Healthcare students as innovative partners in the development of future healthcare services: An action research approach

Norbye, Bente

doi:10.1016/j.nedt.2016.06.021

Cited by 11 publications

(22 citation statements)

References 7 publications

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“…OT= occupational therapy student, P= physiotherapy student, M= medical student and N= nursing student. The facilitator of the IPE placement provided the students the task of interprofessional collaboration in patient care and the opportunity to shape how they did it without any interference or suggestions from the clinical staff (Norbye, 2016). The students determined how to engage in the interprofessional collaboration themselves based on their personal knowledge and experiences at the time.…”

Section: The Interprofessional Student Placementmentioning

confidence: 99%

Interprofessional student meetings in municipal health service - Mutual learning towards a Community of Practice in patient care

Gudmundsen

Norbye

Dahlgren

et al. 2018

Journal of Interprofessional Care

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Mutual engagement is fundamental in interprofessional collaboration. This paper investigated how mutual engagement evolves in interprofessional student meetings when medical, nursing, occupational therapy and physiotherapy students shape their own collaboration and learning in patient care. We conducted a qualitative study with an ethnographic design. The data material consists of 200 hours of observations across nine student groups and two informal conversations with each student group during a two-week clinical placement in the period of 2014-2015. The interprofessional student meetings and the informal conversations were audio recorded, and field notes were prepared from our observations of the student activities. In the data analysis, we relied on an interpretative thematic analysis and used the sociocultural theory of learning as an interpretative framework. The analysis showed that mutuality evolved through three types of mutual engagement: facilitating interactions, actual interactions and clarifying further interactions. In conclusion, complex mutual engagement in patient care evolved and was maintained in interprofessional student meetings when the students had an explicit opportunity to shape their own interprofessional collaboration and learning. The students' opportunity to shape the interprofessional collaborative practice in patient care themselves appeared to be a criterion for success.

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Section: The Interprofessional Student Placementmentioning

confidence: 99%

Interprofessional student meetings in municipal health service - Mutual learning towards a Community of Practice in patient care

Gudmundsen

Norbye

Dahlgren

et al. 2018

Journal of Interprofessional Care

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“…Literature suggests that forums are a compelling format that can easily be embedded in delivery models for IPE. 30,31 They can help to support teachings in didactic or experiential coursework by introducing and/or reinforcing topics through guided group discussion. 30,31 Interprofessional symposia permit pedagogical creativity through thematic approaches that address specific populationbased health issues.…”

Section: Hdcc In Interprofessional Educationmentioning

confidence: 99%

Strategies for Incorporating Health Disparities and Cultural Competency Training into the Pharmacy Curriculum and Co-curriculum

Drame

Gibson

Nonyel

et al. 2022

American Journal of Pharmaceutical Education

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Objective. To detail strategies reported in the literature for strengthening both health disparities and cultural competency (HDCC) instruction within various portions of pharmacy curriculum and co-curriculum.Findings. An appraisal of current strategies for incorporation of HDCC into each aspect of the pharmacy curriculum and co-curriculum revealed a paucity of literature describing processes for incorporation of both health disparities (HD) and cultural competency (CC) teaching throughout the pharmacy student's experience. Classroom strategies involved a single or series of courses in HDCC. Activities found to be effective involved case-based and community engagement exercises. Described recommendations for experiential education included preceptor development in areas of HDCC in order to assess student understanding of health disparities concepts, increasing student engagement with diverse patient populations, and implementation of cross-cultural communication models at clinical sites. Co-curricular and interprofessional (IPE) portions of pharmacy training were found to permit greater methodological flexibility, as they often confronted fewer time or space constraints than classroom endeavors. Documented methods for teaching of HDCC within co-curricular and IPE experiences included service learning, study abroad, symposia, and forums. Summary. Findings suggest that conceptual frameworks for HDCC should be utilized throughout the pharmacy curriculum, with learning activities mapped to relevant pharmacy education standards to ensure coverage of important practice competencies. Best practices also involve the use of contemporary tools, strategies, and resources from a crosssection of disciplines that provide opportunities for learners to correct misconceptions and biases through active situational problem-solving.

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“…The development of cross-disciplinary cooperation in the medical profession can develop common situational cognition. The action research method is the basis for this transformation, which integrates and transforms the knowledge of different specialties, changing the final practice through cooperation, communication, responsibility sharing, process improvement, and other methods [ 26 ]. PAR can promote the coordination of the interests of all the participants in the action research, give voice to patients, and take into account the equality of the interests of all parties in the research process [ 27 ].…”

Section: Literature Reviewmentioning

confidence: 99%

To Develop Health Education Tools for Nasogastric Tube Home Caring Through Participatory Action Research

Lin

Shi

2020

Healthcare

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Medical institutions provide guidance on caring skills for home caregivers. Oral teaching is combined with graphical tools in a method that has been proved to be an effective way of quickly mastering home caring skills and promotes effective learning for home caregivers. The graphic design and operation contents of this method are constantly revised through interviews and observations, and by carrying out home care application graphics it forms a spiral structure of Plan–Do–Study–Act (PDSA) participatory action research (PAR). In the three cycles of the operation of PDSA PAR, the designers accurately create graphics of the caring details based on the nurses’ demonstrations and develop health education tools that are suitable to provide continuous assistance and services in real-life situations. PAR combined with PDSA, in each of the three cycles of the operation—design personnel, medical personnel and home caregiver personnel, respectively—as the lead roles, guide the planning decisions for PAR. This study is a reference for the improvement and development of medical graphics for health education tools to improve accuracy.

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Healthcare students as innovative partners in the development of future healthcare services: An action research approach

Cited by 11 publications

References 7 publications

Interprofessional student meetings in municipal health service - Mutual learning towards a Community of Practice in patient care

Interprofessional student meetings in municipal health service - Mutual learning towards a Community of Practice in patient care

Strategies for Incorporating Health Disparities and Cultural Competency Training into the Pharmacy Curriculum and Co-curriculum

To Develop Health Education Tools for Nasogastric Tube Home Caring Through Participatory Action Research

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