Role Of Other Professionals Research Articles

“Just working in a team was a great experience…” – Student perspectives on the learning experiences of an interprofessional education program

Interprofessional education (IPE) programs aim to improve collaboration between health- and social-care professionals and to optimize clinical outcomes. Such programs are complex to design, and evaluation of effectiveness is difficult. Combining qualitative and quantitative data may provide greater understanding of how a program affects participants and what aspects are influential on attitudes and behavior. This qualitative study used semi-structured interviews and interpretative phenomenological analysis to explore undergraduate student perspectives on what attributes of a 4-week IPE program they considered contributed to a successful learning experience. Due to the fact that the students were not formally assessed, the realistic context of the activities and the quality of the facilitators created an environment where the students felt empowered to interact freely without fear of reproach. Learning the roles of other professions and their contribution to a healthcare team broadened the students' perspectives on healthcare and increased their sense of self-worth and pride in their professions. In addition, being able to identify the relevance of the learning experience to their future practice motivated the students. This information can be used to create optimal learning environments for facilitating the development of successful future healthcare teams.

Using Online Learning and Interactive Simulation To Teach Spiritual and Cultural Aspects of Palliative Care to Interprofessional Students

To meet the complex needs of patients with serious illness, health professional students require education in basics aspects of palliative care, including how to work collaboratively on an interprofessional team. An educational program was created, implemented, and evaluated with students in medicine, nursing, chaplaincy, and social work. Five learning objectives emphasized spiritual, cultural, and interprofessional aspects of palliative care. The program blended two sequential components: an online interactive, case-based learning module, and a live, dynamic simulation workshop. Content analysis was used to analyze students' free-text responses to four reflections in the online case, as well as open-ended questions on students' postworkshop questionnaires, which were also analyzed quantitatively. Analysis of 217 students' free-text responses indicated that students of all professions recognized important issues beyond their own discipline, the roles of other professionals, and the value of team collaboration. Quantitative analysis of 309 questionnaires indicated that students of all professions perceived that the program met its five learning objectives (mean response values>4 on a 5-point Likert scale), and highly rated the program and its two components for both educational quality and usefulness for future professional work (mean response values approximately>4). This innovative interprofessional educational program combines online learning with live interactive simulation to teach professionally diverse students spiritual, cultural, and interprofessional aspects of palliative care. Despite the challenge of balanced professional representation, this innovative interprofessional educational program met its learning objectives, and may be transferable for use in other educational settings.

When things go wrong: a practical guide to dealing with complaints

SummaryComplaints inevitably accompany clinical care. This article explores complaints primarily in the context of the UK National Health Service complaints system. However, much of the content will apply to other settings, such as the independent sector. The infrequent but serious ramifications of complaints are also considered, including retraining and suspension. The article is written from a medical perspective but considers the roles of other professionals, the organisation and the complainant.

Dietetics students’ perceptions and experiences of interprofessional education

Interprofessional education (IPE) is a process through which students are provided with learning opportunities with other professions aiming to improve client care. The need to include effective IPE in preregistration programmes for health professionals is increasingly being recognised. The overall aim of the present study was to explore the perceptions and experiences of final-year dietetics students of IPE delivered through interactive online learning groups. A questionnaire was developed to evaluate the students' satisfaction with the IPE modules, including importance to their clinical placements, and their understanding of the roles of other professions. Six dietetics students took part in a focus group that addressed the impact of participating in the IPE modules. The focus group discussion was recorded, transcribed and subjected to content analysis. Twenty students completed the questionnaire (77% of the cohort). Satisfaction with the IPE modules increased as the programme progressed, with 65%, 90% and 95% of the respondents, respectively, being satisfied with the content, assessment and access of the final module. Participating in the programme enhanced the students' opinions on the value of the roles of other professionals (80%) and enhanced their awareness of interprofessional issues (75%). Four key areas of interest emerged from the focus group analysis: key impressions; understanding the role of the dietitian and other professionals; the advantages and disadvantages of online delivery; and interprofessional working in the work environment. The most important outcome of participating in IPE was that students' knowledge of other professions was enhanced, which had a positive impact on placements. An effective information technology infrastructure and appropriate scenarios are key requirements for the online delivery of IPE.

