Base de dados : MEDLINE
Pesquisa : H02.010 [Categoria DeCS]
Referências encontradas : 507 [refinar]
Mostrando: 1 .. 10   no formato [Detalhado]

página 1 de 51 ir para página                         

  1 / 507 MEDLINE  
              next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28822211
[Au] Autor:Kim TE; Shankel T; Reibling ET; Paik J; Wright D; Buckman M; Wild K; Ngo E; Hayatshahi A; Nguyen LH; Denmark TK; Thomas TL
[Ad] Endereço:Associate Professor and Associate Medical Director, Department of Emergency Medicine, Loma Linda University, Loma Linda, California.
[Ti] Título:Healthcare students interprofessional critical event/disaster response course.
[So] Source:Am J Disaster Med;12(1):11-26, 2017.
[Is] ISSN:1932-149X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: Numerous disasters confirm the need for critical event training in healthcare professions. However, no single discipline works in isolation and interprofessional learning is recognized as a necessary component. An interprofessional faculty group designed a learning curriculum crossing professional schools. DESIGN: Faculty members from four healthcare schools within the university (nursing, pharmacy, allied health, and medicine) developed an interdisciplinary course merging both published cross-cutting competencies for critical event response and interprofessional education competencies. SETTING: Students completed a discipline-specific online didactic course. Interdisciplinary groups then participated in a 4-hour synchronous experience. This live course featured high-fidelity medical simulations focused on resuscitation, as well as hands-on modules on decontamination and a mass casualty triage incorporating moulaged standardized patients in an active shooter scenario. PARTICIPANTS: Participants were senior students from allied health, medicine, nursing, and pharmacy. MAIN OUTCOME MEASURES: Precourse and postcourse assessments were conducted online to assess course impact on learning performance, leadership and team development, and course satisfaction. RESULTS: Students participated were 402. Precourse and postcourse evaluations showed improvement in team participation values, critical event knowledge, and 94 percent of participants reported learning useful skills. Qualitative responses evidenced positive response; most frequent recurring comments concerned value of interprofessional experiences in team communication and desire to incorporate this kind of education earlier in their curriculum. Students demonstrated improvement in both knowledge and attitudes in a critical event response course that includes interprofessional instruction and collaboration. Further study is required to demonstrate sustained improvement as well as benefit to clinical outcomes.
[Mh] Termos MeSH primário: Instrução por Computador
Medicina de Desastres/educação
Educação Profissionalizante/organização & administração
Medicina de Emergência/educação
Competência Profissional
[Mh] Termos MeSH secundário: Ocupações Relacionadas com Saúde
Atitude do Pessoal de Saúde
Currículo
Educação Médica/organização & administração
Educação em Enfermagem/organização & administração
Educação Profissional em Saúde Pública/organização & administração
Feminino
Seres Humanos
Relações Interprofissionais
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171103
[Lr] Data última revisão:
171103
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170820
[St] Status:MEDLINE


