Journal of research in interprofessional practice and education最新文献

{"title":"Attributes of Effective Interprofessional Placement Facilitation","authors":"P. Nicol, D. Forman","doi":"10.22230/JRIPE.2014V4N2A155","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A155","url":null,"abstract":"Background: The quality of facilitation is an important influence on the efficacy of interprofessional education (IPE) delivery. The research objective was to increase understanding of the attributes of effective facilitation of students during external IPE placements in primary care situations. Methods and Findings: A thematic analysis of the experiences of academics, students, and placement-site staff at three placement sites was employed to explore participants’ perceptions of the attributes of effective IPE facilitators. These attributes included experience in an interprofessional context, together with an understanding of the specific clinical and assessment requirements of different disciplines. Facilitators also needed empathy with respect to the requirements of the external IPE placement sites and the ability to liaise between student and site needs. Conclusions: Models of IPE placement facilitation were most effective when, while following general principles, facilitators tailored them specifically for the individual situations of the placement sites and the learning requirements of particular groups of students. The most rewarding IPE learning experiences occurred when IPE facilitators provided sufficient clinical opportunities for students to work collaboratively with individual clients, provided the students perceived that their participation was relevant to their own discipline.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"51 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250264","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":"\"Walking the Walk”: Promoting Competencies for Interprofessional Learning through Team Meetings—A Case Study","authors":"M. Links","doi":"10.22230/JRIPE.2014V4N2A145","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A145","url":null,"abstract":"Background: Interprofessional learning is a key aspect of improving team-based healthcare. Core competencies for interprofessional education (IPE) activities have recently been developed, but there is a lack of guidance as to practical application. Methods and Findings: Cancer Forum is a weekly multi-professional meeting used as the case study for this report. Power was identified as a critical issue and six questions were identified as the basis for a structured reflection on the conduct of Cancer Forum. Results were then synthesised using Habermas’ delineation of learning as instrumental, normative, communicative, dramaturgical, and emancipatory. Power was a key issue in identified obstacles to inter professional learning. Leadership emerged as a cross-cutting theme and was added as a seventh question. The emancipatory potential of interprofessional learning benefited from explicit consideration of the meeting agenda to promote competencies of sharing role knowledge, teamwork and communication. Modelling of required skills fulfils a dramaturgical and normative role. Conclusions : The structured reflection tool highlighted the relationship between power and IPE competencies. It was essential to walk the walk as well as talk. The process followed provides a practical guide for using team meetings to promote interprofessional learning competencies and thereby improving patient care. Normal 0 false false false EN-AU X-NONE X-NONE","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250697","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":"Translating Research into Practice: Impact of an Interprofessional Diabetes Education Model on Patient Health Outcomes","authors":"O. Shiyanbola, Becky Randall, C. Lammers, Karly A. Hegge, Michelle Anderson","doi":"10.22230/JRIPE.2014V4N2A164","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A164","url":null,"abstract":"Background: Patient education programs encouraging diabetes self-management can improve clinical outcomes and lessen diabetes complications. This study implemented an innovative interprofessional student-led diabetes self-management and health promotion program for an underserved population and demonstrated an improvement in participant clinical outcomes and students’ understanding of interprofessional aspects of diabetes care. Methods and Findings: This community-based program was implemented at two sites that serve medically underserved individuals. Students from five health career professions led educational sessions designed to demonstrate critical components of diabetes self-management. The six-month longitudinal program covered topics within the Alphabet Strategy, including Advice, Blood pressure, Cholesterol, Diabetes control, Dental care, Diet, Eye care, Foot care, and Guardian drugs. Participants completed surveys evaluating diabetes knowledge, understanding of diabetes care, and health behaviours. Clinical values were collected before and after the program. Student surveys assessed their understanding of diabetes self-management. Upon completion of the program, all assessments were repeated to determine if there were improvements in outcomes. Thirty-eight participants and thirty students completed the study. There were significant improvements in participants’ diabetes knowledge, understanding of diabetes management, and clinical outcomes. There were significant improvements in the students’ ability to educate patients about foot care, eye care, and guardian drugs, as well as increased awareness of the role of each health profession in diabetes care. Conclusions: This interprofessional health promotion model showed significant improvements in patient and student outcomes. This innovative student-led program could be implemented in other settings and for the management of other chronic diseases.