7,045 research outputs found

    A virtual practice community for student learning and staff development in health and social work inter-professional education. Mini-project evaluation report.

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    Interprofessional education (IPE) has been widely advocated and developed as a means to encourage effective collaboration in order to improve public sector services. An IPE curriculum was introduced at Bournemouth University from 2005 for all nursing branches, midwifery, occupational therapy, physiotherapy, operating department practice and social work students (n=600). Challenges of this ambitious and large scale project included facilitating meaningful interprofessional learning while balancing structural complexities of professional body requirements and the logistics of large student numbers and multi-site teaching. A web-based simulated community was created, known as Wessex Bay, as a learning resource to facilitate interprofessional learning around case scenarios. An evaluation of student and staff experiences of IPE over two years, focusing principally on the use of technology in the education process was implemented. Student and staff data were collected via e-surveys, focus groups and open-ended questionnaires with additional feedback from external reviewers specifically on Wessex Bay. Qualitative data were subjected to thematic analysis. Whilst the findings are not claimed to be representative, they provide a rich insight into student and staff experiences of technology enhanced learning in IPE. The richness and complexity of data has led to a number of project outcomes with wide-ranging implications for interprofessional education. This research has led to the identification of three major territories of praxis in which individuals, both students and tutors, are operating in IPE, namely professional differences and identity, curriculum design and learning and teaching strategies, and technology enhanced learning. For the purposes of this report, we will discuss the findings related to student and staff experiences of technology enhanced learning in IPE. The evaluation of the findings highlighted three issues; the level of student and staff knowledge and skill in using learning technologies impacted significantly on learning; there was a need to capitalise on the use of web-based learning resources by increasing interactivity within the scenarios; and finally student and staff experiences of the learning resources was enhanced by a positive learning culture to facilitate creative use of materials. All project aims and objectives were met, and whilst more focused staff and student development in using learning technology is required, a culture of working interprofessionally among students and academic staff has begun to develop, leading to the sharing of ideas about content and learning processes. Recommendations resulting from the project include the introduction of assessed development of student and staff learning technology skills; development of more interactive web-based learning embedded within the case scenarios; and streamlining of the scenarios to provide fewer, but more developed, cases

    A Virtual Practice Community for Student Learning and Staff Development in Health and Social Work Inter-Professional Education; Changing Practice Through Collaboration

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    This Mini Project has been funded by the Health Sciences and Practice Subject Centre of the Higher Education Academy Available on-line at HEA website: http://www.health.heacademy.ac.uk/publications/miniproject/scammell08.pd

    Interprofessional Education in a Pharmacy Context: Global Report 2015

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    Many global organisations — for example the World Health Organization (WHO) and the World Health Professions Alliance (WHPA) — in addition to national bodies, have endorsed statements promoting the importance of collaborative practice in healthcare provision. When medicines are part of a prevention or treatment plan, a pharmacist is essential to providing the best quality of patient care with a special focus on ensuring responsible use of medicines; hence collaborative practice should be seen as critical to developing pharmaceutical roles in healthcare systems. Both WHO and FIP have agreed that interprofessional education (IPE) is a foundation that leads to a collaborative, practice-ready workforce, and collaborative practice leads to a strengthened healthcare system, resulting in improved patient health outcomes. IPE is, therefore, a key strategy for initial and continuing professional education and training. IPE efforts should, ideally, involve both future and present healthcare workers, and should begin before registration or licensing and persist through the course of the career via continuing professional development (CPD). Although healthcare professionals and researchers are becoming more focused on IPE and its potential impact, there is still a lack of strong evidence supporting a positive impact on health processes and patient outcomes. The WHO, in collaboration with partners and countries, is in the process of rolling out guidelines for IPE through a series of methods, including social media and a web portal on transformative education featuring global case studies as well as activities by subject matter experts (http:// whoeducationguidelines.org /). At country level, activities continue as part of priority setting of education and training activities in human resources for health among all health professionals. Professional leadership bodies, accreditation agencies and regulators see incorporating IPE as a key policy thread in their strategic policy; formation and collaboration between these agencies is becoming more common. This FIP Education report presents a collection of case studies and examples that reflect innovation and creativity centred on IPE. These case studies highlight diverse approaches and show that IPE is becoming a more mainstream education activity for students, trainees, and practitioners worldwide. Still, FIPEd acknowledges the limited evidence and evaluation regarding the long-term impact of IPE initiatives. This suggests that it is needed to continue to follow projects such as those highlighted here and also encourage stronger interprofessional dialogue about monitoring and evaluation methods

