Practice Articles
Please note that all articles can be downloaded.
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Partnership working in services for children: Use of the common assessment framework Fiona Collins and Janet McCray Journal of Interprofessional Care, 2012, 26: 134–140 q 2012 Informa UK, Ltd.
This paper explores the experiences of practitioners working in a relatively new multi-agency context – the common assessment framework (CAF). Envisaged as a standardized approach to the assessment of need and as a tool to facilitate integrated working, the CAF is utilized by practitioners in the UK to improve outcomes for children and young people.
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Liang En, Wee; Koh, Gerald Choon-Huat MMed FM, GDGM, FCFP, MGer; Lim, Vivien Kim Geok PhD
Abstract
Purpose: Service learning, an effective vehicle for teaching undergraduate public health while providing underserved communities with medical care, is not well established in Asia. The authors evaluated a service learning program, Neighborhood Health Screening (NHS), in Singapore.
Method: Medical and nursing undergraduate students provided in-home medical services to patients in a low-income neighborhood (January–June 2010). The authors assessed student-reported pedagogical effectiveness in nine domains, asked students for qualitative feedback on their experiences, assessed patients' satisfaction with NHS, and tracked clinical outcomes.
Results: Of the 240 medical and 34 nursing students who participated, 222 (93%) and 34 (100%), respectively, completed the questionnaire; 136 of the medical students (57%) also provided qualitative feedback. Most students felt NHS was beneficial across all domains. Male medical students were less likely to report increased understanding of deficiencies in the health care system and long-term management of chronic disease; preclinical students were more likely to report improvements in comprehending ethical issues, critical thinking and action skills, and gaining and applying knowledge. Qualitative feedback supported quantitative findings. Patients were satisfied with NHS: 266 (75%) agreed that NHS improved their health, and 301 (85%) felt NHS provided sufficient time to address their issues. After a single year, amongst patients with known hypertension, treatment increased from 63% to 93% (P < .001), and blood pressure control amongst those who were on treatment improved from 42% to 79% (P < .001).
Conclusions: Service learning can make an important contribution to medical teaching and patient care in Asia.
Academic Medicine: July 2011 - Volume 86 - Issue 7 - pp 829-839
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Perspective: Postearthquake Haiti Renews the Call for Global Health Training in Medical Education (July 2011)
Archer, Natasha MD; Moschovis, Peter P. MD, MPH; Le, Phuoc V. MD, MPH; Farmer, Paul MD, PhD
An interdisciplinary approach to global health training that affirms health care as a human right and explores historical reasons for inequality will help physicians respond to disasters in resource-poor settings.
Abstract
On January 12, 2010, Haiti experienced one of the worst disasters in human history, a magnitude 7.0 earthquake, resulting in the deaths of approximately 222,000 Haitians and grievous injury to hundreds of thousands more. International agencies, academic institutions, nongovernmental organizations, and associations responded by sending thousands of medical professionals, including nurses, doctors, medics, and physical therapists, to support the underresourced Haitian health system. The volunteers who came to provide medical care to disaster victims worked tirelessly under extremely challenging conditions, but in many cases they had no previous work experience in resource-limited settings, minimal training in tropical disease, and no knowledge of the historical background that contributed to the catastrophe. Often, this lack of preparedness hindered their ability to care adequately for their patients. The authors of this perspective argue that the academic medicine community must prepare medical trainees not only to treat the illnesses of patients in resource-limited settings but also to fight the injustice that fosters disease and allows such catastrophes to unfold. The authors advocate purposeful attention to building global health curricula; providing adequate time, funding, and opportunity to work in resource-limited international settings; and ensuring sufficient supervision for trainees to work safely. They also call for an interdisciplinary approach to global health that both affirms health care as a fundamental human right and explores the historical, economic, and political causes of inequitable health care.
Academic Medicine: July 2011 - Volume 86 - Issue 7 - pp 829-839
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Charles Campion-Smith1, Helen Austin2, Sue Criswick2, Beryl Dowling3 and Graham Francis4
Journal of Interprofessional Care, 2011, 25: 105–111
This is a paper by Board member Charles Campion-Smith and colleagues in Dorset describing the qualitative evaluation of an interprofessional narrative-based course in palliative care. It appears in the March 2011 issue of the Journal of Interprofessional Care. The course, run over six months involved doctors - mainly from primary care, nurses, social workers and an ambulance service Emergency Care Practitioner. It was largely based on small group discussion of participants' experience from their everyday practice, with additional specialist input. The evaluation, by telephone interview heard reports of improved confidence, better knowledge of fellow professionals' skills and roles, changed behaviours and better outcomes for patients.….............
Authors: Lamb, Bryony; Clutton, Nick
Source: The Journal of Practice Teaching and Learning (The Journal of Practice Teaching in Health and Social Work), Volume 10, Number 2, 2010 , pp. 4-27(24)
Abstract:
This paper presents the case for a practical approach for developing the workforce, to safeguard patients and to improve the quality of the patient pathway across health, social care and beyond. Central to this is the inclusion of Crew Resource Management (CRM) (RAeS, 1999) skills learned from the aviation industry, to enhance interprofessional teamwork development and collaborative practice. To address this, we have developed a model for interprofessional teamwork development, focusing on improvement and patient safety which encompasses the entire system involved with the patient pathway. This model includes a transformative cycle of improvement and the processes and interprofessional leadership and membership skills required to achieve an open inclusive culture, providing interprofessional teams with the skills and tools to drive improvement for patient safety and increased satisfaction with services.
Link to article:
http://www.ingentaconnect.com/content/wab/jpthsw/2010/00000010/00000002/art00002
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Requirements for interprofessional education and practice. A comparative review for health and social care (September 2010)
Hugh Barr and Caroline Norrie (2010)
This is a comparative review of requirements for interprofessional education and collaborative practice in regulations for pre-registration professional education for medicine, nursery and midwifery, social work and the allied health professions from the General Medical Council, the Nursing and Midwifery Council, the General Social Care Council and the Health Professions Council, and for other relevant professions provided by their regulatory bodies as information becomes available.
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The Professor Lord Darzi Interview (April 2008)
Professor Lord Ara Darzi (AD) was interviewed by LJPC editor Professor Paul Thomas (PT) about his vision for primary care in London. This is a transcript of the interview.
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Every Child Matters: Parliamentary Briefing (March 2007)
by Anderson, Barr and Shardlow
A brief review of problems besetting working relationships between professions caring for children and their families leads into a discussion of the role of interprofessional education (IPE) in improving collaborative practice. (more...)
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Healthcare Commission conducts worlds largest workforce survey of NHS (October 2005)
by Siobhan Ni Mhaolrunaigh
Over 350,000 NHS staff in England are being given a chance to say exactly what they think about their working lives.
In what is thought to be the largest workforce survey in the world, hospital porters and district nurses, surgeons and receptionists - staff at every level in every English NHS trust - are being asked for their views. (more...)
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Local lessons from Latin America (November 1999)
by Professor Geoff Meads, Michiyo Iwami, Research Fellow, Centre for Primary Care, University of Warwick
During their formative phase many NHS Primary Care Trusts (PCTs) have been eager to define themselves as new kinds of organisations. The terms 'network', 'virtual' and learning' organisations have been used frequently by new PCT chief officers and chairs, often under the facilitating influence of their board's particular management consultant. The most common collective self account, and aspiration however, has been that of 'community organisation'. (more...)
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