  2 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
Texto completo
[PMID]:28639262
[Au] Autor:Reeves S; Pelone F; Harrison R; Goldman J; Zwarenstein M
[Ad] Endereço:Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, St George's Hospital, Grosvenor Wing, Cranmer Terrace, London, Greater London, UK, SW17 0BE.
[Ti] Título:Interprofessional collaboration to improve professional practice and healthcare outcomes.
[So] Source:Cochrane Database Syst Rev;6:CD000072, 2017 06 22.
[Is] ISSN:1469-493X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Poor interprofessional collaboration (IPC) can adversely affect the delivery of health services and patient care. Interventions that address IPC problems have the potential to improve professional practice and healthcare outcomes. OBJECTIVES: To assess the impact of practice-based interventions designed to improve interprofessional collaboration (IPC) amongst health and social care professionals, compared to usual care or to an alternative intervention, on at least one of the following primary outcomes: patient health outcomes, clinical process or efficiency outcomes or secondary outcomes (collaborative behaviour). SEARCH METHODS: We searched CENTRAL (2015, issue 11), MEDLINE, CINAHL, ClinicalTrials.gov and WHO International Clinical Trials Registry Platform to November 2015. We handsearched relevant interprofessional journals to November 2015, and reviewed the reference lists of the included studies. SELECTION CRITERIA: We included randomised trials of practice-based IPC interventions involving health and social care professionals compared to usual care or to an alternative intervention. DATA COLLECTION AND ANALYSIS: Two review authors independently assessed the eligibility of each potentially relevant study. We extracted data from the included studies and assessed the risk of bias of each study. We were unable to perform a meta-analysis of study outcomes, given the small number of included studies and their heterogeneity in clinical settings, interventions and outcomes. Consequently, we summarised the study data and presented the results in a narrative format to report study methods, outcomes, impact and certainty of the evidence. MAIN RESULTS: We included nine studies in total (6540 participants); six cluster-randomised trials and three individual randomised trials (1 study randomised clinicians, 1 randomised patients, and 1 randomised clinicians and patients). All studies were conducted in high-income countries (Australia, Belgium, Sweden, UK and USA) across primary, secondary, tertiary and community care settings and had a follow-up of up to 12 months. Eight studies compared an IPC intervention with usual care and evaluated the effects of different practice-based IPC interventions: externally facilitated interprofessional activities (e.g. team action planning; 4 studies), interprofessional rounds (2 studies), interprofessional meetings (1 study), and interprofessional checklists (1 study). One study compared one type of interprofessional meeting with another type of interprofessional meeting. We assessed four studies to be at high risk of attrition bias and an equal number of studies to be at high risk of detection bias.For studies comparing an IPC intervention with usual care, functional status in stroke patients may be slightly improved by externally facilitated interprofessional activities (1 study, 464 participants, low-certainty evidence). We are uncertain whether patient-assessed quality of care (1 study, 1185 participants), continuity of care (1 study, 464 participants) or collaborative working (4 studies, 1936 participants) are improved by externally facilitated interprofessional activities, as we graded the evidence as very low-certainty for these outcomes. Healthcare professionals' adherence to recommended practices may be slightly improved with externally facilitated interprofessional activities or interprofessional meetings (3 studies, 2576 participants, low certainty evidence). The use of healthcare resources may be slightly improved by externally facilitated interprofessional activities, interprofessional checklists and rounds (4 studies, 1679 participants, low-certainty evidence). None of the included studies reported on patient mortality, morbidity or complication rates.Compared to multidisciplinary audio conferencing, multidisciplinary video conferencing may reduce the average length of treatment and may reduce the number of multidisciplinary conferences needed per patient and the patient length of stay. There was little or no difference between these interventions in the number of communications between health professionals (1 study, 100 participants; low-certainty evidence). AUTHORS' CONCLUSIONS: Given that the certainty of evidence from the included studies was judged to be low to very low, there is not sufficient evidence to draw clear conclusions on the effects of IPC interventions. Neverthess, due to the difficulties health professionals encounter when collaborating in clinical practice, it is encouraging that research on the number of interventions to improve IPC has increased since this review was last updated. While this field is developing, further rigorous, mixed-method studies are required. Future studies should focus on longer acclimatisation periods before evaluating newly implemented IPC interventions, and use longer follow-up to generate a more informed understanding of the effects of IPC on clinical practice.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Pessoal de Saúde
Relações Interprofissionais
Prática Profissional
[Mh] Termos MeSH secundário: Ocupações Relacionadas com Saúde
Lista de Checagem
Assistência à Saúde
Feminino
Seres Humanos
Enfermeiras e Enfermeiros
Farmacêuticos
Médicos
Qualidade da Assistência à Saúde
Ensaios Clínicos Controlados Aleatórios como Assunto
Assistentes Sociais
Telecomunicações
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T; REVIEW
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170823
[Lr] Data última revisão:
170823
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170623
[St] Status:MEDLINE
[do] DOI:10.1002/14651858.CD000072.pub3


