Abstract Dieser Beitrag stellt die Ausbildungssystematik der Gesundheitsberufe in Österreich vor sowie die Ausgangssituation für deren Akademisierung. Er zeigt weiter die förderlichen und hinderlichen Faktoren auf, die zum heutigen Status quo geführt haben. Aktuelle Zahlen geben einen Überblick zur statistischen Entwicklung; ein Fazit zieht eine insgesamt positive Bilanz zum Prozess und Stand der Akademisierung der Gesundheitsberufe in Österreich. Für die konsequente Umsetzung des gesamten Bologna-Zyklus’ mit konsekutivem Master und der Möglichkeit zum PhD für die Gesundheitsberufe sind aber noch wesentliche Schritte zu gehen. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 8. September 2021.
{"title":"The academization of the health professions in Austria: facts and figures / Akademisierung der Gesundheitsberufe in Österreich: Zahlen und Fakten","authors":"Silvia Mériaux-Kratochvila","doi":"10.2478/ijhp-2021-0018","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0018","url":null,"abstract":"Abstract Dieser Beitrag stellt die Ausbildungssystematik der Gesundheitsberufe in Österreich vor sowie die Ausgangssituation für deren Akademisierung. Er zeigt weiter die förderlichen und hinderlichen Faktoren auf, die zum heutigen Status quo geführt haben. Aktuelle Zahlen geben einen Überblick zur statistischen Entwicklung; ein Fazit zieht eine insgesamt positive Bilanz zum Prozess und Stand der Akademisierung der Gesundheitsberufe in Österreich. Für die konsequente Umsetzung des gesamten Bologna-Zyklus’ mit konsekutivem Master und der Möglichkeit zum PhD für die Gesundheitsberufe sind aber noch wesentliche Schritte zu gehen. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 8. September 2021.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"26 1","pages":"141 - 145"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76022321","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 Dieser Beitrag stellt die Ausbildungssystematik in der Schweiz vor und ordnet die Gesundheitsberufe darin ein. Statistiken zu Studierenden der Gesundheitsberufe ab dem Jahr 2000 bis 2020 geben einen Einblick in die zahlenmässige Entwicklung. Das Fazit der Akademisierung fällt positiv aus, ein belastbarer empirischer Beleg dafür fehlt jedoch. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 8. September 2021.
{"title":"The academization of the health professions in Switzerland: facts and figures / Akademisierung der Gesundheitsberufe in der Schweiz: Zahlen und Fakten","authors":"Thomas Bucher","doi":"10.2478/ijhp-2021-0020","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0020","url":null,"abstract":"Abstract Dieser Beitrag stellt die Ausbildungssystematik in der Schweiz vor und ordnet die Gesundheitsberufe darin ein. Statistiken zu Studierenden der Gesundheitsberufe ab dem Jahr 2000 bis 2020 geben einen Einblick in die zahlenmässige Entwicklung. Das Fazit der Akademisierung fällt positiv aus, ein belastbarer empirischer Beleg dafür fehlt jedoch. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 8. September 2021.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"38 1","pages":"146 - 151"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76708396","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}
Christian Müller, S. Lautenschläger, Christine Dörge
Abstract Background For older people, poor balance and strength as well as environmental hazards are a major risk factor for falls. A lifestyle-integrated home-based physical exercise training and home modification intervention were developed for older people at risk of falling. Aim This study aimed to examine older people's perceptions of the FIT-at-Home fall prevention intervention in order to further develop the intervention's content, procedures and mode of delivery. Methods We conducted semi-structured interviews with individuals who participated in the falls prevention programme using the problem-centred interview method. The interviews were analysed in a deductive-inductive approach following Mayring's qualitative content analysis. Results Seven themes emerging from the data described different facets of older people's perceptions towards the intervention. Findings suggested that the participants accepted the FIT-at-Home intervention. Overall, the individuals regard the intervention as feasible and practicable. From the older people's view, it was an advantage that the exercises could be implemented at any time without additional aids or equipment in-house and it was not necessary to visit the occupational therapy practice. Older people's experiences showed that feelings of success have a positive effect on the willingness to exercise. A perceived barrier influencing the implementation of exercises among older people was their own laziness, their general state of health and illnesses, their daily mood or meteor sensitivity. Conclusion The FIT-at-Home intervention comprising balance and strength exercises and home modification is feasible and acceptable for community-living older people. Older people's feedback will help us to further refine the intervention.
