Search Results

1 - 10 of 199 items :

  • Clinical Medicine, other x
Clear All
Interprofessionality in the model courses of study for healthcare and nursing professions in North Rhine-Westphalia, Germany / Interprofessionalität in den Modellstudiengängen der Pflege- und Gesundheitsberufe in Nordrhein-Westfalen

Professions, 3(1), 29-36. 10.1515/ijhp-2016-0008 Boettcher A. M. Cording L. Maria Käuper K. Busch S. 2016 Think outside the box – Interprofessional collaboration starts in the mind of teachers International Journal of Health Professions 3 1 29 36 Bundesgesundheitsministerium (2016). Gröhe / Fischbach: “Bessere Versorgung und Beratung von Pflegebedürftigen vor Ort”. Bundesgesundheitsministerium 2016 Gröhe/Fischbach: “Bessere Versorgung und Beratung von Pflegebedürftigen vor Ort” CIHC (Canadian Interprofessional Health Collaborative) (2010). A national

Open access
The meaning of interprofessional education and collaborative practice for the academisation of health professions / Die Relevanz Interprofessioneller Lern- und Arbeitsprozesse im Kontext der Akademisierung der Gesundheitsberufe

Abstract

The academization of health professions is a complex process, whose progress is denoted by the parallelism of different processes. These include for example the setup of scientific disciplines as well as the development of higher education concepts. Meanwhile, entering interprofessional teaching and work processes is demanded. This requirement is a chance and often a concern of specialist development. In this article, interprofessionalism is defined as a social construct and distinct object of research that is a crucial requirement for the academisation of health professions. The engagement with other professions and disciplines as outlined with exemplary processes is relevant for the development of specialist profiles and should be supported.

Decision-Making and Sources of Evidence in Occupational Therapy and Other Health Professions. Evidence-Informed Practice / Entscheidungsfindung und Evidenzquellen in der Ergotherapie und weiteren Gesundheitsberufen. Evidenzinformierte Praxis

Abstract

Contemporary conditions require health professionals both to employ published evidence in their individual practices and as a profession to produce valid evidence of their outcome effectiveness. Heretofore, these two processes of evidence-based practice have often been confounded as one. This theoretical paper separates the two processes into «Evidence-Supported Practice» and «Evidence-Informed Practice.» Each requires a different approach to evidence accumulation and use. Nonetheless, the two processes can and should be interlinked. For external (research) evidence, the research pyramid model values equally the internal and external validity of studies, as both are important for the implementation of external evidence. Furthermore, external evidence must be combined with internal evidence (data generated in the course of interaction with a client) in the decision-making of practitioners. Examples from recent research on occupational therapy practice and literature from several other health professions are cited for illustration. This paper formulates a more comprehensive model for evidence-based practice. From this model follow specific recommendations for practitioners, researchers, and educators in the health professions.

Open access
Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten

to Health Professions Questionnaire (AHPQ) ( Lindqvist et al., 2005b ). Vereinzelt wurden auch studienspezifische quantitative Instrumente zur Stereotypenerfassung eingesetzt ( Bruhn et al., 1964 ; Martin et al., 1967 ; Harris, 1981 ; Ryan & McKenna, 1994 ; Ben Natan, 2009 ). Die wenigen qualitativ-empirischen Erhebungen nutzten für die Datenerhebung entweder halboffene leitfadengestützte Interviews ( Nisbet et al., 2008 ; Ajjawi et al., 2009 ; Derbyshire & Machin, 2011 ) oder offene schriftliche Befragungen ( Boggatz et al., 2010 ). Aufgrund der

Open access
Interprofessional Education of Allied Health Professionals – Perspectives of Experts / Interprofessionelles Lehren und Lernen in den Gesundheitsprofessionen aus Sicht von Experten/-innen

Vergangenheit verschiedene Projekte, welche die Entwicklung und Erprobung interprofessioneller Lehr-Lernformate und deren curriculare Verstetigung zum Ziel hatten (ex. RBS: x http://www.bosch-stiftung.de/content/language1/html/44092.asp ). Aufgrund der strukturellen, inhaltlichen und konzeptuellen Vielfalt dieser interprofessionellen Bildungsangebote ist die Vergleichbarkeit untereinander und eine professions- sowie institutionsübergreifende interprofessionelle Standardisierung im Bereich der gesundheitsberuflichen Bildung erschwert (vgl. RBS & GMA, 2016 ). Um die „erste

