The lived experience of health sciences students’ participation in an interprofessional community-based stroke class

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES
M. Kloppers, F. Bardien, A. Titus, J. Bester, G. Inglis-Jassiem
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引用次数: 1

Abstract

Background. Collaborative approaches in healthcare contexts may provide better care for patients. Interprofessional circuit-based group therapy could counter profession-specific tribalism. There is no evidence on interprofessional education (IPE) community-based interventions on student learning in the health professions. Objective. To explore undergraduate health sciences students’ experience of being involved in community-based interprofessional circuit-based group therapy. Methods. Semi-structured interviews were inductively analysed exploring undergraduate health sciences students’ experience of involvement in an IPE community-based stroke intervention. Results. A total of 12 final-year students participated, with representation from physiotherapy, occupational therapy and speech therapy. This IPE opportunity beneficially impacted students’ collaborative competencies in knowledge, attitudes, skills and behaviours. This community-based rotation immersed students in a service-delivery environment where patient management was co-ordinated by a multiprofessional rehabilitation team. The integrated stroke circuit group activity aimed to enhance further interconnectedness between student participants. Students who were exposed to this clinical activity reported an understanding of (i) patients’ unique contexts; (ii) role development and complementary overlap between health professions; and (iii) the value of joint interventions to both patients and rehabilitation teams in resource-constrained settings. Conclusion. These students have been primed in their practice-readiness as healthcare professionals for the 21st century who will promote quality care, and embrace collaborative professional practice and person-centredness.
健康科学专业学生参与跨专业社区中风课程的生活体验
背景。医疗环境中的协作方法可以为患者提供更好的护理。跨专业的以电路为基础的团体治疗可以对抗专业特定的部落主义。没有证据表明跨专业教育(IPE)社区干预对卫生专业学生学习的影响。目标。探讨健康科学本科学生参与以社区为基础的跨专业电路团体治疗的经验。方法。对半结构化访谈进行归纳分析,探讨健康科学本科学生参与IPE社区卒中干预的经验。结果。共有12名大四学生参加了这项研究,他们分别来自物理治疗、职业治疗和语言治疗。这一IPE机会对学生在知识、态度、技能和行为方面的合作能力产生了有益的影响。这种以社区为基础的轮转使学生沉浸在一个由多专业康复团队协调病人管理的服务环境中。综合脑卒中回路小组活动旨在进一步加强学生参与者之间的相互联系。参与这种临床活动的学生报告说,他们对(1)患者的独特情况有了理解;㈡保健专业之间的作用发展和互补重叠;(三)在资源受限的情况下,联合干预对患者和康复团队的价值。结论。这些学生已经准备好成为21世纪的医疗保健专业人员,他们将促进高质量的护理,并接受合作的专业实践和以人为本。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
自引率
0.00%
发文量
18
审稿时长
24 weeks
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