When students in interprofessional education and practice programmes partner with clients living with a long-term condition, the potential for a better client and educational experience is enhanced when the focus is on client self-management and empowerment. This paper reports the findings from a phenomenological study into the experiences of five clients, six speech language therapy students, eight physiotherapy students, and two clinical educators participating in a university clinic-based interprofessional programme for clients living in the community with Parkinson's Disease. Collaborative hermeneutic analysis was conducted to interpret the texts from client interviews and student and clinical educator focus groups held immediately after the programme. The overarching narratives emerging from the texts were: "client-centredness"; "who am I/why am I here?"; "understanding interprofessional collaboration and development"; "personal and professional development, awareness of self and others"; "the environment - safety and support". These narratives and the meanings within them were drawn together to develop a tentative metaphor-based framework of "navigating interprofessional spaces" showing how the narratives and meanings are connected. The framework identifies a temporal journey toward interprofessional collaboration impacted by diverse identities and understandings of self and others, varying expectations and interpretations of the programme, intra- and interpersonal, cultural and contextual spaces, and uncertainty. Shifts in being and doing and uncertainty appear to characterise client-driven, self-management focused interprofessional teamwork for all participants. These findings indicate that students need ongoing opportunities to share explicit understandings of interprofessional teamwork and dispel assumptions, since isolated interprofessional experiences may only begin to address these temporal processes.
Respiratory-related evoked potentials (RREPs) have been elicited by inspiratory loads in adults and children. The RREP was recorded over the somatosensory region of the cerebral cortex. It was hypothesized that a RREP could be recorded by using expiratory occlusion. Electroencephalographic activity was recorded in adults from 14 scalp locations, referenced to the linked earlobes. The occlusion was presented as an interruption of expiration. Epochs of electroencephalographic activity and mouth pressure were recorded for each expiratory occlusion presentation. There were two occlusion trials and a control trial of 100 presentations each. The epochs in each trial were averaged and examined for the presence of short-latency, occlusion-related peaks. RREP peaks were observed bilaterally with expiratory occlusion and were absent in control unoccluded averages. A positive peak, P(34), was observed at central and postcentral sites. A negative peak, N(53), was observed at frontal and central sites. A second positive peak, P(95), was observed at frontal and central sites. These results demonstrate that expiratory occlusion elicits a RREP. This suggests that expiratory occlusion-related sensory information activates the cerebral cortex similar to that for inspiratory loads.
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