Interprofessional mentoring: Enhancing students’ clinical learning

Interprofessional (IP) collaboration is recognized as critical for patient-centred care. The clinical setting is an ideal environment for students to learn the competencies required to effectively work with providers from other professions. To enhance traditional clinical placements, we propose an IP mentoring approach, defined as learning that takes place between providers and students who are from different disciplines or health professions. In IP mentoring, students have primary relationships with their preceptors, but also have interactions with providers from other professions. We implemented IP mentoring with the support of two faculties of nursing in Alberta, Canada who provided an IP clinical focus for interested fourth year students. We emphasized to providers and students that there are no prescribed interactions that comprise IP mentoring; experiences between providers and students are context-specific and often informal. Through our evaluation we demonstrated that in IP mentoring, provider commitment was important, students engaged in IP activities of varying complexity, and students learned about roles of other professions and how to work together to provide patient-centred care. IP mentoring is an effective learning strategy to enhance students' knowledge and skills in IP collaboration without radical changes to the structure of the placements or to the educational curricula.

Making the transition from physiotherapy student to interprofessional team member

Objectives To explore final-year physiotherapy students’ perceptions and experiences of interprofessional learning in the university and placement setting. Study design Focus group and mixed qualitative and quantitative questionnaire. Setting Coventry University. Participants Third-year physiotherapy students at Coventry University. Methods The final-year physiotherapy cohort was invited to complete a questionnaire containing a mix of closed- and open-ended questions. Eight volunteers from the same cohort took part in a focus group. Results The questionnaire achieved a response rate of 97% (97/100), and the focus group transcript revealed several themes. The majority of students identified an impact of interprofessional learning on their awareness and understanding of professional roles (74%, 72/97) and issues (71%, 69/97). The students also valued the role of other professionals (63%, 61/97), and recognised the support they could offer (60%, 58/97). These findings were reinforced and developed with respect to interprofessional working in the focus group discussion. Students were aware of increased personal and professional confidence which supported their developing identity as physiotherapists. They also recognised an ability to seek out ways to improve working relationships and to refer patients on to the most appropriate professional. Many students recognised the significance of clinical placements in their interprofessional learning (69%, 67/97), and identified that face-to-face interaction facilitated the social aspect of team working. Conclusions Interprofessional learning is effective in improving student physiotherapists’ awareness of roles, issues and ability to develop collaborative working relationships, thus potentially leading to improved patient care.

The Possibility of Implementing Inclusive Education in Nigeria

This paper discusses the efforts for effective and successful implementation of inclusive education in Nigeria. It also looks at factors that make the implementation possible such as modified curriculum, barrier-free-learning environment, adequate trained personnel, adequate funding and the roles of other professionals. This can help the genuine implementation of the programme, and some recommendations were made as per steps to take in order to have a successful adoption of inclusive education in Nigeria.

Administration of medication in the acute mental health ward: Perspective of nurses and patients

The administration of medication is an important therapeutic intervention. However, concerns have been raised about the management of this procedure in the acute area. Therefore, a survey was conducted with registered nurses (n = 24) and patients (n = 57) from three acute admission wards in an inner city hospital in the north west of England. Semistructured interviews were conducted immediately following medication administration and then analyzed using thematic analysis. Nurses' views were categorized into three themes: ward environment, communication, and sharing of information. Nurses reported that policies and procedures provided clear guidance, but that the task remained stressful and the role of other professionals affected the integrity of the procedure. Patients' views were categorized into four themes: effects and side-effects of medication, the process of administration, therapeutic relationships, and the sharing of information. Most patients were accepting of the administration of their medication, but called for improvements in information sharing and side-effect management. Information sharing is pivotal in establishing therapeutic relationships, but the time of administration might not be the most appropriate occasion for this.

Osteoarthritis part 3: living with the condition

There are many ways of minimizing practical problems that arise when a person suffers from osteoarthritis. This article concentrates on how healthcare assistants and assistant practitioners can facilitate management of general mobility and daily living activities. The roles of other professions and methods that they use to enable people to be as independent and pain-free as possible are discussed.

Maximising job satisfaction for young psychiatrists and trainees: Innovative approaches as a way out of the crisis?

