scholarly journals The Use of an Experiential Educational Activity to Promote Interprofessional Education in Physical and Occupational Therapist Students

2019 ◽  
Author(s):  
Amy Brzuz ◽  
Beth Gustafson
Keyword(s):  
Higher Education ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Physical Therapist ◽  
Occupational Therapist ◽  
Collaborative Practice ◽  
Educational Activity ◽  
Learning Activity ◽  
Healthcare Settings ◽  
Physical Therapist Student

In many healthcare settings, interprofessional collaborative practice is expected of healthcare professionals to facilitate optimal patient outcomes. To prepare healthcare professionals to provide this collaborative practice, institutions of higher education are infusing interprofessional education activities into their healthcare curricula. While interprofessional education activities have been demonstrated to be beneficial for students, the creation and implementation of these types of activities by higher education faculty can be challenging. Factors such as logistics, curricular differences, and already busy course schedules can sway faculty from developing interprofessional experiences for their students. The purpose of this paper is to describe the development and implementation of an interprofessional education activity involving physical and occupational therapist students that was added to an existing physical therapist student experiential learning activity. Activity outcomes and recommendations will be shared in anticipation that other healthcare faculty will be inspired to initiate communication and collaboration to create their own unique IPE experiences.

scholarly journals Twelve tips to facilitate Interprofessional Education and Collaborative Practice with students on placements in healthcare settings

2021 ◽  
Vol 18 (3) ◽  
Author(s):  
Priya Martin ◽  
Michael Sy
Keyword(s):  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Collaborative Practice ◽  
Service Users ◽  
Common Belief ◽  
Clinical Placements ◽  
Healthcare Teams ◽  
Healthcare Settings ◽  
Clinical Educators ◽  
The Ideal

It is acknowledged that the adverse effects of the COVID-19 pandemic will be long-lasting on healthcare organisations. Consequently, healthcare teams will need to work more collaboratively, supporting each other better in the post-pandemic period. Pre-registration clinical placements in healthcare settings provide an ideal opportunity to instil Interprofessional Education and Collaborative Practice (IPECP) skills, values, and competencies in students early-on. It is a common belief that teams need to have students from two or more professions to facilitate IPECP. Whilst this may be the ideal scenario, healthcare settings were struggling even prior to the pandemic to orchestrate such placement opportunities given the complicated logistics and their resource-intensive nature. This 12 tips paper provides clinical educators with practical tips to facilitate IPECP across the whole continuum from a single student on placement, to several students from two or more professions on placement at the same time. These tips, by promoting IPECP in all student placements, have the potential to re-energise IPECP in healthcare settings, thereby contributing to better outcomes for healthcare professionals, organisations, and service users.

scholarly journals Fostering gerontology students’ competence in Interprofessional collaborative practice

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Janita Pak Chun Chau ◽  
Suzanne Hoi Shan Lo ◽  
Vivian Wing Yan Lee ◽  
Wai Ming Yiu ◽  
Helen Chung Yan Chiang ◽  
...  
Keyword(s):  
Older Adults ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Collaborative Practice ◽  
Common Belief ◽  
Learning Approaches ◽  
Community Settings ◽  
Coordinated Care ◽  
Interprofessional Collaborative Practice ◽  
Health And Social Care

Abstract Background Interprofessional collaborative practice (IPCP) is increasingly recognised as being crucial for the provision of holistic care and optimising health outcomes among older adults, many with multiple complex health problems. However, little is known about the challenges of facilitating this in practice. Therefore, this study explores these issues from the perspective of different healthcare professionals and how this might inform interprofessional education curricula. Methods Sixteen different healthcare professionals working in a variety of aged care (acute, rehabilitative and community) settings were invited to participate in individual semi-structured in-depth interviews designed to: (i) explore the meaning of IPCP; (ii) explore the facilitators of and barriers to IPCP; and (iii) examine the opportunities and challenges in interprofessional gerontological education. All interviews were tape-recorded and transcribed verbatim with thematic analysis conducted by two independent researchers. Results Three major themes emerged from the interviews: the need for IPCP; role preparedness, scope and liability; and strategies for interprofessional education. Respondents shared a common belief that IPCP improves the quality of life of older adults in both hospital and community settings by improving person-centred coordinated care and decision making in care planning. However, respondents perceived major barriers to IPCP to be lack of knowledge about healthcare professionals’ scope of practice, lack of training in interprofessional collaboration, professional culture and stereotypes, and liability issues. Suggested approaches to overcome these barriers included innovative teaching and learning approaches, engaging students early on in the curriculum of health professional degree programmes, and enhancing collaborative effective communication in health and social care settings. Conclusions It is anticipated that these findings will be used to inform the development of a new interprofessional gerontological education curriculum that aims to enhance students’ competence in IPCP.