{"title":"Views, experiences and attitudes of community-living older people towards the FIT-at-Home fall prevention programme: A qualitative interview study / Sichtweisen, Erfahrungswerte und Einstellungen von sturzgefährdeten Menschen im höheren Lebensalter zum FIT-at-Home-Sturzpräventionsprogramm: Eine qual","authors":"Christian Müller, S. Lautenschläger, Christine Dörge","doi":"10.2478/ijhp-2021-0004","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0004","url":null,"abstract":"Abstract Background For older people, poor balance and strength as well as environmental hazards are a major risk factor for falls. A lifestyle-integrated home-based physical exercise training and home modification intervention were developed for older people at risk of falling. Aim This study aimed to examine older people's perceptions of the FIT-at-Home fall prevention intervention in order to further develop the intervention's content, procedures and mode of delivery. Methods We conducted semi-structured interviews with individuals who participated in the falls prevention programme using the problem-centred interview method. The interviews were analysed in a deductive-inductive approach following Mayring's qualitative content analysis. Results Seven themes emerging from the data described different facets of older people's perceptions towards the intervention. Findings suggested that the participants accepted the FIT-at-Home intervention. Overall, the individuals regard the intervention as feasible and practicable. From the older people's view, it was an advantage that the exercises could be implemented at any time without additional aids or equipment in-house and it was not necessary to visit the occupational therapy practice. Older people's experiences showed that feelings of success have a positive effect on the willingness to exercise. A perceived barrier influencing the implementation of exercises among older people was their own laziness, their general state of health and illnesses, their daily mood or meteor sensitivity. Conclusion The FIT-at-Home intervention comprising balance and strength exercises and home modification is feasible and acceptable for community-living older people. Older people's feedback will help us to further refine the intervention.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"65 1","pages":"37 - 47"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83121913","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}
Gudrun Diermayr, Maria Schomberg, L. Barthelmes, A. Greisberger, B. Elsner, N. Salbach
Abstract Objective Guidelines recommend task-oriented training and the use of standardized assessments to improve stroke-related mobility deficits. However, the German outpatient physical therapy prescription catalogue does not include these recommendations resulting in a possible gap between guideline recommendations and clinical practice. Therefore, the purpose of this study was to describe physical therapy practice patterns of stroke-related mobility deficits in the outpatient setting exemplified by the states Baden-Württemberg and Thuringia. Methods Using an online survey, physical therapists treating people with stroke in outpatient settings in Baden-Württemberg and Thuringia were recruited. The questionnaire was developed using a multi-step procedure. Using a case vignette and open-ended questions, preferred evaluation and treatment methods were assessed. Data were analyzed using content analysis and descriptive statistics. Results Data from 63 physical therapists were included in the analysis. Answers to the open questions showed a wide range of different citations. Of 186 citations on evaluation methods, 28 (15,1 %) were classified as “standardized assessments”, while 158 citations (84,9 %) were classified as “basic physical therapy evaluation (non-standardized)”. Standardized assessments were cited by 25% of participants. Of 182 citations on treatment methods, 69 (35,2%) were classified as “traditional therapies”. These traditional therapies were cited by 81 % of participants. Task-oriented training was not cited. Discussion Despite the small sample size our data confirm the insufficient guideline use in German physical therapy and contribute results on practice patterns in outpatient stroke settings. These results will be used to initiate theory-based implementation strategies aiming to optimize physical therapy for people with stroke.
