Using IPE to address communities’ needs within the ICF and CBR

Guidelines Frameworks.

Rhoda A. Waggie F. Filies G.C.

Laattoe N.

OUTLINE OF PRESENTATION

• Define Concepts

• Frameworks

• UWC Approach

• Evaluating UWC Approach

• Take home message

Definition of ConceptsInterprofessional 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.

FRAMEWORKS

NEEDS Framework to address needs

ICFThe 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)

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.

UWC ModelStudents

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

Evaluating IPE Intervention

Quantitative

Document analysis:needs identified: ICF Care Plan interventions: CBR Matrix

Five Group of students:

Five different settings

Analysed descriptively

Qualitative

• Convenient sample of students (interprofessionalgroup)

• Two focus group discussions

• Conducted by a researcher not involved in the IPE sessions

• The audio-tapes were transcribed verbatim

• Analysed thematically

Quantitative Results (1/3)SETTING ICF DOMAINS CBR DOMAIN

Creché Environmental (space and location)

Health, EducationLivelihoods

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

Quantitative Results (2/3)

Setting CBR Component CBR Element

Day Care Centre Children without disabilities

Health,EducationLivelihoods

Promotion, prevention medical careEarly ChildhoodSkills development

Frail Centre HealthEmpowerment

Promotion, preventionCommunication

Support Group Health

EducationLivelihoods,

Social

Empowerment

Promotion, prevention, medical careNon-formal educationSkills development, self-employment, financial servicesCulture, arts, recreation leisureCommunicationSocial mobilization

Quantitative Results (3/3)

Setting CBR Component CBR Element

Day Care Centre Children with disabilities

Health

EducationLivelihoods Social

Empowerment

Promotion, prevention, rehabilitationPrimary, life-long, learningSkills developmentPersonal assistance, recreation, leisure sportCommunication

Home-based Carers Health

EducationLivelihoods

Social Empowerment

Promotion, prevention medical careLife-long learningSkills development, self-employmentCulture and artsAccess to justice

Qualitative: ResultsSome

students were not aware of

their own roles

TAKE HOME MESSAGE

CBRICF

IPE/IPP

KNOWLEDGE/TRAINING

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, 13:167http://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