The Attitude and Readiness Towards Interprofessional Education (IPE) Among Medical Teachers of Universitas Muhammadiyah Jakarta

Background: Geriatric has multi-problems which need inter-disciplinary supports including collaboration among health professionals. To realize the importance of collaboration among health workers is to encourage collaboration since educational process. Teachers play an important role in conducting an Interprofessional Education (IPE). Purposes: To describe the attitudes and readiness of medical teachers of Universitas Muhammadiyah Jakarta (UMJ) towards IPE in 2019. Methods: The subjects of the study were medical teachers of UMJ with a sample size of 34 respondents. It was conducted at UMJ on November-December 2019. The instrument used for measuring the variable of attitude is the Attitudes toward Health Care Teams Scale (ATHCTS), whilst Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was for the readiness. Results: It was found respondents who had attitudes in the good and fairly good categories were 62% and 38% respectively. Based on their state of readiness, 85% of the respondents were adequate, 15% moderate, and none not ready. Conclusion: Most of the respondents had a good attitude and ready for IPE. It was found that the aspects of the role in the team are mostly fairly good compared to aspects of values in the team and efficiency in the team which are mostly in the good category. The readiness showed adequate state in 2 aspects which are teamwork and collaboration and professional identity, whilst the aspect of role and responsibility was moderate. Consequently, improvement should be directed for the attitude to play a role in the team and the readiness in role and responsibility aspects.

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SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA

Media Ilmu Kesehatan ◽

10.30989/mik.v7i2.285 ◽

2018 ◽

Vol 7 (2) ◽

pp. 169-178

Author(s):

Masta Hutasoit

Keyword(s):

Health Care ◽

Interprofessional Education ◽

Teaching Experience ◽

Average Score ◽

Health Care Teams ◽

Cross Sectional ◽

Academic Setting ◽

Interprofessional Learning ◽

Academic Settings ◽

Cross Sectional Design

Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers

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SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA

Media Ilmu Kesehatan ◽

10.30989/mik.v7i2.238 ◽

2019 ◽

Vol 7 (2) ◽

pp. 169-178

Author(s):

Waode Syahrani Hajri ◽

Masta Hutasoit ◽

Retty Nirmala Santiasari

Keyword(s):

Health Care ◽

Interprofessional Education ◽

Teaching Experience ◽

Average Score ◽

Health Care Teams ◽

Cross Sectional ◽

Academic Setting ◽

Interprofessional Learning ◽

Academic Settings ◽

Cross Sectional Design

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La evaluación del interprofesionalismo en la educación basada en simulación

Studies in the Economic History of Southern Africa ◽

10.22201/fm.24484865e.2019.0.06 ◽

2019 ◽

Vol 62 (0) ◽

pp. 56-63

Author(s):

Laura Silvia Hernández Gutiérrez ◽

Angélica García-Gómez ◽

Argimira Vianey Barona Nuñez ◽

Erick López Léon

Keyword(s):

Health Professionals ◽

Interprofessional Education ◽

Collaborative Work ◽

Educational Process ◽

Educational Institutions ◽

Controlled Environment ◽

Study Group ◽

The Us ◽

Improvement Strategies

The education based on simulation is an educationalstrategy where students learn from their errors, developing skills, knowledge, competences,etc. in a controlled environment. During the process of teaching by simulation, it is necessaryto execute various types of assessments (diagnostic, summative, formative) in order tomake adjustments or changes in the educational process of the students, therefore identifying areas of opportunity for improvement. With the simulation, different processes can be taught, like interprofessionalism and collaborative work. Nowadays, there is a major concern for added safety and the quality of care for the patients and their families. Therefore, a WHO study group determined the basic interprofessional competences, and has been given the task of disseminating and promoting interprofessional education. Some educational institutions in the US, Canada and Europe have integrated interprofessional and collaborative work in simulation practices. All the activity by simulation must be evaluated in order to provide feedback to the participants and establish improvement strategies. The assessment of the interprofessional work focuses on the evaluation of common skills and competencies among various health professionals.

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A Comparative Review of Canadian Health Professional Education Accreditation Systems

Canadian Journal of Higher Education ◽

10.47678/cjhe.v36i1.183527 ◽

2006 ◽

Vol 36 (1) ◽

pp. 79-102 ◽

Cited By ~ 1

Author(s):

Vernon R. Curran ◽

Lisa Fleet ◽

Diana Deacon

Keyword(s):

Health Care ◽

Health Professional ◽

Professional Education ◽

Interprofessional Education ◽

Health Professions ◽

Educational Process ◽

Health Professional Education ◽

Care Providers ◽

Comparative Review ◽

Canadian Health

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.

