The complexity and diversity of healthcare conditions, as well as the financial and personnel challenges requires effective interdisciplinary collaboration (IDC) among various healthcare professionals (Robert-Bosch-Stiftung, 2011; Robert Koch Institute, 2015). In contrast to the inpatient practice, IDC has not established yet in primary care settings. There is a lack of concrete solutions that illustrate how IDC can be implemented in outpatient practice (Schmitz, Atzeni & Berchtold, 2020). The study aims to present realization possibilities of the IDC among occupational therapists, speech and language therapists and physiotherapists based on case examples from outpatient neurorehabilitation practices. Necessary framework conditions and support factors should be identified from successful applications. In an online focus group, five therapists from three outpatient therapy centers were interviewed about the interdisciplinary measures taking place at their workplace. The therapy centers implemented interdisciplinary team meetings, collaborative target setting and therapy planning as well as co-therapies in their everyday primary care practice. Digital communication channels and the use of digital practice software represent support measures that enable communication independent of location and time. Educational policy changes are needed to impart the corresponding attitudes, knowledge and skills to the healthcare professionals during the vocational training/study. The results of the study show that IDC can be implemented in the outpatient setting under appropriate conditions. Legal requirements are needed to enable the application of interdisciplinary measures through adequate remuneration systems and available time slots. Further calls address content in vocational trainings/studies to provide a basis for readiness and competencies for IDC.
{"title":"Interdisciplinary cooperation in the outpatient practice: results from a focus group interview with occupational therapists, speech and language therapists and physiotherapists / Gestaltung der interdisziplinären Zusammenarbeit in der ambulanten Therapie: Resultate eines Fokusgruppeninterviews mit E","authors":"Maischa Malmendier, Teresa Klas, Christiane Lücking","doi":"10.2478/ijhp-2024-0001","DOIUrl":"https://doi.org/10.2478/ijhp-2024-0001","url":null,"abstract":"\u0000 The complexity and diversity of healthcare conditions, as well as the financial and personnel challenges requires effective interdisciplinary collaboration (IDC) among various healthcare professionals (Robert-Bosch-Stiftung, 2011; Robert Koch Institute, 2015). In contrast to the inpatient practice, IDC has not established yet in primary care settings. There is a lack of concrete solutions that illustrate how IDC can be implemented in outpatient practice (Schmitz, Atzeni & Berchtold, 2020).\u0000 The study aims to present realization possibilities of the IDC among occupational therapists, speech and language therapists and physiotherapists based on case examples from outpatient neurorehabilitation practices. Necessary framework conditions and support factors should be identified from successful applications.\u0000 In an online focus group, five therapists from three outpatient therapy centers were interviewed about the interdisciplinary measures taking place at their workplace. The therapy centers implemented interdisciplinary team meetings, collaborative target setting and therapy planning as well as co-therapies in their everyday primary care practice. Digital communication channels and the use of digital practice software represent support measures that enable communication independent of location and time. Educational policy changes are needed to impart the corresponding attitudes, knowledge and skills to the healthcare professionals during the vocational training/study.\u0000 The results of the study show that IDC can be implemented in the outpatient setting under appropriate conditions. Legal requirements are needed to enable the application of interdisciplinary measures through adequate remuneration systems and available time slots. Further calls address content in vocational trainings/studies to provide a basis for readiness and competencies for IDC.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"34 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction Interprofessional education (IPE) at universities, universities of applied sciences and technical colleges has been offered increasingly for some time. The focus often lies on the students. However, it is rarely questioned whether the teachers have interprofessional skills. Yet they are the ones who (should) impart these skills to the students. This requires certain framework conditions that must be met in order to be able to offer good interprofessional teaching. Research question The study focuses on the question of what is important to teachers in IPE teaching, what competences are associated with it and whether they see themselves as a role model for cooperation between different professions. Methodology Interprofessional courses in Germany were identified with regard to the three professions: physicians, nursing and physiotherapy. By means of 76 completely filled out quantitative surveys, the respondents’ views on interprofessional teaching, competences as well as qualification courses were determined. Results IPE is currently seen as important and necessary, whereas the structured acquisition of competences in this regard is not. Discussion In order to offer good teaching, several factors are necessary: interest in the subject and being a role model. In order to promote exchange between students, learning tasks should be formulated precisely. IPE teachers should be motivated to undergo regular and targeted further training in order to be and remain open to good cooperation with other professions. Conclusion & Outlook IPE teachers should make use of opportunities for further training in pedagogy and didactics as long as no comprehensive interprofessional qualification concepts are available.