  3 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28350738
[Au] Autor:Aiello M; Roberts KA
[Ad] Endereço:Matthew Aiello is an urgent and acute workforce transformation specialist for Health Education England's West Midlands office in Birmingham, United Kingdom. Karen A. Roberts is program director of the master of science in Physician Associate Studies at St. George's Hospital Medical School, University of London, reader in PA Studies, and chair of the UK PA national examination for the Faculty of Physician Associates. The authors have disclosed no potential conflicts of interest, financial or otherwise.
[Ti] Título:Development of the United Kingdom physician associate profession.
[So] Source:JAAPA;30(4):1-8, 2017 Apr.
[Is] ISSN:1547-1896
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The world of healthcare is changing, and patient needs are changing with it. Traditional doctor-driven models of workforce planning are no longer sustainable in the United Kingdom (UK) healthcare economy, and newer models are needed. In the multiprofessional, multiskilled clinical workforce of the future, the physician associate (PA) has a fundamental role to play as an integrated, frontline, generalist clinician. As of 2016, about 350 PAs were practicing in the UK, with 550 PAs in training and plans to expand rapidly. This report describes the development of the PA profession in the UK from 2002, with projections through 2020, and includes governance, training, and the path to regulation. With rising demands on the healthcare workforce, the PA profession is predicted to positively influence clinical workforce challenges across the UK healthcare economy.
[Mh] Termos MeSH primário: Recursos Humanos em Saúde/tendências
Assistentes Médicos/provisão & distribuição
Prática Profissional/tendências
Papel Profissional
[Mh] Termos MeSH secundário: Acreditação
Ocupações Relacionadas com Saúde/educação
Seres Humanos
Assistentes Médicos/educação
Especialização
Medicina Estatal
Reino Unido
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171004
[Lr] Data última revisão:
171004
[Sb] Subgrupo de revista:T
[Da] Data de entrada para processamento:170329
[St] Status:MEDLINE
[do] DOI:10.1097/01.JAA.0000513357.68395.12


  4 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
[PMID]:28255601
[Au] Autor:Schilling J
[Ad] Endereço:Department of Physical Therapy and Athletic Training, Northern Arizona University, 435 N. 5th St., Phoenix, AZ 85004, USA. Tel 207-400-9098, fax 602-827-2425. jim.schilling@nau.edu.
[Ti] Título:In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise.
[So] Source:J Allied Health;46(1):e25-e30, 2017.
[Is] ISSN:1945-404X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The amount of guidance supplied by educators to students in allied health programs is a factor in student learning. According to the cognitive load theory of learning, without adequate instructional support, novice learners will be overwhelmed and unable to store information, while unnecessary guidance supplied to advanced students will cause extraneous cognitive load on the working memory system. Adjusting instructional guidance for students according to their level of expertise to minimize extraneous cognitive load and optimize working memory storage capacity will enhance learning effectiveness. Novice students presented with complex subject matter require significant guidance during the initial stages, using strategies such as worked examples. As students comprehend information, instructional guidance needs to gradually fade to avoid elevated extraneous cognitive load from the expertise reversal effect. An instructional strategy that utilizes a systemic (fixed) or adjustable (adaptive) tapering of guidance to students in allied health programs depending on their expertise will optimize learning capability.
[Mh] Termos MeSH primário: Ocupações Relacionadas com Saúde/educação
Cognição
Rememoração Mental
Estudantes de Ciências da Saúde/psicologia
Ensino
[Mh] Termos MeSH secundário: Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170331
[Lr] Data última revisão:
170331
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170304
[St] Status:MEDLINE


  5 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
[PMID]:28255596
[Au] Autor:Romig BD; Tucker AW; Hewitt AM; O'Sullivan Maillet J
[Ad] Endereço:Dep. of Interdisciplinary Studies, School of Health Professions, Rutgers, The State University of New Jersey, 65 Bergen Street, Rm 353, Newark, NJ 07101-1709, USA. Tel 248-622-7494. romigbd@shp.rutgers.edu.
[Ti] Título:The Future of Clinical Education: Opportunities and Challenges from Allied Health Deans' Perspective.
[So] Source:J Allied Health;46(1):43-55, 2017.
[Is] ISSN:1945-404X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:ISSUE: There is limited information and consensus on the future of clinical education and the key factors impacting allied health (AH) clinical training. AH deans identified both opportunities and challenges impacting clinical education based on a proposed educational model. METHODS: From July 2013 to March 2014, 61 deans whose institutions were 2013 members of the Association of Schools of Allied Health Professions (ASAHP) participated in a three-round Delphi survey. Agreement on the relative importance of and the ability to impact the key factors was analyzed. Impact was evaluated for three groups: individual, collective, and both individual and collective deans. AH deans' responses were summarized and refined; individual items were accepted or rerated until agreement was achieved or study conclusion. RESULTS: Based on the deans' ratings of importance and impact, 159 key factors within 13 clinical education categories emerged as important for the future of clinical education. Agreement was achieved on 107 opportunities and 52 challenges. CONCLUSIONS: The Delphi technique generated new information where little existed specific to AH deans' perspectives on AH clinical education. This research supports the Key Factors Impacting Allied Health Clinical Education conceptual model proposed earlier and provides a foundation for AH deans to evaluate opportunities and challenges impacting AH clinical education and to design action plans based on this research.
[Mh] Termos MeSH primário: Pessoal Administrativo/psicologia
Ocupações Relacionadas com Saúde/educação
Estágio Clínico/tendências
Competência Clínica/normas
Tecnologia Educacional/tendências
Escolas para Profissionais de Saúde/tendências
[Mh] Termos MeSH secundário: Ocupações Relacionadas com Saúde/economia
Atitude do Pessoal de Saúde
Estágio Clínico/economia
Estágio Clínico/normas
Técnica Delfos
Tecnologia Educacional/economia
Previsões
Seres Humanos
Escolas para Profissionais de Saúde/economia
Escolas para Profissionais de Saúde/normas
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170331
[Lr] Data última revisão:
170331
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170304
[St] Status:MEDLINE


