Journal of research in interprofessional practice and education最新文献

{"title":"Using a research-informed interprofessional curriculum framework to guide reflection and future planning of interprofessional education in a multi-site context","authors":"Monica Moran, C. Steketee, D. Forman, R. Dunston","doi":"10.22230/JRIPE.2015V5N1A187","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N1A187","url":null,"abstract":"Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning. Methods and Findings: A collaboration between multiple stakeholders led to the establishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions. Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250731","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}

{"title":"The Current Status and Problems with the Implementation of Interprofessional Education in Japan.","authors":"S. Ogawa, Yoshinori Takahashi, M. Miyazaki","doi":"10.22230/jripe.2015v5n1a181","DOIUrl":"https://doi.org/10.22230/jripe.2015v5n1a181","url":null,"abstract":"800x600 800x600 Background: Although interprofessional education (IPE) has come to be considered essential in health and social care education programs, most IPE programs in Japan focus on clinical settings. However, following the 2011 Great East Japan Earthquake, IPE programs are considered essential for community development, especially in disaster-affected areas. To identify key issues for the development of IPE, we aimed to clarify the current status of IPE programs and problems in their implementation using an original questionnaire. Methods and Findings: The targets were 865 undergraduate courses that qualify students to take national registered health/social care examinations. Effective responses were received from 284 targets. Of these 284 respondents, 103 respondents had already implemented an IPE program and 181 respondents had not. Among the 103 respondents who had already implemented an IPE program, we found a tendency to collaborate with partners in clinical settings or in social settings. Furthermore, respondents who had implemented or were planning to implement an IPE program had difficulty with ‘interdisciplinary and/or extramural collaboration’ and ‘educational factors’. Conclusions: These difficulties could be considered barriers to developing effective IPE programs for community-based collaboration between health and social care professionals. Future research should investigate more specific solutions to these problems. Normal 0 0 2 false false false EN-US JA X-NONE MicrosoftInternetExplorer4 Normal 0 0 2 false false false EN-US JA X-NONE MicrosoftInternetExplorer4","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/jripe.2015v5n1a181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68251142","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}

{"title":"The Effects of Intraprofessional Collaborative Case Based Learning: A Cohort Study of Student Physical Therapist and Physical Therapist Assistant Perceptions of the Physical Therapist Role","authors":"Y. Colgrove, L. Walton, Lisa VanHoose","doi":"10.22230/JRIPE.2015V5N1A185","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N1A185","url":null,"abstract":"Background: The changing nature and complex regulation of healthcare require the efficient use of resources, including the appropriate delegation and supervision of the physical therapist assistant (PTA). Knowledge of the scope of PTA practice introduced in the academic curriculum is mandated for entry-level practice. This study assessed the effect of a collaborative case-based educational intervention within the didactic curriculums of a physical therapy (PT) and PTA program on student knowledge of PTA scope of practice. Methods and Findings: A pre- and post-test research design was used. Students completed a validated survey exploring their perceptions of the PTA role before beginning the case study. The case study was a classroom assignment followed by instructional prompts requiring interactions between student cohorts three times over four weeks. Following case study completion, students completed the same survey. Independent and paired samples t -tests detected significant differences between and within groups ( p < .05). Conclusions: Based on the results, the case-based instructional model was efficacious in teaching both student cohorts about the role of the PTA. The impact was greater on the accuracy of the PT students, but PTA students became less uncertain in their perceptions. The effect of the clinical learning environment should be investigated to determine the impact on student perception of PTA role delineation following didactic instruction.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2015V5N1A185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250723","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}

{"title":"Improving Collaborative Practice to Address Offender Mental Health: Criminal Justice and Mental Health Service Professionals' Attitudes Toward Interagency Training, Current Training Needs, and Constraints","authors":"S. Hean, S. Staddon, L. Fenge, Andy Clapper, V. Heaslip, E. Jack","doi":"10.22230/jripe.2015v5n1a182","DOIUrl":"https://doi.org/10.22230/jripe.2015v5n1a182","url":null,"abstract":"Background : Professionals from the mental health and criminal justice systems must collaborate effectively to address offender mental health, but interprofessional training is lacking. Pedagogical frameworks are required to support the development of training in this new area. To inform this framework, this article explores the readiness of professionals toward interprofessional training and demographic differences in these. It explores expectations of interprofessional training, perceived obstacles to collaborative working, interprofessional training needs, and challenges facing delivery. Methods and Findings : A concurrent mixed methods approach collected data from professionals attending a crossing boundaries interprofessional workshop. Data were collected through a combination of the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire (N = 52), free text questions (N = 52), and focus groups (N = 6). Mental health and criminal justice professionals' attitude toward interprofessional learning were positive (M = 17.81; N = 43). They did not see their own service as insular (M= 4.02; N = 44) and reported strong person centredness (M = 6.07; N = 43). These findings suggest professionals are open to the introduction and implementation of future interprofessional training. There were no significant demographic differences in these attitudes. Conclusions : Professionals raised a range of generic curriculum and educator mechanisms in the development of future interprofessional training, suggesting the transfer of pedagogical frameworks from established interprofessional programs into this new arena is feasible. Context-specific factors, such as offender national policy agendas and the challenges of user involvement for mentally ill offenders, must be taken into account. Greater clarity on multi- versus interprofessional training is still required with this group of professionals.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68251179","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}

