The lived experience of health sciences students’ participation in an interprofessional community-based stroke class

Main Article Content

M Kloppers
F Bardien
A Titus
J Bester
J Inglis-Jassiem

Abstract


Background. Collaborative approaches in healthcare contexts may provide better care for patients. Interprofessional circuit-based group therapy could counter profession-specific tribalism. There is no evidence on interprofessional education (IPE) community-based interventions on student learning in the health professions.


Objective. To explore undergraduate health sciences students’ experience of being involved in community-based interprofessional circuit-based group therapy.


Methods. Semi-structured interviews were inductively analysed exploring undergraduate health sciences students’ experience of involvement in an IPE community-based stroke intervention.


Results. A total of 12 final-year students participated, with representation from physiotherapy, occupational therapy and speech therapy. This IPE opportunity beneficially impacted students’ collaborative competencies in knowledge, attitudes, skills and behaviours. This community-based rotation immersed students in a service-delivery environment where patient management was co-ordinated by a multiprofessional rehabilitation team. The integrated stroke circuit group activity aimed to enhance further interconnectedness between student participants. Students who were exposed to this clinical activity reported an understanding of (i) patients’ unique contexts; (ii) role development and complementary overlap between health professions; and (iii) the value of joint interventions to both patients and rehabilitation teams in resource-constrained settings.


Conclusion. These students have been primed in their practice-readiness as healthcare professionals for the 21st century who will promote quality care, and embrace collaborative professional practice and person-centredness.


Downloads

Download data is not yet available.

Article Details

How to Cite
The lived experience of health sciences students’ participation in an interprofessional community-based stroke class. (2022). African Journal of Health Professions Education, 14(2), 83-88. https://doi.org/10.7196/AJHPE.2022.v14i2.1341
Section
Research Articles

How to Cite

The lived experience of health sciences students’ participation in an interprofessional community-based stroke class. (2022). African Journal of Health Professions Education, 14(2), 83-88. https://doi.org/10.7196/AJHPE.2022.v14i2.1341

References

Takahashi S, Brissette S, Thorstad K. Different roles, same goal: Students learn about interprofessional practice in a clinical setting. Nurs Leadersh 2010;23(1):32-39. https://doi.org/10.12927/cjnl.2010.21727

Gilbert JHV, Yan J, Hoffman SJ. A WHO report: Framework for action on interprofessional education and collaborative practice. J Allied Health 2010;39(2):196-197. http://www.who.int/hrh/resources/framework_action/en/ (accessed 11 February 2019).

Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Med Teach 2016;38(7):656-68. https://doi.org/10.3109/0142159x.2016.1173663

Thistlethwaite J. Interprofessional education: A review of context, learning and the research agenda. Med Educ 2012;58-70. https://doi.org/10.1111/j.1365-2923.2011.04143.x

Ateah CA, Snow W, Wener P, et al. Stereotyping as a barrier to collaboration: Does interprofessional education make a difference ? Nurse Educ Today 2011;31(2):208-213. https://doi.org/10.1016/j.nedt.2010.06.004

Konrad SC, Browning DM. Relational learning and interprofessional practice: Transforming health education for the 21st century. Work 2012;41:247-251. https://doi.org/10.3233/wor-2012-1295

Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: A systematic review and metaanalysis. Kaohsiung J Med Sci 2018;34(3):160-165. https://doi.org/10.1016/j.kjms.2017.12.009

Hilari K. The impact of stroke: Are people with aphasia different to those without? Disabil Rehabil 2011;33(3):211-218. https://doi.org/10.3109/09638288.2010.508829

Kirkevold M. The unfolding illness trajectory of stroke. Disabil Rehabil 2002;24(17):887-898. https://doi.org/10.1080/09638280210142239

Mayosi BM, Flisher AJ, Lalloo UG, Sitas F, Tollman SM, Bradshaw D. The burden of non-communicable diseases in South Africa. Lancet 2009;374:934-947. https://doi.org/10.1016/s0140-6736(09)61087-4

Wasserman S, de Villiers L, Bryer A. Community-based care of stroke patients in a rural African setting. S Afr Med J 2009;99(8):579-583. https://doi.org/10.1111/j.1747-4949.2009.00275.x

English C, Hillier S, Stiller K, Warden-Flood A. Circuit class therapy versus individual physiotherapy sessions during inpatient stroke rehabilitation: A controlled trial. Arch Physical Med Rehab 2007;88(8):955-963.

English C, Hillier S, Lynch E. Circuit class therapy for improving mobility after stroke. Cochrane Database Syst Rev 2017;6:CD007513. https://doi.org/10.1002/14651858.cd007513.pub3

Wevers L, van der Port I, Vermue M, Mead G, Kwakkel G. Effects of task-oriented circuit class training on walking competency after stroke. Stroke 2009;40:2450-2459. https://doi.org/10.1161/strokeaha.108.541946

Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: Ttransforming education to strengthen health systems in an interdependent world. Lancet 2010;376(9756):1923-1958. https://doi.org/10.1016/s0140-6736(10)61854-5

World Health Organization. Towards a common language for functioning, disability and health ICF. Geneva: WHO, 2002. http://www.who.int/classifications/icf/training/icfbeginnersguide.pdf (accessed 27 September 2017)

Creswell J, Miller D. Determining validity in qualitative inquiry. Theory Pract 2000;39(3):124-130. https://doi.org/10.1207/s15430421tip3903_2

Burnard P. A method of analysing interview transcripts in qualitative research. Nurse Educ Today 1991;11(6):461-

https://doi.org/10.1016/0260-6917(91)90009-y

Lait J, Suter E, Arthur N, Deutschlander S. Interprofessional mentoring: Enhancing students’ clinical learning.

Nurse Educ Pract 2011;11(3):211-215. https://doi.org/10.1016/j.nepr.2010.10.005

Pinto A, Lee S, Lombardo S, et al. The impact of structured inter-professional education on health care professional students’ perceptions of collaboration in a clinical setting. Physiother Can 2012;64(2):145-156. https://doi.org/10.3138/ptc.2010-52

Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: Effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev 2013;2013(3):CD002213. https://doi.org/10.1002/14651858.cd002213.pub3

Kloppers M. Die uitkomste wat fisies-gestremde kliënte bereik deur hul deelname aan rehabilitasie by ’n gemeenskapsrehabilitasiesentrum in die Wes-Kaap. MOccTher thesis, Stellenbosch University. Stellenbosch, 2012. http://hdl.handle.net/10019.1/71707

Similar Articles

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 > >>