Figure 1
PRISMA Flow Chart of Study Selection.
Figure 2
Match of Studies with Indicators from the Domains from the Rainbow Model (% of matching indicators).
Figure 3
Frequency of IPC Themes for Included Studies as Barrier or Facilitator (% of studies).
Table 1
IPC related CMO Sequences from the Included Studies.
| Study (only 1st author) | Setting | Context(s) | Mechanism | Outcome(s) |
|---|---|---|---|---|
| Mechanism related to macro policy [1] | ||||
| – | – | – | NA | – |
| Mechanism related to meso policy [2] | ||||
| Visscher (2017) | Primary and secondary preventive child healthcare | Variation within & between organisation policies (2, –) Different talents/training (3, –) | Implementing policy, funding, and training for interprofessional communication (2, +) | IPC (2, +) Medical expertise (6, +) |
| Mechanism related to team structure [3] | ||||
| He (2017) | Child welfare system | Neglect of substance use disorder (2, –) | Co-location of multi-disciplinary staff (3, +) | Resources increased at organisational level (2, +) |
| O’Reilly (2011) | Child protection work | Effective inter-organisational communication (4-social, +) Role complexity (5, –) Workload documentation requirements (4-formal, –) | Lack of leadership (3, –) | Non-functional interprofessional team (4-social&formal, –) |
| Weglarz-Ward (2016) | Childcare (for children with disabilities) | Different levels of role uncertainty and confusion within and between professional groups (5, –) Childcare providers consistently ranked their benefits as lower than early intervention providers (6, –) | Planning interventions without childcare providers being formally included (3, –) | Unsuccessful professional collaboration and lack of inclusion (2, –) |
| Mechanism related to social team processes [4] | ||||
| Simpson (2017) | Children integrated services | Limited time and resources (2, –) Policy reform, budget cuts (1, –) | Conflict resolutions (4, +) | Ability to employ creative solutions (4-formal, +) |
| Timonen-Kallio (2017) | Residential childcare | Fragmented context services (1, –) Unrealistic expectations and perceptions to support children (5, –) | Delivering expert knowledge rather than sharing responsibility (4, –) | Uncertainty about competences, responsibilities and authority (6, –) |
| Taking ownership of the care plan, thereby excluding others (4, –) | Rely more on others’ expertise than on their own expertise (6, –) | |||
| Social workers acting as mediator (4, +) | Less uncertainty & rely on one’s own expertise (6, +) | |||
| O’Reilly (2011) | Child protection work | Different preferred modes of communication (4-social, –) | Meeting the team face-to-face instead of using technologically driven modes of communication (4, +) | Less workplace stress (5, +) More job satisfaction (6, +) Recognition of one’s abilities (5, +) |
| Mechanism related to formal team processes [4] | ||||
| Hood (2017) | Child safeguarding | Lack of mutual understanding: Holistic approach versus only one area (4-formal, –) Flexible versus detailed procedures (4-formal, –) Sound knowledge internal safeguarding versus external healthcare settings (4-formal, –) Pre versus post qualifying practice (3, –) | Conceptualizing practice (i.e., the requisite knowledge and awareness to do safeguarding work, joint assessments, and managing risk) (4, +) | Mutual understanding: between teacher and social worker about the role and methods of social worker (4-social, +) |
| Teacher has long term relationships with parents vs. nurses and social worker have short term relationships (4-social, +) Social worker has authority role for parents (teacher not) (4-social, +) Conflict between teacher and social worker because parent plays them off against each other (4-social, –) | Managing relationships between parents and professionals (4, +) | Effective three-way relationship between social worker, teacher and parent (4-social, +) | ||
| Bolin (2017) | Special education (social workers, sex education for children with disabilities) | Role ambiguity in schools (4-social, –) Different value systems (5, –) Discomfort with topic (6, –) | Acknowledging and reducing role ambiguity in schools (4, +) | Feeling safe and comfortable (6, +) |
| Agresta (2018) | Social work in elementary, middle and high school | Role discrepancy (5, –) | Participating in informal and formal meetings (4, +) | Reduction of professional role discrepancy (5, +) Higher job satisfaction (6, +) Retaining staff (2, +) |
| Mechanism related to team attitudes [5] | ||||
| Agresta (2018) | Social work in elementary, middle and high school | School social workers allocating professional time (4-formal, +) | Offering support and trust (5, +) | Higher level of job satisfaction (6, +) Retaining staff (2, +) |
| Mechanism related to individual staff [6] | ||||
| Rose (2011) | Child and adolescent mental health services (special education needs) | Negotiation in multi-agency collaboration (4-formal, +) | ‘Some kind of professional self-sacrifice’, related to professional identity, expertise, power and/or territory (6, +) | Individual staff enacts collective preferences (6, +) |
| Agresta (2018) | Social work in elementary, middle and high school | School social workers allocating professional time (4-formal, +) | Stimulating self-perceived autonomy of professionals (6, +) | Reduction of professional role discrepancy (5, +) |
| Interprofessional collaboration domain | Professionalism domain | Practitioners domain | Goal domain |
|---|---|---|---|
| collaboration/ OR cooperation/ OR (alliance* OR coalition* OR collaborat* OR cooperat* OR co-operat* OR intraorgani*ational OR intraprofessional OR interdiscipl* OR interorgani*ational OR interprofessional* OR multidiscipl* OR partnership* OR transdiscipl*).ti,ab,id. | professional development/ OR professional competence/ OR professionalism/ OR (expertise OR skill acquisition* OR more proficient OR professionali*ation OR professional development).ti,ab,id. | child care workers/ OR social workers/ OR (practitioner* OR worker* OR caseworker* OR professionals OR teacher* OR ((child care OR youth OR youth care OR youthcare OR child welfare OR social OR frontline) ADJ3 (coach OR coaches OR professional OR team* OR staff OR personnel))).ti,ab,id. | ((infan* OR baby* OR babies OR toddler* OR preschool* OR child* OR kid OR kids OR prepubescen* OR prepuberty* OR teen* OR young* OR youth* OR girl* OR boy*) AND (safeguard* OR protect* OR child care OR child welfare OR infant welfare OR social casework* OR social case work* OR social work* OR social services OR youthcare OR youth care OR youth work*)).ti,ab,id. |
[i] Note: ti = title; ab = abstract; id = identifier. ADJ3 = adjacent within 3 words.