- Journal Details
- First Published
- 19 Nov 2014
- Publication timeframe
- 1 time per year
- English, German
- Open Access
Page range: 1 - 2
- Open Access
Interprofessional education and practice in Sweden / Interprofessionelle Bildung und Praxis in Schweden
Page range: 3 - 13
There are some significant differences between the health systems in German speaking Europe and Sweden: In Sweden, the number of hospitals is small, caregiving services in the hospital and ambulatory sector are integrated, health professionals with university degrees are granted extended competencies and rights incl. first line consultation and limited prescription. Education is designed to prepare for these functions and responsibilities. It started more than 30 years ago when Linköping implemented the OECD-model of Health Universities. Interprofessional teaching, common learning of the various tracks and training on real patients are constitutive elements of this novel approach. Karolinska University in Stockholm adopted the model in 1998 and gave way to a nationwide reform. A recommendation of the German Science Council regarding training of health professionals, published 2012, drew the attention of educators to this approach. The paper explains the circumstances of the consolidation of this concept. It is important to realize that overarching governance principles and measures deriving from health and education policy are of crucial importance. They evolve from evaluations of needs carried out by the regional health agencies which lead to conditional mandates and financial incentives to the education sector. Moreover, decisions taken by the national board for accreditation and quality assurance take also in account the goals set and the outcomes in education and caregiving. Outside Sweden they would be considered an inappropriate limitation of academic freedom.The paper ends with a reflection of impressions collected during a study trip and shows some lessons to be learnt from the Swedish education and practice.
- Interprofessional education
- Training Ward
- Karolinska Institutet
- Health University
- Open Access
ROSE – the learning health care system in the Osnabrück-Emsland / ROSE – das lernende Gesundheitssystem in der Region Osnabrück-Emsland
Page range: 14 - 20
The University Osnabrück and the University of Applied Sciences Osnabrück and regional partners recently signed a Memorandum of Understanding to establish a Healthcare Campus. The aim of the Healthcare Campus is to develop innovative concepts for delivering patient care in the Osnabrück region. It brings together academia, networks, enterprises, healthcare providers and local authorities. Financed by the State of Lower Saxony, the project „The Learning Healthcare System in the Region Osnabrück Emsland (ROSE)” is a central activity within the Healthcare Campus. This project makes use of the learning paradigm. Providing feedback is the driving mechanism to achieve progress. Research provides the feedback to the healthcare providers and local authorities, in order to optimise the current practice in urban and rural areas of the region. The feedback mechanism is based on data from practice, which play the central role in turning evidence-based-practice into practice-based-evidence and putting translation at the start, not at the end of the project. Both universities coordinate their activities within the ROSE project to attain the goals of the Healthcare Campus Osnabrück. The model with five measures for the implementation is presented. It builds upon the wealth of existing bachelor and masters programs in healthcare and unites research, PhD programs and translation of scientific results into practice.
- Healthcare Campus
- Learning Healthcare System
- Practice-based Evidence
- Innovation by Learning
- Open Access
The meaning of interprofessional education and collaborative practice for the academisation of health professions / Die Relevanz Interprofessioneller Lern- und Arbeitsprozesse im Kontext der Akademisierung der Gesundheitsberufe
Page range: 21 - 28
The academization of health professions is a complex process, whose progress is denoted by the parallelism of different processes. These include for example the setup of scientific disciplines as well as the development of higher education concepts. Meanwhile, entering interprofessional teaching and work processes is demanded. This requirement is a chance and often a concern of specialist development. In this article, interprofessionalism is defined as a social construct and distinct object of research that is a crucial requirement for the academisation of health professions. The engagement with other professions and disciplines as outlined with exemplary processes is relevant for the development of specialist profiles and should be supported.
- academization of health professions
- interprofessional education and collaborative practice
- social construction
- research in interprofessionalism
- Open Access
Think outside the box – Interprofessional collaboration starts in the mind of teachers / Querdenken erlaubt – Interdisziplinarität beginnt in den Köpfen von Lehrenden
Page range: 29 - 36
Studies indicate positive effects of interprofessional collaboration on the quality of health care. Interprofessional academic education of health care professionals is crucial for successful cooperation, although
- Interprofessional health care
- interprofessional learning
- Interprofessional teaching
- health care professionals
- Interdisziplinäre Gesundheitsversorgung
- interdisziplinäre Lehre
- interdisziplinäres Lernen
- Open Access
Interprofessional health care - field of study with future and challenges / Interprofessionelle Versorgung – Ein Studiengebiet mit Zukunft und Herausforderungen
Page range: 37 - 46
At Alice Salomon University in Berlin, the project «Healthcare Professionals - Bachelor for Interprofessional Healthcare and Management» aims at developing a joint online, part-time study course for nursing staff, physiotherapists, occupational therapists and speech therapists.
