Drømmen om sammenhæng

Formålet med denne artikel er at undersøge de aktuelle bestræbelser på at skabe sammenhæng i de sundhedsfaglige professionsuddannelser generelt og specifikt i sygeplejerskeuddannelsen. Vi ser på, hvordan sammenhæng italesættes i politiske dokumenter, der dannede grundlag for 2016-revisionen af de sundhedsfaglige professions-bacheloruddannelser. Artiklen identificerer fire forskellige problematiseringer af sammenhæng: 1) sammenhæng mellem professioner og sektorer, 2) sammenhængende patientforløb, 3) sammenhæng mellem uddannelse og arbejdsmarked og endelig 4) sammenhæng mellem teori og praktik. Artiklen viser, at sammenhæng mellem teori og praksis italesættes som den dominerende udfordring og problemet, som reelt skygger for andre væsentlige problemer i den kliniske uddannelse.The purpose of this article is to investigate current efforts to create coherence in health care professional education in general and specific in nursing education. We look at how coherence appears in political documents that formed the basis for the 2016 review of health care professional bachelor programs. The article identifies four different problematizations of coherence; 1) Connection between professions and sectors 2) Continuity of care 3) Connection between education and labor and finally 4) Correlation between theory and practice. The article shows that correlation between theory and practice is described as the dominant challenge that overshadows other important problems in clinical education.

A qualitative exploration of chiropractic and physiotherapy teachers' experiences and conceptualizations of the educational environment

Objective: There has been increasing scholarly interest in the role of environments in health care professional education, and the value of these has been widely acknowledged as an influential factor in educational quality. However, little is known about how teachers experience the environment, and there is a recognizable absence of a perspective from chiropractic and physiotherapy faculties. The aim of this study was to explore and contrast chiropractic and physiotherapy teachers' experiences and conceptualizations of the meaning of the educational environment. Methods: In this qualitative study, we performed semistructured interviews with 14 teachers, purposefully selected to obtain richness, variation, and breadth in the data. The data were analyzed using inductive qualitative content analysis. Results: The most noteworthy findings were, first, that chiropractic teachers experienced the meaning of the environment as motivating a vocational practice and modeling ideal, supporting and managing stressed students, and including students in the community of chiropractors. Physiotherapy teachers experienced the meaning of the environment as putting the pedagogical vision into practice, balancing students' expectations, and providing the prerequisites to grow within the profession. Second, both groups of teachers held common conceptualizations of the constituents of the environment as physical, organizational, relational, communicational, and pedagogical; however, they attached different connotations to these dimensions. Conclusion: The findings conveyed a variance in the experience of the meaning of the educational environment that can be attributed to contextual and cultural differences.

The Effects of a Single Event Interprofessional Education (IPE) Experience on Occupational Therapy Students

Purpose: The purpose of the study was to evaluate the impact of a single interprofessional education (IPE) seminar on student attitudes toward interprofessional education (IPE) at a small northeastern university that housed an entry-level Master in Occupational Therapy (MOT) program. Method: Investigators used the Readiness for Interprofessional Learning Scale (RIPLS) to determine attitudes of thirty-six MOT students after attending an interprofessional seminar.Results: Participant response rate of MOT students was 88.9% percent. The analysis of data revealed no significant differences between MOT student attitudes toward IPE pre and post IPE seminar. Conclusion: Several factors are discussed that may have contributed to the lack of statistical differences. Growing interest in IPE related to clinical care warrants explorations into various issues raised by this study regarding implications for health care professional education, training, and patient care.

Facilitating Rapport through Real Patient Encounters in Health Care Professional Education

BackgroundEstablishing rapport is central to any health care professional-patient encounter. Developing a positive relationship with a patient enables the health care practitioner to elicit pertinent information and make informed clinical decisions about their treatment. This consequently leads to greater patient adherence, satisfaction and ultimately outcomes. As interpersonal communication and building patient rapport is integral to patient care it is imperative that the teaching of these skills be included in undergraduate and continuing health care professional education. The objective of this narrative review was to analyse the literature pertaining to health care professionals learning and developing interpersonal communication and rapport building skills through encounters with ‘real patients’.MethodsIn April 2013 a search was conducted using the following electronic databases; MEDLINE, PsychINFO, CINAHL and ERIC. The search was limited to articles from peer-reviewed journals, conference papers and abstracts published between 1998 –2013 and written in English. Articles identified were assessed against the inclusion/exclusion criteria.ResultsAn initial search located 6549 articles. Following the application of inclusion and exclusion criteria seven articles were included in this review. A synthesis and subsequent examination of the extracted data revealed positive results in regard to incorporating ‘real patients’ into interpersonal communication skills and practitioner-patient relationship teaching and learning. Some studies measured actual improvement in behaviour and skills whilst others offered self-reported data on participant perceptions of their skillsConclusionTraining interventions involving ‘real patients’ that are designed to foster interpersonal communication, interviewing skills, practitioner-patient relationships and rapport building are achievable and beneficial for student and practicing health care professionals. Any conclusions drawn from this review however must remain preliminary until such time as more high-level research becomes available.

Strengthening the admissions process in health care professional education: focus on a premier Pacific Island medical college

Relying solely on measures of intellectual aptitude and academic performance in university admissions can be disadvantageous to underprivileged students. The Fiji School of Medicine primarily uses such measures to evaluate and select student applicants, and the introduction of supplementary assessments could provide better access for students from disadvantaged backgrounds. This study examined the need for supplementary assessments in the admission process, types of additional assessments needed, and stakeholders??views on a multi-entry multi-exit strategy currently in use at the Fiji School of Medicine. A survey of the key stakeholders was conducted in February and March 2012 using closed and open ended questionnaire. One hundred and twenty-two validated questionnaires were self-administered by key stakeholders from the College of Medicine, Nursing and Health Sciences (CMNHS) and Fiji Ministries of Education and Health, with a response rate of 61%. Returned questionnaires were analysed quantitatively and qualitatively. Sixty-five percent of respondents supported the introduction of supplementary assessments, 49% favoured admissions test, and 16% preferred assessing non-academic factors. Many respondents supported the School?占퐏 multi-entry multi-exit strategy as a ?占퐂ood policy??that provided ?占퐀lexibility??and opportunity for students, but should be better regulated. These findings demonstrate the need for supplementary assessments in the selection process and for continued support for the use of multi-entry multi-exit strategy at the school.