Using IPE to address communities’ needs within the ICF and CBR Guidelines Frameworks
- 1. Using IPE to address communities’ needs within the ICF and CBR Guidelines Frameworks. Rhoda A. Waggie F. Filies G.C. Laattoe N.
- 2. OUTLINE OF PRESENTATION • Define Concepts • Frameworks • UWC Approach • Evaluating UWC Approach • Take home message
- 3. Definition of Concepts Interprofessional education occurs when students from two or more, professions learn about, from and with each other to enable effective collaboration and improve health outcomes. (WHO, 2010) Community-based Education learning environment is community Community members, lecturers, people from other sectors are all involved in the learning process. Based on community needs. Community-based IPE Educational approach where learning occurs within communities strongly, considering the needs of communities, with two or more professional groups of students.
- 4. FRAMEWORKS NEEDS Framework to address needs
- 5. ICF The ICF provides a framework and standard language for the description of health and health related states from different perspectives: body individual society Contextual Factors (WHO, 2001)
- 6. CBR Guidelines /Matrix Provide guidance on how to develop and strengthen CBR programmes The CBR matrix gives an overall visual representation of CBR. Illustrates the different sectors, which can make up a CBR strategy/programme. Five components: Five Elements.
- 7. UWC Model Students Physiotherapy Nursing Biokinetics Natural Medicine Social Work 7 week Programme ICF CBR GUIDELINE Roles/Ethics ICF CAREPLAN/CBR Matrix Frail Care Centre Home-based Carers Community Support Group Day Care Centre ( children with and without disabilities) IPE
- 9. Quantitative Document analysis: needs identified: ICF Care Plan interventions: CBR Matrix Five Group of students: Five different settings Analysed descriptively
- 10. Qualitative • Convenient sample of students (interprofessional group) • Two focus group discussions • Conducted by a researcher not involved in the IPE sessions • The audio-tapes were transcribed verbatim • Analysed thematically
- 11. Quantitative Results (1/3) SETTING ICF DOMAINS CBR DOMAIN Creché Environmental (space and location) Health, Education Livelihoods Frail Centre Environmental (Caregiver Knowledge of conditions) Health, Empowerment Support Group Impairments (Blindness, muscle pain) Health, Education, Livelihoods, Empowerment Day Care Centre Children with disabilities Impairments (Sensory, motor, psychological) Activity limitations (ADL, mobility) Participation (Social interaction) Environment (Support, physical space Health, Education, Livelihoods, Social, Empowerment Home-based Carers Environmental (Physical space, language, funding) Health, Education, Social, Livelihoods, Empowerment
- 12. Quantitative Results (2/3) Setting CBR Component CBR Element Day Care Centre Children without disabilities Health, Education Livelihoods Promotion, prevention medical care Early Childhood Skills development Frail Centre Health Empowerment Promotion, prevention Communication Support Group Health Education Livelihoods, Social Empowerment Promotion, prevention, medical care Non-formal education Skills development, self- employment, financial services Culture, arts, recreation leisure Communication Social mobilization
- 13. Quantitative Results (3/3) Setting CBR Component CBR Element Day Care Centre Children with disabilities Health Education Livelihoods Social Empowerment Promotion, prevention, rehabilitation Primary, life-long, learning Skills development Personal assistance, recreation, leisure sport Communication Home-based Carers Health Education Livelihoods Social Empowerment Promotion, prevention medical care Life-long learning Skills development, self- employment Culture and arts Access to justice
- 14. Qualitative: Results Some students were not aware of their own roles
- 16. REFERENCES • WHO Framework for Action on Interprofessional Education & Collaborative Practice (2010): Downloaded from http://www.who.int/hrh/nursing_midwifery/ en/ • Ladhani Z, Stevens FJ, & Albert J Scherpbier AJ. (2013) Competence, commitment and opportunity: an exploration of faculty views and perceptions on community- based education. BMC Medical Education 2013, 13:167 http://www.biomedcentral.com/1472-6920/13/167 • World Health Organisation: (2001). International Classification of Functioning, Disability and Health: ICF short version. WHO Library Cataloguing-in-Publication Data. • WHO. 2010 Community-based rehabilitation: CBR Guidelines ILO WHO, I UNESCO – Geneva