Background and Aims: Psychiatry in Europe is undergoing a period of rapid and significant change. This includes changes in training, changes in the role of psychiatrists, and changes in the delivery and structure of mental health services. These changes have major implications for the future job satisfaction of trainees and young psychiatrists. This presentation aims to examine common themes across Europe and discuss possible approaches to meeting these challenges. Methods: This paper uses data collected from trainees and young psychiatrists in 23 European countries via the European Federation of Psychiatric Trainees and the Association of European Psychiatrists networks of young psychiatrists and trainees to determine common issues and approaches towards resolving these. Results: Major changes currently affecting young psychiatrists and trainees include: • changes in training content and duration • increasing roles of other professions impacting on psychotherapy and prescribing • reconfiguration of mental health services Conclusions: These changes lead to both challenges and opportunities for young psychiatrists and trainees. Sharing experience across Europe will contribute to improving morale and enhancing job satisfaction. Some specific ideas will be discussed interactively with the audience.

The different levels of learning about dying and death: an evaluation of a personal, professional and interprofessional learning journey

Background: Although dying and death are common in practice, medical and social work students receive limited teaching on this topic. In addition, they have minimal experience of each others’ role in the process, yet respecting the roles of other professionals in this delicate area is paramount to the delivery of high standards of care. In an attempt to address this, a pilot interprofessional 3 hour dying and death workshop was developed for senior social work and medical students using a constructivist approach to explore their own personal, uniprofessional and interprofessional roles in the dying and death process.Methods: An expert group of health care professionals designed the workshop through an iterative process. The participants evaluated the workshop in relation to the levels of their learning journey at two time points using a combination of Likert scales and free text.Results: An afternoon workshop was created comprising a trigger exercise to ascertain the students’ own feelings, simulation of the practical aspects relating to a patient's death (confirmation of death, death certification and last offices), and discussion about the grief process, followed by case studies to consolidate their learning and highlight the interprofessional aspect. Eleven final year social work students and 14 medical students in their fourth year took part. Participants felt they gained most from the interprofessional aspect of their learning journey and suggested other topics for interprofessional learning. All students would recommend the workshop to their colleagues.Conclusions: This undergraduate interprofessional pilot dying and death workshop was well received and enabled learning on three levels—personal, professional and interprofessional. It promoted a greater understanding of the role of each student's own profession and appreciation of the role of other professionals in the dying and death process.

Evaluation of an interprofessional continuing professional development initiative in primary health care

Interest in collaborative care approaches and in interprofessional education (IPE) to prepare providers for interprofessional collaboration is increasing and particularly so in the field of primary health care. Although evidence for the effectiveness of IPE is mixed, Barr et al. (2005) have proposed a useful framework for evaluating six levels of IPE outcomes. The Building a Better Tomorrow Initiative (BBTI) was a continuing professional development (CPD) program established to enhance the collaborative competencies of primary health care providers and foster interprofessional collaboration in primary health care settings. This article describes the evaluation design, specific measures, and educational outcomes of the BBTI program using Barr and colleagues' evaluation framework. We used a mixed method approach. The evaluation research design was a one-group, pre- to poststudy utilizing a combination of quantitative and qualitative evaluation instruments and methods to collect data for the six levels of the Barr et al. evaluation framework. Evaluation focused especially on the following levels: participant satisfaction (reaction), confidence change (attitudes), performance change, and organizational impact. Participants were very satisfied with the BBTI modules and reported significant increases in their confidence and interprofessional collaborative competencies upon return to their primary health care practice sites. Interviews and focus groups with participants and administrators suggest that the BBTI modules were also effective in promoting and fostering interprofessional collaboration within primary health care settings. Results suggest that interprofessional CPD is effective in enhancing understanding of the roles of other professions, fostering respect and positive attitudes toward interprofessional collaboration, developing collaborative competencies, and promoting organizational change.

Interprofessional training in clinical practice on a training ward for healthcare students: A two-year follow-up

This follow-up study describes the former students' lasting impressions of a two-week interprofessional course on a training ward aimed at enhancing the understanding of the roles of other professions and the importance of communication for teamwork and for patient care as well as providing an opportunity for profession-specific training. A questionnaire with both closed and open-ended questions was sent to 633 former students two years after the course and 348 (55%) responded. The course was rated as very good and most of the former students had lasting and positive impressions. Ninety-two percent of respondents encouraged teamwork in their present work and 90% wanted to retain the course. The qualitative analysis of the open-ended questions resulted in five categories describing students' perceptions: professional role development, working in teams, tutoring, patient care and future aspects of the course and real world practice. Our results suggest that interprofessional training during undergraduate education provides lasting impressions that may promote teamwork in students' future occupational life.

