration table”. ＜Methods＞ Having thought that understanding of one's own profession and understanding of other professions would lead to an understanding of professional collaboration, teachers gave lectures on understanding their own occupations, and representatives of each department made presentations on their own occupations on understanding other occupations. Then, using the “Interprofessional collaboration table” that was developed independently, we created the “Interprofessional collaboration table” for each group and made a presentation. ＜Results＞By using the “Interprofessional collaboration table” developed by ourselves, we were able to graphically express the interprofessional cooperation centered on the patient in a clinical case after understanding each occupation. ＜Conclusion＞ The “Interprofessional collaboration table” can be used as a teaching material for IPE.

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