Based on innovative learning modules, the study course aims at improving inter-professional cooperation in healthcare, thus enhancing the quality of care for patients.
Do executives and professionals see a need for action with regard to interprofessional healthcare? How can employers support part-time students attending the study course alongside employment? Which requirements should the study course meet in terms of contents and structure to balance studies and employment?
Quantitative online survey among executives and professionals using questionnaires. A descriptive approach was employed to evaluate the quantitative data statistically.
The executives› survey confirmed a definite need for enhanced skills acquired through higher education and revealed a strong wish for more interprofessional cooperation than what is commonly practiced in healthcare today. Innovative study formats and cooperation on the part of the employers are necessary to balance work and studies.
The challenge now is conceptualizing a study course that promotes the online development of interprofessional and scientific skills, imparts future-oriented and practice-relevant contents and is flexible to accommodate the needs of employed, part-time students.
- Interprofessional healthcare
- interprofessional education
- compatibility of studies and work
- needs assessment
- patient-centred care
- Interprofessionelle Versorgung
- interprofessionelles Studium
- Vereinbarkeit von Studium und Beruf
- patientenorientierte Versorgung
- Open Access
Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen
Page range: 47 - 56
After five years of experience in interprofessional education (IPE) in the Bachelor programs occupational therapy, midwifery, nursing, speech therapy, and physiotherapy at the University of Applied Sciences in Bochum (Germany), we have systematically evaluated and substantially revised our IPE concept in 2014/15. The structural and curricular embedding of IPE throughout the course of the five Bachelor programs requires the development and ongoing evolution of a binding concept for the interprofessional competence development. This concept needs to be based on a systematic reflection of current practice and sound scientific knowledge concerning interprofessional topics. Furthermore, it needs to address the promotion of competencies to act inter- and transprofessionally to enable a high quality of care (
- interprofessional education (IPE)
- collaborative practice
- interprofessional framework
- Open Access
Formalization of informally acquired competences as part of academic certificate programs in healthcare – “prototype” of a model / Formalisierung informell erworbener Kompetenzen im Rahmen akademischer Zertifikatsprogramme im Gesundheitsbereich – „Prototyp“ eines Modells
Page range: 57 - 70
The health care sector is facing many aspects of transformation. One aspect amongst others herein is an alteration of qualification profiles. Universities have to focus on both aspects determining future qualification profiles and increasing permeability between educational systems in a sense of optimally intermeshing competences that have been acquired at universities and those that have been acquired outside of them. This leads to the question how to create university certificate programs that offers two aspects: academic qualification on the one hand and on the other hand a possibility to identify, evaluate and certify non-formally and informally acquired competences of participating students. The ultimate goal is to identify and evaluate a person´s overall competence in a clearly defined thematic context, whereat competences that have been acquired outside universities will play an important role. Competences that have been certified by these academic programs may be used later for crediting purposes. In this report an initial prototype is being presented. It defines itself mainly as additional novel way of discussing crediting concepts.
- Academic certificate programs
- competences acquired outside universities
- Open Access
Theory-practice transfer in health care - by scientific reflection of occupational area to care experts / Theorie-Praxis-Transfer in der Gesundheitsversorgung – durch wissenschaftliche Berufsfeldreflexion zum Versorgungsexperten
Page range: 71 - 80
With the academization of practical health professions universities as well as universities of applied sciences are facing the challenge to qualify nurses and therapists for a field of profession which is not defined yet. Science has to answer the questions about the exact contents and the boundary of academic health professions to other professions, which are established in fields of activities within patient care for a long time. Furthermore, science has to show prospective developments. At this point the need of labour research in academic, practical professions of health care arises.
The concept of this contribution combines the further qualification with labour research in the professional field and aims to design modules of further education, which combine systematically the practical field of work with the contents of the module. The base is a didactical approach of a relation between theoretical and practical parts, known from dual study programs. A reflective oriented case study is the central instrument of the further education in every module. The participants have to use the theoretical contents of the module to reflect their practical field of work with a professional perspective. In doing so the participants become researcher in their own practice and at the same time the further education is used for a scientific reflection of their field of work which generates inputs for the development of the practice.
- Academization of health professionals
- reflection of the occupational area
- congruence between “theory and practice”