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Authors’ Commentary: Domestic Violence Against Women, Public Policies and Community Health Workers in Brazilian Primary Health Care

International Quarterly of Community Health Education ◽

10.1177/0272684x19865145 ◽

2019 ◽

Vol 40 (3) ◽

pp. 237-239

Author(s):

Marcos Signorelli ◽

Angela Taft ◽

Pedro Paulo Gomes Pereira

Keyword(s):

Health Care ◽

Domestic Violence ◽

Primary Health Care ◽

Community Health ◽

Community Health Workers ◽

Health Professionals ◽

Health Workers ◽

Family Health ◽

Further Education ◽

Primary Health

In this commentary paper, we highlight the key role that community health workers and family health professionals can perform for the identification and care for women experiencing domestic violence in communities. These workers are part of the primary health-care strategy in the Brazilian public health system, who are available in every municipalities and neighborhoods of the country. Based on our ethnographic research, we argue that identification and care of abused women by these workers and professionals follow a pattern which we described and named “the Chinese whispers model.” We also point gaps in training these workers to deal with complex issues, such as domestic violence, arguing for the need of formal qualification for both community health workers and family health professionals by, for example, incorporating such themes into curricula, further education, and continuing professional development.

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Interprofessional Collaborative Practice

Encyclopedia of Social Work ◽

10.1093/acrefore/9780199975839.013.1321 ◽

2020 ◽

Author(s):

Shelley Cohen Konrad

Keyword(s):

Health Care ◽

Interprofessional Education ◽

Health Workers ◽

Care Delivery ◽

Core Competencies ◽

Collaborative Practice ◽

Direct Care ◽

World Health ◽

Quality Health Care ◽

Interprofessional Collaborative Practice

The World Health Organization defines interprofessional collaborative practice (IPCP) as when multiple health workers from different professional backgrounds provide comprehensive health services working with patients/clients, families, caregivers, and communities to deliver quality health care across settings. IPCP has long been considered a best practice model to improve effective health-care delivery; however, implementation of collaborative practice models and evidence to support their efficacy have been relatively slow to develop. IPCP is inextricably linked to interprofessional education and practice (IPEP), which brings together students and practitioners across disciplines and practices, and includes direct care workforce, people/patients/clients, families, and communities to learn with, from, and about each other to prepare them for integrated workplace practice. The article will explore national and global interprofessional collaborative practice initiatives; outline core competencies and evidence for collaborative practice; provide examples of IPCP implementation; and discuss the role social work plays in the development and leadership of collaborative practice.

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Critical Education for Participatory Research

Sociological Research Online ◽

10.5153/sro.45 ◽

1997 ◽

Vol 2 (2) ◽

pp. 1-9 ◽

Cited By ~ 6

Author(s):

M. Martin

Keyword(s):

Health Care ◽

Primary Health Care ◽

Health Professionals ◽

Health Workers ◽

Critical Education ◽

Research Activity ◽

Primary Health ◽

Health Strategy ◽

Development Professionals ◽

Health And Development

This article takes the form of a case study of a master's course for health and development professionals working in the field of primary health care. It argues the need for health professionals to critically examine research paradigms and the assumptions that inform them, considering their appropriateness to primary health care, a health strategy based on a recognition of the relationship between inequalities and health status. Conventional training of health professionals does not encourage health workers to reflect critically on their research practice. This can be facilitated through an educational strategy that emphasises issues of inequality as central to health and addresses issues of power and purpose in research activity.

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Developing Clinical Faculty Understanding of Interprofessional Education: An Inter-institutional, Interprofessional Approach

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2017.1661 ◽

2017 ◽

Author(s):

Debra Bierwas ◽

Oaklee Rogers ◽

Brenda Taubman ◽

Lorie Kroneberger ◽

Holly Carroll ◽

...

