International Classification of Functioning, Disability and Health: Catalyst for interprofessional education and collaborative practice

Snyman, Stefanus; Pressentin, Klaus B. von; Clarke, Marina

doi:10.3109/13561820.2015.1004041

Cited by 37 publications

(29 citation statements)

References 29 publications

(40 reference statements)

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“…The author suggested the addition of the F‐word, “freedom”; however, no additional context or description of the F‐words was included (Green, ). Lastly, one source (Snyman, van Zyl, Müller, & Geldenhuys, ) used the F‐words to explain the ICF framework; however, they added “F” words to each component (e.g., food, finances, foes, facilitators, and flooring).…”

Section: Resultsmentioning

confidence: 99%

Exploring the international uptake of the “F‐words in childhood disability”: A citation analysis

Soper

Cross

Rosenbaum

et al. 2019

Child

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Background:The "F-words in childhood disability" (function, family, fitness, fun, friends, and future) were introduced in a concept paper in 2012 entitled, "The Fwords in childhood disability: I swear this is how we should think!". The "F-words" are grounded in, and aim to operationalize, the World Health Organization's (World Health Organization, 2001) International Classification of Functioning, Disability and Health (ICF) framework. A citation analysis was conducted to explore the extent of research uptake of the "F-words" concepts.Methods: Three databases-Google Scholar, Wiley Online, and Web of Sciencewere searched from July 2012 to December 2018 for sources that cited the original F-words paper. Dates of publication and countries of first authors were extracted from all cited articles, and a taxonomy was developed to categorize the type of usage.Results: The search yielded 157 sources from 26 countries, and the number of citations has continued to increase since the paper's publication. Sources were placed into three categories: cited/referenced (n = 109; i.e., the paper was simply cited), integrated/informed (n = 36; i.e., the F-words were stated within the text), and non-English (n = 12). Of the 36 integrated/informed sources, 34 (94.4%) applied the F-words to the ICF framework and five themes emerged with respect to the use of the F-words: (a) support of a holistic approach to childhood disability, (b) association of the F-words to physical activity and rehabilitation, (c) application and measurement of quality of life, (d) F-words research team-related papers, and (e) "other" category.Conclusion: This citation analysis shows that the F-words are mainly being used to operationalize the ICF, support a holistic approach to childhood disability, and inform physical activity and rehabilitation-based interventions. These perspectives will play an important role in informing the next steps with respect to moving the F-words into research and practice.

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Section: Resultsmentioning

confidence: 99%

Exploring the international uptake of the “F‐words in childhood disability”: A citation analysis

Soper

Cross

Rosenbaum

et al. 2019

Child

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“…By doing this, they use their acquired skills and knowledge, which could be needed in the workplace at a future stage. [12] Similarly, the world café has been recognised for assisting students in engaging in IPE, which involves professional collaboration by communication or dialogue. [6] The IPWC has created an opportunity for dialogue between students, which equips them with key competencies regarding interprofessional collaboration and care.…”

Section: Discussionmentioning

confidence: 99%

Students’ views of learning about an interprofessional world café method

Filies

Yassin

Frantz

2016

AJHPE

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ResearchInterprofessional education (IPE) is a process that prepares professionals, through collaborative learning and diverse fieldwork experiences, to work in partnership with communities to meet the multifaceted needs of society.[1] It is a process that assists in providing the knowledge, skills and values needed by health professionals to collaborate effectively with other health professionals as they serve families and communities. IPE allows health professionals to overcome the lack of knowledge of basic concepts in collaboration and issues facing other professions.[2] Preparing future healthand social-care professionals to work together with future colleagues would assist in fostering interprofessional collaboration in the clinical setting. [3] IPE is viewed as a collaborative approach to the development of healthcare students as future interprofessional team members, and their viewpoint is based on an understanding that complex health and social challenges are best addressed by interprofessional teams.[4] However, starting an IPE programme poses unique challenges that may not be encountered when starting a more traditional, discipline-specific programme.In South Africa (SA), promising developments towards transforming health professionals' education are taking place, indicating a positive shift to IPE opportunities.[5] These developments include moving away from discipline-focused faculties to health sciences faculties that include at least two or more allied health disciplines; integration of interprofessional core courses in the undergraduate health professions curricula, which are commonly developed around health, primary healthcare, health promotion and ethics; and moving away from the teaching hospital to the teaching platform, which includes hospitals, clinics and communities. In other words, these developments comprise application of this concept to all levels of care and the extension of collaboration among faculties in the provinces, where clinical platforms are shared with provincial health authorities.Various strategies are used to implement IPE and practice, including the world café methodology. [4,6] The world café process is based on seven key design principles: setting the context and understanding why groups are being brought together; creating a hospitable space that encourages trust; exploring questions that are relevant to real-life situations faced by the group; encouraging participation and connecting diverse perspectives; collectively considering the different perspectives; and, finally, sharing collective discoveries. Thus, the world café can allow the collective intelligence of a group to emerge and increase people's capacity for effective action in the pursuit of common aims. This approach has been shown to assist students in engaging with IPE. [7] This article describes the views of students with regard to the use of the world café methodology to learn about interprofessionalism in healthcare professionals. Methods Research settingA world café is conducted once per academic term...

