Using operative models (ICF and CBR) within an interprofessional context to address community needs

Rhoda, Anthea; Waggie, Firdouza; Filies, Gerard C.; Frantz, José M.

doi:10.7196/ajhpe.2016.v8i2.850

Cited by 7 publications

(6 citation statements)

References 3 publications

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“…lww.com/PHM/B985). 6 These components are health, education, livelihood, social, and empowerment. The WHO-CBR guidelines synthesize 30 yrs of CBR experiences from stakeholders in 29 countries and have proven effective for lowand high-income countries.…”

Section: What Is Newmentioning

confidence: 99%

A novel application of the World Health Organization Community-Based Rehabilitation matrix to understand services’ contributions to community participation for persons with traumatic spinal cord injury: A mixed methods study

Raha

Yip

et al. 2023

Am J Phys Med Rehabil

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Purpose The aim of the study is to use the World Health Organization community-based rehabilitation matrix for understanding services’ contributions to foster community participation for people with traumatic spinal cord injury. Methods This study used a convergent mixed-methods design with a quantitative arm describing the frequency with which services contributed to 22 of the community-based rehabilitation–matrix elements and a qualitative arm involving document reviews and stakeholder interviews. Results were integrated following Onwuegbuzie and Teddlie’s method (i.e., quan + QUAL). Results Twenty of the 22 (91%) of the World Health Organization community-based rehabilitation elements were addressed by traumatic spinal cord injury services. Five types of services were identified. Integrated results showed that the strengths of traumatic spinal cord injury services were as follows: (1) comprehensiveness; (2) essential medical services publicly funded; (3) numerous social protections available; and (4) highly active community-based organizations. Identified opportunities to improve these services were as follows: (1) increase specificity for traumatic spinal cord injury and (2) increase communication and integration among services. Conclusions Services available for people with traumatic spinal cord injury in the province studied address most of the elements of the World Health Organization community-based rehabilitation matrix. However, lack of cohesion between services could create gaps that hinder community participation. Addressing these gaps could improve the quality of life and outcomes of people with traumatic spinal cord injury.

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Section: What Is Newmentioning

confidence: 99%

A novel application of the World Health Organization Community-Based Rehabilitation matrix to understand services’ contributions to community participation for persons with traumatic spinal cord injury: A mixed methods study

Raha

Yip

et al. 2023

Am J Phys Med Rehabil

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“…While it became clear that academics were knowledgeable of the concepts related to IPE and CP, they recommended the use of a framework to facilitate further understanding of the process. It became evident that the use of frameworks is beneficial, assisting students to identify community needs and thus plan collaborative projects to address these needs, as highlighted in the short report by Rhoda et al [6] Although the students supported the use of frameworks, they requested earlier exposure to them before entering the clinical setting. [7] Senior students from the various departments in the FCHS engage in a cocurricular interprofessional learning activity on campus, namely a world café teaching strategy, to facilitate development of IPE competencies.…”

Section: Editorialmentioning

confidence: 99%

Introducing interprofessional education, practice and research in a higher education setting

Rhoda

2016

AJHPE

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EditorialEngaging across professions in teaching and practice facilitates improved abilities by students to address the health needs of society.[1] Universities worldwide have therefore integrated learning outcomes and teaching acti vities related to interprofessional education (IPE) into their curricula. [2,3] To this end, the Faculty of Community and Health Sciences (FCHS) at the University of the Western Cape has introduced a scaffolded approach, where IPE and collaborative practice (CP) learning activities are presented in the curriculum, as well as cocurricular activities, from first to final year. In addition to the curricular considerations, the Faculty has presented a number of development activities to ensure that academics are equipped with the knowledge and skills to act as facilitators in IPE and CP student activities.[4] A successful grant from the National Research Foundation facilitated the implementation of an interdisciplinary communityengaged research project, which explored the needs of a rural community. In this AJHPE supplement on IPE and interprofessional practice and research, we share the experiences of both academics and students, with IPE and CP interventions implemented in the FCHS. The experiences of applying a communitybased participatory research approach are also presented in this supplement. Thus, a holistic approach to scholarship is presented that integrates teaching, research and community engagement.Julie et al. [5] explored academics' knowledge and experiences with IPE and CP. While it became clear that academics were knowledgeable of the concepts related to IPE and CP, they recommended the use of a framework to facilitate further understanding of the process. It became evident that the use of frameworks is beneficial, assisting students to identify community needs and thus plan collaborative projects to address these needs, as highlighted in the short report by Rhoda et al. [6] Although the students supported the use of frameworks, they requested earlier exposure to them before entering the clinical setting. [7] Senior students from the various departments in the FCHS engage in a cocurricular interprofessional learning activity on campus, namely a world café teaching strategy, to facilitate development of IPE competencies. In the exploration of the students' views on world cafés, Filies et al. [8] found they facilitated students' knowledge about the roles of the different professionals as well as what working in interprofessional teams entails. The students who attended the world cafés also mentioned that the use of authentic learning activities would assist in the development of the skills needed to function in the clinical setting. The IPE activities, which were provided across departments in the FCHS, focused on facilitating the development of core competencies among students. Manilall and Rowe [9] report on the development of collaboration as a competency as part of the physiotherapy curriculum. These authors found that although lecturers and students had a good understa...

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“…Shared communication strategies and frameworks for patient management have been recommended as a curricular strategy to enhance team-based care as an essential core competency in IPE (Cahill et al 2013;Rhoda et al 2016). The International Classification of Functioning, Disability and Health (ICF) is one such framework that has been identified as a strategy to facilitate communication and promote collaborative engagement in the health care system and is recommended during undergraduate training (Moran et al 2020;Volmink 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The ICF Framework has been officially approved by 191 member states of the WHO worldwide, including South Africa, as the international standard for measuring health and disability at both individual and population levels (WHO 2001). In South Africa, the ICF Framework is used by institutions of higher education to facilitate holistic understanding and management planning of persons with disability by health care professionals and health sciences students from more than one university (Kloppers et al 2015;Rhoda et al 2016). Apart from its clinical and research application, the ICF Framework has been identified and successfully used as a strategy to promote holistic patient management and interprofessional collaboration not only with UG students in South Africa (Allan et al 2006;Jelsma & Scott 2011;Kloppers et al 2015;Rhoda et al 2016;Snyman, Von Pressentin & Clarke 2015) but also with clinicians working in the African public sector (Hall & Visagie 2020;Sagahutu 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Using the ICF Framework in the context of interprofessional engagement may assist students and health professionals in identifying the challenges experienced by individuals and communities and the need for a collaborative team approach to care (Rhoda et al 2016). Using the ICF as a conceptual framework to promote IPECP is advocated in the latest consensus report for health professions education in South Africa (Volmink 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

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Using operative models (ICF and CBR) within an interprofessional context to address community needs

Cited by 7 publications

References 3 publications

A novel application of the World Health Organization Community-Based Rehabilitation matrix to understand services’ contributions to community participation for persons with traumatic spinal cord injury: A mixed methods study

A novel application of the World Health Organization Community-Based Rehabilitation matrix to understand services’ contributions to community participation for persons with traumatic spinal cord injury: A mixed methods study

Introducing interprofessional education, practice and research in a higher education setting

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

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