Inter-professional education: Healthcare students' experiences

Wyk, Heila van; Beer, Marianne de

doi:10.17159/231-3833/1017/v47n2a6

Cited by 8 publications

(7 citation statements)

References 21 publications

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“…Information is shared during in-service training, ward rounds, and internal communication channels. This is consistent with studies in which working in an MDT has been highlighted as beneficial to ensure consistency in the neonate's care 15,[44][45][46] . Information to support the infant and parent was acquired through working in the NICU and from other sources such as referral forms, admission booklets, interviews with the parent and the South African DOH Road to Health booklet, which consists of an immunisation schedule, developmental and growth monitoring as well as other health information for infants and young children.…”

Section: Discussionsupporting

confidence: 88%

Integrated knowledge-translation in occupational therapists working with high-risk infants in South Africa: An explorative qualitative inquiry

Dawood,

Govender,

York

et al. 2023

S. Afr. j. occup. ther.

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BACKGROUND: This qualitative study explored the knowledge to practice gaps of occupational therapists who have a vital role in neurodevelopmental supportive care for high-risk infants METHODS: Via purposive sampling, 17 therapists working in public health in South Africa were recruited to participate in virtual focus groups. Data were thematically analysed using a hybrid approach FINDINGS: Five themes emerged, which included (i) occupational therapy and neonatal care in the public health sector, (ii) knowledge acquisition and knowledge synthesis, (iii) knowledge translation and utilisation, (iv) contextual barriers and adaptation and (v) the ideal occupational therapist in the ideal neonatal setting. Facilitators, inhibitors, referrals, and interest in occupational therapy neonatal care were also highlighted CONCLUSIONS: Knowledge to practice gaps in occupational therapy include insufficient training, a decreased interest in neonatal care, staff shortages, multi-disciplinary team rotations and a reduced understanding of the professional role and scope of occupational therapy. Resources, training, and policy development appear to be necessary to inform a standard of care Implication for practice The role of the occupational therapist in supporting high risk infants is generally limited and remains somewhat unknown in current South African contexts. It is essential to identify knowledge-to-practice gaps for occupational therapists supporting high-risk infants in the public health sector for successful implementation of neurodevelopmental supportive care. By the exploration of practitioner opinions and insight through appreciating the role of the occupational therapist in managing high risk infants, contextually specific and relevant knowledge translation interventions may be developed and implemented which have implications for evidence-based practice and more successful outcomes in the high-risk infant.

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Section: Discussionsupporting

confidence: 88%

Integrated knowledge-translation in occupational therapists working with high-risk infants in South Africa: An explorative qualitative inquiry

Dawood,

Govender,

York

et al. 2023

S. Afr. j. occup. ther.

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“…Many of the statements in Table 2 are not specific to podiatry practice. Given that podiatrists may work in multidisciplinary settings [ 31 , 32 ], this offers the opportunity for interprofessional pre-registration education, embedding the benefits of teamwork, collaboration, family centred care and social and professional learning, whilst possibly easing pressure on curriculum resources [ 33 , 34 ].…”

Section: Discussionmentioning

confidence: 99%

A step in the right direction: Delphi consensus on a UK and Australian paediatric podiatry curriculum

et al. 2022

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Background Previous research shows considerable variation in pre-registration paediatric podiatry curricula, and thus the clinical skills realised prior to graduation. Whilst pre-registration training is guided by regulatory bodies, these high level principles only refer briefly to standards in paediatric practice. An estimated 9% of podiatry caseloads in the United Kingdom (UK) and Australia are dedicated to paediatric service provision. Therefore, it is imperative that curricula support the consistent development of paediatric practice enabling newly registered podiatrists to work safely and effectively with children. Given that the global healthcare work force provides unique opportunities to explicitly align international curricula, the aim of this study was to determine the priorities for a UK and Australian binational pre-registration paediatric podiatry curriculum. Methods A four round modified Delphi design was employed to ascertain consensus and agreement of a panel of experts with a special interest in paediatrics working in the UK and Australia. Round 1 contained open questions designed to promote diverse responses on the broad topics of lecturer experience and curriculum organisation and delivery. The answers from Round 1 were developed, through content analysis, into a series of statements presented to the panel for agreement in Rounds 2, 3 and 4. Results Of the 297 statements generated following Round 1, 183 were accepted and 114 rejected by the end of Round 4. 109 of the accepted statements related to curriculum content. Participants also agreed on areas relating to lecturer experience, clinical education, and assessment of paediatric skills. Conclusions This study is the first of its kind to describe elements of a curriculum for pre-registration podiatry training. The recommendations highlight opportunities that education providers can work towards during curriculum design. They also emphasise the collaboration that is needed between professional bodies, clinicians and higher education institutions when defining guidelines and expectations for paediatric specific skills.

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“…IPE is an educational strategy that allows healthcare students to learn and work together more efficiently ( Bloomfield et al, 2021 ; Mei-Chi et al, 2022), thus improving the overall quality of healthcare ( van Wyk and de Beer, 2017 ). To evolve productively, IPE must be extensively implemented in all healthcare professions ( Baird et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring the awareness, attitude, and inclination of healthcare students towards interprofessional education: A cross-sectional study in Saudi Arabia

Makeen,

Meraya,

Alqahtani

et al. 2023

Saudi Pharmaceutical Journal

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Inter-professional education: Healthcare students' experiences

Cited by 8 publications

References 21 publications

Integrated knowledge-translation in occupational therapists working with high-risk infants in South Africa: An explorative qualitative inquiry

Integrated knowledge-translation in occupational therapists working with high-risk infants in South Africa: An explorative qualitative inquiry

A step in the right direction: Delphi consensus on a UK and Australian paediatric podiatry curriculum

Exploring the awareness, attitude, and inclination of healthcare students towards interprofessional education: A cross-sectional study in Saudi Arabia

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