The pressure on the European health care system is increasing considerably: more elderly people and patients with chronic diseases in need of (rehabilitation) care, a diminishing work force and health care costs continuing to rise. Several measures to counteract this are proposed, such as reduction of the length of stay in hospitals or rehabilitation centres by improving interprofessional and person-centred collaboration between health and social care professionals. Although there is a lot of attention for interprofessional education and collaborative practice (IPECP), the consortium senses a gap between competence levels of future professionals and the levels needed in rehabilitation practice. Therefore, the transfer from tertiary education to practice concerning IPECP in rehabilitation is the central theme of the project.
Regional bonds between higher education institutions and rehabilitation centres will be strengthened in order to align IPECP. On the one hand we deliver a set of basic and advanced modules on functioning according to the WHO’s International Classification of Functioning, Disability and Health and a set of (assessment) tools on interprofessional skills training. Also, applications of this theory in promising approaches, both in education and in rehabilitation practice, are regionally being piloted and adapted for use in other regions. Field visits by professionals from practice to exchange experiences is included in this work package.
We aim to deliver a range of learning materials, from modules on theory to guidelines on how to set up and run a student-run interprofessional learning ward in a rehabilitation centre. All tested outputs will be published on the INPRO-website and made available to be implemented in the core curricula in tertiary education and for lifelong learning in health care practice. This will ultimately contribute to improve functioning and health outcomes and quality of life of patients in rehabilitation centres and beyond.
Within the rehabilitation sector, students and professionals collaborate interprofessionally when focusing on the functioning of patients. Developing and implementing person-centred, interprofessional education in an institution requires coordinated implementation actions across multiple divisions. The objectives of this study were twofold: firstly, to explore the work processes of educators who implement person-centred, interprofessional education for collaborative practice (IPECB) which, secondly, served to develop process guide materials for educators from various settings.Educational Design Research was conducted in the Erasmus+ project INPRO from 2021 to 2023. It followed an iterative, process-oriented approach that consisted of four complementary workstreams: 1) Literature, needs, and collection of approaches; 2) IPECP design thinking and piloting with project stakeholders; 3) Process guide development and usability testing; 4) Exchange and refinement. A synthesis from each workstream’s findings served to explore the content and structure of process guide materials.Three design topics emerged: a) ‘Facilitating Interprofessional Education in a Global Classroom Setting’; b) ‘Interlinking Higher Education and Rehabilitation Practice’; c) ‘Facilitating Interprofessional Collaborative Practice in Rehabilitation’. This developed theory shows that the needs of educators differed between higher education and rehabilitation settings. As a result, the process guide materials consist of context-specific content. The third topic showed links between the settings regarding the educators’ work process. These findings determined the structure of the process guides. Interlinkages bear a potential for facilitating the transition of educators and students from theory to practice. Future studies may explore the applicability of the findings to other settings and to collaborative (online) learning in general.
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