scholarly journals Interprofessional Collaborating: A Model That Prepares Undergraduate Teachers and Social Workers for Interprofessional Practice in Schools

2020 ◽  
Vol 10 (3) ◽  
pp. 123
Author(s):  
Doris Testa ◽  
Kerry Renwick
Keyword(s):  
Social Workers ◽  
Interprofessional Education ◽  
Educational Achievement ◽  
Interprofessional Collaboration ◽  
School Setting ◽  
School Site ◽  
Health Promoting Schools ◽  
Health Promoting School ◽  
Health Promoting

The Health Promoting School (HPS) premises its approach on interprofessional collaboration. Despite this, there are few studies into how Australian, Victorian social workers and teachers prepare for interprofessional collaboration within health promoting schools. There are few studies into how undergraduate social workers and teachers understand the HPS school setting and the role of social workers and teachers in promoting educational achievement and wellbeing within a HS school site. There are even fewer studies in how undergraduate social workers and teachers experience units of study delivered using interprofessional education (IPE) approaches.

scholarly journals Applying Salutogenesis in Schools

2022 ◽  
pp. 295-305
Author(s):  
Bjarne Bruun Jensen ◽  
Wolfgang Dür ◽  
Goof Buijs
Keyword(s):  
Health Promotion ◽  
Young People ◽  
School Setting ◽  
Special Focus ◽  
Children And Young People ◽  
Literature Overview ◽  
Health Promoting Schools ◽  
Key Concepts ◽  
Health Promoting School ◽  
Health Promoting

AbstractThe chapter addresses the health of children and young people in the school setting with a special focus on experiences from Health Promoting Schools (HPS) and selected health promotion projects in schools. On the basis of brief definitions of the salutogenic orientation and the health promoting school model, comparisons will be conducted with regard to key concepts and principles of the two approaches to children’s health. A brief literature overview on the use of salutogenic concepts in relation to schools and health-promoting schools also is presented and discussed.

Interprofessional Collaborative Practice and School Nursing: A Model for Improved Health Outcomes

2017 ◽  
Vol 22 (3) ◽  
Author(s):  
Robin Fleming ◽  
Mayumi Willgerodt
Keyword(s):  
Case Management ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
School Setting ◽  
Healthcare Providers ◽  
School Nurse ◽  
Collaborative Practice ◽  
Interprofessional Collaborative Practice

Effective communication, teamwork, and interprofessional collaboration, or teams of health and non-health professionals working together, are critical to improving the patient experience of care; improving population health; and reducing healthcare costs (i.e., the Triple Aim). In 2016, the Interprofessional Education Collaborative (IPEC) Expert Panel updated its Core Competencies for Interprofessional Collaborative Practice. As health professionals who collaborate with an extensive network of health and non-health professionals, school nurses embody the aims of interprofessional collaboration (IPC). This article briefly reviews the background of interprofessional collaboration and describes ways that school nurse practice aligns with IPC core competencies to incorporate interprofessional collaboration. We discuss successes, such as case management and care coordination, and include challenges to IPC in the school setting. In conclusion, through case management and collaborative care, school nurse expertise in effective IPC fosters knowledge through which core competencies can be strengthened, with benefits for both patients and other healthcare providers.

Establishing and implementing a health promoting school in rural Cambodia

2018 ◽  
Vol 35 (1) ◽  
pp. e11-e20 ◽  
Author(s):  
Kristiann C Heesch ◽  
Erika Hepple ◽  
Kaeleen Dingle ◽  
Natasha Freeman
Keyword(s):  
Developing Countries ◽  
Non Profit ◽  
International Partnerships ◽  
Local Leadership ◽  
Rural Village ◽  
Health Promoting Schools ◽  
Health Promoting School ◽  
Health Promoting ◽  
Health Programming

Summary Few studies have used a whole-of-school approach in implementing a health promoting schools (HPS) framework. Descriptions of how HPS is being implemented, particularly in low-resourced, developing countries, are limited. This study used an exploratory case study design to examine the planning and implementation of a HPS in a rural Cambodian village. Data were collected via observations of the school, school documentation, and interviews with stakeholders (n = 9). The data were analysed inductively as an iterative process, from initial coding, through to categorizing, leading to concept mapping and then identifying the emergent themes within the stages of school development and implementation of educational and health programming. The case study demonstrated how all six components of the HPS framework can be used to plan and implement a school in a rural village in a developing country. The key elements of implementation were building local and international partnerships, local leadership, and a culture of change and participation. These elements were used to establish a non-profit school that aimed to address the stated health and educational needs of local villagers. This case study adds to the limited evidence on the HPS components and implementation methods that are being applied in low-resourced, developing countries.