    An overview of the nature of the preparation of practice educators in five health care disciplines

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    Practice education is a core element of all educational programmes that prepare health care professionals for academic award and registration to practice. Ensuring quality and effectiveness involves partnership working between Higher Education Institutions (HEI’s) and health care providers, social care communities, voluntary and independent sectors offering client care throughout the United Kingdom and Republic of Ireland. Clearly practitioners who support, supervise and assess learners for entry to their respective professions need to be well prepared and supported in their roles as practice educators. However it would appear that the nature of this support and preparation varies across disciplines and that good practice is not easily shared. With this in mind, the Making Practice Based Learning Work (MPBLW) project aims to make practitioners more effective at supporting and supervising students in the workplace across a range of health care disciplines namely Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiology. The Department of Employment and Learning (Northern Ireland) and the Higher Education Funding Council for England has funded this collaborative project involving staff from Ulster, Northumbria and Bournemouth Universities. The outcomes for each phase of the project are: Phase One: • Identify and document good practice on how practitioners are prepared for their educational role. Phase Two: • Develop and evaluate learning materials for use by practitioners across five health care disciplines. • Make learning materials available in a number of efficient media, e.g. paper, electronic, CD-ROM and web-based. • Develop a programme applicable to interprofessional and uniprofessional contexts. • Widen access for a multicultural workforce. Phase Three: • Embed best educational practice through the establishment of an academicpractitioner network. • Disseminate a range of materials and processes across the wider academic and health and social care communities

    INTERPROFESSIONAL EDUCATION MODEL FOR SPORT SECURITY PROFESSIONALS IN TURKEY

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    Sport Security Professionals are entrsuted with maintaining peace, security and protecting human rights and freedoms in the sport areas. In pursuance of this, security agencies and professionals are to prevent crime and fight against it in cooperation and coordination with both local and international – level security agencies. To achieve this, they need practical training rather than theoretical one in not only prevocational training, but also in on- the- job training. In this study, it is recommended to apply interprofessional educational method commonly used in health science to training of the security professional in security science. In this context, it is pointed out how to apply interprofessional education model to prevocational formal education and on-the-job training of security professionals in sport security

    INTERPROFESSIONAL EDUCATION MODEL FOR SPORT SECURITY PROFESSIONALS IN TURKEY

    Get PDF
    Sport Security Professionals are entrsuted with maintaining peace, security and protecting human rights and freedoms in the sport areas. In pursuance of this, security agencies and professionals are to prevent crime and fight against it in cooperation and coordination with both local and international – level security agencies. To achieve this, they need practical training rather than theoretical one in not only prevocational training, but also in on- the- job training. In this study, it is recommended to apply interprofessional educational method commonly used in health science to training of the security professional in security science. In this context, it is pointed out how to apply interprofessional education model to prevocational formal education and on-the-job training of security professionals in sport security

    Social innovation to address offender mental health: building social relations between the mental health systems and criminal justice systems,

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    Offender mental ill-health is a major societal challenge. Globally, there are unacceptably high numbers of people with mental health conditions in contact with the criminal justice system with up to 9 out of every 10 prisoners demonstrating signs of at least one mental disorder. This is far higher than the general population average and represents an area of severe health inequality. Social innovation is about taking new knowledge or combining existing knowledge in new ways or applying it to new contexts. These ideas are primarily about creating positive social change, improving social relations and collaborations to address a social demand. Professionals within the mental health and criminal justice systems in the public sector need to collaborate across disciplinary boundaries, and in cooperation with the offenders themselves, to better collaborate and together find socially innovative solutions to the above crisis. This paper applies concepts and theoretical frameworks of social innovation to the context of offender mental health. It explores specifically the coproduction and cocreation of knowledge across disciplinary boundaries of mental health services and criminal justice and the environments and capabilities actors require to promote coproduction and innovative solutions to the above crisis. It ends with the description of an on going empirical study exploring collaboration and innovation between the mental health services and criminal justice in the Norwegian context and explores some of its theoretical and methodological challenges
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