{"title":"The role of lecturers in interprofessional education – a survey of lecturers in Germany / Die Rolle von Dozierenden in der interprofessionellen Ausbildung – eine Befragung von Lehrverantwortlichen in Deutschland","authors":"Andreas Schlicker, Jana Ehlers","doi":"10.2478/ijhp-2023-0005","DOIUrl":"https://doi.org/10.2478/ijhp-2023-0005","url":null,"abstract":"Abstract Introduction Interprofessional education (IPE) at universities, universities of applied sciences and technical colleges has been offered increasingly for some time. The focus often lies on the students. However, it is rarely questioned whether the teachers have interprofessional skills. Yet they are the ones who (should) impart these skills to the students. This requires certain framework conditions that must be met in order to be able to offer good interprofessional teaching. Research question The study focuses on the question of what is important to teachers in IPE teaching, what competences are associated with it and whether they see themselves as a role model for cooperation between different professions. Methodology Interprofessional courses in Germany were identified with regard to the three professions: physicians, nursing and physiotherapy. By means of 76 completely filled out quantitative surveys, the respondents’ views on interprofessional teaching, competences as well as qualification courses were determined. Results IPE is currently seen as important and necessary, whereas the structured acquisition of competences in this regard is not. Discussion In order to offer good teaching, several factors are necessary: interest in the subject and being a role model. In order to promote exchange between students, learning tasks should be formulated precisely. IPE teachers should be motivated to undergo regular and targeted further training in order to be and remain open to good cooperation with other professions. Conclusion & Outlook IPE teachers should make use of opportunities for further training in pedagogy and didactics as long as no comprehensive interprofessional qualification concepts are available.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"250 1","pages":"37 - 45"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74354626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Silke Wittmar, M. Barthel, J. Leinweber, B. Borgetto
Abstract During the COVID-19 pandemic, videoconferencing as a synchronous form of telepractice service delivery models received a boost. In Germany, online-only sessions are not a standardised means of healthcare provision, while telepractice is already well established internationally. This study examines videoconferencing in outpatient speech and language therapy during the first period of the COVID-19 pandemic in Germany. The experiences of therapists are reported in this study. For this quantitative study, data were collected by an online survey. Speech and language therapists in Germany were surveyed (n = 816). Data were analysed using descriptive statistics. The results demonstrated that 87% of participants used videoconferencing in the early days of the COVID-19 pandemic. Videoconferencing was conducted with patients of different ages and disorder indications. In their use of videoconferencing, 78% of therapists described benefits. The mentioned benefits and limitations are similar to international findings, showing the potential for synchronous speech and language therapy via videoconferencing. German therapists display a general acceptance of the sustainable use of videoconferencing, and the majority of therapists can imagine transferring videoconferencing to standard healthcare.
{"title":"Outpatient speech and language therapy via videoconferencing in Germany during the COVID-19 pandemic: Experiences of therapists / Videotherapie in der ambulanten Logopädie/Sprachtherapie in Deutschland während der COVID-19 Pandemie: Erfahrungen von Therapeut/innen","authors":"Silke Wittmar, M. Barthel, J. Leinweber, B. Borgetto","doi":"10.2478/ijhp-2023-0001","DOIUrl":"https://doi.org/10.2478/ijhp-2023-0001","url":null,"abstract":"Abstract During the COVID-19 pandemic, videoconferencing as a synchronous form of telepractice service delivery models received a boost. In Germany, online-only sessions are not a standardised means of healthcare provision, while telepractice is already well established internationally. This study examines videoconferencing in outpatient speech and language therapy during the first period of the COVID-19 pandemic in Germany. The experiences of therapists are reported in this study. For this quantitative study, data were collected by an online survey. Speech and language therapists in Germany were surveyed (n = 816). Data were analysed using descriptive statistics. The results demonstrated that 87% of participants used videoconferencing in the early days of the COVID-19 pandemic. Videoconferencing was conducted with patients of different ages and disorder indications. In their use of videoconferencing, 78% of therapists described benefits. The mentioned benefits and limitations are similar to international findings, showing the potential for synchronous speech and language therapy via videoconferencing. German therapists display a general acceptance of the sustainable use of videoconferencing, and the majority of therapists can imagine transferring videoconferencing to standard healthcare.