Interprofessional education: nursing and occupational therapy – could old rivals integrate?

2005 ◽  
Vol 5 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Julie L. Hughes ◽  
Steve Hemingway ◽  
Anthony G. Smith
Keyword(s):  
Occupational Therapy ◽  
Interprofessional Education ◽  
Education Nursing

scholarly journals Managing Older Adults With Cognitive Impairment: An Interprofessional, Standardized Patient Approach

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 10-10
Author(s):  
Shaun Varrecchia ◽  
Carol Maritz ◽  
Colleen Maher ◽  
Megan Strauss
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Occupational Therapy ◽  
Interprofessional Education ◽  
Professional Organizations ◽  
Standardized Patient ◽  
Geriatric Population ◽  
Roles And Responsibilities ◽  
Interprofessional Teams ◽  
Occupational Therapy Students

Abstract Several professional organizations have called for increased preparation of health professionals capable of working with older adults, including those with cognitive impairment. Standardized patients (SP) are often used in interprofessional education (IPE) in the health professions, but limited data exists to support their use when teaching about the care and management of older adults with cognitive impairment. The purposes of this project were to: 1) develop, implement, and assess an interprofessional standardized patient exercise involving physical and occupational therapy students and 2) to evaluate students’ perceptions of a SP encounter on relevance and utility to patients with cognitive impairment. 88 students representing physical therapy (DPT) and occupational therapy (DrOT) were assigned to interprofessional teams to evaluate an SP portraying an older adult with cognitive impairment. At the conclusion of the session the SP provided the group formative feedback. Student teams then completed an assignment to develop a collaborative intervention plan and addressed questions about roles and responsibilities and communication/teamwork. Pre-/post- surveys focusing on the knowledge of roles and responsibilities, communication, and teamwork were completed by all students. Students also completed an evaluation about the SP experience. Results demonstrated student agreement to understanding the role of the other’s profession improved 28.67%; being comfortable communicating with the geriatric population improved 27.31%; and working in interprofessional teams can improve geriatric patient care improved 32.11%. These findings demonstrate that use of SPs has several advantages in teaching students how to work and communicate with individuals with cognitive impairments as an interprofessional team.

scholarly journals Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

2018 ◽  
Vol 13 (4) ◽  
pp. 332-339 ◽  
Author(s):  
Briyana L. M. Morrell ◽  
Alison M. Nichols ◽  
Craig A. Voll ◽  
Kathleen E. Hetzler ◽  
Jane Toon ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Occupational Therapy Students ◽  
Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

scholarly journals Occupational Therapy and Multidisciplinary Working on Acute Psychiatric Wards: The Tompkins Acute Ward Study

2005 ◽  
Vol 68 (12) ◽  
pp. 545-552 ◽  
Author(s):  
Alan Simpson ◽  
Len Bowers ◽  
Jane Alexander ◽  
Caroline Ridley ◽  
Jonathan Warren
Keyword(s):  
Occupational Therapy ◽  
Interprofessional Education ◽  
Severity Of Illness ◽  
Occupational Therapists ◽  
Community Resources ◽  
Structured Interviews ◽  
Multidisciplinary Working ◽  
Acute Psychiatric Wards ◽  
Interprofessional Working ◽  
Living Being

There is limited research into occupational therapy and interprofessional working on acute psychiatric wards. This study aimed to explore relations between occupational therapists and other members of the multidisciplinary team through structured interviews with 47 staff on 14 acute psychiatric wards. The study found that occupational therapists provided assessments, group activities and individual therapeutic work, with the assessment and development of activities of daily living being central. Linking patients with community resources in preparation for discharge was also important. Severity of illness among patients and speed of discharge were barriers to effective input. Nurses and psychiatrists appreciated occupational therapy input but rarely the breadth of the role. Multidisciplinary relations were generally positive, although some ward teams were disinclined to include occupational therapists in communications and decision making. The occupational therapists appreciated their professional knowledge and opinion being respected and considered. The study concluded that occupational therapists play an important if often misunderstood role on acute psychiatric wards, but that their involvement could be significantly increased through the employment of more experienced occupational therapists and the provision of interprofessional education. Further research is required to explore the facilities, resources and support required to maximise occupational therapy input and identify areas for increased interprofessional working.

Interprofessional Education Among Occupational Therapy Programs: Faculty Perceptions of Challenges and Opportunities

2019 ◽  
Vol 73 (1) ◽  
pp. 7301345010p1 ◽  
Author(s):  
Jason K. Hughes ◽  
Angela Allen ◽  
Tim McLane ◽  
Jessica L. Stewart ◽  
Vahé Heboyan ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Interprofessional Education ◽  
Faculty Perceptions ◽  
Challenges And Opportunities

scholarly journals Internalizing Client-Centredness in Occupational Therapy Students

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Jacquie Ripat ◽  
Pamela Wener ◽  
Kendra Dobinson ◽  
Cynthia Yamamoto
Keyword(s):  
Health Care ◽  
Occupational Therapy ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
First Year ◽  
Health Care Students ◽  
The Core ◽  
Occupational Therapy Students ◽  
Three Stages ◽  
Push And Pull

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.

scholarly journals Multiprofessional family health residency as a setting for education and interprofessional practices

2021 ◽  
Vol 29 ◽  
Author(s):  
Heloísa Pimenta Arruda Araújo ◽  
Lucas Cardoso dos Santos ◽  
Thiago da Silva Domingos ◽  
Rúbia Aguiar Alencar
Keyword(s):  
Residency Program ◽  
Interprofessional Education ◽  
Family Health ◽  
The Other ◽  
Shared Services ◽  
Practice Method ◽  
Case Discussions ◽  
Collaborative Skills ◽  
Education Nursing

Objective: to know the experiences lived during the residency by graduates of a Multiprofessional Residency Program in Family Health that could contribute to the development of Interprofessional Education and/or Collaborative Practice. Method: a qualitative study with residents who entered a Multiprofessional Residency Program of a Brazilian public university in 2017, a period in which the theme of interprofessionality was implemented in the activities of the residency. Data was collected using an electronic form built from the theoretical framework of interprofessional education. Content analysis was used to process the data. Results: nine residents participated, distributed among the professions of Physical Education, Nursing, Nutrition, Dentistry, Psychology and Social Work, five of whom were female and with a mean age of 28.4. Two categories emerged: the Residency as a setting for learning from the other, and the Residency as a setting for understanding the role of the other. Interprofessional education and practice provided opportunities for the development of collaborative skills, enhancing teamwork and interprofessional work. Conclusion: the multiprofessional logic was evidenced in the resident’s practice; and the gradual insertion of activities such as case discussions, shared services and inter-sectoral actions aligned with the theoretical-methodological framework of interprofessionality favored an approach to interprofessional work.

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