Journal of Interprofessional Care最新文献_第10页

Item response theory for before-after designs in interprofessional education research. 跨专业教育研究中前后设计的项目反应理论。

IF 2.7 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-10 DOI: 10.1080/13561820.2024.2395979

Matthew J Kerry,Jan J Reinders,Wim P Krijnen,Marion Huber

{"title":"Item response theory for before-after designs in interprofessional education research.","authors":"Matthew J Kerry,Jan J Reinders,Wim P Krijnen,Marion Huber","doi":"10.1080/13561820.2024.2395979","DOIUrl":"https://doi.org/10.1080/13561820.2024.2395979","url":null,"abstract":"Although Item Response Theory (IRT) has been recommended for helping advance interprofessional education (IPE) research, its use remains limited. This may be partly explained by potential misconceptions regarding IRT`s \"limitation\" to cross-sectional data. The aim of this study is to demonstrate how Item Response Theory (IRT) can be applied effectively in before-and-after designs in IPE research. Specifically, a two-week before-after design with survey methodology using the Extended Professional Identity Scale (EPIS), an interprofessional identity measure, was conducted among n = 146 mixed health-science students. Results indicated that EPIS increased significantly before-after intervention by .74 standardised mean differences, t146 = 7.73, p < .05. The before-after IRT model also gave a test-retest reliability estimate of .60 which was considered acceptable. Comparison of the IRT model with a conventional paired-t-test indicated similar effect size estimates of Cohen's d = .56 and .54, respectively. We demonstrate IRT`s flexibility to before-after studies in IPE. Application of this model can yield accurate changes in target IPE constructs, and it is advantageous to classical test theory vis-à-vis baseline differences.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":"89 1","pages":"1-4"},"PeriodicalIF":2.7,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evolving global responses to the pandemic: sustaining interprofessional education and collaborative practice. 不断演变的全球大流行病应对措施：维持跨专业教育和合作实践。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-03-25 DOI: 10.1080/13561820.2024.2317257

Sylvia Langlois, Camila Mendes da Silva Souza, Andreas Xyrichis, Mukadder Inci Baser Kolcu, Dean Lising, Ghaidaa Najjar, Hossein Khalili

{"title":"Evolving global responses to the pandemic: sustaining interprofessional education and collaborative practice.","authors":"Sylvia Langlois, Camila Mendes da Silva Souza, Andreas Xyrichis, Mukadder Inci Baser Kolcu, Dean Lising, Ghaidaa Najjar, Hossein Khalili","doi":"10.1080/13561820.2024.2317257","DOIUrl":"10.1080/13561820.2024.2317257","url":null,"abstract":"The COVID-19 pandemic created global disruption in health professions education and healthcare practice, necessitating an abrupt move to digital delivery. A longitudinal survey was conducted to track the evolution of global responses to the pandemic. During the initial stages, educational and health institutions were forced to adapt quickly without careful consideration of optimal pedagogy, practices, and effectiveness of implemented approaches. In this paper, we report the results of Phase 3 of the global survey that was distributed between November 2021 and February 2022 through InterprofessionalResearch.Global (IPR.Global). The Phase 3 qualitative survey received 27 responses, representing 25 institutions from 13 countries in 6 regions. Using inductive thematic analysis, the data analysis resulted in three emerging themes: Impact of the pandemic on the delivery of interprofessional education and collaborative practice (IPECP); Impact of the pandemic on the healthcare system (team, population/client health, clients); and Sustainability and innovation. This study highlights the evolving nature of health education and collaborative practices in response to the COVID-19 pandemic. IPECP educators need to be resilient and deal with the complexities of face-to-face and digital learning delivery. Preparing for emerging forms of teamwork is essential for new work contexts and optimal health services.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"947-952"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a long-term care service integration self-assessment tool. 开发长期护理服务整合自我评估工具。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-15 DOI: 10.1080/13561820.2024.2375633