Nurses’ perceptions of multidisciplinary team work in acute health‐care

Multidisciplinary teamwork is viewed as one of the key processes through which care is managed in the British National Health Service, and yet is often viewed as one of the most problematic. Working in a multidisciplinary team requires many skills, which involves understanding not only one's own role but also the role of other professionals. The aim of this study was to explore nurses' perceptions of multidisciplinary teamwork in acute health-care. Nineteen nurses were interviewed using the critical incident approach to obtain their perceptions of multidisciplinary teamwork. Direct observation was conducted to record interactions between nurses and health-care professionals in multidisciplinary teams. In total, 14 meetings were attended in elder care and orthopaedics and seven in acute medicine. The findings of this study identified three barriers that hindered teamwork: (i) differing perceptions of teamwork; (ii) different levels of skills acquisitions to function as a team member; and (iii) the dominance of medical power that influenced interaction in teams. Thus, education establishments and nursing managers need to ensure that the acquisition of team-playing skills is an integral part of continued professional development.

Shadowing consultant psychiatrists: the need for change

Aims and MethodTo explore the role of the consultant psychiatrist using an observational approach. Five consultant psychiatrists were shadowed by a trained observer. Observations were subjected to a qualitative analysis based on a grounded theory approach.ResultsSix themes emerged as being significant; these were administration and secretarial support; training aspects of the role; clinical activity; the referral process; supervision, support and continuing professional development; and organisational systems.Clinical ImplicationsThe results indicated significant difficulties in the role of the consultant psychiatrist and the need for change. Any change in this role would have an effect on the roles of other professionals and on the whole system in which they work.

The role perception questionnaire (RPQ): a tool for assessing undergraduate students' perceptions of the role of other professions

A systematic review of interprofessional education (Freeth et al., 2002) revealed that there were many weaknesses in the current body of knowledge of interprofessional education outcomes. One reason for this was the lack of good quality study designs for evaluating the outcomes of interprofessional education. This paper discusses the range of tools that were found in the literature and describes the production and validation of two questionnaires that can be used as part of an interprofessional evaluation strategy. Firstly, a Generic Role Perception Questionnaire which can be used for measuring the perception of the role of a range of professions and a Nursing Role Perception Questionnaire used specifically for measuring the perception of the role of a nurse. Repertory grid technique was selected to elicit constructs from a multiprofessional group of final year undergraduate students. This pool was then used to develop the two questionnaires. Factor analysis, internal consistency and test re-test measures are used along with evidence of validity. The questionnaires were found to have acceptable validity and reliability and could be used as part of an IPE evaluation strategy to measure changes in professional role perception in an undergraduate population.

The illusive phantom: Does primary care meet patient need following limb loss?

Purpose: Anecdotal evidence suggests that General Practitioners (GPs) vary in their understanding of phantom pain and associated factors in amputees. This has implications in that the GP's conception of the problem will determine what treatment or referral is offered.Method: The present study aimed to explore GP's knowledge and understanding of phantom limb pain using a postal questionnaire. A sample of 129 GPs responded resulting in a response rate of 38%.Results: The results suggest that GPs underestimate the prevalence, intensity and duration of phantom and residual limb pain. Moreover, inconsistencies in the reasons given for referral to specialist services for the management of phantom pain were reported.Conclusion: These findings have serious implications for the management of phantom limb pain, disability and psychological distress in amputees in that GPs not only provide first line treatment, but are also the gatekeepers for referral to other services. Given this, the role of other professionals within the primary health care team may prove an additional resource for providing both support and accurate information to amputees in the community.

Libraries and disabled child readers

This paper considers how libraries respond to reluctant child readers, particularly those who are socially excluded. It discusses the importance of books and reading to the child and the valuable role libraries, and knowledgeable staff, have to play in the provision of reading material and reading opportunities. It provides definitions of a ‘disabled’ library, one which is not responsive to user needs, and a ‘healthy’ library which provides numerous opportunities for its young readers and their parents. Using examples from France and the developing world the paper suggests ways in which libraries can provide effective services for children who are socially excluded. As well as the role of the librarian the role of other professions, particularly psychologists and health professionals, is deemed to be vital in developing children's reading.