scholarly journals Interprofessional collaboration and chronicity management: a systematic review of clinical trials

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Pascucci ◽  
M T Riccardi ◽  
M Sapienza ◽  
M C Nurchis ◽  
W Ricciardi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Interprofessional Education ◽  
Medical Training ◽  
Interprofessional Collaboration ◽  
Future Research ◽  
Care Practice ◽  
Chronic Patients ◽  
Health And Social Care ◽  
The Impact

Abstract The increasing prevalence of chronic disease generates significant financial, social and psychosocial burden for patients, families and healthcare system. Interprofessional collaboration (IPC) is becoming recognized as a discipline among health and social care professionals and medical training institutions worldwide. Literature research suggests that following interventions could be particularly useful in the management of chronic patients. The objective of this systematic review was to assess the impact of IPC on chronic patients compared to standard health-care practice. The PICO model was adopted and three electronic databases (Medline, EMBASE, Web of Science) were searched using appropriate keywords. Selected trials were assessed for quality and risk of bias using the National Institutes of Health Quality Assessment of Controlled Intervention Studies. Data were analyzed using descriptive statistic, and comparison of outcomes among teams with or without pharmacist was performed using t-Student test (p < 0,05). Out of 11.128, 24 studies met the inclusion criteria and 58 indicators were identified: 62% improved significantly, 38% did not show any variation, no indicator worsened after intervention. In particular, systolic blood pressure (SBP) showed a statistically significant improvement in 70.0 % of trials in which was considered while did not show any difference in the rest. The presence of a pharmacist in the team show a statistically significant improvement on SBP (p = 0,002) in patients with hypertension while no statistically significant effect is observed on glycated hemoglobin (p = 0,193) in diabetics. The results support that IPC contributes to positive patient, provider and institutional level outcomes, in particular for chronic conditions. Future research should focus on the inclusion of patient/caregivers in the collaborative team, and on the role of interprofessional education (IPE) on collaborative practice in the management of the patient with chronicity. Key messages IPC is an innovative strategy to address the complex health needs of chronic populations. Further studies are needed to evaluate the role of IPE in achieving better IPC and improving chronic patients’ outcomes.

scholarly journals The Interprofessional Showcase

2018 ◽  
Vol 1 (1) ◽  
pp. 37-54
Author(s):  
Kathleen Anne Gould ◽  
Andrea Barton ◽  
Karen Day
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Effective Means ◽  
Academic Departments ◽  
Community Settings ◽  
Ability To Work ◽  
Group Discussions ◽  
Professional Students ◽  
Professional Disciplines

Traditional didactic instruction is not an effective means to provide the interprofessional education that health and human services professional students need. This paper describes a college event aimed at engaging undergraduate and graduate students from several academic departments in interprofessional collaboration. Participants toured and interacted in academic spaces of other professional disciplines to gain an understanding of these professional roles. Interprofessional collaboration was demonstrated and experienced in these spaces and in the group discussions that followed these activities. A series of micro-vignettes, questions, and road blocks provided problems for participants to solve in interprofessional groups. Pre-post comparison surveys indicated that participants increased in their understanding of their professional role and the role of others in health care and community settings. An improved understanding of the benefits and challenges of interprofessional teams was achieved and participants felt more confident in their ability to work in these teams at job or internship sites.

Undergraduate Social Work Students' Participation in an Interprofessional Group Project

2018 ◽  
Vol 23 (1) ◽  
pp. 197-212
Author(s):  
Jaylene K. Schaefer ◽  
Frederick R. Browne ◽  
Lisa S. Jutte ◽  
Stephanie Donauer
Keyword(s):  
Health Care ◽  
Social Work ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Social Work Students ◽  
Group Project ◽  
Professional Programs ◽  
Accreditation Standards ◽  
Before And After

Interprofessional education is being used in many professional programs to help students develop interprofessional collaboration skills. This article examines baccalaureate social work students' participation in an interprofessional group project. Students worked in assigned interprofessional teams to research and report on a designated health-care profession. The project was developed by faculty members in other disciplines to meet their accreditation standards. Students' perceptions before and after the project were measured using a modified Readiness for Interprofessional Learning Scale. Results indicated that social work students benefited from participating in the project. They reported improved understanding of the role of other professions in teams and, more important, social work students had the largest increase in their perceived importance of learning communication skills with students from other health-care disciplines. Results are discussed in light of the 2015 Educational Policy and Accreditation Standards competencies related to interprofessional practice.