{"title":"“The Power of Many Minds Working Together”: Qualitative Study of an Interprofessional, Service-Learning Capstone Course","authors":"S. Leander, S. Maloney, I. Ruebling, R. Banks, David Pole, Ginge Kettenbach","doi":"10.22230/JRIPE.2014V4N2A170","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A170","url":null,"abstract":"Background: An interprofessional faculty group analyzed a critical reflection assignment of students in a service-learning practicum interprofessional education (IPE) course. Students were from ten programs: physical therapy, occupational therapy, nuclear medicine technology, radiation therapy, athletic training, nursing, investigative medical science, cytotechnology, nutrition and dietetics, and clinical laboratory science. Research questions investigated what the assignments revealed about students’ application of beliefs, emotions, and behaviours, and if course objectives were met. Methods and Findings: This qualitative study retrospectively analyzed one critical reflection from the course conducted in 2011. Researchers selected a stratified sample of 40 assignments from a population of 278. Nine major themes emerged: achieving IPE outcomes, engaging in team process, learning culture/community engagement, being client/patient centred, becoming aware of behaviours, experiencing barriers, articulating beliefs, connecting with course objectives, and expressing emotions. Conclusions: In an IPE practicum course, transformative learning was evident. Students articulated beliefs, emotions, and behaviours related to interprofessional teamwork. Students expressed detailed understanding of team processes. For future research, critical reflection assignments were useful to assess student beliefs, emotions, and behaviours in a practicum course. We suggest studying practice among health professionals who have experienced IPE compared with those who have not had IPE in their professional curricula.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250375","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}

{"title":"Curricular Factors that Unintentionally Affect Learning in a Community-Based Interprofessional Education Program: The Student Perspective","authors":"S. Doucet, Diane E MacKenzie, E. Loney, Anne L. Godden-Webster, Heidi Lauckner, P. A. Brown, C. Andrews, T. Packer","doi":"10.22230/JRIPE.2014V4N2A174","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A174","url":null,"abstract":"Background: The Dalhousie Health Mentors Program (DHMP) is a community-based, pre-licensure interprofessional education initiative that aims to prepare health professional students for collaborative practice in the care of patients with chronic conditions. This program evaluation explores the students’ 1) learning and plans to incorporate skills into future practice ; 2) ratings of program content, delivery, and assignments; 3) perspectives of curricular factors that inadvertently acted as barriers to learning; and 4) program improvement suggestions. Methods: All students ( N = 745) from the 16 participating health programs were invited to complete an online mixed methods program evaluation survey at the conclusion of the 2012–2013 DHMP. A total of 295 students (40% response rate) responded to the Likert-type questions analyzed using descriptive and non-parametric statistics. Of these students, 204 (69%) provided responses to 10 open-ended questions, which were analyzed thematically. Findings: While the majority of respondents agreed that they achieved the DHMP learning objectives, the mixed-methods approach identified curriculum integration, team composition, and effectiveness of learning assignments as factors that unintentionally acted as barriers to learning, with three key student recommendations for program improvement. Conclusions: Educators and program planners need to be aware that even well-intended learning activities may result in unintended experiences that hamper interprofessional learning.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250424","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}

{"title":"Measuring Behaviour as Outcome of Interprofessional Interventions: A Review of a Recent Tool Inventory.","authors":"Siegrid Deutschlander, S. Mallinson","doi":"10.22230/JRIPE.2014V4N2A179","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A179","url":null,"abstract":"Background: This article discusses a recently developed inventory of questionnaires by a former working group of the Canadian Interprofessional Health Collaborative (CIHC) to promote interprofessional (IP) intervention (education and practice) and program evaluation. The classification of questionnaires into six outcome levels revealed an unusually large number focusing on behavioural outcomes. Behavioural outcomes are key measures for evaluating IP interventions, and we decided to further explore the design of questionnaires in this inventory. Methods and Findings : The data presented in this article are based on a systematic search and review of questionnaires published in peer-reviewed journals between 2000 and 2010 that evaluate outcomes related to interprofessional education and collaborative practice. The review was used to construct an inventory that placed questionnaires into six outcome levels: attitudes; knowledge, skills, and abilities; collaborative behaviour of providers at the workplace; collaboration as part of organizational practice; patient satisfaction with collaboration, and provider satisfaction with collaboration. We took a closer look at the subgroup of measures on collaborative behaviour of providers (Level 3 Outcome). We found that the questionnaires included in Level 3 measure a range of competencies. The wording of the subscale items was at times difficult to interpret. While some statements can be clearly attributed to measuring behaviour, others could be seen as measuring some sort of attitudes, beliefs, or knowledge. Since subscale items tended to be a combination of indicators, it was difficult to attribute questionnaires to one particular level. Conclusions : Designing questionnaires for evaluating outcomes from IP interventions is a challenge, especially when behavioural competencies are of interest. We would welcome more attention paid to the input of potential users in questionnaire construction, who are mostly left with little guidance on how to interpret the questions. Triangulation of methods to supplement the current focus on subjective outcome evaluations from IP interventions would also enhance this research.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250505","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}

