Making the transition from physiotherapy student to interprofessional team member

Davies, Katie Fitton; Harrison, Karen; Clouder, Lynn; Gilchrist, Mollie; McFarland, Lorraine; Earland, Jane

doi:10.1016/j.physio.2010.08.001

Cited by 23 publications

(27 citation statements)

References 17 publications

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“…This finding is consistent with previous studies reporting a positive association between a collaborative health professional student settings and self-efficacy [Mann et al, 2012] and that interprofessional learning had a positive impact on self-esteem and resulted in confidence and pride when communicating with the team [Davies et al, 2011].…”

Section: Self-efficacysupporting

confidence: 93%

Does Interprofessional Education Influence Self-Efficacy and Cultural Competence in Pre-Clinical Doctor of Physical Therapy Students?

Smith¹,

Perry²,

Yorke³

2017

MedEdPublish

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Section: Self-efficacysupporting

confidence: 93%

Does Interprofessional Education Influence Self-Efficacy and Cultural Competence in Pre-Clinical Doctor of Physical Therapy Students?

Smith¹,

Perry²,

Yorke³

2017

MedEdPublish

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“…This included nine mixedmethods studies, 19,21,[25][26][27][28][29][30][31] three qualitative studies 20,32,33 and five quantitative studies.…”

Section: Trial Flowmentioning

confidence: 99%

“…14,[19][20][21][25][26][27][28][29][30][31]33,34,36,37 One IPE intervention involved lectures or small-group work focusing on teamwork, not a simulated patient. 35 The format of patient-focused IPE activities varied, from synchronous 29 and asynchronous 26 online discussions, to small-group activities lasting a few hours, 25,28,30,31,33,36,37 to a combination of smalland large-group activities lasting one or more days. 14,20,34 Two interventions lasted one or more semesters.…”

Section: Mode Of Ipementioning

confidence: 99%

Interprofessional education in allied health: a systematic review

2014

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OBJECTIVES During the past decade, several studies have systematically reviewed interpro-fessional education (IPE), but few have inclusively reviewed this literature. None has focused primarily on IPE in allied health, despite differences in recruitment and socialisation across the health professions. This systematic review seeks to uncover the best approach to pre-licensure, university-based allied health IPE to determine which aspects require modification in which contexts to provide optimal learning experiences. METHODS A systematic search of 10 databases was conducted for articles published in Eng-lish, between January 1998 and January 2013. Studies were included if they used quantitative or qualitative methodologies to report on the outcomes associated with IPE in allied health. Two independent reviewers identified studies that met the inclusion criteria, critically appraised the included studies and extracted data relating to the effectiveness of IPE in allied health. Data were synthesised narratively to address the study aims. RESULTS Large gaps-relating to methods, theory and context-remain within this body of literature. Studies measured students' attitudes and understanding of other health professional roles, teamwork and knowledge in response to IPE interventions using patient scenarios, lectures and small-group work. Differences in power and curriculum placement were described as factors affecting IPE effectiveness. CONCLUSIONS Evaluation remains the primary aim within this literature. Few studies use theory, take an inductive approach to understanding the processes behind IPE or include detailed participant descriptions. Therefore, we suggest that IPE research is currently caught in an epistemological struggle, between assumptions underpinning biomedical and health science research, and those underpinning education studies. As part of a systems approach to understanding interprofessional socialisation, we call for researchers to take a realistic approach to evaluation that is inclusive of, and responsive to, contextual factors to explore how IPE leads to improved long-term outcomes in differing circumstances. INTRODUCTION For the past decade, patient care has become less focused on acute conditions, which are institutionally managed, and more focused on chronic disorders, which are typically managed in the community 1,2 and address quality-of-life issues. 3 This shift means that patients are reliant on complex organisations of services involving various health professionals across a variety of settings. 2 Patients and carers often describe experiences of falling through the 'cracks' and feeling 'lost' because of poor communication and collaboration between health professionals who are providing treatment. This tends to result in a lack of continuity of care. 4,5 To address these undesirable aspects of health care, interprofessional education (IPE) is being progressively introduced into university-based medicine, nursing and allied health curricula to improve teamwork and to increase the understandin...

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“…Examples include postgraduate programmes for registered nurses in rural Australia (Harris, Connolly, & Feeney, 2009); online discussion and faceto-face workshops for Scottish midwives for perinatal mental health education (Forrest, 2005); interactive scenario-based online modules for medical students (Lewin, Singh, Bateman, & Glover, 2009); and the use of video clips for distance physiotherapy students to test their neurological assessment skills (Davies et al, 2011). Caution is urged with blended learning (Bozarth, Chapman, & LaMonica, 2004), as online course material is potentially introduced without attention to the different kind of thinking required for students using this mode of learning (Muirhead, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

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JOURNALMidwifery practice arrangements which sustain caseloading Lead Maternity Carer midwives in New Zealand. The impact on midwives of their first stillbirth.Clinically overweight and obese mothers and low rates of breastfeeding: Exploring women's perspectives.ABC by LMC midwives: an innovative intervention to support women to become smoke-free in pregnancy. Guidelines for Contributors to the New Zealand College of Midwives JournalThe Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically, making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed• Improved global availability, as each paper is provided with a DOI and put onto the New Zealand College of Midwives website three months after first circulation.Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete, it is printed.The Journal welcomes original research, literature reviews, exemplars/practice stories/case studies, audits and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review have not been published previously in any form.The expectation is that articles protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken. Confirmation that copyright permission has been obtained for any quoted materials is also expected (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make the final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3cm and a size 12 font. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings, depending on the type of article, to structure the article. The word count must be stated. Diagrams, tables and photographs should be labelled and supplied as computer generated items. Where these are sent separately from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document (this will not be sent to the reviewers):• Name and qualifications• Occupation (current area of practice/expertise)• Email address and daytime phone number for corre...

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Making the transition from physiotherapy student to interprofessional team member

Cited by 23 publications

References 17 publications

Does Interprofessional Education Influence Self-Efficacy and Cultural Competence in Pre-Clinical Doctor of Physical Therapy Students?

Does Interprofessional Education Influence Self-Efficacy and Cultural Competence in Pre-Clinical Doctor of Physical Therapy Students?

Interprofessional education in allied health: a systematic review

Celebrating and honouring midwifery in New Zealand

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