Listening to and learning from the family carer's story: an innovative approach in interprofessional education

Turner, P.; Sheldon, Frances; Coles, Colin; Mountford, Brenda; Hillier, R.; Radway, Patricia; Wee, Bee

doi:10.1080/13561820020003937

Cited by 45 publications

(8 citation statements)

References 6 publications

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“…The importance of the therapeutic relationship (Palmadottir, 2006); the use of active listening skills (Turner et al, 2000); the need to understand the person with lived experience as an expert in their own needs and collaborating with them in decision making (Aplin, Jonge, & Gustafsson, 2015); and exposure to people with lived experience throughout curriculum design and delivery (Repper & Breeze, 2007) have been highlighted. The importance of the therapeutic relationship (Palmadottir, 2006); the use of active listening skills (Turner et al, 2000); the need to understand the person with lived experience as an expert in their own needs and collaborating with them in decision making (Aplin, Jonge, & Gustafsson, 2015); and exposure to people with lived experience throughout curriculum design and delivery (Repper & Breeze, 2007) have been highlighted.…”

Section: Discussionmentioning

confidence: 99%

“…The importance of person-centred practice identified by participants in this study has been documented previously in other research. The importance of the therapeutic relationship (Palmadottir, 2006); the use of active listening skills (Turner et al, 2000); the need to understand the person with lived experience as an expert in their own needs and collaborating with them in decision making (Aplin, Jonge, & Gustafsson, 2015); and exposure to people with lived experience throughout curriculum design and delivery (Repper & Breeze, 2007) have been highlighted. It is recommended that there is greater and more equal inclusion of people with lived experience of disability in design and delivery of curriculum through attendance at curriculum planning days, input into writing scenarios, and participation in teaching sessions such as communication skills workshops.…”

Section: Discussionmentioning

confidence: 99%

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Perspectives of individuals receiving occupational therapy services through the National Disability Insurance Scheme: Implications for occupational therapy educators

Barclay

Callaway

Pope

2019

Aus Occup Therapy J

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Introduction:With the introduction of the National Disability Insurance Scheme (NDIS) in Australia, occupational therapy graduates need to be adequately prepared to support service users in this new policy context. There is, however, limited research informed by service users themselves to inform contemporary occupational therapy curriculum redesign. The aims of this study were: (a) to explore the experience of occupational therapy service provision from the perspective of service users with lived experience of disability; (b) to gain an understanding of the perceptions of people with lived experience of disability regarding the NDIS and whether it will change how they work with occupational therapists; (c) to gain an understanding of the perspectives of people with lived experience of disability regarding the NDIS, and how this influences curriculum content for occupational therapy education. Methods: A pragmatic qualitative design, underpinned by the constructivist paradigm was utilised. Demographic surveys and semi-structured interviews were completed with 10 participants who were purposively recruited. Peer debriefing and use of an audit trail were undertaken to enhance the rigour of the analysis. Results: Three themes were identified: (a) Occupational therapists as gatekeepers for equipment provision; (b) experience of the NDIS (Knowledge and understanding of the NDIS; Uncertainty regarding the NDIS; Choice and control in the NDIS); (c) curriculum content for occupational therapy. Conclusion: The insights provided by the people with lived experience in this studyinform key areas of focus for occupational therapy curriculum to adequately prepare graduates to work in the evolving NDIS environment. Involving service users in an authentic manner in curriculum design, content delivery and student assessment is crucial for "real-world" applicability of student education. K E Y W O R D Sdisability, education, occupational therapy, policy, qualitative research

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Perspectives of individuals receiving occupational therapy services through the National Disability Insurance Scheme: Implications for occupational therapy educators

Barclay

Callaway

Pope

2019

Aus Occup Therapy J

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“…All around the globe, there has been a growing awareness of the importance of interprofessional learning in healthcare education for cultivating collaborative [1][2][3][4] and quality patient care [5,6] . In the United Kingdom, under the Labour Government initiatives, interprofessional learning in healthcare education was largely based in higher education.…”