Yu-Chien Chang, Shu-Ching Chang, Kuo-Piao Chung, Yu-Kang Tu, Ya-Mei Chen

{"title":"Development of a long-term care service integration self-assessment tool.","authors":"Yu-Chien Chang, Shu-Ching Chang, Kuo-Piao Chung, Yu-Kang Tu, Ya-Mei Chen","doi":"10.1080/13561820.2024.2375633","DOIUrl":"10.1080/13561820.2024.2375633","url":null,"abstract":"The World Health Organization emphasizes the importance of providing integrated care for older people. Taiwan is the fastest aging country in the world. In 2016, Taiwan implemented the Long-Term Care Plan 2.0 (TLTCP 2.0), aimed at providing integrated long-term care (LTC) services in communities. However, LTC service agencies have not been able to evaluate the level of integrated care they provide due to the lack of an effective assessment tool. To address this need, this study sets out to develop an integration assessment tool, namely the Self-Assessment for Service Integration in Long-Term Care (SASI-LTC), which will allow LTC agencies to self-evaluate their current level of integration from multiple perspectives. The SASI-LTC was developed based on Evashwick's framework, underwent two rounds of Delphi panels with twenty-six experts, and a pilot test with 243 valid questionnaires from administrators of Tier A agencies who are responsible for integrating LTC. The Delphi experts assessed the content with high levels of agreement using medians, the scale content validity index (SCVI) and item content validity index (ICVI). The SASI-LTC included four domains (inter-entity organization and management, integrated care coordination, integrated resources, and integrated information systems) with thirty items. The SASI-LTC showed good reliability (Cronbach's α = 0.94) and good validity, and a confirmatory factor analysis showed a good model fit index [χ2/df = 1.38; RMSEA = 0.040; CFI = 0.963; SRMR = 0.049] in pilot testing. While the SASI-LTC is a useful and feasible tool for Taiwan's LTC service agencies to evaluate their level of integration in providing LTC services, it could also be used in other countries with minor adjustments to localization of items related to financial integration.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"807-817"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Utility of the Jefferson teamwork observation guide for measuring collaborative practice competencies virtually, in-person, and across health professions: A Rasch Analysis. 杰斐逊团队协作观察指南在衡量虚拟、现场和跨医疗专业协作实践能力方面的实用性：Rasch 分析。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-14 DOI: 10.1080/13561820.2024.2378036

Christopher Keating, Maria Brucato, Richard W Hass

{"title":"Utility of the Jefferson teamwork observation guide for measuring collaborative practice competencies virtually, in-person, and across health professions: A Rasch Analysis.","authors":"Christopher Keating, Maria Brucato, Richard W Hass","doi":"10.1080/13561820.2024.2378036","DOIUrl":"10.1080/13561820.2024.2378036","url":null,"abstract":"Modern healthcare increasingly requires interprofessional teams to collaborate both in person and virtually to effectively achieve common goals. To prepare students for interprofessional collaborative practice (CP) universities need evaluation tools that can validly and reliably measure students' CP competencies after online and in-person interprofessional education. The Jefferson Teamwork Observation Guide® (JTOG) is a 360-degree evaluation tool previously validated to measure nationally-defined CP competencies. The psychometrics of the Individual JTOG have been examined in a sample of interprofessional healthcare students after online interprofessional education. The present study examined the psychometric properties of the Individual JTOG in 709 students after in-person interprofessional education using Rasch Modeling and compared results across collaborative settings and student professions. Results indicated that item and person statistics, unidimensionality, scaling performance, and local independence of the Individual JTOG were comparable between online and in-person samples, suggesting it is consistent in its measurement of CP competencies across collaborative settings. Psychometric properties were strong, but ceiling effects were present. Minor deviations were found in the Individual JTOG's unidimensionality between professional groups. The Values and Ethics construct was more strongly separated from others for nursing than other health professions. Recommendations for future research and possible adaptations to the instrument are discussed.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"883-892"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interprofessional competency in clinical students: validating the Clinical student version of the Japanese Self-assessment Scale of Interprofessional Competency (C-JASSIC). 临床专业学生的跨专业能力：验证日本跨专业能力自评量表（C-JASSIC）的临床专业学生版本。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-19 DOI: 10.1080/13561820.2024.2375292

Junji Haruta, Etsuko Tomizaki, Takashi Horiguchi, Tomonori Nakamura, Satoko Ishikawa, Toshiaki Monkawa

{"title":"Interprofessional competency in clinical students: validating the Clinical student version of the Japanese Self-assessment Scale of Interprofessional Competency (C-JASSIC).","authors":"Junji Haruta, Etsuko Tomizaki, Takashi Horiguchi, Tomonori Nakamura, Satoko Ishikawa, Toshiaki Monkawa","doi":"10.1080/13561820.2024.2375292","DOIUrl":"10.1080/13561820.2024.2375292","url":null,"abstract":"In this study, we developed and validated the Clinical Student Version of the Japanese Interprofessional Competency Self-Assessment Scale (C-JASSIC) for healthcare students in their clinical practice phase. Data obtained from 331 students (medical, 98; nursing, 99; pharmacy, 134) during orientation for interprofessional education (pre-IPE) and from 319 students (medical, 94; nursing, 93; pharmacy, 132) within a week following IPE (post-IPE) were analyzed. Exploratory pre-IPE and Confirmatory post-IPE factor analyses revealed a consistent 6-factor structure aligning with the Japanese Interprofessional Competency domains. The scale exhibited strong internal consistency, with Cronbach's α values exceeding 0.8 for all factors both pre- and post-IPE. Scores for overall competency and individual domains increased post-IPE in 234 matched cases. A notable significant pre vs post difference concerned \"Understanding of Others,\" indicating enhanced interprofessional comprehension after clinical practice. There was a weak but significant positive correlation between IPE satisfaction and difference in pre- and post-IPE scores. However, no significant differences were observed among medical, nursing, and pharmacy students. Despite its strengths, such as its competency-based design and cultural relevance to Japan, a limitation of the study may be potential self-reporting bias. Nonetheless, C-JASSIC represents a valuable tool for seamless competency evaluations from student to professional stages, with implications for broader Asian contexts.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"875-882"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141724957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Increasing interprofessional collaboration in community-based palliative care: a pilot study of the CAPACITI education program for primary care providers. 加强社区姑息关怀中的跨专业合作：针对初级医疗服务提供者的 CAPACITI 教育项目试点研究。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-31 DOI: 10.1080/13561820.2024.2375631

