How do healthcare professionals and lay people learn interactively? A case of transprofessional education

Haruta, Junji; Kawakami, Kiyoshi; Nishigori, Hiroshi

doi:10.29060/taps.2017-2-3/oa1033

Cited by 6 publications

(4 citation statements)

References 14 publications

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“…To operationalize and sustain patient- and family-centered care requires a strong sense of teamwork, 19 a strengthening of a sense of belonging to the health community and a sense of efficacy. 20 The sense of belonging to a community, known simply as “a sense of community,” is defined as “a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together.” 21 That is, a sense of community describes an awareness and attitude that surrounds an individual in the community itself. A previous study reported that a low sense of community among hospital staff is associated with increased staff burden and reduced psychological health (quality of life).…”

Section: Introductionmentioning

confidence: 99%

Verification of a Sense of Community Scale for Hospitals in Japan

Goto

Haruta

Ozone

2022

J Prim Care Community Health

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Introduction/Objectives: We aimed to verify whether a sense of community scale developed for hospital wards can be applied to hospitals. Methods: A cross-sectional study was conducted using a self-administered questionnaire between July and October 2018 in 3 hospitals in Japan. The subjects were staff members working in these hospitals who provide direct medical or administrative services to patients and their families. The questionnaire inquired about the participants’ basic attributes and workplace satisfaction, and included the sense of community scale and the Japanese version of the Assessment of Interprofessional Team Collaboration Scale-II. We evaluated the scale’s structural validity, internal consistency, and hypothesis testing for construct validity. Results: Of 826 eligible staff members, 539 were included in the analysis. Mean age was 40.4 years and 77.4% were female. Exploratory factor analysis showed that 24 of the 28 items in the sense of community scale could be categorized under 3 factors. Confirmatory factor analysis demonstrated a goodness of fit index of 0.794, adjusted goodness of fit index of 0.752, comparative fit index of 0.885 and root mean square error of approximation of 0.092. Cronbach’s α for score in the sense of community scale was high (.96). Participants who reported high workplace satisfaction had significantly higher scores in the sense of community scale than those who indicated low workplace satisfaction ( P < .001). Conclusions: We verified the reliability and validity of the Japanese version of the sense of community scale, which was originally developed for hospital wards, for the community in hospitals. With further verification, we hope the scale will be useful for evaluating the sense of community in hospitals.

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Section: Introductionmentioning

confidence: 99%

Verification of a Sense of Community Scale for Hospitals in Japan

Goto

Haruta

Ozone

2022

J Prim Care Community Health

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“…Previous research on the issue of transprofessional skills has been limited to the field of medicine (Field et al, 2020;Haruta et al, 2017;Groessl and Vandenhouten, 2019;Olenick et al, 2019). Apart from "transprofessionalism", these studies resort to the terms "interprofessionalism" and "multiprofessionalism" and define them in the context where some team members acquire knowledge with, from and about each other, share it as well as values while collaborating within and across disciplines (Olenick et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Transprofessional competences of school teachers in the digital environment: education employers’ perspective

2021

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The shift towards digitalization in education, intensified by the COVID-19 pandemic-related issues, has led to the emergence of a need to expand the borders of the teaching profession. To be effective in the digital environment, school teachers have to master new transprofessional competences (TPCs), enabling them to use the skill sets of other careers, gain new skills and abilities and find non-standard solutions to professional and pedagogical problems using digital technologies. This study investigated education employers' opinions (61 principals and deputy principals from 31 Russian secondary schools) about the comparative importance of TPCs for school teachers working in the digital environment and their perceptions of what barriers prevent teachers from developing TPCs. The survey used a three-item questionnaire asking the respondents to rank the TPCs and the TPC clusters in order of importance for teachers working with the digital and to describe the obstacles to teachers' TPC development. The findings revealed that the employers attached the greatest importance to psychological TPCs while assigning the least importance to digital citizenship TPCs. The major barriers to TPC development, in the respondents' opinion, lay in teachers' fear of new trends and their excessive workload. Based on the survey results, we designed a model of school teachers' transprofessional competences in digital teaching and learning that can be used as an assessment tool in different professional settings. The paper concludes with suggestions on how to overcome the barriers and help improve school teachers' TPC development.

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“…Although previous studies have investigated collaboration between caregivers and nurses to improve the quality of caring in a nursing home, 18 as well as between family caregivers and nurses in a home care setting, 19 collaboration between caregivers and physical therapists has not yet been reported. Furthermore, other reports have described transprofessional education (TPE) processes by healthcare professions and lay people, 20 along with the need for various professions to work as transprofessional teams in providing home healthcare. 21 However, TPC processes conducted among clinical professions have not been clarified.…”

Section: Introductionmentioning

confidence: 99%

The process of transprofessional collaboration: how caregivers integrated the perspectives of rehabilitation through working with a physical therapist

Goto

Haruta

2020

Fam Med Com Health

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ObjectivesTo clarify the process of how caregivers in a nursing home integrate the perspectives of rehabilitation into their responsibilities through working with a physical therapist.DesignThis study was conducted under an action research approach.SettingThe target facility was a nursing home located in Japan. The researcher, a physical therapist, worked at the nursing home once a week from April 2016 to March 2017. During the study period, he created field notes focused on the dialogue and action of caregivers regarding care, responses of caregivers to the physical therapist and reflections as a physical therapist. Caregivers were also given a short informal interview about their relationship with the nursing home residents. For data analysis, two researchers discussed the content based on the field notes, consolidating the findings.ParticipantsThe participants were caregivers who worked at the target facility. Thirty-eight caregivers agreed to participate. Average age was 39.6±11.1 years, 14 (37%) were male and average caregiver experience was 9.8 years.ResultsTwo cycles of action research were conducted during the study period. There were four stages in the process of how caregivers in the nursing home integrated the perspectives of rehabilitation through their work with the physical therapist. First, caregivers resisted having the rehabilitation programme carried out in the unit because they perceived that rehabilitation performed by a physical therapist was a special process and not under their responsibility. However, the caregivers were given a shared perspective on rehabilitation by the physical therapist, which helped them to understand the meaning of care to adapt the residents’ abilities to their daily life. They practised resident-centred care on a trial basis, although with a sense of conflict between their new and previous role, which emphasised the safety of residents’ lives and personhood. The caregivers increased their self-efficacy as their knowledge and skills were supplemented by the physical therapist and his approval of their attempted care. They were then able to commit to their newly conceived specialty of care as a means of supporting the lives of residents.ConclusionsThe process of working with a physical therapist led to a change in caregivers’ perception and behaviours, which occurred in four stages: resistance to incorporation, recapture of other perspectives, conflicts and trials in the role of caregiver and transformation to a resident-centred perspective.

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How do healthcare professionals and lay people learn interactively? A case of transprofessional education

Cited by 6 publications

References 14 publications

Verification of a Sense of Community Scale for Hospitals in Japan

Verification of a Sense of Community Scale for Hospitals in Japan

Transprofessional competences of school teachers in the digital environment: education employers’ perspective

The process of transprofessional collaboration: how caregivers integrated the perspectives of rehabilitation through working with a physical therapist

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