Social Work–Business Sector Collaboration in Pursuit of Economic Justice

Social Work ◽  
2016 ◽  
Vol 61 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Wonhyung Lee
Keyword(s):  
Economic Development ◽  
Social Work ◽  
Social Workers ◽  
Interprofessional Collaboration ◽  
Economic Justice ◽  
Business Sector ◽  
Business Operations ◽  
Field Practicum ◽  
Collaborative Efforts

AbstractThis article examines social workers’ perceptions, experiences, and prospects regarding working in the business sector after participating in an MSW field practicum with a local microlending program. Social workers’ insights suggest that cross-sector collaboration leads to vast opportunities not only for the populations served by the collaborative efforts, but also for social work as a profession. However, several challenges are revealed, including social workers’ unfamiliarity with business operations, the business sector’s narrow understanding of social workers’ roles, and divisions between participants in interprofessional collaboration. This article calls for enhancing the role of social work to maximize its impact on economic development through further research and tangible cross-sector projects.

Collaborative Groups: Application of a Framework for Interprofessional Collaboration in a High School Setting

2015 ◽  
Vol 16 (4) ◽  
pp. 131-138 ◽  
Author(s):  
Andrea Carr Tyszka ◽  
Lynette DiLuzio
Keyword(s):  
High School ◽  
Interprofessional Education ◽  
Best Practice ◽  
Interprofessional Collaboration ◽  
Interdisciplinary Collaboration ◽  
School Setting ◽  
Competency Framework ◽  
World Health ◽  
List Type ◽  
Interprofessional Communication

Interprofessional collaboration (IPC), also referred to as interdisciplinary collaboration, is defined in the social work literature as “an effective interpersonal process that facilitates the achievement of goals that cannot be reached when individual professionals act on their own” (Bronstein, 2003, p. 299). IPC is well documented in health care literature and is largely considered best practice in both clinical & educational settings. So much so that the World Health Organization (WHO) developed a Framework for Action on Interprofessional Education (WHO, 2010) and the Canadian Interprofessional Health Collaborative (CIHC) developed a National Interprofessional Competency Framework (CIHC, 2010). According to a systematic review of collaborative models for health and education professionals working in the school settings, models of IPC are described in research but not explicitly evaluated, and there remains a need for robust research in this area (Hillier, Civetta, & Pridham, 2010). This article describes the implementation of an IPC with high school aged students in a special education classroom. The following interconnecting domains from the Canadian National Interprofessional Competency Framework (CIHC, 2010) will be discussed and described: Role Clarification Patient/Client/Family/Community-Centered Team Functioning Collaborative Leadership Interprofessional Communication Interprofessional Conflict Resolution Background considerations, benefits, and barriers will be reviewed also.

Knowledge and Perception of Oral Health Promotion in Schools among Dental Nurses in Sarawak, Malaysia

2000 ◽  
Vol 12 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Catherine Jean-Ai Chen ◽  
Raja Latifah Raja Jallaludin
Keyword(s):  
Health Promotion ◽  
Oral Health ◽  
Dental Health ◽  
School Setting ◽  
Postal Questionnaire ◽  
Oral Health Promotion ◽  
Health Promotion In Schools ◽  
Health Promoting School ◽  
Working Together

In recent years, the concept of a Health-Promoting School has received much interest. In Malaysia, dental nurses are ideally placed to play a lead role in promoting Oral Health within the school setting. This study aims to provide information on the knowledge, perception and perceived role of Oral Health Promotion in schools, among dental nurses. A postal questionnaire was used to measure dental nurses' knowledge, perception and perceived role of Oral Health Promotion. The majority (60%) of dental nurses had good knowledge of Oral Health Promotion. Generally, they perceived that they play an important role in promoting Oral Health in schools. However, a sizeable proportion (25%) did not think they had a role to play in working together with school authorities to provide children with healthy food choices in school canteens. The majority (60%) of dental nurses did not perceive Oral Health Promotion to be important as a whole. They had a good perception of the concepts: it supports behaviour change, it has appropriate goals, it integrates oral health and general health and relieves anxiety. However, they had a poorer perception of the concepts; diverse educational approaches, participation, focus on prevention, early intervention, "spread of effect" of dental health education and "make healthier choices the easier choices". Years of service was not significantly associated with knowledge and perception of Oral Health Promotion. Dental nurses should be reoriented towards a more holistic practice of Oral Health Promotion. Workshops that invite active participation from dental nurses should be conducted to equip them with the necessary knowledge and skills. Asia Pac J Public Health 2000;12(1):12-16

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