General Practitioners' Collaboration with Service Coordinators: What Makes it Work? Lessons from the SA HealthPlus Coordinated Care Trial

In the past, a number of factors have been identified that discourage collaboration between GPs and other health professionals in providing care to patients with chronic illness. These include financing arrangements, lack of time and lack of knowledge of the role of other professions. This paper uses data from the independent evaluation of the SA HealthPlus Coordinated Care Trial to examine the factors that encourage and inhibit collaboration between general practitioners (GPs) and Service Coordinators (a role introduced by the trial and carried out by nurses and allied health professionals). Both quantitative and qualitative methods were used to evaluate the role of the GP and the Service Coordinator in the trial. These data were analysed to determine what factors encouraged and inhibited collaboration. Results indicated that effective communications, knowledge of and respect for each other's roles and responsibilities, and a clearly perceived benefit from collaboration were the most important predictors of successful collaboration for both parties. These results also suggest strategies for increasing the likelihood of collaboration between GPs and others such as the location of the Service Coordinator in the practice and ways of dealing with GP workloads and communication needs. These findings are relevant to recent policy initiatives including the MBS Enhanced Primary Care item numbers, the employment of practice nurses, and allied health staff via Divisions of General Practice.

Interdisciplinary Health Assessment of the Older Individual: A Conceptual Framework for Curricular Integration

Background and Purpose. Evidence indicates that interdisciplinary health assessment of the older adult improves identification of needs and referral to appropriate services, as well as improving quality of life. Objectives. The objectives of this article are: (1) to dif ferentiate between and summarize evidence in support of a multidisciplinary and interdisciplinary approach to health assessment of the older adult, (2) to provide a conceptual framework for fostering interdisciplinary geriatric education, and (3) to describe challenges encountered in implementing interdisciplinary educational strategies for the professional (entry-level) physical therapist student. Framework. Three broad curricular elements are proposed as the foundation for progressing the physical therapist student toward multidisciplinary and interdisciplinary health care practice for the older adult: (1) the student must develop into a competent practitioner, with a scientific understanding of the varied motor control changes potentially encountered by the older adult, (2) the student must understand the indications for a multidisciplinary or interdisciplinary health care assessment and respect the roles of other professionals in the health care assessment of the complex older adult, and (3) the student must gain a practical understanding of the dynamics involved in team decision making and prioritization of treatment approaches. Approaches to addressing these curricular goals within one curriculum are described and critiqued. Betty Smith is a 78-year-old woman who arrives at the doctor's office with chief complaints of knee pain and difficulty doing her grocery shopping. She has lost 5 lb in the last year, and radiology reports reveal midstage degenerative joint disease in both knees. The physician prescribes anti-inflammatory medication, an analgesic, and a referral to a physical therapist for gait training with an assistive device. The physical therapist discovers that Betty also has problems with balance and fatigue and learns that her fear of falling has resulted in increased avoidance of activities outside the home. After examination and treatment, the physical therapist discharges Betty as independent with an assistive device on level surfaces and on stairs with rails. Betty does not take her anti-inflammatory medication because it causes digestive problems. Betty continues to have pain, balance problems, fear of falling, and fear of going outside, resulting in the continued decline in her functional abilities and inability to shop adequately for her groceries. Loretta Sizemore is an 80-year-old woman whose complaints and diagnoses are similar to Betty's. Loretta attends an interdisciplinary geriatric clinic and receives services as follows: (1) the pharmacist recommends an analgesic that does not interfere with balance, (2) the physical therapist recommends physical therapy for gait training with an assistive device, exercises to improve strength and balance, an evaluation for assistive equipment at home, and education to develop strategies to confront her fear of falling, (3) the social worker connects Loretta to appropriate community meal programs to help her obtain better nutrition, counseling services to address her depressive symptoms, and church and community resources for socialization and spiritual guidance, and (4) the physician makes a referral for a nutritional assessment to educate Loretta about her dietary needs. Betty and Loretta typify patients whose pathology (osteoarthritis) neither explains nor predicts the functional limitations and overall decrease in quality of life experienced by these individuals. It may not be reasonable to assume that one health care professional can effectively assess all of the factors that need to be addressed in clinical management of the person with complex and chronic health problems. A coordinated team representing multiple disciplines can provide a cohesive and thorough assessment and treatment plan for the person with multiple needs. …