Section: Introductionmentioning

confidence: 99%

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Loke

2012

JNEP

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Background: There is an increasing important role for asynchronous text-based computer mediated conferencing as a pedagogic tool in interprofessional learning for nurses in higher education. Available research studies on asynchronous text-based interprofessional learning at post-registration level based on either users' perspectives or the conference communication provided useful information on students' learning experience. This paper first discusses the theoretical assumptions of asynchronous text-based interprofessional learning. The purpose is to highlight the way student online learning experience might be created. Based on this knowledge, the paper goes on to describe and discuss the research methodologies and methods, with less emphasis on the kind of results that have been obtained in the field of study about asynchronous text-based interprofessional online learning within nursing education at post-registration level. Methods:The literature search focuses on papers which investigate student perspectives on the experience on effectiveness of asynchronous text-based interprofessional online learning. Criteria for inclusion were papers about the use of computer mediated conferencing at post-registration level for interprofessional online learning by nurses and healthcare professionals allied to health. Results:Reviewing the body of research about student perspectives on post-registration students' experience with interprofessional online learning revealed that asynchronous text-based conferencing at post-registration healthcare programmes which involved nurses had received insufficient research attention in nurse, health and social education research literature. Only seven papers were available for review. In addition, the research methods and approaches employed have not been consistent with the pedagogic principles and ideas associated with principles of collaborative learning through communication based on constructivism. Conclusion:Research studies to inform strategies for asynchronous text-based interprofessional online learning in postregistration nurse education might be limiting. There is a need for more research, especially those which commensurate with the constructivist approach in learning. Certainly, research using discourse analysis which focuses on the discursive aspect and communication needs to be conducted to evaluate asynchronous text-based interprofessional online learning.

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“…Researchers have indicated a number of personal, environmental and organizational barriers that inhibit a healthcare practitioner's ability to actively listen to their clients (Betcher, 2010;Clarke & Ross, 2005;Ruusuvuori, 2001;Turner et al, 2000;Wolvin & Coakley, 1996.). Personal barriers affecting listening include both physical and psychological states, stress, attitudes, interests, and time (Wolvin & Coakley, 1996), while environmental barriers include physical space, noise, and other distractions (Clarke & Ross, 2005;Ruusuvuori, 2001).…”

Section: Barriers To Active Listeningmentioning

confidence: 99%

“…Literature revealed that there are benefits to listening when used effectively and negative consequences when applied ineffectively. Additionally, the literature disclosed several critical barriers to listening including personal, environmental, and organizational factors that can inhibit a positive therapeutic outcome (Betcher, 2010;Clarke & Ross, 2005;Ruusuvuori, 2001;Turner et al 2000). The intended outcome of this research is was to establish a foundation of knowledge regarding listening behaviors occupational therapists employ in a clinical context.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Occupational Therapists� Listening Behaviors During Treatment Sessions

DeVilbiss

Rodriquez²,

Tolentino³

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Background and purpose. Given the importance of listening in establishing a therapeutic relationship between healthcare providers and clients, there is a lack of research investigating the listening behaviors occupational therapists (OTs) use in clinical settings. The purpose of this study was to analyze what verbal and nonverbal listening behaviors OTs employ in clinical treatment sessions. Subjects. Convenience and snowball sampling were used to recruit five OTs and five clients working with those OTs. Methods. An observational study was used to investigate the verbal and nonverbal listening behaviors OTs employed during the first five minutes of each clinical treatment session. Each session was videotaped and transcribed verbatim to measure listening behaviors of OTs when working with clients. Data was collected using the IJLCI. Interrater reliability was evaluated with the ICC. SPSS was used for data storage, tabulation, and generation of descriptive statistics. Results. Listening behaviors of five OTs were observed. All participants used six specific listening behaviors. OTs' beliefs about listening were consistent with observed listening behaviors. Video analysis revealed six major barriers to listening. Discussion and conclusion. Video analysis and tabulation were used to analyze verbal and nonverbal listening behaviors of OTs. Listening is essential to the patient-therapist relationship. It is, however, an underexplored area particularly within the occupational therapy context. vi

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Listening to and learning from the family carer's story: an innovative approach in interprofessional education

Cited by 45 publications

References 6 publications

Perspectives of individuals receiving occupational therapy services through the National Disability Insurance Scheme: Implications for occupational therapy educators

Perspectives of individuals receiving occupational therapy services through the National Disability Insurance Scheme: Implications for occupational therapy educators

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

An Analysis of Occupational Therapists� Listening Behaviors During Treatment Sessions

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