Interprofessional Learning during an International Fieldwork Placement (original) (raw)
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The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multilayered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences.
2005
This paper proposes a new concept and a frame of reference that should permit the development of a better understanding of a phenomenon that is the development of a cohesive and integrated health care practice among professionals in response to clients' needs. The concept is named ''interprofessionality'' and aims to draw a clear distinction with another concept, that of interdisciplinarity. The utilization of the concept of interdisciplinarity, which originally concerns the development of integrated knowledge in response to fragmented disciplinary knowledge, has caused some confusion. We need a concept that will specifically concern the development of a cohesive practice among different professionals from the same organization or from different organizations and the factors influencing it. There is no concept that focuses clearly on this field. Interprofessionality concerns the processes and determinants that influence interprofessional education initiatives as well as determinants and processes inherent to interprofessional collaboration. Interprofessionality also involves analysis of the linkages between these two spheres of activity. An attempt to bridge the gap between interprofessional education and interprofessional practice is long overdue; the two fields of inquiry need a common basis for analysis. To this end, we propose a frame of reference, an interprofessional education for collaborative patient-centred practice framework. The framework establishes linkages between the determinants and processes of collaboration at several levels, including links among learners, teachers and professionals (micro level), links at the organizational level between teaching and health organizations (meso level) and links among systems such as political, socio-economic and cultural systems (macro level). Research must play a key role in the development of interprofessionality in order to document these linkages and the results of initiatives as they are proposed and implemented. We also believe that interprofessionality will not be pursued without the requisite political will.
Health students’ experiences of the process of interprofessional education: a pilot project
Journal of Interprofessional Care, 2019
The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multilayered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences. The aim of this research was to determine the dynamics between the different health professions by exploring and describing the students' experiences of the IPE process. Theoretical case studies were presented to third-year students, who were grouped into interprofessional teams from the six different health professions at the Higher Education Institute's health sciences faculty. Data were gathered from reflective journals over a five-week period and a questionnaire was administered at the end of the project. Data were analysed and evaluated based on the interprofessional learning domains listed in the IPE framework of the World Health Organization. All participating health professions students felt positive about the project and agreed that it provided them with valuable IPE experiences. However, their long-term participation and commitment presented difficulty in an already demanding curriculum. The interprofessional dynamics were influenced by the relevance of the scenarios presented in the case studies to the different professions, the students' personalities and their previous experiences. Although the nursing students took initial leadership, contributions from the other professions became more prominent as the case studies unfolded. The findings indicated that the inclusion of different health professions in an interprofessional team should be guided by the specific scenarios incorporated to simulate interprofessional cooperation. The availability of the students and their scope of practice at third-year level should also be taken into account.
This paper reports on a pilot study that incorporated discipline specific clinical skill development with intercultural and interprofessional education (IPE) experiences for eight health professions students on clinical placement in a Disability Program in Vietnam. The aim of this study was to examine students' experiences of interprofessional work while in an intercultural learning environment. A mixed methods design explored student perceptions of their experiences and learning in an interprofessional and intercultural context using semi-structured interviews, the Readiness for Interprofessional Learning Scale (RIPLS) and the Cross-Cultural Adaptability Inventory (CCAI) pre-and post-placement. The quantitative measures were used as a means of individual feedback to student and to assist in the interpretation of the qualitative data. Interviews indicated that students agree on the importance of working interprofessionally but perceived adjustment to interprofessional supervisio...
Challenges and opportunities in interprofessional education and practice
The Lancet, 2022
The Health Policy paper by Julio Frenk and colleagues1 in The Lancet on educating health professionals after the COVID-19 pandemic highlights the post-pandemic learning environment, use of technology to improve learning, interprofessional education (IPE), and lifelong continuing education and training for the health professions. The perpetual shortage and maldistribution of health professionals within complex health systems and unmet population health needs may require innovative approaches for the education of health professionals for effective practice. IPE is an educational approach that could positively influence health-care practices and patient outcomes. With its origins in the 1960s, predominantly in the UK and the USA, IPE has since spread to various regions of the world.2 The application of IPE in different regions and countries varies, ranging from a uniprofessional approach to a seamless incorporation of IPE to the whole learning environment. WHO defines IPE as occasions where students from two or more professions in health and social care learn from, about, and with each other during their education for effective collaboration in future practice.3 The Interprofessional Education Collaborative proposes four essential competencies for IPE: values and ethics, roles and responsibilities, interprofessional communication, and teamwork and team-based care.4 These are predicated on each profession also being trained to a high level of knowledge and skill in its own right.
Description of a Model of Interprofessional Global Education for Allied Health Students
Health and Interprofessional Practice, 2011
An interprofessional approach to health care involves members of different health professions working together to evaluate health needs and provide care. Health care professionals must be trained to provide this specific type of care, and educating allied health students to provide interprofessional care presents a challenge. One promising approach to educating students about interprofessional care is participation in a community-based rehabilitation (CBR) model of health care provision. This paper describes the development and implementation of an international interprofessional education program with a CBR emphasis, and also describes future plans for this program.
Enhancing interprofessional student practice through a case-based model
Journal of Interprofessional Care, 2013
Healthcare workers are increasingly being called upon to work collaboratively in practice to Improve patient care and it seems imperative that interprofessional working should be mirrored in student education, especially during placements. This short report describes a qualitative evaluation of a client-centered, case-based model of interprofessional education (IPE) which aimed to improve interprofessional communication and team working skills for the students and therapists involved in practice placements. The IPE project implemented the meet, assess, goal set, plan, implement, evaluate (MAGPIE) framework for interprofessional case-based teaching (Queensland-Health (2008)) alongside the International Classification of Function, Disability and Health (ICF) (WHO, 2001). Three separate focus groups explored the experiences of the students, therapists and placement facilitators from the disciplines of occupational therapy, physiotherapy and speech and language therapy. Three themes emerged: IPE as a motivating experience, IPE enhancing the depth of learning and clarity of expectations. This report concluded that IPE in the clinical setting, using the client-centered MAGPIE model, provided a strong foundation for enhanced learning in practice education contexts.
Interprofessional education and provision of care : analysis of an experience
2018
This article This article aims to present and analyze an interprofessional education experience that started in 2008 involving third-year students of the undergraduate courses of Physical Education, Nutrition, Psychology, Physiotherapy and Occupational Therapy of a public university. During the semester, teams of different students supervised by two teachers each, also from different professional areas, provided weekly care service and developed care projects aimed at specific people/groups chosen by the service team. The methodology included the production of narratives of significant situations experienced by the teachers in their education activities. Based on these narratives, the issues presented in this education proposal were detected. The discussion of these issues showed potential common interventions and the challenges faced by teacher supervision in maintaining the students' experience and enabling the creation of a clinic that values the users' perspective.