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"25 1","pages":"1 - 10"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89754103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Background Palliative care has always been a field of healthcare in which interprofessional and interdisciplinary cooperation of various healthcare professions is of enormous importance. Home-based palliative care services aim to support family caregivers caring for terminally ill patients at home. Previous studies showed that the quality of collaborative work with palliative services strongly influences the caregivers’ perception of provided services. Purpose This study aimed to investigate how family caregivers experienced the home-based palliative care services “Integrated Palliative Care” (IPB) model in Tyrol. Methods Using a problem-centred interview, 14 former family caregivers were interviewed about their experiences in caring for terminally ill patients supported by IPB services. Interviewees were adult (21+) partners (spouse), daughters/sons, daughters-in-law/sons-in-law or parents of the adult cared-for person living in Tyrol. The transcribed material was subjected to qualitative content analysis. Results The identified overlapping categories were “organization of care”, the “function of professional support as experienced by family caregivers”, “family caregivers’ perception of the quantity and quality of professional help”, and “around death and dying”. Conclusion Our study highlights the importance of efficient collaborative work to enable high standards of palliative care and to decrease caregivers’ burden. Interviewees emphasised the importance of flexible models of palliative care that can address patients’ as well as family caregivers’ needs. Using the avoidance of hospitalization at the end of life and dying in the desired place as criteria to assess the success of home-based care, one can say that the IPB model was successful in the present sample.
背景姑息治疗一直是医疗保健的一个领域，各医疗保健专业的跨专业和跨学科合作非常重要。以家庭为本的姑息治疗服务旨在支持家庭照顾者在家照顾末期病人。以往的研究表明，与姑息治疗合作的工作质量强烈影响照顾者对所提供服务的看法。目的本研究旨在了解蒂罗尔州家庭照护者对以家庭为基础的姑息治疗服务“综合姑息治疗”(Integrated palliative care, IPB)模式的体验。方法采用以问题为中心的访谈法，对14名前家庭照护者进行访谈，了解他们在IPB服务支持下照护临终病人的经历。受访者是成年(21岁以上)伴侣(配偶)、女儿/儿子、儿媳/女婿或居住在蒂罗尔的成年受照顾者的父母。对转录后的材料进行定性含量分析。结果发现重叠类别为“护理组织”、“家庭照顾者体验到的专业支持功能”、“家庭照顾者对专业帮助的数量和质量的感知”和“围绕死亡和临终”。结论:本研究强调了高效的协同工作对于实现高标准的姑息治疗和减轻护理人员负担的重要性。受访者强调了灵活的姑息治疗模式的重要性，这种模式既能满足患者的需求，也能满足家庭照顾者的需求。使用避免在生命结束时住院和在理想的地方死亡作为评估家庭护理成功的标准，可以说IPB模型在本样本中是成功的。
{"title":"Home-based palliative care services from the perspective of family caregivers: an evaluation of the Integrated Palliative Care model in Tyrol / Häusliche Palliativversorgung aus der Sicht der pflegenden Angehörigen - eine Evaluation des Modells Integrierte Palliativversorgung in Tirol","authors":"C. Rungg, Natalia Schiefermeier-Mach","doi":"10.2478/ijhp-2023-0004","DOIUrl":"https://doi.org/10.2478/ijhp-2023-0004","url":null,"abstract":"Abstract Background Palliative care has always been a field of healthcare in which interprofessional and interdisciplinary cooperation of various healthcare professions is of enormous importance. Home-based palliative care services aim to support family caregivers caring for terminally ill patients at home. Previous studies showed that the quality of collaborative work with palliative services strongly influences the caregivers’ perception of provided services. Purpose This study aimed to investigate how family caregivers experienced the home-based palliative care services “Integrated Palliative Care” (IPB) model in Tyrol. Methods Using a problem-centred interview, 14 former family caregivers were interviewed about their experiences in caring for terminally ill patients supported by IPB services. Interviewees were adult (21+) partners (spouse), daughters/sons, daughters-in-law/sons-in-law or parents of the adult cared-for person living in Tyrol. The transcribed material was subjected to qualitative content analysis. Results The identified overlapping categories were “organization of care”, the “function of professional support as experienced by family caregivers”, “family caregivers’ perception of the quantity and quality of professional help”, and “around death and dying”. Conclusion Our study highlights the importance of efficient collaborative work to enable high standards of palliative care and to decrease caregivers’ burden. Interviewees emphasised the importance of flexible models of palliative care that can address patients’ as well as family caregivers’ needs. Using the avoidance of hospitalization at the end of life and dying in the desired place as criteria to assess the success of home-based care, one can say that the IPB model was successful in the present sample.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"13 1","pages":"24 - 36"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84632268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Background and objectives Including parents of preterm infants in family-centered care processes in the neonatal intensive care unit (NICU) requires nurses to have a basic understanding of need-based educational interventions. This paper aims to describe nurses’ subjective views of parents’ education and support needs. Method A qualitative study consisting of six semi-structured interviews was conducted to analyze the subjective perspectives of nurses providing counseling to parents with premature children. The interview material was subjected to content analysis. Results Three main themes were addressed by participating nurses: general and individual