  6 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
[PMID]:28255595
[Au] Autor:Krpalek D; Javaherian-Dysinger H; Hewitt L
[Ad] Endereço:Dep. of Occupational Therapy, School of Allied Health Professions, Loma Linda University, Nichol Hall, Loma Linda, CA 92354, USA. Tel 909-558-4628, fax 909-558-0239. dkrpalek@llu.edu.
[Ti] Título:Health Profiles of Allied Health Students Enrolled in a Faith-Based University.
[So] Source:J Allied Health;46(1):36-42, 2017.
[Is] ISSN:1945-404X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: The purpose of this study was to explore the health profiles of students at a faith-based university. METHODS: Data were collected using a modified version of the Health Lifestyle Enhancement Profile (HELP) and HELP-Screener. Participants were 323 undergraduate and graduate allied health students, of whom 64% were female and 36% male, with ages ranging from 19 to 51 years. Associations between variables were explored and a two-step cluster analysis was applied to the data. RESULTS: Results showed that 34.1% of students perceived their health as excellent and 57.2% as good. It was also detected that high ratings of health were positively correlated with high ratings of happiness. Further, students who reported frequent exercise and a healthy diet scored more favorably across all measures of health in comparison to those who reported less frequent exercise and poorer dietary habits. Descriptive analysis revealed that 46.6% of students identified having at least one health problem, with back and neck pain being the most prevalent. Less than half of the study sample reported monitoring their health regularly, avoiding unhealthy foods, avoiding sedentary activities, and engaging in community activities. CONCLUSIONS: Considerations for future university-based interventions to support students' health at faith-based institutions are indicated.
[Mh] Termos MeSH primário: Ocupações Relacionadas com Saúde/educação
Comportamentos Relacionados com a Saúde
Nível de Saúde
Satisfação Pessoal
Religião
Estudantes de Ciências da Saúde/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Inquéritos Epidemiológicos
Seres Humanos
Masculino
Meia-Idade
Autorrelato
Distribuição por Sexo
Universidades
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170331
[Lr] Data última revisão:
170331
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170304
[St] Status:MEDLINE


