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Biomedical subjects

D Freeth

Publications and source records attributed to D Freeth.

8 recordsLinked to original sources
PubMed2001

'Real life' clinical learning on an interprofessional training ward.

This paper describes the multi-method evaluation of an interprofessional training ward placement for medical, nursing, occupational therapy and physiotherapy students. Unique in the UK, and an extension of pioneering work in Sweden (Wahlström et al. 1997, Wahlstroöm & Sandén 1998), this interprofessional clinical placement allowed senior pre-qualifying students, under the supervision of practitioners, to plan and deliver interprofessional care for a group of orthopaedic and rheumatology patients. This responsibility enabled students to develop both their profession-specific skills in a real-world setting and the quality of their interprofessional teamwork. Student teams were supported by facilitators who led reflective sessions and acted as a resource for the students' problem-based learning. The training ward was evaluated by a multi-method approach, incorporating interviews, observations and questionnaires with students, patients and clinical staff. The evaluation findings have been grouped into a number of themes which offer an insight into the varying perspectives of training ward students, patients and staff. This paper pays particular attention to the nursing perspective of the interprofessional training ward pilot.

Education, Nursing↗
PubMed2001

Sustaining interprofessional collaboration.

There has been much written about new interprofessional collaborations, rather less about established or terminated collaborations. This paper briefly rehearses well known factors that encourage and discourage interprofessional collaboration, before considering factors that may help sustain collaborations or signal that termination of the collaboration is appropriate. The Clinical Skills Initiative at St Bartholomew's in London, UK is offered as a case study of a sustained interprofessional collaboration. It will be argued that a combination of continued need to collaborate and empowerment to do so, creates favourable conditions for sustained collaboration. The composition of the interprofessional team that comprises the collaboration is also seen as key.

Clinical Competence↗
PubMed1998

Assessment of clinical skills: a new approach to an old problem.

The changed nature of clinical placements, with shorter in-patient episodes and staff in clinical areas carrying increasingly high workloads, has prompted changes in the teaching learning and assessment of clinical skills. The 'Bart's Nursing OSCE' is an innovative approach to the assessment of clinical skills, through the medium of simulated professional practice. The antecedents of this educational development are discussed before detailed description of the Bart's Nursing OSCE. Discussion focuses upon: the rationale, authenticity, validity and reliability of the assessment; the roles of assessors and simulated patients; feedback to and from students and other stakeholders; the educational impact of the innovation; and management issues.

Clinical Competence↗
PubMed1998

Learning clinical skills: an interprofessional approach.

The professions of nursing and medicine are committed to interprofessional education, in the belief that through this, patient care and satisfaction will be improved. Most initiatives involving nurses have been at post-qualification level, in primary health care, and concerning interpersonal or information management skills. Much of this collaboration has been with professions allied to medicine or social services. This paper discusses an innovative programme of shared learning in acute care, involving final year medical students and newly qualified staff nurses. The programme, developed in response to the blurring of professional roles between nurses and junior doctors, took place in our interprofessional Clinical Skills Centre. It was based around a developing patient scenario which was pertinent to the participants' area of practice. Each session was led by an experienced nurse lecturer and doctor, supported by specialist contributors. The style of learning was participative, with small interprofessional groups addressing a range of patient management issues. In this way, relevant clinical and communication skills were integrated within the context of holistic patient care. The course was well evaluated by both professional groups of participants and their managers. Subsequent research and curriculum development are leading to the expansion of this successful initiative.

Clinical Competence↗
PubMed1998

Teenage health and the practice nurse: choice and opportunity for both?

Teenage health issues and the means to address them have caused increasing concern over recent years. This study investigated the involvement and training of practice nurses, the topics raised during consultations with teenagers, and the comfort of the practice nurses in dealing with these topics. Data were collected using a postal questionnaire survey (response rate 80.6%). Expansion of the role of the practice nurse in teenage health may be appropriate but needs to be supported by training.

Adolescent↗
PubMedDate not supplied

Promoting health in young people.

This article discusses aspects of health that might affect young people and ways in which nurses can promote healthy living and support this group of clients during a potential period of anxiety.

Adolescent↗