parental needs, changes in needs over time, as well as factors that facilitate or hinder nursing care needs assessments. Nurses’ assessment of parental needs is essentially based on their subjective perceptions and lacks systematic procedures. Parent counsellors assume discrepancies between their subjective needs assessment and parents’ actual needs. Participating nurses believed that the central function of their counseling work was to provide continuous, consistent, and coherent communication support to parents throughout the entire duration of their premature infants’ inpatient stay. Conclusion Integrated care concepts in the NICU must actively involve all professional stakeholders in establishing family-centered care. Apart from their subjective professional assessment, nurses should primarily rely on standardized tools to identify parental needs. Such comprehensive needs assessments can ensure a continuous, timely response to parents’ actual needs through educational interventions that offer professional, effective support for parental coping and family well-being.
{"title":"Needs-based educational support for parents in the neonatal intensive care unit - perspectives of parent counsellors / Bedarfsorientierte edukative Unterstützung für Eltern nach einer Frühgeburt aus der Perspektive von Elternberaterinnen","authors":"J. Herzberg, I. Thierfelder, A. Tannen","doi":"10.2478/ijhp-2023-0002","DOIUrl":"https://doi.org/10.2478/ijhp-2023-0002","url":null,"abstract":"Abstract Background and objectives Including parents of preterm infants in family-centered care processes in the neonatal intensive care unit (NICU) requires nurses to have a basic understanding of need-based educational interventions. This paper aims to describe nurses’ subjective views of parents’ education and support needs. Method A qualitative study consisting of six semi-structured interviews was conducted to analyze the subjective perspectives of nurses providing counseling to parents with premature children. The interview material was subjected to content analysis. Results Three main themes were addressed by participating nurses: general and individual parental needs, changes in needs over time, as well as factors that facilitate or hinder nursing care needs assessments. Nurses’ assessment of parental needs is essentially based on their subjective perceptions and lacks systematic procedures. Parent counsellors assume discrepancies between their subjective needs assessment and parents’ actual needs. Participating nurses believed that the central function of their counseling work was to provide continuous, consistent, and coherent communication support to parents throughout the entire duration of their premature infants’ inpatient stay. Conclusion Integrated care concepts in the NICU must actively involve all professional stakeholders in establishing family-centered care. Apart from their subjective professional assessment, nurses should primarily rely on standardized tools to identify parental needs. Such comprehensive needs assessments can ensure a continuous, timely response to parents’ actual needs through educational interventions that offer professional, effective support for parental coping and family well-being.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"20 1","pages":"11 - 23"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84784887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniel F. Rulli, Vinoothna Bavireddy, Laura Smith, M. Gross, Debra Mattison, M. Fitzgerald, T. Bishop, Nicole E. Trupiano, P. Ursuy, O. Anderson
Abstract Introduction Early health profession learners hold stereotypes about their own and other professions. Socialising students through interprofessional education (IPE) early in their training facilitates the development of their beliefs and values surrounding their professional and interprofessional identities. This study evaluates the effect of a 3-week, virtual IPE intervention in early health professional learners. Methods Students reflected on their functioning as an interprofessional team through discussion and written prompts which were coded by two faculty members for themes and trends. Exposure to developing an interprofessional identity and socialisation within an IPE team were measured through pre- and post-intervention surveys containing the Interprofessional Socialisation and Valuing Scale (ISVS). Results Students increased their positive attitudes towards IPE from pre- to post-intervention module as well as socialisation and readiness across all ISVS subscales: self-perception of working together, value, and comfort (all p < .001). Students reflected that ‘taking time to get to know each other’ (n = 23 teams; 42%) and ‘allowing everyone to contribute’ (= 17; 31%) were key factors for team development. Individual reflections on what students would work on the next time they worked in an interprofessional team revealed ‘communication’ as important (n = 87; 45%). Discussion Health profession students who engaged in the module reflected on how their interprofessional team functioned and identified what helped or hindered them to work as a team. The opportunities to reflect on how their own professional identity within the context of an interprofessional team led to evidence of socialising into an interprofessional team. Students who are challenged to socialise into a team early in their education will better understand their beliefs and values surrounding interprofessional collaboration.