Kayla McMillan, Shilpa Jyothi Kumar, Daryl Bainbridge, Kathy Kortes-Miller, Samantha Winemaker, Frances Kilbertus, Denise Marshall, Hsien Seow

{"title":"Increasing interprofessional collaboration in community-based palliative care: a pilot study of the CAPACITI education program for primary care providers.","authors":"Kayla McMillan, Shilpa Jyothi Kumar, Daryl Bainbridge, Kathy Kortes-Miller, Samantha Winemaker, Frances Kilbertus, Denise Marshall, Hsien Seow","doi":"10.1080/13561820.2024.2375631","DOIUrl":"10.1080/13561820.2024.2375631","url":null,"abstract":"Interprofessional collaboration in palliative care is essential to ensuring high-quality care for seriously ill patients. Education interventions to increase competency in palliative care should incorporate team-building skills to encourage an interprofessional approach. We developed and piloted a virtual educational program named CAPACITI for interprofessional teams to promote a community palliative approach to care. Primary care teams from across Ontario, Canada, participated in CAPACITI which consisted of 10 facilitated sessions that emphasized how to operationalize a palliative care approach as a team. Pre- and post-study questionnaires were completed by each team, including the AITCS-II, a validated instrument that measures interprofessional collaboration. We analyzed individual paired differences in summary scores and in each of three subdomains of the AITCS-II questionnaire: partnership, cooperation, and coordination. Seventeen teams completed the AITCS-II post survey, representing 133 participants. Teams varied demographically and ranged from 5 to 16 members. After CAPACITI, the overall mean AITCS-II summary score among teams increased to 96.0 (SD = 10.0) for a significant paired mean difference increase of 9.4 (p = .03). There were also significant increases in the partnership (p = .01) and in the cooperation subdomains (p = .04). CAPACITI demonstrated the potential for improving collaboration among primary care teams, which can lead to improved provider and patient outcomes in palliative care.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"799-806"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A community-based geriatric interprofessional education experience and its impact on post-graduate collaborative practice. 基于社区的老年医学跨专业教育经验及其对研究生合作实践的影响。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-02 DOI: 10.1080/13561820.2024.2371337

Dawn Joosten-Hagye, Tatyana Gurvich, Cheryl Resnik, Freddi Segal-Gidan, Jo Marie Reilly, Erin K Thayer, Ashley D Halle

{"title":"A community-based geriatric interprofessional education experience and its impact on post-graduate collaborative practice.","authors":"Dawn Joosten-Hagye, Tatyana Gurvich, Cheryl Resnik, Freddi Segal-Gidan, Jo Marie Reilly, Erin K Thayer, Ashley D Halle","doi":"10.1080/13561820.2024.2371337","DOIUrl":"10.1080/13561820.2024.2371337","url":null,"abstract":"While a growing body of interprofessional education (IPE) literature demonstrates a positive impact on learner knowledge, there is limited data on its long-term impact on collaborative practice (CP). With the growth of the aging population globally, understanding both the long-term impact on CP and sustainability of community-based geriatric experiential IPE programs are imperative. This study explores the impact of the Interprofessional Geriatric Curriculum (IPGC), a community-based geriatric IPE program, on post-graduate clinical practice among seven health professions. This study utilized a cross-sectional descriptive design, where both qualitative and quantitative data were collected in the same online survey of health professionals' to measure their perceptions of the impact IPGC has had on their respective clinical practice 1-3 years post-graduation. Forty-six per cent of health profession graduates provided clinical care for people 65 years of age or older; 81% worked in interprofessional teams; 80% reported the IPGC experience significantly impacted their practice (N = 137), and all used validated assessment tools taught in the IPGC program in their practice. Eight themes emerged from the list of what health professionals learned from IPGC that they use regularly in their clinical practice: four themes were interprofessional in nature (i.e. teamwork and team-based care, interprofessional communication, roles/responsibilities, and personal/professional) and four themes related to geriatrics (i.e. aging, screening and assessment, medications, and didactic content). This study is one of the first to describe the sustained influence of a community-based IPE program across multiple health professional disciplines on clinical geriatric practice.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"855-863"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141494063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing healthcare professional students for rural, regional and remote practice: demonstrating the effectiveness of an interprofessional simulation learning experience. 为农村、地区和偏远地区的医护专业学生做好实践准备：展示跨专业模拟学习体验的有效性。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-06-20 DOI: 10.1080/13561820.2024.2367424