scholarly journals FORMATION OF MOTIVATION OF LEARNING ACTIVITY IN STUDENTS DURING PROFESSIONAL TRAINING

2021 ◽  
pp. 16-20
Author(s):  
Nataliya Holovko ◽  
Anna Cherepakha
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Young Person ◽  
Educational Process ◽  
Point Of View ◽  
Educational Activity ◽  
Learning Activity ◽  
Professional Activity ◽  
Responsible Attitude

This article explores the problematic form of students, higher education institutions, a responsible attitude to learning. The concept of motivation from the point of view of scientists, the problem of preventing student motivation, emotions, as well as all the motivations that are in the port, and we who provide recommendations to students, as well as the responsibility for training. The professional formation of a young person during studying at a higher educational institution is an important stage in its socialization, where the leading kind of activity becomes educational-professional. Motivation is one of the leading factors in successful learning. But its features and inefficiencies differ at different stages of the educational process through which students go. From the first to the last course education and professional activity and its change of motivation. Experimentally investigated features of the motivation of learning in institutions of higher education of applicants of various courses, found dynamic changes in the dominant motives of learning in a specially organized impact. The results suggest that the motivation of students to succeed during the academic period tends to increase. Their educational activity is influenced by the system of internal motives, which ensures the effective assimilation of the future specialty.

scholarly journals A Physical Therapist and Physical Therapist Assistant Learning Activity to Examine Student Collaboration and Collaboration Readiness: An Intraprofessional Educational Process

2017 ◽  
Author(s):  
Salome Brooks ◽  
Renae Gorman
Keyword(s):  
Interprofessional Education ◽  
Physical Therapist ◽  
Educational Process ◽  
Health Science ◽  
Learning Activity ◽  
Individual Student ◽  
Academic Setting ◽  
Peer Evaluations ◽  
Physical Therapist Assistant ◽  
Collaboration Skills

BACKGROUND: Workforce responsibilities in the clinical setting between the physical therapist (PT) and physical therapist assistant (PTA) emphasize the necessity to develop intraprofessional skills fostering discipline collaboration. These skills impact the team process and the achievement of interprofessional patient centered outcomes. Collaboration is a skill that is sought after in inter- and intraprofessional teams. Intraprofessionalism is occurring within teamwork and collaborative activities labelled or described in interprofessional terms and tools. Health science professional programs have received recent mandates to address interprofessional collaboration skills within curricula. But disciplines that contain multiple professional roles need to address the within discipline, prerequisite intraprofessional skills prior to the field being represented in the care setting. PURPOSE: The purpose of this study is to examine PT and PTA student readiness to learn team collaboration skills within an academic setting and reveal the characteristics of intraprofessional education through the completion of a “professionalism” classroom focused project. METHODS: Following an explanatory sequential mixed methods approach, 54 PT and PTA students completed pre/post the Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Qualitative data collected included student previous supervisory work experiences, independent student meeting process descriptors, and student performance self/peer evaluations. RESULTS: The results showed that the overall RIPLS score increase pre to post was influenced by the strong values within the subscale “Teamwork and Collaboration” expressing the student perspective. IEPS subscales scores indicated consistently a student value for collaboration. The independent student meeting process was conducted without PT/PTA degree level distinctions and task accomplishment appeared seamless. Peer evaluations revealed the existence of collaboration characteristics within groups and individual student qualities. CONCLUSIONS: The results from the interprofessional tools used in this study support the inclusion of intraprofessional collaboration skills development in the classroom. Intraprofessional skills can be fostered in the academic setting as promoted by interprofessional education (IPE) mandates prerequisite to entering the clinic.

scholarly journals The meaning of interprofessional education and collaborative practice for the academisation of health professions / Die Relevanz Interprofessioneller Lern- und Arbeitsprozesse im Kontext der Akademisierung der Gesundheitsberufe

2016 ◽  
Vol 3 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Walkenhorst Ursula
Keyword(s):  
Higher Education ◽  
Interprofessional Education ◽  
Health Professions ◽  
Collaborative Practice ◽  
Work Processes ◽  
Social Construct ◽  
Scientific Disciplines ◽  
Complex Process ◽  
Interprofessional Teaching ◽  
Distinct Object