{"title":"Current practice of physical therapists in outpatient stroke rehabilitation: a cross-sectional survey in Baden-Württemberg and Thuringia / Arbeitsweise von Physiotherapeut*innen in der ambulanten Schlaganfallrehabilitation: eine Querschnittsumfrage in Baden-Württemberg und Thüringen","authors":"Gudrun Diermayr, Maria Schomberg, L. Barthelmes, A. Greisberger, B. Elsner, N. Salbach","doi":"10.2478/ijhp-2021-0005","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0005","url":null,"abstract":"Abstract Objective Guidelines recommend task-oriented training and the use of standardized assessments to improve stroke-related mobility deficits. However, the German outpatient physical therapy prescription catalogue does not include these recommendations resulting in a possible gap between guideline recommendations and clinical practice. Therefore, the purpose of this study was to describe physical therapy practice patterns of stroke-related mobility deficits in the outpatient setting exemplified by the states Baden-Württemberg and Thuringia. Methods Using an online survey, physical therapists treating people with stroke in outpatient settings in Baden-Württemberg and Thuringia were recruited. The questionnaire was developed using a multi-step procedure. Using a case vignette and open-ended questions, preferred evaluation and treatment methods were assessed. Data were analyzed using content analysis and descriptive statistics. Results Data from 63 physical therapists were included in the analysis. Answers to the open questions showed a wide range of different citations. Of 186 citations on evaluation methods, 28 (15,1 %) were classified as “standardized assessments”, while 158 citations (84,9 %) were classified as “basic physical therapy evaluation (non-standardized)”. Standardized assessments were cited by 25% of participants. Of 182 citations on treatment methods, 69 (35,2%) were classified as “traditional therapies”. These traditional therapies were cited by 81 % of participants. Task-oriented training was not cited. Discussion Despite the small sample size our data confirm the insufficient guideline use in German physical therapy and contribute results on practice patterns in outpatient stroke settings. These results will be used to initiate theory-based implementation strategies aiming to optimize physical therapy for people with stroke.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"10 1","pages":"48 - 59"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86586283","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}
Micheline Sleiman Semaan, Jana Pierre Abdallah Bassil, Pascale Salameh
Abstract Objectives The main objective of this study is to assess the effect of soft skills and emotional intelligence on burnout among health-care professionals in Lebanon. Materials and methods A cross-sectional study was conducted among health-care professionals working all over Lebanon for a period of 3 months starting from March till June 2021. In total, 324 out of 345 contacted health-care professionals responded. The survey was anonymous and administered via social networks as a link to an electronic form. The study included general sociodemographic questions and validated scales to measure emotional intelligence (Trait Meta-Mood Scale [TMMS-24]), burnout (Maslach Burnout Inventory for Health Services Survey [MBI-HSS]), and soft skills. Results Higher burnout was associated with lower soft skills (β = −0.137). Job satisfaction was negatively associated with burnout (β = −8.064). Nurses had higher burnout levels than dentists, radiologists, midwives, nutritionists, psychotherapists, and speech therapists (β = −4.595). Also, people working in Baalbek, Akkar, Beqaa, North and South had lower burnout levels compared to those working in Beirut (β = −9.015). As for emotional intelligence, no statistically significant association was found with burnout (P = 0.116). Conclusion This study showed that soft skills and emotional intelligence can affect job burnout. Additional research should be conducted in order to support our findings.