Tracey Parnell, Kristy Robson, Stephanie Nelson, Gang Xie, Karen Hayes, Laura Hoffman, Cherie Wells

{"title":"Preparing healthcare professional students for rural, regional and remote practice: demonstrating the effectiveness of an interprofessional simulation learning experience.","authors":"Tracey Parnell, Kristy Robson, Stephanie Nelson, Gang Xie, Karen Hayes, Laura Hoffman, Cherie Wells","doi":"10.1080/13561820.2024.2367424","DOIUrl":"10.1080/13561820.2024.2367424","url":null,"abstract":"Undertaking an authentic interprofessional simulation experience may be a useful and consistent strategy for healthcare professional students to build competencies required for a rural healthcare context. An observational comparative study design was adopted to evaluate a clinical simulation experience created to develop the interprofessional competencies of a sample of healthcare professional students at a regional university situated on multiple campuses in New South Wales (NSW), Australia. Over 200 students across three campuses of the university were involved in a simulation experience that included four interprofessional activities. Of these students, 189 (89%) agreed to participate in the study. The healthcare professional students who participated in the study were from second year occupational therapy, physiotherapy, and podiatry, and third year speech pathology programs. Retrospective pre and post self-assessed interprofessional collaborative competencies were compared for all students using the revised Interprofessional Collaborative Attainment Survey (ICCAS). Results demonstrated a statistically significant improvement in self-perceived scores using the validated revised ICCAS survey. The findings of this study suggest that carefully designed and authentic interprofessional simulation experiences can facilitate the development of competencies required for effective interprofessional practice, which are necessary for successful rural practice.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"846-854"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141428147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of a research-based interprofessional communication behaviors repository in healthcare education: A systematic review. 在医疗保健教育中开发以研究为基础的专业间交流行为库：系统回顾。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-29 DOI: 10.1080/13561820.2024.2372017

Oona Janssens, Leen Haerens, Martin Valcke, Mieke Embo, Jens Debacker, Ann Van Hecke, Vanessa Gauwe, Marlies Van Hecke, Patricia De Vriendt, Peter Pype

引用次数: 0

Efficacy of a student-led interprofessional health clinic in regional Australia for preventing and managing chronic disease. 澳大利亚地区以学生为主导的跨专业健康诊所在预防和管理慢性疾病方面的功效。

IF 1.9 3区医学

Journal of Interprofessional Care Pub Date : 2024-09-01 Epub Date: 2024-07-24 DOI: 10.1080/13561820.2024.2380436

Adam Hulme, Bahram Sangelaji, Clara Walker, Tony Fallon, Joshua Denham, Priya Martin, Steve Woodruffe, Kate Bell, Michelle Aniftos, Jayne Kirkpatrick, Nicola Cotter, Dayle Osborn, Geoff Argus

{"title":"Efficacy of a student-led interprofessional health clinic in regional Australia for preventing and managing chronic disease.","authors":"Adam Hulme, Bahram Sangelaji, Clara Walker, Tony Fallon, Joshua Denham, Priya Martin, Steve Woodruffe, Kate Bell, Michelle Aniftos, Jayne Kirkpatrick, Nicola Cotter, Dayle Osborn, Geoff Argus","doi":"10.1080/13561820.2024.2380436","DOIUrl":"10.1080/13561820.2024.2380436","url":null,"abstract":"Increasing chronic disease rates in regional Australian communities necessitates innovative models of healthcare. We evaluated the efficacy of an interprofessional chronic disease program, delivered within a regional student-led nursing and allied health clinic in Southern Queensland, Australia. Changes to anthropometric, aerobic fitness and strength, and quality of life outcomes were examined at four time points spanning 16 months: intake, program transition (4 months), 6 and 12 months (post-transition). Our primary aim was to investigate whether the health improvements achieved during the program were sustained at 12 months in a subset of participants who provided complete data. Significant improvements were found in 6 of 11 measures, including the 6-minute walk test, grip strength, and self-reported quality of life across physical and psychosocial dimensions, with these improvements maintained to final review. No significant changes were found in body mass index (BMI), waist circumference, fat mass, or muscle mass. This is the first health clinic in regional Australia to deliver a student-led model of interprofessional and collaborative service to tackle the increasing burden of chronic disease in the community. The cost-effectiveness of this service and other potential clinical and social benefits remain to be investigated.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"893-906"},"PeriodicalIF":1.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0