Keyword(s):

Faculty Development ◽

Professional Identity ◽

Interprofessional Education ◽

Core Competencies ◽

Collaborative Practice ◽

Clinical Faculty ◽

Interprofessional Practice ◽

Interprofessional Learning ◽

Clinical Educators ◽

Interprofessional Teaching

Introduction: The call for increasing interprofessional education requires institutional support for educators in the clinical environment. Innovative ideas, such as partnering with multiple universities and programs to facilitate an interprofessional workshop, have the opportunity to reach a broader group of clinical educators. The purpose of this study was to examine the attitude of healthcare professionals towards interprofessional learning, familiarity with concepts of interprofessional teaching, and interprofessional practice, and to examine the influence of an interprofessional faculty development workshop on participant familiarity with concepts of interprofessional teaching and learning. Methods: The occupational therapy, physical therapy, and physician assistant programs from two universities collaborated to implement an all-day inter-institutional, interprofessional clinical faculty development workshop. Community clinical educators who participated in the event were surveyed pre- and post-workshop to examine their attitude, readiness, and knowledge of interprofessional learning and teaching. Using the revised version of the Readiness of Interprofessional Learning Scale, the following subscales were measured and analyzed: 1) Teamwork and Collaboration, 2) Negative Professional Identity, 3) Positive Professional Identity, and 4) Roles and Responsibilities. Results: Forty-three participants representing six different healthcare professions completed pre- and post-course surveys. Forty-four percent reported participating in interprofessional education. Overall, the attendees reported the value of the workshop as a 4.6 on a 5.0 point Likert scale, with 5.0 being the highest rating. Self-reported familiarity of the fundamental concepts of interprofessional teaching, interprofessional practice, and interprofessional education improved up to 32% following participation in the workshop. The highest increase in familiarity was in the area of knowledge of interprofessional practice and education. Participants reported high levels of agreement about the value of teamwork, collaboration, and positive professional identity. Conclusion: Integrating the Core Competencies for Interprofessional Collaborative Practice into educational programs and clinical practice can facilitate improved understanding of professional roles and improved collaborative practice.

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Sexuality in Patient with Breast Cancer Hospitalized in Professional Nursing Vision

Journal of Nursing & Healthcare ◽

10.33140/jnh.02.04.08 ◽

2017 ◽

Vol 2 (4) ◽

Keyword(s):

Breast Cancer ◽

Health Care ◽

Professional Practice ◽

Health Professionals ◽

Educational Process ◽

The Other ◽

Care Process ◽

Sexual Practice ◽

Professional Nursing ◽

Other Hand

The study seeks to investigate aspects of sexuality of women with breast cancer interned. The emergence of the study took place at the time of my professional practice where I came across patient dialogues, and health professionals with the behavior of women in different times, having sexual practice and professional assistants, on the other hand the kind of suppressed such an attitude as well as the patients more “excited” In the context of health, the educational process consists much more than the simple act of teaching. The client, who is often mistakenly called a passive individual, is a key player in the care process, since we already know that the process of health care is dynamic and requires the participation of both parties, whether caregiver or individual who will receive the care.

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Mask-associated de novo headache in healthcare workers during the Covid-19 pandemic.

10.1101/2020.08.07.20167957 ◽

2020 ◽

Author(s):

Jose M Ramirez-Moreno ◽

David Ceberino ◽

Alberto Gonzalez ◽

Belen Rebollo ◽

Pablo Macias ◽

...

Keyword(s):

Health Care ◽

Health Professionals ◽

Healthcare Workers ◽

Social Impact ◽

De Novo ◽

Health Workers ◽

Online Questionnaire ◽

Related Factors ◽

Cross Sectional ◽

The Impact

Introduction: The pandemic caused by the new coronavirus (COVID-19) has led to changes in the development of health care activities by health professionals. We analysed whether there is an association between the appearance of de novo headache according to the type of mask used, the related factors, as well as the impact of the headache on health professionals. Method: cross-sectional study in a tertiary hospital in Extremadura, Spain. We administered an online questionnaire to healthcare workers during the period of maximum incidence of COVID-19 in our setting. Results: n=306, 244 women (79.7%), with an average age of 43 years (range 23-65). Of the total, 129 (42.2%) were physicians, 112 (36.6%) nurses and 65 (21.2%) other health workers. 208 (79.7%) used surgical masks and 53 (20.3%) used filtering masks. Of all those surveyed, 158 (51.6%) presented de novo headache. The occurrence of headache was independently associated with the use of a filtering mask, OR 2.14 (IC95% 1.07-4.32), being a nurse OR 2.09 (IC95% 1.18-3.72) or another health worker OR 6.94 (IC95% 3.01-16.04) or having a history of asthma OR 0.29 (IC95% 0.09-0.89). Depending on the type of mask used there were differences in headache intensity. And the impact of headache in the subjects who used a filtering mask was worse in the all aspects evaluated. Conclusions: The appearance of de novo headache is associated with the use of filtering masks and is more frequent in certain health care workers, causing a greater occupational, family, personal and social impact.

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