{"title":"Effect of soft skills and emotional intelligence of health-care professionals on burnout: a Lebanese cross-sectional study / Effekte von Soft Skills und emotionaler Intelligenz auf Burnout von Fachkräften im Gesundheitswesen: eine Querschnittsstudie aus dem Libanon","authors":"Micheline Sleiman Semaan, Jana Pierre Abdallah Bassil, Pascale Salameh","doi":"10.2478/ijhp-2021-0011","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0011","url":null,"abstract":"Abstract Objectives The main objective of this study is to assess the effect of soft skills and emotional intelligence on burnout among health-care professionals in Lebanon. Materials and methods A cross-sectional study was conducted among health-care professionals working all over Lebanon for a period of 3 months starting from March till June 2021. In total, 324 out of 345 contacted health-care professionals responded. The survey was anonymous and administered via social networks as a link to an electronic form. The study included general sociodemographic questions and validated scales to measure emotional intelligence (Trait Meta-Mood Scale [TMMS-24]), burnout (Maslach Burnout Inventory for Health Services Survey [MBI-HSS]), and soft skills. Results Higher burnout was associated with lower soft skills (β = −0.137). Job satisfaction was negatively associated with burnout (β = −8.064). Nurses had higher burnout levels than dentists, radiologists, midwives, nutritionists, psychotherapists, and speech therapists (β = −4.595). Also, people working in Baalbek, Akkar, Beqaa, North and South had lower burnout levels compared to those working in Beirut (β = −9.015). As for emotional intelligence, no statistically significant association was found with burnout (P = 0.116). Conclusion This study showed that soft skills and emotional intelligence can affect job burnout. Additional research should be conducted in order to support our findings.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"313 1","pages":"112 - 124"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74402489","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}
C. Winkelmann, Andrea Helmer-Denzel, A. Bosch, A. Simon
Abstract Dieser Beitrag stellt einleitend die Geschichte und die Philosophie der Dualen Hochschule Baden-Württemberg (DHBW) dar. Zentral ist die Verzahnung von hochschulischer Ausbildung mit Praxisbetrieben, die durch klare Standards reglementiert ist und damit Qualität und Studierbarkeit gewährleistet. Diese Verzahnung ermöglicht ein rasches Reagieren auf sich wandelnde gesellschaftliche Anforderungen, die Globalisierung und die digitale Transformation. Für den Studienbereich Gesundheit der DHBW werden die Studienmodelle, die besonderen Rollen und Herausforderungen für die Dualen Partner, für die Studiengangleitung und die Studierenden beleuchtet. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Sind duale Studiengänge der Hebammen ein Modell für die Therapieberufe?» vom 18. März 2021.
{"title":"Benefits, advantages, and challenges of dual degree programs and implications for the development of therapy science programs / Nutzen, Vorteile und Herausforderungen des dualen Studiums und Implikationen für die Entwicklung therapiewissenschaftlicher Studiengänge","authors":"C. Winkelmann, Andrea Helmer-Denzel, A. Bosch, A. Simon","doi":"10.2478/ijhp-2021-0015","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0015","url":null,"abstract":"Abstract Dieser Beitrag stellt einleitend die Geschichte und die Philosophie der Dualen Hochschule Baden-Württemberg (DHBW) dar. Zentral ist die Verzahnung von hochschulischer Ausbildung mit Praxisbetrieben, die durch klare Standards reglementiert ist und damit Qualität und Studierbarkeit gewährleistet. Diese Verzahnung ermöglicht ein rasches Reagieren auf sich wandelnde gesellschaftliche Anforderungen, die Globalisierung und die digitale Transformation. Für den Studienbereich Gesundheit der DHBW werden die Studienmodelle, die besonderen Rollen und Herausforderungen für die Dualen Partner, für die Studiengangleitung und die Studierenden beleuchtet. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Sind duale Studiengänge der Hebammen ein Modell für die Therapieberufe?» vom 18. März 2021.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"61 1","pages":"128 - 136"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80611590","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 Dieser Beitrag stellt die Akademisierung der Gesundheitsberufe in der Schweiz im historischen und politischen Kontext dar. Damalige und immer noch angeführte Pro- und Contra-Argumente zur Akademisierung werden aufgeführt. Ein Eins-zu-Eins-Vergleich mit Deutschland ist nicht möglich, aber einige Reflexionspunkte lassen sich für das Formulieren von Strategien nutzen: Aufgabenverteilung zwischen Mediziner/-innen und Therapie- und Pflegeberufen; politischer Wille mit Visionen für die Verbindung von Bildungs- und Gesundheitswesen, finanzielle Anreize mit Zielvorgaben. Aber auch die Fachhochschulen und Beruf(sverbände) müssen ihren Beitrag leisten. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 8. September 2021.