{"title":"Community Partnership Interprofessional Program as Pedagogy: Process Outcomes and Faculty Impressions","authors":"M. Littleton, K. Silver, Susan Grover, R. Ward, R. Byington, J. Florence","doi":"10.22230/JRIPE.2014V4N2A167","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A167","url":null,"abstract":"Background: Since 1992, East Tennessee State University (ETSU) has augmented traditional health professions curricula with community-based, experiential learning through the Community Partnership Interprofessional Rural Health Program. The program was expanded in 2005 by including more interprofessional faculty, students, and community partners. Interprofessional teams of students and faculty work with community organizations to identify health needs and assets and implement health education programs or services. Methods and Findings: Course process outcomes were compiled from a survey of section reports and presentations. Faculty impressions of being involved in the course were gathered through conducting interviews with five interprofessional faculty. From 2005–2011, community partners included individuals, groups, and organizations within seven counties in Tennessee. Forty programs and services have been implemented through the program during the past seven years. Faculty reported the main reasons for being involved are their interests in interprofessional education and working in communities. Faculty also cited 12 different types of teaching strategies (pedagogical approaches) employed through the course. Conclusions: The Community Partnership Interprofessional Rural Health Program at ETSU is a testing ground for the unique combination of communitybased learning and interprofessional health education. Study findings demonstrate how the course has benefited faculty, students, and communities.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250366","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}

{"title":"Healthcare Student Stereotypes: A Systematic Review with Implications for Interprofessional Collaboration","authors":"K. Cook, J. Stoecker","doi":"10.22230/JRIPE.2014V4N2A151","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A151","url":null,"abstract":"Background: Stereotyping is one factor theorized to facilitate or inhibit effective interprofessional healthcare education and collaboration. The primary purpose of this paper is to systematically review the literature to determine what stereotypes are present among healthcare students about other healthcare students and practitioners. The secondary purpose of this paper is to identify the instruments most commonly used to measure stereotypes held by healthcare practitioners and students. Methods and Findings: A search of nine electronic databases identified studies that examined stereotypes among healthcare students. Studies were included if they met three search criteria: utilized quantitative methods; collected data on the stereotypes of healthcare students, including medical students, toward other healthcare students or healthcare practitioners; and included participants who were enrolled in a professional healthcare program. Thirteen studies were identified for this review. The results demonstrate that students of various healthcare professions hold stereotypes characterized by both positive and negative adjectives of students and practitioners in their own and other healthcare professions. Conclusions: The presence of stereotypes among students may have an influence on patterns of communication and collaboration during future practice in the healthcare environment. Key Words: Stereotypes, Interprofessional, Healthcare Students, Healthcare Education","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250711","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}

{"title":"Transdisciplinary Screening and Intervention for Nutrition, Swallowing, Cognition and Communication: A Case Study","authors":"J. Porter","doi":"10.22230/JRIPE.2014V4N2A152","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A152","url":null,"abstract":"Background: Transdisciplinary health research and clinical practice is supported by numerous Australian health workforce documents and the broader transdisciplinary research literature. This research assessed the impact of early screening and limited intervention for nutrition, swallowing, cognition, and communication deficits in medical admissions in a large metropolitan hospital. Methods and Findings: Validated screening tools were selected and consensus for interventions were obtained by dietetic and speech pathology disciplines. Intensive training was undertaken to familiarize staff members with the screening documents and project scope. Ethics approval was obtained. Participants included 179 patients aged ≥65 years admitted to the emergency department or medical unit. The project significantly reduced referral time to both disciplines, and time to full assessment in dietetics but not speech pathology. Results found 43% of patients were malnourished or at risk of malnutrition, and 14 patients had oral intake ceased due to swallowing difficulties. Conclusions: This study has demonstrated that transdisciplinary screening and intervention may work within dietetics and speech pathology, providing an innovative extension to practice. Further alternatives using this model include the use of allied health assistants or less-experienced clinicians, while opportunities exist for transdisciplinary practices within other healthcare disciplines.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250254","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}