Māwhai: Webbing a professional identity through networked interprofessional communities of practice

Mentis, Mandia; Holley-Boen, Wendy; Butler, Philippa; Kearney, Alison; Budd, Julia; Riley, Tracy; MacArthur, Jude; Dharan, Vijaya; Bevan-Brown, Jill

doi:10.1016/j.tate.2016.08.008

Cited by 19 publications

(11 citation statements)

References 21 publications

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“…PT students felt insecure in their professional role without conducting a proper structural examination alone with the client and questioned interprofessional achievement. McNair (2005) argues that the effort to maintain control over a distinct body of knowledge can create a significant barrier to effective relationships with other professions and with clients. When students struggled to cope with boundaries between different perspectives and practices, they tended to work within their own uni-professional silos to ensure their common goals, language, and approaches (Akkerman & Bakker, 2011a).…”

Section: Discussionmentioning

confidence: 99%

“…The students bring a wide range of professional culture, knowledge, and competencies into practice based on their values, unique practical skills, and role in health care (Lindh Falk, 2016;Mentis et al, 2016). McNair (2005) argues that the effort necessary to gain individual control over a distinct body of knowledge can create a significant barrier to effective relationships with clients and other professions.…”

Section: Professions and Boundary-crossingmentioning

confidence: 99%

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Boundary-crossings among health students in interprofessional geropsychiatric outpatient practice: Collaboration with elderly people living at home

Jentoft

2020

Journal of Interprofessional Care

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This qualitative research explores interprofessional learning among health students within a mental health outpatient setting. The focus is on how they manage to establish a boundary-crossing community of practice. Six final year students from medicine, occupational, and physical therapy, divided into two groups, visited elderly clients living at home on two occasions. Based on an assessment of the client, they had to consider suitable health and social initiatives to enhance quality of life, health outcomes, and wellbeing. The students then had to produce a jointly written health record documenting their professional and interprofessional evaluations. Two facilitators participated in the home visits and documented them through field notes. Focus group interviews conducted before and after the home visits and at the final seminar, together with health record documents, were audio-taped, coded, and thematically analyzed. Iterative reflexive analysis combined the findings with relevant research and theory from social and experiential learning. The findings show how boundary-crossing strengthened client-centeredness and students' knowledgeability, and how the intervention became more beneficial and qualitative. New insights were obtained from reflecting on and discussing professional stereotypes, identity, and roles. Writing the health record together enabled the students to reach a common ground.

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Section: Discussionmentioning

confidence: 99%

Section: Professions and Boundary-crossingmentioning

confidence: 99%

Boundary-crossings among health students in interprofessional geropsychiatric outpatient practice: Collaboration with elderly people living at home

Jentoft

2020

Journal of Interprofessional Care

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“…• a practice orientated environment with members as practitioners developing a shared repertoire of resources that include helpful tools to archive and curate information. Practice implies knowledge of, and engagement with, a domain to advance knowledge construction (Mentis et al, 2016). Practice implies doing, and not just dreaming about the idea.…”

Section: Learning Design Meets Communities Of Practicementioning

confidence: 99%

Designing for vibrant and robust Communities of Practice in blended learning environments

Batchelor

2020

PiE

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This paper provides insight into the thinking that informed the design of a programme delivered in blended learning mode with the explicit intent to establish a learning environment conducive to the development of vibrant and robust communities of practices (CoPs). Within the higher education context, the explicit articulation of learning design principles as derived from theory is not often offered for dissemination and are regarded as implicit to programme development. This paper begins by exploring the association between CoPs and learning design; considers various approaches to blended learning; offers a blended learning programme as an exemplar for interrogation and then presents learning design principles that informed the development of vibrant and robust CoPs within the blended learning programme. Placing CoPs central to the design of the blended learning programme afforded students an authentic learning experience with an opportunity to make design decisions explicit, thereby contributing to the overall impact of the programme in the education sector. Four emerging learning design principles that underpin the design decisions in this programme are offered for interrogation: provide opportunities to model professional behaviour; develop social foundations from which to build the CoP; sustain guided and self-regulated learning; and realign and reinforce the course objectives. Drawing from the knowledge gained in their vibrant and robust CoPs, institutional leaders -as students in this programme -embraced new models of professional development to bring sustainable change at schools in all districts across South Africa.

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“…Kegiatan pengarahan dengan metode experiential learning pada kelompok praktisi perawat dapat memberi hasil yang lebih baik. Hal tersebut dapat mengefektifkan komunikasi yang terjalin sesama anggota komunitas praktisi sehingga dapat meningkatkan pembaharuan informasi (Mentis et al, 2016). Experiential learning juga dapat meningkatkan pengetahuan, keterampilan dan kepercayaan diri seseorang sehingga berdampak pada peran seseorang dalam profesinya menjadi lebih baik (Omer, et al, 2017).…”

Section: Hasilunclassified

Peningkatan Melek Kesehatan Perawat Melalui Pengarahan Kepala Ruang Menggunakan Program Internalisasi Hasil Evaluasi Belajar Perawat

Munezarah¹,

Handiyani²,

Nuraini³

2019

Jurnal Keperawatan Indonesia

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Melek kesehatan (health literacy) sangat penting bagi keselamatan perawat. Rendahnya melek kesehatan perawat merupakan salah satu faktor yang berperan pada insiden cedera jarum suntik pada perawat di rumah sakit. Upaya mengoptimalkan melek kesehatan perawat dapat dilakukan melalui pengarahan yang inovatif, yaitu melalui program internalisasi hasil evaluasi belajar perawat (Pin Hebat). Penelitian ini bertujuan menguji pengaruh Pin Hebat terhadap melek kesehatan perawat, melalui metode penelitian pre-eksperiment dengan perbandingan kelompok statis (static group comparison). Teknik pengambilan sampel menggunakan consecutive sampling, dengan sampel 88 perawat perawat pelaksana. Perawat pelaksana pada kelompok intervensi dinilai melek kesehatannya sesudah dilaksanakan pengarahan oleh kepala ruangan menggunakan Pin Hebat. Pada waktu yang sama kelompok kontrol langsung di nilai melek kesehatannya tanpa diberikan intervensi. Hasil penelitian dianalisa menggunakan Independen t tes menunjukkan bahwa ada perbedaan yang bermakna pada melek kesehatan perawat pelaksana (p= 0,001) setelah diterapkan pengarahan menggunakan Pin Hebat. Pengarahan kepala ruang menggunakan Pin Hebat memberi dampak pada melek kesehatan sebesar 27%. Adanya penetapan kebijakan pelaksanaan pengarahan menggunakan Pin Hebat oleh kepala ruang di rumah sakit sangat dibutuhkan agar dapat dilaksanakan secara berkelanjutan. Kata kunci: melek kesehatan, pengarahan, pin hebat

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Māwhai: Webbing a professional identity through networked interprofessional communities of practice

Cited by 19 publications

References 21 publications

Boundary-crossings among health students in interprofessional geropsychiatric outpatient practice: Collaboration with elderly people living at home

Boundary-crossings among health students in interprofessional geropsychiatric outpatient practice: Collaboration with elderly people living at home

Designing for vibrant and robust Communities of Practice in blended learning environments

Peningkatan Melek Kesehatan Perawat Melalui Pengarahan Kepala Ruang Menggunakan Program Internalisasi Hasil Evaluasi Belajar Perawat

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