  7 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28166817
[Au] Autor:Wenke RJ; Ward EC; Hickman I; Hulcombe J; Phillips R; Mickan S
[Ad] Endereço:Clinical Governance, Education and Research (Allied Health), Gold Coast Health, 1 Hospital Boulevard, Southport, Queensland, 4215, Australia. rachel.wenke@health.qld.gov.au.
[Ti] Título:Allied health research positions: a qualitative evaluation of their impact.
[So] Source:Health Res Policy Syst;15(1):6, 2017 Feb 06.
[Is] ISSN:1478-4505
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Research positions embedded within healthcare settings have been identified as an enabler to allied health professional (AHP) research capacity; however, there is currently limited research formally evaluating their impact. In 2008, a Health Practitioner industrial agreement funded a research capacity building initiative within Queensland Health, Australia, which included 15 new allied health research positions. The present project used a qualitative and realist approach to explore the impact of these research positions, as well as the mechanisms which facilitated or hindered their success within their respective organisations. METHODS: Forty-four AHP employees from six governmental health services in Queensland, Australia, participated in the study. Individual interviews were undertaken, with individuals in research positions (n = 8) and their reporting line managers (n = 8). Four stakeholder focus groups were also conducted with clinicians, team leaders and professional heads who had engaged with the research positions. RESULTS: Nine key outcomes of the research positions were identified across individual, team/service and organisational/community levels. These outcomes included clinician skill development, increased research activity, clinical and service changes, increased research outputs and collaborations, enhanced research and workplace culture, improved profile of allied health, development of research infrastructure, and professional development of individuals in the research positions. Different mechanisms that influenced these outcomes were identified. These mechanisms were grouped by those related to the (1) research position itself, (2) organisational factors and (3) implementation factors. CONCLUSIONS: The present findings highlight the potential value of the research positions for individuals, teams and clinical services across different governmental healthcare services, and demonstrate the impact of the roles on building the internal and external profile of allied health. Results build upon the emerging evidence base for allied health research positions and have important implications for a number of stakeholders (i.e. individuals in the research positions, AHPs and their managers, university partners and state-wide executives). Key recommendations are provided for all stakeholders to enhance the ongoing impact of these roles and the potential advocacy for additional positions and resources to support them.
[Mh] Termos MeSH primário: Ocupações Relacionadas com Saúde/estatística & dados numéricos
Pessoal Técnico de Saúde/estatística & dados numéricos
Pesquisa Biomédica/estatística & dados numéricos
Pesquisadores/estatística & dados numéricos
[Mh] Termos MeSH secundário: Pessoal Técnico de Saúde/normas
Competência Clínica/normas
Prática Clínica Baseada em Evidências
Grupos Focais
Seres Humanos
Relações Interprofissionais
Papel Profissional
Queensland
[Pt] Tipo de publicação:JOURNAL ARTICLE; MULTICENTER STUDY
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170606
[Lr] Data última revisão:
170606
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170208
[St] Status:MEDLINE
[do] DOI:10.1186/s12961-016-0166-4


  8 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
[PMID]:27880065
[Au] Autor:Gribble N; Ladyshewsky RK; Parsons R
[Ad] Endereço:a School of Occupational Therapy and Social Work , Curtin University , Perth , Western Australia , Australia.
[Ti] Título:Fluctuations in the emotional intelligence of therapy students during clinical placements: Implication for educators, supervisors, and students.
[So] Source:J Interprof Care;31(1):8-17, 2017 Jan.
[Is] ISSN:1469-9567
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:This study investigated the changes in emotional intelligence (EI) of occupational therapy, physiotherapy, and speech pathology students (therapy students). Clinical placements have multiple benefits including the development of interprofessional skills, enhancing practice skills and interpersonal skills. Higher EI competencies have been shown to have a positive impact on patient outcomes, teamwork skills, dealing with stress, and patient satisfaction. Data for this study were collected at two time points: before third-year therapy students commenced extended clinical placements (T1 with 261 students) and approximately 7 months later after students had completed one or more clinical placements (T2 with 109 students). EI was measured using the Emotional Quotient Inventory 2.0 (EQ-i ). Only one EI score, assertiveness, demonstrated a significant decline. No EI score showed a significant increase. A third or more of the students showed increases of five points or more in self-actualisation, emotional expression, independence, reality testing and optimism. However, of concern were the five EI scores where therapy students' EI scores decreased by more than five points: assertiveness (where 38% of students declined), problem solving (37%), impulse control (35%), self-actualisation (35%), and stress tolerance (33%). With EI scores declining for some students during clinical placements, there are implications for clinical supervisors and interprofessional facilitators as clinical performance may decline concurrently. There is a range of potential reasons that clinical placements could negatively influence the EI competencies of a therapy student, including poor clinical supervision, conflict between a student, and supervisor and failing a clinical placement. The research suggests that interprofessional facilitators and university educators might consider students undertaking EI tests before clinical placements.
[Mh] Termos MeSH primário: Ocupações Relacionadas com Saúde/educação
Estágio Clínico/organização & administração
Inteligência Emocional
Estudantes/psicologia
[Mh] Termos MeSH secundário: Adolescente
Adulto
Austrália
Feminino
Seres Humanos
Relações Interprofissionais
Masculino
Terapia Ocupacional/educação
Fisioterapia/educação
Resolução de Problemas
Autoimagem
Habilidades Sociais
Patologia da Fala e Linguagem/educação
Estresse Psicológico/psicologia
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170515
[Lr] Data última revisão:
170515
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161124
[St] Status:MEDLINE