{"title":"Thoughts on law, money, spirit and headwinds in academization in Switzerland / (K)Ein Wunschkind, das Karriere macht - Gedanken zu Gesetz, Geld, Geist und Gegenwind bei der Akademisierung in der Schweiz","authors":"B. Sottas","doi":"10.2478/ijhp-2021-0021","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0021","url":null,"abstract":"Abstract Dieser Beitrag stellt die Akademisierung der Gesundheitsberufe in der Schweiz im historischen und politischen Kontext dar. Damalige und immer noch angeführte Pro- und Contra-Argumente zur Akademisierung werden aufgeführt. Ein Eins-zu-Eins-Vergleich mit Deutschland ist nicht möglich, aber einige Reflexionspunkte lassen sich für das Formulieren von Strategien nutzen: Aufgabenverteilung zwischen Mediziner/-innen und Therapie- und Pflegeberufen; politischer Wille mit Visionen für die Verbindung von Bildungs- und Gesundheitswesen, finanzielle Anreize mit Zielvorgaben. Aber auch die Fachhochschulen und Beruf(sverbände) müssen ihren Beitrag leisten. Dieser Artikel basiert auf dem Vortrag mit dem gleichen Titel gehalten am VFWG-Symposium «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 8. September 2021.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"20 1","pages":"152 - 158"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84477343","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}
Clifford J. Connell, T. Brown, Alana Hewitt, Averill Grieve, Richard O’Donovan, Daniel T. Malone, Bella Ross, Robert Cousland, Louise Oliaro, Mong-Lin Yu
Abstract Background Fieldwork is a core element of health professional and education student training that is often a professional registration and practice requirement. There are many personal, social, and professional factors that impact on students’ fieldwork performance. The impact of professionalism, resilience, and reflective thinking on fieldwork performance is not well described in the literature. Aim To examine the relationship between health professional and teacher education university students’ perceptions of professionalism, resilience, reflective thinking and their links to fieldwork performance. Methods Ten focus group interviews were conducted with university undergraduate or master's students across four disciplines: occupational therapy (n = 18), pharmacy (n = 6), social work (n = 38), and education (n = 16). Thematic analysis was used to identify codes and categories in focus group transcripts. Commonalities of ideas and constructs were identified and interpreted to create meaningful themes. Results Six themes were identified. Fieldwork placement created real-world opportunities for developing technical and nontechnical skills, professional acclimatization, psychosocial traits, and behaviors for coping with the transition from student to proto-professional. However, these outcomes had consequences related to bridging the gap between university course theory and the reality of the workplace, adapting to cultural differences and local practice as well as seeking their own resources, supports, and learning. Conclusion Despite the personal, professional, and practical challenges of fieldwork, students independently establish mental models of professionalism, resilience, and reflective thinking, which support their fieldwork performance. However, developing these mental models should be underpinned by theory, and coordinated university and industry supports should be provided to augment this process.
{"title":"Resilience, professionalism, and reflective thinking: The three-legged stool of health professional and teacher education students’ fieldwork practice / Resilienz, Professionalität und reflektierendes Denken: die drei Säulen für das Praktikum von Studierenden der Gesundheitsberufe und der Lehrerbild","authors":"Clifford J. Connell, T. Brown, Alana Hewitt, Averill Grieve, Richard O’Donovan, Daniel T. Malone, Bella Ross, Robert Cousland, Louise Oliaro, Mong-Lin Yu","doi":"10.2478/ijhp-2021-0009","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0009","url":null,"abstract":"Abstract Background Fieldwork is a core element of health professional and education student training that is often a professional registration and practice requirement. There are many personal, social, and professional factors that impact on students’ fieldwork performance. The impact of professionalism, resilience, and reflective thinking on fieldwork performance is not well described in the literature. Aim To examine the relationship between health professional and teacher education university students’ perceptions of professionalism, resilience, reflective thinking and their links to fieldwork performance. Methods Ten focus group interviews were conducted with university undergraduate or master's students across four disciplines: occupational therapy (n = 18), pharmacy (n = 6), social work (n = 38), and education (n = 16). Thematic analysis was used to identify codes and categories in focus group transcripts. Commonalities of ideas and constructs were identified and interpreted to create meaningful themes. Results Six themes were identified. Fieldwork placement created real-world opportunities for developing technical and nontechnical skills, professional acclimatization, psychosocial traits, and behaviors for coping with the transition from student to proto-professional. However, these outcomes had consequences related to bridging the gap between university course theory and the reality of the workplace, adapting to cultural differences and local practice as well as seeking their own resources, supports, and learning. Conclusion Despite the personal, professional, and practical challenges of fieldwork, students independently establish mental models of professionalism, resilience, and reflective thinking, which support their fieldwork performance. However, developing these mental models should be underpinned by theory, and coordinated university and industry supports should be provided to augment this process.