AbstractThe academization of health professions is a complex process, whose progress is denoted by the parallelism of different processes. These include for example the setup of scientific disciplines as well as the development of higher education concepts. Meanwhile, entering interprofessional teaching and work processes is demanded. This requirement is a chance and often a concern of specialist development. In this article, interprofessionalism is defined as a social construct and distinct object of research that is a crucial requirement for the academisation of health professions. The engagement with other professions and disciplines as outlined with exemplary processes is relevant for the development of specialist profiles and should be supported.

scholarly journals Promoting Interprofessional Education and Collaborative Practice in Rural Health Settings: Learnings from a State-Wide Multi-Methods Study

2021 ◽  
Vol 18 (10) ◽  
pp. 5162
Author(s):  
Priya Martin ◽  
Alison Pighills ◽  
Vanessa Burge ◽  
Geoff Argus ◽  
Lynne Sinclair
Keyword(s):  
Service Delivery ◽  
Rural Health ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
System Level ◽  
Healthcare Outcomes ◽  
Rural Healthcare ◽  
Positive Effects ◽  
Healthcare Settings ◽  
Australian State

Evidence is mounting regarding the positive effects of Interprofessional Education and Collaborative Practice (IPECP) on healthcare outcomes. Despite this, IPECP is only in its infancy in several Australian rural healthcare settings. Whilst some rural healthcare teams have successfully adopted an interprofessional model of service delivery, information is scarce on the factors that have enabled or hindered such a transition. Using a combination of team surveys and individual semi-structured team member interviews, data were collected on the enablers of and barriers to IPECP implementation in rural health settings in one Australian state. Using thematic analysis, three themes were developed from the interview data: IPECP remains a black box; drivers at the system level; and the power of an individual to make or break IPECP. Several recommendations have been provided to inform teams transitioning from multi-disciplinary to interprofessional models of service delivery.

scholarly journals The development of professional self-organization among students

2020 ◽  
Vol 11 (31) ◽  
pp. 497-508
Author(s):  
Inna K. Kirillova ◽  
Evgeniia N. Khusainova ◽  
Elzara I. Koikova ◽  
Irina V. Khlyzova ◽  
Ekaterina I. Artamonova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Activity ◽  
Self Organization ◽  
Learning Activity ◽  
Federal State ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
State Educational

The growing volumes of information and rapidly changing requirements of the professional training of students in higher education institutions make it necessary for students to seek internal reserves to master professional skills. In modern conditions, the process of professional self-organization of students is being updated. This is reflected in the requirements of the new Russian federal state educational standards of higher education in the form of key general competencies. One of them is "the ability to manage your time, build and implement the path of self-development based on the principles of education throughout life." The purpose of the article is to review the experience of developing professional self-organization among students. Professional self-organization can be understood as the process of mobilizing the capacities of the individual to achieve goals. Professional self-organization is a constantly evolving process of internal rationalization of educational activities. The crucial thing in the learning process must belong to the control of the student, since the learning activity is characterized by the active position of the student. The article presents the experience of developing the self-organization competence based on the example of the study of the cycle of general humanistic disciplines. Both individual and group forms of work are used in the training of students, electronic means are involved. To develop independence, students, with the advisory support of a teacher, complete projects, cases, tests, final assignments and other tasks. The training of the competence under consideration allows the future specialist to successfully analyze the task, contributes to rational planning, proper evaluation, timely adjustment and improvement of the process of educational activity and its management.

scholarly journals Interprofessional education and collaborative practice policies and law: an international review and reflective questions

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Marie-Andrée Girard
Keyword(s):  
Interprofessional Education ◽  
Healthcare Workers ◽  
Collaborative Practice ◽  
Main Body ◽  
Legal Environment ◽  
Global Policy ◽  
Healthcare Settings ◽  
Care Approach ◽  
Reflective Questions ◽  
Incomplete Picture

Abstract Background Healthcare is a complex sociolegal setting due to the number of policymakers, levels of governance and importance of policy interdependence. As a desirable care approach, collaborative practice (referred to as interprofessional education and collaborative practice (IPECP)) is influenced by this complex policy environment from the beginning of professionals’ education to their initiation of practice in healthcare settings. Main body Although data are available on the influence of policy and law on IPECP, published articles have tended to focus on a single aspect of policy or law, leading to the development of an interesting but incomplete picture. Through the use of two conceptual models and real-world examples, this review article allows IPECP promoters to identify policy issues that must be addressed to foster IPECP. Using a global approach, this article aims to foster reflection among promoters and stakeholders of IPECP on the global policy and law environment that influences IPECP implementation. Conclusion IPECP champions and stakeholders should be aware of the global policy and legal environment influencing the behaviors of healthcare workers to ensure the success of IPECP implementation.

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