dc.contributor.advisor	Janse van Vuuren, E. C.
dc.contributor.advisor	Botma, Y.
dc.contributor.author	Butler, Michelle
dc.date.accessioned	2017-08-22T09:21:17Z
dc.date.available	2017-08-22T09:21:17Z
dc.date.issued	2016
dc.description.abstract	English: Background and Aim Interprofessional education (IPE) is widely seen as an important part of any healthcare educational module in order to prepare students for collaborative practice after qualification. Collaborative practice is increasingly seen as important in fragmented healthcare systems typical of developing countries such as South Africa. In a population as diverse as that of South Africa, where 11 official languages exist, good communication and teamwork are paramount to the quality of patient care as well as to patient safety. In an educational setting where healthcare training is profession-specific with few opportunities for interaction between professions, an IPE module allows students to develop the skills necessary for collaborative practice. The aim of this study was to describe the students’ experience of the newly implemented IPE module at the University of the Free State, Bloemfontein, South Africa. Method This descriptive, qualitative inquiry made use of focus groups to gain insight into the students’ experiences of the newly implemented IPE module. Purposive sampling was used to recruit 22 students from various races, genders and language groups within the Faculty of Health Sciences and included medical, occupational therapy, nursing, physiotherapy, optometry and biokinetics students. Five focus groups were held. Focus groups were recorded, transcribed verbatim, checked and coded to identify emerging themes. Findings Four themes emerged from the data, namely learning about, educational aspects, organisation of the IPE module and other benefits. Conclusion The IPE module enhanced knowledge on the scope of profession and leadership. Student assessment, the use of a scenario-based simulation and logistical aspects still need attention, but even so the students experienced the IPE module very positively and found it valuable. Students reported some development of aspects related to collaborative practice, such as clinical communication skills, but identified that implementation of collaborative practice in clinical placements was limited.	en_ZA
dc.description.abstract	Afrikaans: Agtergrond en Doel Interprofessionele onderwys word wyd beskou as 'n belangrike deel van enige gesondheidsorg opvoedkundige module ten einde studente vir samewerkende praktyk voor te berei na kwalifikasie. Samewerkende praktyk word toenemend beskou as belangrik in die gefragmenteerde gesondheidsorgstelsels tipies van ontwikkelende lande soos Suid-Afrika. In 'n bevolking so uiteenlopend soos dié van Suid-Afrika, waar 11 amptelike tale bestaan, is goeie kommunikasie en spanwerk uiters belangrik vir die gehalte van pasiëntsorg sowel as vir die veiligheid van pasiënte. In 'n opvoedkundige instelling waar gesondheidsorg opleiding beroep-spesifiek is met min geleenthede vir interaksie tussen beroepe, stel 'n interprofessionele onderwysmodule studente in staat om die vaardighede wat nodig is vir samewerkende praktyk te ontwikkel. Die doel van hierdie studie was om die studente se ervaring van die interprofessionele onderwysmodule aan die Universiteit van die Vrystaat, Bloemfontein, Suid-Afrika te beskryf. Metode Hierdie beskrywende, kwalitatiewe ondersoek het gebruik gemaak van fokusgroepe om insig in die student se ervarings van die nuut geïmplementeerde interprofessionele onderwysmodule in te win. Doelgerigte steekproeftrekking is gebruik om 22 studente van verskillende rasse, geslagte en taalgroepe binne die Fakulteit Gesondheidswetenskappe te werf en het mediese, arbeidsterapie, verpleging, fisioterapie, optometrie en biokinetika studente ingesluit. Vyf fokusgroepe is gehou. Fokusgroepe is opgeneem, verbatim getranskribeer, nagegaan en gekodeer om opkomende temas te identifiseer. Bevindinge Vier temas het na vore gekom uit die data, naamlik leer, opvoedkundige aspekte, organisasie van die IPE program en ander voordele. Gevolgtrekking Die interprofessionele onderwysmodule het verbeterde kennis oor die omvang van professie en leierskap tot gevolg gehad. Studente-assessering, die gebruik van 'n scenario-gebaseerde simulasie en logistieke aspekte moet nog aandag geniet, maar die studente se ervaring van die IPE module was baie positief en daar is gevind dat dit waardevol is. Studente het gerapporteer dat die ontwikkeling van aspekte wat verband hou met gesamentlike praktyk soos kliniese kommunikasievaardighede, verbeter het maar dat daar steeds bestaande gapings in die implementering van samewerkende praktyk in kliniese plasings is.	af
dc.description.sponsorship	National Research Foundation (NRF)	en_ZA
dc.identifier.uri	http://hdl.handle.net/11660/6618
dc.language.iso	en	en_ZA
dc.publisher	University of the Free State	en_ZA
dc.rights.holder	University of the Free State	en_ZA
dc.subject	Interprofessional education	en_ZA
dc.subject	Student experiences	en_ZA
dc.subject	Collaborative practice	en_ZA
dc.subject	Scope of profession	en_ZA
dc.subject	Leadership	en_ZA
dc.subject	Organisation of IPE	en_ZA
dc.subject	Benefits of IPE	en_ZA
dc.subject	Medical education	en_ZA
dc.subject	Dissertation (M.Sc. (Physiotherapy))--University of the Free State, 2016	en_ZA
dc.title	Students’ experiences of interprofessional education in the Faculty of Health Sciences at the University of the Free State	en_ZA
dc.type	Dissertation	en_ZA

Students’ experiences of interprofessional education in the Faculty of Health Sciences at the University of the Free State

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