Keywords
Interprofessional Education and Collaborative Practice
Knowledge
attitudes
Perceptions
Experiences
How to Cite
Abstract
Background. The International Classification of Functioning, Disability and Health (ICF) provides a common language for students from different professions to discuss health-related conditions. This common language contributes to person-centred care and further facilitates Interprofessional Education and Collaborative Practice (IPECP). However, there is limited knowledge about the use of ICF by healthcare sciences students to foster IPECP.
Objectives. To assess the knowledge, attitudes and perceptions of healthcare sciences students and their experiences in using ICF to foster interprofessional collaborative practice at Sefako Makgatho Health Sciences University.
Methods. A quantitative, descriptive, cross-sectional survey design was used. A non-probability convenience sample size of 90 students completed the questionnaire. A self-administered questionnaire generated in Google Forms was used to collect data over two weeks. Descriptive statistics were used to analyse data in Microsoft Excel.
Results. The majority of the participants (73%) demonstrated good knowledge of ICF, and 72% had positive attitudes towards the ICF and its usage. Only 62% perceived the ICF as useful in collaborative practice, while 63% showed positive experiences when using the ICF form. The challenges experienced prompted suggestions to improve the efficacy of the ICF form.
Conclusion. Good knowledge of the ICF could have positively impacted participants’ attitudes and perceptions, further translating into positive experiences when using the ICF to foster interprofessional collaboration. The results highlight the importance of using the ICF as a tool to foster collaborative practice, which is essential for quality patient care.
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