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250319","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":"Action, Reflection, and Evolution: A Pilot Implementation of Interprofessional Education across Three Rehabilitation Disciplines","authors":"T. Paslawski, R. Kahlke, Tara Hatch, M. Hall, L. McFarlane, B. Norton, Elizabeth Taylor, S. King","doi":"10.22230/JRIPE.2014V4N2A134","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A134","url":null,"abstract":"Background: Interprofessional collaboration (IPC) is accepted as standard practice in healthcare. Because of this expectation, there is an increased need for growth in interprofessional education (IPE). Despite this need, the scholarship of IPE is limited. To better understand the challenges of IPE and improve on future endeavours, this article describes an IPE collaboration that was less successful, and the conclusions drawn from team reflection regarding IPE. We report on the challenges and the lessons learned. Methods and Findings: After one year of an IPE pilot project, the research team conducted a reflection exercise involving three iterations: 1) initial group meeting to discuss reflection questions, 2) individual review of meeting notes, 3) subsequent group meeting to confirm accuracy of the data. The confirmed data were then analyzed using thematic analysis. Conclusions: The key themes that emerged regarding the limited success of the pilot were focused on communication—between members of the research team, with the students, and with other faculty impacted by the pilot. Recommendations regarding improvements to facilitate future IPE initiatives are discussed. The summary conclusion of our exercise acknowledged that as IP educators we must remain vigilant to demonstrate IPC in the same manner as we teach it.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250663","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":"Internalizing Client-Centredness in Occupational Therapy Students","authors":"J. Ripat, P. Wener, Kendra Dobinson, C. Yamamoto","doi":"10.22230/JRIPE.2014V4N2A173","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A173","url":null,"abstract":"Background: Pre-licensure interprofessional education prepares students for collaborative client-centred practice. However, most interprofessional educational efforts are aimed at developing the collaborative component of practice. The purpose of this article is to share the findings of a study that explored occupational therapy students’ client-centred development, in order to inform other pre-licensure educators about integrating client-centredness into uni- and interprofessional education contexts. Methods and Findings: Twenty-nine participants were recruited from each of three stages assumed to be representative of occupational therapy client-centred development in each of the two years of the educational program and during the first year of practice. Semi-structured focus groups were used to capture the participants’ experiences. The core emergent theme, internalizing client-centredness, included three main processes: identifying occupational therapy as a client-centred profession, engaging in the push and pull of client-centredness, and defining self as a client-centred practitioner. Conclusions: Educators of pre-licensure health care students should deliberately focus on client-centredness in their uni- and interprofessional education curricula; the authors offer examples of curricular opportunities focused on internalizing client-centredness. Enabling health care students to internalize client-centredness may be an important aspect of developing practitioners who are prepared to enact interprofessional collaboration for client-centred practice.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250386","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":"Confident, Credible but Lonely – Outcomes Following Postgraduate Interprofessional Education in Rehabilitation","authors":"R. Grainger, P. Boland, W. Levack","doi":"10.22230/JRIPE.2014V4N2A163","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N2A163","url":null,"abstract":"0 0 1 236 1409 UOW 33 13 1632 14.0 Normal 0 false false false EN-AU JA X-NONE Background: Interprofessional education aims to enhance health service delivery. This study examined whether health professionals changed their clinical practice after completing a postgraduate interprofessional qualification in rehabilitation. Methods & Findings: All graduates of postgraduate qualifications in rehabilitation at University of Otago were invited to complete a questionnaire. Thirteen participants were purposively selected for further in-depth interviews. Questionnaire data were summarized using descriptive statistics. Qualitative responses from questionnaires and interview transcripts were explored using thematic analysis. The survey response rate was 24% (77/315 students). Postgraduate study was reported to have had a positive impact on professional attitudes and commitment to learning (81%), to enhance interdisciplinary collaboration (79%), and to promote change in service delivery (40%). Themes identified from questionnaire responses were: 1) increased confidence, 2) enhanced credibility, and 3) widened view of rehabilitation. Analysis of the interviews identified three contrasting themes: 1) isolation hampers momentum, 2) managers and clinical leaders do not value postgraduate qualifications, 3) implementing change required postgraduate study plus persistence. Conclusions: Educators and employers of health professionals should be aware of the benefits of postgraduate interprofessional education for health professionals and healthcare delivery. Employers should recognize and value these benefits and support health professionals to apply new skills in their clinical practice.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N2A163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250309","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":"Oxygen and Ventilator Treatment: Perspectives on Interprofessional Collaboration in a Neonatal Intensive Care Unit","authors":"M. Solberg, T. Hansen, I. Bjørk","doi":"10.22230/JRIPE.2014V4N1A172","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N1A172","url":null,"abstract":"Normal 0 21 false false false NO-BOK ZH-CN X-NONE Background: The aim of this study was to explore perspectives on the collaboration between physicians and nurses managing oxygen and ventilator treatment of sick infants in a Norwegian neonatal intensive care unit. Methods and Findings: We performed a qualitative study using focus groups. We found that interprofessional collaboration concerning newborns on mechanical ventilation lacked co-ordination and was unsystematic. This led to inadequate utilization of the medical and clinical competency of the nursing staff. Nurses and physicians approached decision-making differently, and there was limited flexibility and dynamics in the allocation of responsibility between the professionals. Conclusion: Findings from this study indicate that nurses and physicians have the opportunity to improve the quality of care by developing high-quality communication, formulating plans together, and improving the co-ordination of the ventilator treatment. Further studies should develop and test interventions based on the professionals’ perception of relevant co-ordination strategies to improve mechanical ventilation and oxygen treatment to premature and sick newborn infants.