{"title":"Socialisation into interprofessional teams: A mixed-methods study among early health professional learners who engaged in a teams and teamwork module / Sozialisierung in interprofessionellen Teams: Eine Mixed-Methods-Studie zum Effekt eines Team- und Teamwork-Moduls bei Auszubildenden im Gesundheits","authors":"Daniel F. Rulli, Vinoothna Bavireddy, Laura Smith, M. Gross, Debra Mattison, M. Fitzgerald, T. Bishop, Nicole E. Trupiano, P. Ursuy, O. Anderson","doi":"10.2478/ijhp-2022-0014","DOIUrl":"https://doi.org/10.2478/ijhp-2022-0014","url":null,"abstract":"Abstract Introduction Early health profession learners hold stereotypes about their own and other professions. Socialising students through interprofessional education (IPE) early in their training facilitates the development of their beliefs and values surrounding their professional and interprofessional identities. This study evaluates the effect of a 3-week, virtual IPE intervention in early health professional learners. Methods Students reflected on their functioning as an interprofessional team through discussion and written prompts which were coded by two faculty members for themes and trends. Exposure to developing an interprofessional identity and socialisation within an IPE team were measured through pre- and post-intervention surveys containing the Interprofessional Socialisation and Valuing Scale (ISVS). Results Students increased their positive attitudes towards IPE from pre- to post-intervention module as well as socialisation and readiness across all ISVS subscales: self-perception of working together, value, and comfort (all p < .001). Students reflected that ‘taking time to get to know each other’ (n = 23 teams; 42%) and ‘allowing everyone to contribute’ (= 17; 31%) were key factors for team development. Individual reflections on what students would work on the next time they worked in an interprofessional team revealed ‘communication’ as important (n = 87; 45%). Discussion Health profession students who engaged in the module reflected on how their interprofessional team functioned and identified what helped or hindered them to work as a team. The opportunities to reflect on how their own professional identity within the context of an interprofessional team led to evidence of socialising into an interprofessional team. Students who are challenged to socialise into a team early in their education will better understand their beliefs and values surrounding interprofessional collaboration.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"25 1","pages":"164 - 173"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77693483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Viele Hoffnungen werden an das Thema «Interprofessionalität» geknüpft. Eine genaue Definition des Begriffs fehlt jedoch, wie in einigen gesundheitswissenschaftlichen Arbeiten bereits festgestellt wurde. Linguistische Analysen, die sich dem Begriff der Interprofessionalität und dessen Verwendung widmen, liegen bisher nicht vor. Diese Lücke geht die vorliegende Analyse an. Konkret wurden die Begriffe «Interprofessionalität», «interprofessionell» und «interprofessionelle Zusammenarbeit» in Texten aus zwei linguistischen Korpora quantitativ erfasst. In einem zweiten Arbeitsschritt wurde die Begriffsverwendung qualitativ analysiert. In einem kurzen Fazit werden die Ergebnisse reflektiert und diskutiert. Die linguistische Analyse zeigte einen erheblichen Anstieg der Verwendung aller drei Begriffe, eine Beschränkung auf fachmedizinische Publikationen, einen Fokus auf die interprofessionelle Zusammenarbeit zwischen Ärzten und Ärztinnen und dem Pflegepersonal, ein Fehlen der Patient/-innenperspektive sowie eine typische Relation mit entwicklungsfokussierten Schlagworten, die darauf hinweisen, dass die Schärfung des Begriffsfeldes «Interprofessionalität» noch nicht abgeschlossen ist.