Open access
Blind Flight into the eHealth World? Deficits in the education of health professionals hamper process of professionalization. Contribution to the HoGe conference 2018 „Digital learning and teaching“ / Blindflug in die eHealth-Welt? Bildungsdefizite machen Professionalisierungsbemühungen der Gesundheitsberufe zunichte. Beitrag zur HoGe–Tagung 2018 „Digitales Lernen und Lehren“

mehr, nur Krankheiten zu behandeln. Die systemischen Ursachen erfordern systemische Antworten, über die Professions- und Systemgrenzen hinweg, interprofessionell koordiniert an den kritischen Schnittstellen, ko-produktiv mit kompetenten Patienten/-innen und deren Selbstbestimmungsrecht respektierend – und wirksam, wirtschaftlich, zweckmäßig sowie mit Augenmaß für das Notwendige und die Lebensqualität. Ansätze dazu zeigen sich z. B. in normativen Initiativen im Kontext der Choosing-Wisely-Bewegung ( http://www.choosingwisely.org) , in Deutschland getragen von der

Open access
Challenges and facilitators for health practitioners and academics engaging in collaborative research and publication: A systematic review / Herausforderungen und Förderfaktoren für gemeinsame Forschung und wissenschaftliche Publikation von Angehörigen verschiedener Gesundheitsberufe aus Praxis und Forschung: ein systematischer Review

research and integration of research-based knowledge into practice requires considerable time, significant intellectual effort and support ( Eraut, 1994 ). When considering the relationship between different professional contexts and views of academics and practitioners on research, knowledge development and knowledge use, Eraut (1985) offered a classic and yet very current observation: “in some professions nearly all new practice is both invented and developed in the field, with the role of academics being confined to that of dissemination, evaluation and post

Open access
Cultural adaption and validation of the German version of the diagnostic thinking inventory (DTI-G) / Ein Instrument zur Erhebung diagnostischer Kompetenz: Validierung und kulturelle Adaptation des Diagnostic Thinking Inventory (DTI-G)

carried out. Application of the DTI-G The DTI-G is a reliable and valid inventory for use with German physiotherapists. It can be used to evaluate teaching concepts and improve diagnostic thinking in physiotherapy. This study focused on the validation of the DTI-G only for physiotherapists. Thus, the instrument should not be used for research in other professions. Recommendations for future research Further research is necessary to evaluate convergent and divergent validity and validate the DTI-G for other health professions. In addition, sensitivity to

Open access
The inverted classroom in health care – learner in the focus of digital change. Contribution to the HoGe conference 2018 „Digital learning and teaching“ / Der Inverted Classroom in den Gesundheitsberufen – Lernende im Fokus des digitalen Aufbruchs. Beitrag zur HoGe-Tagung 2018 „Digitales Lernen und Lehren“

Gabler Talbert, R. (2017). Flipped Learning. A Guide for Higher Education Faculty. Sterling, Virginia: Stylus. Talbert R. 2017 Flipped Learning. A Guide for Higher Education Faculty Sterling, Virginia Stylus Tolks, D., Schäfer, C., Raupach, T., Kruse, L., Sarikas, A., Gerhardt-Szép, S., Kllauer, G., Lemos, M., Fischer, M. R., Eichner, B., Sostmann, K., & Hege, I. (2016). An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions. GMS journal for medical education, 33(3), Doc46

Open access
Strengthening emotional and social competence: undergraduate health professions students / Stärkung emotionaler und sozialer Kompetenzen bei Bachelorstudierenden in Gesundheitsberufen

Abstract

Emotional and social competencies are important skills to cultivate in developing leaders. This study examined pre-post findings from the Hay Group Emotional and Social Competence Inventory among 18 undergraduate students enrolled in a leadership programme while they concurrently completed their traditional academic courses. Correlations and paired t-tests were conducted using Statistical Package of Social Sciences 20.0 for data analysis. Statistical significance was found in students’ self-assessed functional behaviour in a number of competencies - emotional self-awareness, positive outlook, empathy, organisational awareness, coach and mentor, systems thinking, and pattern recognition. Pedagogical strategies that intentionally focus on development of emotional and social competencies aid in students’ abilities to understand, internalise, and make use of skills essential to a variety of leadership roles, specifically, how they are able to relate effectively with others. Graduating students who are better prepared to serve in leadership roles - on teams and in the community are an investment in the future of healthcare.

Open access