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"61 1","pages":"98 - 111"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86585058","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}
T. Brown, Luke S Robinson, K. Gledhill, Annette Peart, Mong-lin Yu, Stephen T. Isbel, C. Greber, J. Etherington
Abstract Purpose To investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third- and fourth-year students in their perceptions and experiences of online learning during the Covid-19 pandemic. Methods One hundred and fifty-one occupational therapy undergraduate students (80.8% female; 66.2% 20–24 old) completed the Student Engagement in the e-Learning Environment Scale (SELES) and the Distance Education Learning Environment Scale (DELES). Analysis of variance (ANOVA) with bootstrapping was completed to examine the differences between first-year and senior students’ perceptions and experiences of online learning. Results Significant differences were observed across several SELES and DELES scales: peer collaboration (SELES) (p = .001), interactions with instructors (SELES) (p = .026), student interaction and collaboration (DELES) (p = .003), authentic learning (DELES) (p = .026) and active learning (DELES) (p = .013). Conclusion The findings demonstrate significant differences in first-year and senior students’ perceptions and experiences of online learning during the Covid-19 pandemic. The outcomes highlight the importance of facilitating collaborative and active engagement for all students by implementing academic, technological and social support measures within occupational therapy curricula.
{"title":"Online learning during the Covid-19 pandemic: the experiences and perceptions of undergraduate occupational therapy students at two Australian universities","authors":"T. Brown, Luke S Robinson, K. Gledhill, Annette Peart, Mong-lin Yu, Stephen T. Isbel, C. Greber, J. Etherington","doi":"10.2478/ijhp-2021-0006","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0006","url":null,"abstract":"Abstract Purpose To investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third- and fourth-year students in their perceptions and experiences of online learning during the Covid-19 pandemic. Methods One hundred and fifty-one occupational therapy undergraduate students (80.8% female; 66.2% 20–24 old) completed the Student Engagement in the e-Learning Environment Scale (SELES) and the Distance Education Learning Environment Scale (DELES). Analysis of variance (ANOVA) with bootstrapping was completed to examine the differences between first-year and senior students’ perceptions and experiences of online learning. Results Significant differences were observed across several SELES and DELES scales: peer collaboration (SELES) (p = .001), interactions with instructors (SELES) (p = .026), student interaction and collaboration (DELES) (p = .003), authentic learning (DELES) (p = .026) and active learning (DELES) (p = .013). Conclusion The findings demonstrate significant differences in first-year and senior students’ perceptions and experiences of online learning during the Covid-19 pandemic. The outcomes highlight the importance of facilitating collaborative and active engagement for all students by implementing academic, technological and social support measures within occupational therapy curricula.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"21 1","pages":"60 - 71"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72912657","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 Dieser Beitrag ist ein Kommentar zur Hebammenausbildung in Deutschland aus der Perspektive einer Studiengangleitung. Er war ein Beitrag fürs VFWG-Symposium «Sind duale Studiengänge der Hebammen ein Modell für die Therapieberufe?» vom 18. März 2021.
{"title":"Midwifery education as a bachelor course at the university of applied sciences in Germany: a success with challenges / Hebammenausbildung als Studium: ein Erfolg mit Herausforderungen","authors":"C. Hellmers","doi":"10.2478/ijhp-2021-0017","DOIUrl":"https://doi.org/10.2478/ijhp-2021-0017","url":null,"abstract":"Abstract Dieser Beitrag ist ein Kommentar zur Hebammenausbildung in Deutschland aus der Perspektive einer Studiengangleitung. Er war ein Beitrag fürs VFWG-Symposium «Sind duale Studiengänge der Hebammen ein Modell für die Therapieberufe?» vom 18. März 2021.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"312 1","pages":"139 - 140"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73879739","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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