{"title":"Interprofessional collaboration – a health science term from the perspective of linguistics / Interprofessionalität – ein gesundheitswissenschaftlicher Begriff aus dem Blickwinkel der Linguistik","authors":"Olivia Meier, Ulla Kleinberger, A. Gerber-Grote","doi":"10.2478/ijhp-2022-0009","DOIUrl":"https://doi.org/10.2478/ijhp-2022-0009","url":null,"abstract":"Abstract Viele Hoffnungen werden an das Thema «Interprofessionalität» geknüpft. Eine genaue Definition des Begriffs fehlt jedoch, wie in einigen gesundheitswissenschaftlichen Arbeiten bereits festgestellt wurde. Linguistische Analysen, die sich dem Begriff der Interprofessionalität und dessen Verwendung widmen, liegen bisher nicht vor. Diese Lücke geht die vorliegende Analyse an. Konkret wurden die Begriffe «Interprofessionalität», «interprofessionell» und «interprofessionelle Zusammenarbeit» in Texten aus zwei linguistischen Korpora quantitativ erfasst. In einem zweiten Arbeitsschritt wurde die Begriffsverwendung qualitativ analysiert. In einem kurzen Fazit werden die Ergebnisse reflektiert und diskutiert. Die linguistische Analyse zeigte einen erheblichen Anstieg der Verwendung aller drei Begriffe, eine Beschränkung auf fachmedizinische Publikationen, einen Fokus auf die interprofessionelle Zusammenarbeit zwischen Ärzten und Ärztinnen und dem Pflegepersonal, ein Fehlen der Patient/-innenperspektive sowie eine typische Relation mit entwicklungsfokussierten Schlagworten, die darauf hinweisen, dass die Schärfung des Begriffsfeldes «Interprofessionalität» noch nicht abgeschlossen ist.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"47 1","pages":"139 - 150"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86612347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study examines the impact of an online spiritual care course on perceived spiritual care competency of students in social and health care professions. A quasi-experimental, pre-post-test study using questionnaires was conducted in Bavaria, Southern Germany, with a sample of 78 participants and 67 respondents in a comparison group. A repeated measures ANOVA was performed, with time and group as factors. Statistically significant increases were found in participants' perceived knowledge, skills, and attitudes concerning spiritual care, in different facets of spiritual care competency, in spiritual awareness, and in general self-efficacy (p < .05). Results suggest the effectiveness of online spiritual care training, which can help prepare future caregivers in providing holistic care.
{"title":"Impact of an online spiritual care course on perceived competency in spiritual care of students in social and health care professions / Wirksamkeit eines Online-Spiritual Care-Seminars auf die wahrgenommene Spiritual Care-Kompetenz bei Studierenden in Sozial- und Gesundheitsberufen","authors":"Susanne Magin, E. Frick, K. Maier","doi":"10.2478/ijhp-2022-0008","DOIUrl":"https://doi.org/10.2478/ijhp-2022-0008","url":null,"abstract":"Abstract This study examines the impact of an online spiritual care course on perceived spiritual care competency of students in social and health care professions. A quasi-experimental, pre-post-test study using questionnaires was conducted in Bavaria, Southern Germany, with a sample of 78 participants and 67 respondents in a comparison group. A repeated measures ANOVA was performed, with time and group as factors. Statistically significant increases were found in participants' perceived knowledge, skills, and attitudes concerning spiritual care, in different facets of spiritual care competency, in spiritual awareness, and in general self-efficacy (p < .05). Results suggest the effectiveness of online spiritual care training, which can help prepare future caregivers in providing holistic care.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"67 1","pages":"127 - 138"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90460081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna Hegedüs, Anita Schürch, Amelie Zentgraf, Alwin Abegg, I. Bischofberger