  9 / 507 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27761993
[Au] Autor:Lucchetti AL; Santos CS; da Silva Ezequiel O; Lucchetti G
[Ti] Título:Implementing an 'Interprofessional fair' for pre-clinical medical undergraduates.
[So] Source:Med Educ;50(11):1152, 2016 Nov.
[Is] ISSN:1365-2923
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Ocupações Relacionadas com Saúde/educação
Relações Interprofissionais
Estudantes de Medicina
[Mh] Termos MeSH secundário: Brasil
Educação de Graduação em Medicina
Geriatria
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170822
[Lr] Data última revisão:
170822
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161021
[St] Status:MEDLINE
[do] DOI:10.1111/medu.13190


  10 / 507 MEDLINE  
              first record previous record
seleciona
para imprimir
Fotocópia
[PMID]:27724953
[Au] Autor:Dizon JM; Grimmer K; Machingaidze S; McLaren P; Louw Q
[Ad] Endereço:Centre for Evidence-Based Health Care (CEBHC), Faculty of Medicine and Health Sciences Stellenbosch University, Francie van Zijl Drive, Tygerberg, 7505, Cape Town, South Africa. dizonj@sun.ac.za.
[Ti] Título:Mapping South African allied health primary care clinical guideline activity: establishing a stakeholder reference sample.
[So] Source:Health Res Policy Syst;14(1):77, 2016 Oct 10.
[Is] ISSN:1478-4505
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Little is known about allied health (AH) clinical practice guideline (CPG) activity in South Africa, and particularly in relation to primary health care (PHC). This paper reports on a scoping study undertaken to establish a reference framework, from which a comprehensive maximum variation sample could be selected. This was required to underpin robust sampling for a qualitative study aimed at understanding South African primary care AH therapy CPG activities. This paper builds on findings from the South African Guidelines Evaluation (Project SAGE) Flagship grant. METHODS: South African government websites were searched for structures of departments and portfolios, and available CPGs. Professional AH association websites were searched for CPGs, purposively-identified key informants were interviewed, and CPGs previously identified for priority South African primary care conditions were critiqued for AH therapy involvement. RESULTS: Key informants described potentially complex relationships between players who may be engaged in South African AH CPGs, in both public and private sectors. There were disability/rehabilitation portfolios at national and provincial governments, but no uniformity in provincial government organisation of, or support for, PHC AH services. There were no AH primary care therapy CPGs on government websites, although there was 'clinical guidance' in various forms on professional association websites. Only two CPGs of priority South African PHC conditions included mention of any AH therapy (physiotherapy for adult asthma and chronic obstructive pulmonary disease). CONCLUSION: A comprehensive and wide-reaching stakeholder reference framework would be required in order to capture the heterogeneity of AH primary care CPG activity in South Africa. This should involve the voices of national and purposively-selected provincial governments, academic institutions, consultants, public sector managers and clinicians, private practitioners, professional associations, and private sector insurers. Provincial governments should be selected to reflect heterogeneity in local economics, population demographics and availability of university AH training programs. This investigation should aim to determine the areas of PHC in which AH are engaged.
[Mh] Termos MeSH primário: Ocupações Relacionadas com Saúde
Pessoal Técnico de Saúde
Assistência à Saúde
Serviços de Saúde
Guias de Prática Clínica como Assunto
Atenção Primária à Saúde
[Mh] Termos MeSH secundário: Adulto
Criança
Governo
Seres Humanos
Organizações
Setor Privado
Setor Público
África do Sul
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1704
[Cu] Atualização por classe:170414
[Lr] Data última revisão:
170414
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161012
[St] Status:MEDLINE



página 1 de 51 ir para página                         
   


Refinar a pesquisa
  Base de dados : MEDLINE Formulário avançado   

    Pesquisar no campo  
1  
2
3
 
           



Search engine: iAH v2.6 powered by WWWISIS

BIREME/OPAS/OMS - Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde