Journal of Allied Health最新文献_第10页

Understanding Health Professionals' Experiences of Interprofessional Mentored Research During Clinical Training: A Qualitative Descriptive Study. 了解卫生专业人员在临床培训期间接受跨专业指导研究的经历：定性描述研究。

Journal of Allied Health Pub Date : 2024-01-01

Elena V Donoso Brown, Sarah E Wallace, Molly McHugh Heintz, Jessica Riley

{"title":"Understanding Health Professionals' Experiences of Interprofessional Mentored Research During Clinical Training: A Qualitative Descriptive Study.","authors":"Elena V Donoso Brown, Sarah E Wallace, Molly McHugh Heintz, Jessica Riley","doi":"","DOIUrl":"","url":null,"abstract":"Background: Interprofessional education is recognized as an important part of the training of future health professionals. Limited investigation has been done on the experiences of students who have completed interprofessional mentored research during their clinical training.Purpose: To explore if this experience provided meaningful training in key areas of interprofessional education.Method: Using a qualitative descriptive framework, one-on-one interviews were conducted with eight healthcare providers (three occupational therapists and five speech language pathologists) who engaged in interprofessional research during their clinical training. Qualitative content analysis was completed with triangulation by analyst and member checking.Conclusion: Three main themes were identified: 1) interprofessional research project collaboration, 2) professional development, and 3) recommendations for student-oriented interprofessional research collaborations. The results illustrated that the health practitioners found their student experiences valuable to their current interprofessional practice and provided salient training on roles and responsibilities, teamwork, and communication.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"10-18"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013402","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

Utilizing an Ecomap to Visualize the Impact of Social Determinants of Health in an Interprofessional Forum. 在跨专业论坛上利用 Ecomap 展示健康的社会决定因素的影响。

Journal of Allied Health Pub Date : 2024-01-01

Jessica S Kruger, Isok Kim, Kelly Foltz-Ramos, Patricia J Ohtake

{"title":"Utilizing an Ecomap to Visualize the Impact of Social Determinants of Health in an Interprofessional Forum.","authors":"Jessica S Kruger, Isok Kim, Kelly Foltz-Ramos, Patricia J Ohtake","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Graphical representations of a case study can help learners recognize how systems and institutions impact health. The impact of the social determinants of health (SDoH) on individual and community health is well established, yet it may be challenging for students to visualize the impact of these components within a case study.Purpose: This study explored the use of ecomaps in an interprofessional forum and examined the perceptions from students and faculty regarding use of this educational tool.Methods: This tool was assessed over two semesters, Fall 2021 (n=968) and Fall 2022 (n= 835) to evaluate student and faculty perceptions of the use of the tool along with faculty's assessment of student completion of the tool within a rubric.Results: Nearly all students (99%) came prepared to the forum and presented their ecomaps to others during the small group discussion to facilitate conversation as they explored the role of SDoH related to the case study. Both students and faculty rated the use of this tool favorably.Discussion: In conclusion, ecomaps were viewed favorably by both students and faculty. This visual exploration of SDoH helps students to visualize both positive and negative factors that impact a patient's experience.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"e61-e66"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013441","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

From I to We: The Evolution of Individual Students from Seven Health Professions Programs to a Functioning Interprofessional Team. 从我到我们：个体学生从七个健康专业项目到一个有效的跨专业团队的演变。

Journal of Allied Health Pub Date : 2024-01-01

Jill Horbacewicz, Rivka Molinsky, Meira L Orentlicher

{"title":"From I to We: The Evolution of Individual Students from Seven Health Professions Programs to a Functioning Interprofessional Team.","authors":"Jill Horbacewicz, Rivka Molinsky, Meira L Orentlicher","doi":"","DOIUrl":"","url":null,"abstract":"This study presents a qualitative thematic analysis of the conversations between students from clinical mental health counseling (CMHC), occupational therapy (OT), nursing, physician assistant (PA), physical therapy (PT), social work (SW), and speech-language pathology (SLP) programs at an interprofessional education (IPE) symposium. The analysis describes the evolution from individuals to a collaborative interprofessional team, capturing the evolution as it unfolded. During a 1-day IPE symposium, conversations from one table of 11 students and a faculty facilitator were recorded and analyzed. The team of students was charged with developing a treatment plan and later a discharge plan for a fictional patient who had a stroke. Recordings were transcribed and analyzed using the general inductive approach (GIA). Three main themes were identified: 1) \"From I to We\" describes the transition from students representing their individual professions to functioning as an interprofessional team; 2) \"I think I hear you saying\" chronicles the role of the faculty facilitator; and 3) \"Core Competencies for Interprofessional Collaborative Practice (IPEC)\" describes how the students developed the IPEC competencies for collaborative practice over the course of the symposium. The study is unique because it focused on the analysis of actual interactions, describing the transition from individuals to a collaborative team as it happened, as opposed to analyzing retrospective interviews or surveys, which is more common in the literature. Analyzing the rich content of the interactions provided a window into the team development process. The results demonstrate that this IPE symposium helped students further develop the necessary skills required for collaborative interprofessional practice.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 4","pages":"253-262"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787192","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

Defining Doctoral-Prepared Health Scientists' Identity. 定义博士预备健康科学家的身份。

Journal of Allied Health Pub Date : 2024-01-01

Genevieve Pinto Zipp, Beverly W Henry, Lynda Goodfellow, Douglas Kuperman, Christina B Gunther, Laurie Cathers, Kieran Fogarty

{"title":"Defining Doctoral-Prepared Health Scientists' Identity.","authors":"Genevieve Pinto Zipp, Beverly W Henry, Lynda Goodfellow, Douglas Kuperman, Christina B Gunther, Laurie Cathers, Kieran Fogarty","doi":"","DOIUrl":"","url":null,"abstract":"Teamwork skills across disciplines are increasingly required for delivery of quality health care. To meet this expectation, healthcare professionals, researchers, policymakers, and educators must embrace and employ the tenets associated with teamwork. In addition, health professions faculty are expected to prepare entry-level professionals for interprofessional practice and scholarship. While various strategies reported in the literature document how entry-level health science educational programs infuse and assess the impact of interprofessional education experiences, less emphasis has been placed on understanding how faculty prepare to take on this role. Traditional doctoral education has been offered as a discipline-specific, silo-based learning experience that provides an in-depth analysis into a specific content area of interest. With the expanding emphasis on interprofessional practice in health care, an interprofessional forward-thinking approach to graduate education at the doctoral level emerged, the health science doctorate. This commentary paper seeks to describe the health scientist's identity as a scholar-practitioner who supports and advances interprofessional education and practice. Doctoral-prepared health scientists act as knowledge brokers, translators, and change agents, exemplifying interprofessional research and communication skills. Faculty need to prepare students to explain complex concepts, engage in clinical reasoning, and decision-making, and employ observational and data analysis to improve health professions education and ultimately team-based care.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 4","pages":"298-301"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787189","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

Fostering the Facilitator: Promoting Clinical Educators' Interprofessional Education Facilitation Skills and Socialization Using Exclusively Online Learning. 培养促进者：利用专门的在线学习促进临床教育工作者的跨专业教育促进技能和社会化。

Journal of Allied Health Pub Date : 2024-01-01

Mikelle Key-Solle, Kyle Covington, Kathleen A McGann, Beth C Phillips, Nicholas M Hudak

{"title":"Fostering the Facilitator: Promoting Clinical Educators' Interprofessional Education Facilitation Skills and Socialization Using Exclusively Online Learning.","authors":"Mikelle Key-Solle, Kyle Covington, Kathleen A McGann, Beth C Phillips, Nicholas M Hudak","doi":"","DOIUrl":"","url":null,"abstract":"Health professions educators can benefit from continuing education to more effectively facilitate interprofessional education (IPE) in clinical settings. Online learning formats enable broader participation and overcome barriers to in-person events, though few studies describe the most effective platforms and methods of online continuing education for this purpose. In the context of the COVID-19 pandemic, we developed a 6-week interactive online program implemented via an integrated online educational platform (OEP) to equip participants with knowledge and skills to better facilitate IPE in clinical settings. Program outcomes evaluation involved mixed-methods data analysis from OEP site usage statistics, pre/post-program surveys, pre/post program validated self-assessment surveys, and post-pro¬gram focus group. Twenty-four participants representing 5 professions from inpatient and outpatient clinical settings completed the program. Quantitative findings include statistically significant improvement in all of 11 measures of IPE knowledge and skills developed for this study, 4 of 9 socialization measures, and 7 of 18 facilitation measures. Qualitative findings include participants placing value on multiple modes of instruction, facilitated small group engagement, brief condensed asynchronous content, clear expectations of program time commitment, and detailed understanding of the OEP.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 2","pages":"105-115"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141248807","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

Integrating Faculty Scholarly Productivity Indicators with Professional Network Development Strategies: New Inferences Generated from Mixing Methods. 将教师学术生产力指标与专业网络发展战略相结合：混合方法产生的新推论。

Journal of Allied Health Pub Date : 2024-01-01

Betsy J Becker, Victoria Kennel, Susanna Von Essen, Ron Shope, Harlan Sayles, Gilbert M Willett

{"title":"Integrating Faculty Scholarly Productivity Indicators with Professional Network Development Strategies: New Inferences Generated from Mixing Methods.","authors":"Betsy J Becker, Victoria Kennel, Susanna Von Essen, Ron Shope, Harlan Sayles, Gilbert M Willett","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Professional network connections among health professions faculty are essential for engagement, innovation, and productivity. The research question was, \"How do strategies for developing a professional network of early career health professions faculty contribute to our understanding of effective guidance for scholarly productivity?\"Methods: The method was an explanatory sequential mixed method. Study participants were 50 full-time equivalent physical therapist faculty in their first 5 years at accredited institutions in the U.S. The quantitative strand included social network analysis and a Scholar Score (SS). The Scholar Score was calculated using variables from curriculum vitae (grants, publications, presentations) on a 1-25 quality scale. In-depth interviews were conducted. A grounded theory approach was implemented to explore the process of professional network development. Integrated results were used to examine differences in network development strategies.Results: Fifty participants completed the quantitative strand. Twenty were selected for an interview based on high/low SS and network effectiveness. Network interconnectedness for the high performers was 36% (SD 10.3) compared to 45% (18.2) for low performers. High Scholar Scores were linked to broader networks. In four categories, network development strategies differed between high- and low-performers: prior connections, new acquaintances at their current institution, unplanned encounters, and self-initiated approaches.Conclusion: Scholar productivity is influenced by network development strategies. Study findings help inform mentors and early career faculty regarding the enhancement of scholarly productivity.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 3","pages":"218-226"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297273","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

Undergraduate Physiotherapists' Use of the Internet to Fulfil Their Information Needs During a Theoretical Examination: A Randomized Crossover Trial. 本科物理治疗师在理论考试中使用互联网满足其信息需求：一项随机交叉试验。

Journal of Allied Health Pub Date : 2024-01-01

Cailbhe Doherty, Rachel Gilligan, Sadhbh O'Flaherty, Lewis Adelaide, Sean McGettigan, Garett Van Oirschot

{"title":"Undergraduate Physiotherapists' Use of the Internet to Fulfil Their Information Needs During a Theoretical Examination: A Randomized Crossover Trial.","authors":"Cailbhe Doherty, Rachel Gilligan, Sadhbh O'Flaherty, Lewis Adelaide, Sean McGettigan, Garett Van Oirschot","doi":"","DOIUrl":"","url":null,"abstract":"Background: The internet is widely used by healthcare students and professionals alike to fulfil their information needs, yet limited research has utilised web log analysis to evaluate how they do so.Aims: To elicit information needs among students via the administration of a multiple choice questionnaire (MCQ) and to evaluate how they use the internet to fulfil these needs.Methods: Forty final-year physiotherapy students (63% female) completed a MCQ under two conditions: i) 'assisted' with internet access and ii) 'unassisted' without internet access. Each participant completed both conditions in random order, with a washout period between sessions to minimize potential carryover effects. Generalised estimating equations were used to evaluate differences in exam score and the rate at which questions were answered correctly between conditions. Web log analysis was used to evaluate the kinds of web-based resources and the time spent doing so.Results: Students' exam scores did not differ between assisted (61% ± 12%) and unassisted (47% ± 13%) conditions; p = 0.056. Students spent a median time of 23 seconds appraising internet resources before submitting an answer in the exam, and exhibited a heavy reliance on Google, which represented 65% of all 'hits.'Conclusion: Students were unable to leverage internet 'assistance' to improve their examination scores; the limited time they spent appraising web-based information and their heavy reliance on Google warrant further research.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 4","pages":"277-285"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787208","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

Some Observations and Concerns in the World of Periodicals. 期刊世界的一些观察和关注。

Journal of Allied Health Pub Date : 2024-01-01

Thomas W Elwood

引用次数: 0

Accelerated Education Intervention: A Pilot Study to Assess the Effectiveness of a Brief, Self-Paced Intervention to Prevent Burnout in Physician Assistant Students. 加速教育干预：评估简短、自定进度干预措施对预防助理医师学生职业倦怠的效果的试点研究。

Journal of Allied Health Pub Date : 2024-01-01

Joshua Moen, Joy Moverley

{"title":"Accelerated Education Intervention: A Pilot Study to Assess the Effectiveness of a Brief, Self-Paced Intervention to Prevent Burnout in Physician Assistant Students.","authors":"Joshua Moen, Joy Moverley","doi":"","DOIUrl":"","url":null,"abstract":"Purpose: Physician assistant (PA) programs have an academically rigorous curriculum, which places a myriad of pressures on students and contributes to burnout. The benefits of optimal quality and quantity of sleep are well documented, yet students still view sacrificing sleep as a necessary step in academic success. The purpose of this pilot study was to create behavior changes to promote optimal sleep hygiene in PA school and decrease measurements of burnout.Methods: 39 PA students from a single institution volunteered to take part in an 8-week study. Wrist actigraphy was used to measure students' sleeping habits, resting heart rate, and physical activity. Additionally, the students completed a questionnaire regarding stimulant and sleep aid use and burnout (Maslach Burnout Inventory) at two time points. The intervention was 8 weeks in duration split into 2, 4-week blocks separated by a 1-hour, evidence-based education intervention to promote beneficial behavior change and sleep hygiene.Results: Sleep duration, wake time, and bedtime remained consistent across the study period with no changes post-intervention (p > 0.05). Moderate to high levels of cynicism and emotional exhaustion were seen in more than three-quarters of students. There was no relationship between sleep duration and exam scores, heart rate, or steps. Shorter sleep duration predicted increased emotional exhaustion and cynicism (p < 0.05).Conclusion: Sleeping habits influence emotional well-being and are likely minimally affected by educational interventions alone. Combatting the high prevalence of burnout in PA schools can begin with targeting environmental and policy-level changes that can influence student recovery and well-being opportunities throughout the academic year.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"38-44"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013388","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

Factors Contributing to Physical Therapist Attrition: A Qualitative Study. 导致物理治疗师流失的因素：定性研究。

Journal of Allied Health Pub Date : 2024-01-01

Kaci Handlery, Sean McQueeney, Reed Handlery, Elizabeth W Regan, Stacy L Fritz

{"title":"Factors Contributing to Physical Therapist Attrition: A Qualitative Study.","authors":"Kaci Handlery, Sean McQueeney, Reed Handlery, Elizabeth W Regan, Stacy L Fritz","doi":"","DOIUrl":"","url":null,"abstract":"Background: Physical therapists (PTs) report job satisfaction when delivering autonomous, high-quality care, but they also experience work-related stress, burnout, and emotional exhaustion. Retaining experienced and skilled clinicians is important. However, a subset of PTs are choosing to voluntarily leave clinical practice (i.e., experience attrition). PT attrition may negatively impact patient care, increase organizational costs, and negatively impact the profession.Purpose: This study examined the nature of the experiences of PTs voluntarily leaving clinical practice in order to understand factors contributing to PT attrition.Method: A pragmatic qualitative approach with individual, semi-structured interviews conducted with PTs who left clinical practice was used. Interviews were transcribed verbatim and analyzed using deductive thematic analyses.Discussion: Nineteen US-based PTs who left clinical practice were interviewed. Participants were predominately female (n=15), Doctors of Physical Therapy (n=10), with a median of 6 years working in clinical practice as a PT. Analyses revealed five key themes contributing to leaving clinical practice subdivided into Herzberg's Theory: 1) lack of career advancement opportunities; 2) rising productivity requirements reducing the quality of patient care; 3) financial concerns due to imbalance between cost of PT education and compensation; 4) physical demands either contributing to attrition or seen as a benefit of the profession; and 5) emotional burden contributing to attrition or emotional connection seen as professional value.Conclusions: Understanding the factors contributing to PT attrition is important to guide future strategies to address these factors. Further research may identify opportunities to address these concerns in entry-level education, workplace environments, and professional continuing education.","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"53 1","pages":"e1-e12"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013391","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