Abstract Hintergrund Das starke Leistungswachstum kombiniert mit dem Fachkräftemangel in der häuslichen Pflege verlangt nach einer anpassungsfähigen Betriebsorganisation. Das niederländische Buurtzorg-Modell orientiert sich am Ansatz der Holokratie und verspricht eine Reorganisation der Pflege im Privathaushalt, welche sich positiv auf die Zufriedenheit der Mitarbeitenden und die Personzentrierung auswirkt. Das Buurtzorg-Modell stößt auch in der Schweiz auf reges Interesse. Ziel Ziel war es, Informationen darüber zu erhalten, wie die unterschiedlichen Mitarbeitenden-Gruppen mit den Veränderungen umgehen, welche durch die Umstrukturierung hin zum Buurtzorg-Modell ausgelöst wurden. Methode Der Reorganisationsprozess in 3 häuslichen Pflegediensten in der Deutschschweiz wurde multimethodisch untersucht und nachgezeichnet (11 Interviews mit Leitungspersonen und Coaches, 7 Fokusgruppengespräche, 12 problemzentrierte Interviews mit Mitarbeitenden, 5 teilnehmende Beobachtungen bei Teamsitzungen). Um Veränderungen im Prozess zu erfassen, erfolgte die Datenerhebung zu zwei Zeitpunkten mit neun Monaten Abstand. Die Analyse erfolgte nach der strukturierten Inhaltsanalyse nach Mayring. Ergebnisse Für die Adaption des Buurtzorg-Modells waren Anpassungsleistungen bei Rollen und Aufgaben sowohl auf individueller als auch Team- und Organisationsebene erforderlich. Dies ging einher mit einer von Berufsabschlüssen möglichst losgelösten Arbeitsteilung, was zu neuen Zusammenarbeitsformen führte. Dies eröffnete Chancen aber auch Spannungsfelder, die durch die neue Rolle der Coaches unterstützend begleitet wurden. Schlussfolgerungen Den Wandel in gedrängter Zeit zu leisten, erweist sich als Kraftakt. Für die betriebliche Praxis wichtig sind genügend und geeignete Reflexionsmöglichkeiten und Austauschgefäße, um die diskutierten Spannungsfelder auszuloten und aufzufangen. Außerdem braucht es den Auf- und Ausbau einer breit verankerten betrieblichen Lernkultur, damit sämtliche Mitarbeitende begleitet in die neue Arbeitsweise hineinwachsen können.
{"title":"Opportunities and challenges for home care services in implementing the Buurtzorg model in Switzerland: results of an exploratory case study / Chancen und Herausforderungen für häusliche Pflegedienste bei der Umsetzung des Buurtzorg-Modells in der Schweiz: Ergebnisse einer explorativen Fallstudie","authors":"Anna Hegedüs, Anita Schürch, Amelie Zentgraf, Alwin Abegg, I. Bischofberger","doi":"10.2478/ijhp-2022-0011","DOIUrl":"https://doi.org/10.2478/ijhp-2022-0011","url":null,"abstract":"Abstract Hintergrund Das starke Leistungswachstum kombiniert mit dem Fachkräftemangel in der häuslichen Pflege verlangt nach einer anpassungsfähigen Betriebsorganisation. Das niederländische Buurtzorg-Modell orientiert sich am Ansatz der Holokratie und verspricht eine Reorganisation der Pflege im Privathaushalt, welche sich positiv auf die Zufriedenheit der Mitarbeitenden und die Personzentrierung auswirkt. Das Buurtzorg-Modell stößt auch in der Schweiz auf reges Interesse. Ziel Ziel war es, Informationen darüber zu erhalten, wie die unterschiedlichen Mitarbeitenden-Gruppen mit den Veränderungen umgehen, welche durch die Umstrukturierung hin zum Buurtzorg-Modell ausgelöst wurden. Methode Der Reorganisationsprozess in 3 häuslichen Pflegediensten in der Deutschschweiz wurde multimethodisch untersucht und nachgezeichnet (11 Interviews mit Leitungspersonen und Coaches, 7 Fokusgruppengespräche, 12 problemzentrierte Interviews mit Mitarbeitenden, 5 teilnehmende Beobachtungen bei Teamsitzungen). Um Veränderungen im Prozess zu erfassen, erfolgte die Datenerhebung zu zwei Zeitpunkten mit neun Monaten Abstand. Die Analyse erfolgte nach der strukturierten Inhaltsanalyse nach Mayring. Ergebnisse Für die Adaption des Buurtzorg-Modells waren Anpassungsleistungen bei Rollen und Aufgaben sowohl auf individueller als auch Team- und Organisationsebene erforderlich. Dies ging einher mit einer von Berufsabschlüssen möglichst losgelösten Arbeitsteilung, was zu neuen Zusammenarbeitsformen führte. Dies eröffnete Chancen aber auch Spannungsfelder, die durch die neue Rolle der Coaches unterstützend begleitet wurden. Schlussfolgerungen Den Wandel in gedrängter Zeit zu leisten, erweist sich als Kraftakt. Für die betriebliche Praxis wichtig sind genügend und geeignete Reflexionsmöglichkeiten und Austauschgefäße, um die diskutierten Spannungsfelder auszuloten und aufzufangen. Außerdem braucht es den Auf- und Ausbau einer breit verankerten betrieblichen Lernkultur, damit sämtliche Mitarbeitende begleitet in die neue Arbeitsweise hineinwachsen können.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"265 1","pages":"104 - 115"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90766842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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