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N1A172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250644","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":"HIV and Rehabilitation Training Needs of Health Professionals in Canada: Results of a National Survey","authors":"C. Worthington, K. O’Brien, T. Myers, S. Nixon, R. Cockerill","doi":"10.22230/JRIPE.2014V4N1A128","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N1A128","url":null,"abstract":"Background: People with HIV experience a range of health-related challenges that rehabilitation services are well-positioned to address. The purpose of this study was to explore professional knowledge and views about HIV rehabilitation among HIV specialists and rehabilitation professionals in Canada. Methods and Findings: We conducted a nationwide cross-sectional postal survey with a random sample of rehabilitation professionals (physical therapists, occupational therapists, speech-language pathologists, and physiatrists) (N = 1058) and the known population of HIV specialists (physicians, nurses, social workers, pharmacists, psychologists, and dietitians) in Canada (N = 214). Two-thirds (67%) of rehabilitation professionals disagreed that rehabilitation professionals possess adequate knowledge and skills to assess and treat people living with HIV. The majority of all respondent groups felt that rehabilitation professionals who work with people living with HIV require specialized HIV training. Approximately one-third (32%) of rehabilitation professionals who had served people living with HIV stated they received some HIV training as part of their professional degree. Conclusions: This was the first national survey to explore HIV specialist and rehabilitation professionals’ knowledge and views about HIV rehabilitation. Findings indicate the need for interprofessional education, training, and mentorship of health professionals to address the gap between the needs of people living with HIV and rehabilitation services provision.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N1A128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250532","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":"Harmonious Healthcare Teams: What Healthcare Professionals Can and Cannot Learn from Chamber Musicians","authors":"C. M. Whitehead, C. Whitehead, G. McLaughlin, Z. Austin","doi":"10.22230/JRIPE.2014V4N1A169","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N1A169","url":null,"abstract":"Background: As healthcare becomes increasingly team based, we need new ways of educating trainees to be collaborative team members. One approach is to look to other professions that have developed highly effective ways of collaborating. Doctors have already turned to musicians for specific lessons; however, as of yet, there has been little empirical study of the ways that musicians interact in ensembles, or analysis of how this might provide insights for healthcare. Our hypothesis is that healthcare teams might learn from understanding collaborative practices of chamber musicians. Methods and Findings: We undertook an exploratory study of professional musicians playing in non-conducted ensembles. We used semi-structured interviews to explore factors the musicians considered important for effective group function. The interviews were transcribed and coded thematically. We identified three prominent themes that have relevance for healthcare teams. Conclusions: The highly individual nature of each musical group’s identity suggests that a focus on generic interprofessional education skills development may be insufficient. Furthermore, musicians’ understanding of the fundamental role of non-melodic parts provides the possibility of more nuanced leadership models. Finally, essential differences between musicians’ interactions in rehearsals and performances highlight the importance of varied forms of group interactions.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250603","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":"Introducing Interprofessional Education and Care Concepts in a Geriatric Multilevel Centre: Development and Introduction of a Toolkit for Staff and Students","authors":"F. Boutcher, D. Conn, M. Mroziewicz, L. Sokoloff","doi":"10.22230/JRIPE.2014V4N1A161","DOIUrl":"https://doi.org/10.22230/JRIPE.2014V4N1A161","url":null,"abstract":"Background: Although interprofessional education (IPE) is not new, there has been limited research in IPE focused on the care of older adults. The objective of this study was to develop and implement an interprofessional education and care (IPE/C) toolkit, to help staff and students understand and apply the concepts of IPE/C. Methods and Findings: Focus groups identified staff and students’ understanding of IPE/C and informed development of an IPE/C toolkit comprised of IPE/C tools and resources. Five clinical teams (N = 51) attended workshops that introduced the toolkit and educated teams about IPE/C. Focus group participants had heard of but had limited exposure to IPE/C. Responses to the Attitudes Toward Health Care Teams (ATHT) questionnaire indicated a positive trend on all questions; 2 questions in subscale 1 were statistically significant (p = .01 & p = .005), indicating a positive attitude toward teams and teamwork. Several limitations were identified, including inconsistent attendance at workshops, scheduling challenges, and limited physician participation. Conclusions: This pilot project provided baseline data on staff and students’ understanding of and attitudes toward IPE/C in a multilevel geriatric centre and demonstrated that an IPE/C toolkit delivered via team workshops can enhance healthcare team attitudes. Next steps include expanding the rollout to other teams and introducing the toolkit to all staff and students.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2014V4N1A161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250586","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}