Health, Interprofessional Practice and Education最新文献

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Social Work and Nursing Students’ Perceptions of the Social Determinants of Health Based on Practice and Educational Experiences 基于实践和教育经验的社会工作和护理学生对健康社会决定因素的认知

Health, Interprofessional Practice and Education Pub Date : 2019-11-08 DOI: 10.7710/98

Janet U. Schneiderman, J. Cederbaum, E. Olshansky

{"title":"Social Work and Nursing Students’ Perceptions of the Social Determinants of Health Based on Practice and Educational Experiences","authors":"Janet U. Schneiderman, J. Cederbaum, E. Olshansky","doi":"10.7710/98","DOIUrl":"https://doi.org/10.7710/98","url":null,"abstract":"PURPOSE Although social workers and nurses work together in healthcare settings, there are tensions between their roles. Both professions embrace the concept of the social determinants of health (SDOH), but less is known about how the professions understand SDOH. METHODS Using semi-structured interviews with 25 masters’ level nursing and social work students, this qualitative descriptive study explored the educational and practice experiences relating to the SDOH. RESULTS Both nursing and social work students recognized that socioeconomic, patient/client educational, and access factors contribute to health and healthcare. Subtle differences in emphasis included a broader focus among social work students of the influence of SDOH on vulnerability/disparities and communities. While nursing students focused on vulnerability/disparities, they emphasized the effects of SDOH on specific health conditions. Both groups of students expressed that their exposure to people unlike themselves in their clinical/field educational experiences helped them learn about the SDOH. Nursing students stressed that interprofessional teamwork was vital to addressing SDOH, whereas social work students emphasized cultural awareness and avoiding stereotypes were necessary elements. All students wanted more information about health policies. CONCLUSION The shared understanding of both nursing and social work graduate students have on the effect that SDOH have on health and healthcare can provide a common language. Employing SDOH as a framework for interprofessional education could encourage shared understanding among professions and a purpose for interprofessional educational field opportunities, that would both support learning about the SDOH and collaborative practice with underserved communities.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"364 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123468767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Faculty Perceptions of Readiness to Implement Interprofessional Education in Athletic Training 教师对在运动训练中实施跨专业教育的准备程度的看法

Health, Interprofessional Practice and Education Pub Date : 2019-10-16 DOI: 10.7710/1182

M. Parry, Jennifer Jordan Utley, Sue Shapiro, Stefanie Podlog

{"title":"Faculty Perceptions of Readiness to Implement Interprofessional Education in Athletic Training","authors":"M. Parry, Jennifer Jordan Utley, Sue Shapiro, Stefanie Podlog","doi":"10.7710/1182","DOIUrl":"https://doi.org/10.7710/1182","url":null,"abstract":"PURPOSE As the athletic training profession advances, master’s degree accreditation standards aim to position athletic trainers as key players on interprofessional healthcare teams. Interprofessional education standards were recently introduced to academic leaders as key elements in the professional healthcare education of athletic trainers. While the current standards reflect essential skills for entry-level clinicians, faculty instructing these elements may require additional development. METHODS The objective of this study was to explore athletic training educators’ perceptions of interprofessional education and to examine perceived barriers related to the implementation of IPE in athletic training curricula. An electronic survey was administered to a stratified, random sample of 1000 athletic training education program faculty from the National Athletic Trainer’s Association (NATA) member database. Participating faculty completed the Interdisciplinary Education Perception Scale (IEPS) and a set of additional Likert-scale questions regarding barriers to implementation of IPE in athletic training education. RESULTS The results indicated that differences exist in faculty readiness to implement IPE based on faculty rank or role, years of teaching experience, prior experience and skill level using IPE, and geographical location of the athletic training program within the institution. CONCLUSION The results indicated that differences exist in faculty readiness to implement IPE based on faculty rank or role, years of teaching experience, prior experience and skill level using IPE, and geographical location of the athletic training program within the institution. Together, the findings suggest that IPE integration should include initiatives that provide administrative support, delineate leadership roles, offer formal IP development, and aim to create closer physical proximity among healthcare disciplines on campuses.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125383198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Student-Led Interprofessional Education Through a Community Service Project 通过社区服务项目探索学生主导的跨专业教育

Health, Interprofessional Practice and Education Pub Date : 2019-10-07 DOI: 10.7710/1183

Lindsay Ann Doerschuk, Merri L Jones, A. Wetmore, D. Nicholas

{"title":"Exploring Student-Led Interprofessional Education Through a Community Service Project","authors":"Lindsay Ann Doerschuk, Merri L Jones, A. Wetmore, D. Nicholas","doi":"10.7710/1183","DOIUrl":"https://doi.org/10.7710/1183","url":null,"abstract":"purpose The purpose of this research was to explore the effectiveness of a student-led interprofessional education (IPE) workshop in improving student attitudes and perceptions toward IPE. Students from four health science programs—Dental Hygiene, Communication Sciences and Disorders/Speech and Hearing, Health Services Administration, and Occupational Therapy—participated in a community service event. Students provided screenings to veteran patients, including a health history intake, hearing test, and sleep screening, while other students observed. Methods Students were asked to attend an orientation, a Vets Day IPE workshop, and a debrief session. This mixed-methods approach study utilized the Readiness for Interprofessional Learning Scale (RIPLS) to assess students’ attitudes and perceptions toward IPE. The RIPLS (Likert scale) was used as a pre- and posttest to assess changes in students’ scores. The pretest was administered prior to the IPE workshop, and the posttest was administered following the workshop. Qualitative data was derived from a debrief session where students answered guided questions regarding their experience through group discussion. Results Results indicated a statistically significant difference (p<.05) in participants’ attitudes and perceptions toward IPE using the RIPLS. Statistical significance was found within each RIPLS subscale, where participants showed a positive change in their readiness for interprofessional learning. Qualitative data revealed positive feedback about the workshop and enhanced knowledge about different professions. Conclusion The results of this study show that a student-led approach to IPE through a community service project is beneficial in improving student attitudes and perceptions of IPE.","PeriodicalId":320540,"journal":{"name":"Health, Interprofessional Practice and Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120948716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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