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“…[9] The use of facilitators who could accompany students to the clients could also have assisted in promoting a better understanding and application of the framework. [3] Students seemed only to find the tool useful if they could actually see a change in the domains or constructs identified by the ICF. The students viewed the framework as an instrument that measured outcomes and not as one that conceptualises the functioning of individuals or groups of individuals.…”

Section: Researchmentioning

confidence: 99%

“…The IPE intervention somehow enforced a level of communication between students from different professions that often did not occur during other clinical placements. Students have indicated positive responses to IPE interventions, both locally [3] and internationally. [4] As IPECP does not occur in isolation but needs facilitation, the academic or programme co-ordinators need to be sure that certain structures are in place to ensure its success.…”

Section: Role Clarificationmentioning

confidence: 99%

“…[2] One key competency and domain of interprofessional education (IPE) and practice is collaborative practice. Interventions used to promote collaborative education and practice include the integration of strategies into existing curricula [3] and the placement of interprofessional students at the same clinical sites. [4] The literature mentions a number of positive outcomes with regard to facilitation and/or implementation of IPE strategies.…”

mentioning

confidence: 99%

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Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: Student perceptions and experiences

Rhoda

Laattoe

Smithdorf

et al. 2016

AJHPE

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ResearchThe World Health Organization [1] advocates the promotion of social accountability in professional education, with close collaboration with communities. This advocacy for social accountability is important and needs fostering during student training. In health professions education, social accountability means that students must have the ability to adjust to the needs of patients and communities. One of the vehicles identified to achieve this is the ability to address the needs of patients and communities in an interprofessional manner; this requires the training of health professional students in an interprofessional manner to gain skills in aspects such as collaborative practice. Health science faculties implement various interventions to facilitate the development of interprofessional core competencies, which include the identification of roles and responsibilities, patient-centred care, professional ethics and interprofessional communication.[2] One key competency and domain of interprofessional education (IPE) and practice is collaborative practice. Interventions used to promote collaborative education and practice include the integration of strategies into existing curricula [3] and the placement of interprofessional students at the same clinical sites. [4] The literature mentions a number of positive outcomes with regard to facilitation and/or implementation of IPE strategies. It has been suggested that interprofessional learning facilitates the ability to work together as qualified professionals, while positively affecting service delivery to communities.[5] The value of providing students with interprofessional clinical practice experience is also highlighted, as it enhances respect for other professionals and provides insight into the value of interprofessional care for effective healthcare delivery.[6] The concept of appreciating and valuing the role of other professions has also been expressed by doctors. [7] Primary care settings have been identified as providing opportunities for learning in an interprofessional manner. [4] It is, therefore, clear that IPE and collaborative practice interventions could facilitate the development of competencies of students, which they could apply as graduates to enhance the health of the population. The application of interprofessional activities in community settings thus may assist in improving the patient experience by providing holistic care and assisting in improving the health of the community. The objective of this article is to present the findings of a study that explored the experiences of health science students who engaged collaboratively when addressing the needs of communities. Methods Research settingThe Faculty of Community and Health Sciences at the University of the Western Cape (UWC), South Africa, comprises nine entities, including departments and schools. Undergraduate students from the Faculty rotate through a number of community-based settings as part of their clinical practice modules. One such setting is a rehabilitation project bas...

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International Classification of Functioning, Disability and Health: Catalyst for interprofessional education and collaborative practice

Cited by 37 publications

References 29 publications

Exploring the international uptake of the “F‐words in childhood disability”: A citation analysis

Exploring the international uptake of the “F‐words in childhood disability”: A citation analysis

Students’ views of learning about an interprofessional world café method

Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: Student perceptions and experiences

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