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MBO

December 20, 2023

ICF education continuum: from basic knowledge to practical ICF implementation material.

It is recognized by the WHO that the use of the International Classification of Functioning, Disability and Health (ICF) requires knowledge of the ICF framework, its philosophy and principles, and practical tools. This report provides an overview of the iterative development processes of the "INPRO ICF Basic Course" materials and the "ICF in person-centered rehabilitation" advanced learning materials to support the interprofessional implementation of ICF. The added value of the INPRO ICF Basic course is the additional material developed to support the WHO ICF eLearning Tool, e.g., introduction and motivational lecture, slides and videos, and reflection seminar, where the participants discuss the most important aspects of ICF in small groups and the discussions is shared together in a big group. The developed ICF education continuum offers a learner-friendly, understandable basic knowledge of the ICF framework and additional ICF material for person-centered, interprofessional implementation. Even though the material follows the rehabilitation model, it can be used by any professional who uses the ICF.

Document

Jaana Paltamaa, Anu Myllyharju-Puikkonen

December 1, 2023

ICF in Person-centred Rehabilitation

The International Classification of Functioning, Disability and Health (ICF) is a linking framework for interprofessional collaboration and structuring the needs of a client. The person's functioning is the starting point for person- and goal-oriented iterative rehabilitation, for which ICF applications are needed. This material aims to support the use of the ICF in person-centred rehabilitation and interprofessional practice by offering ICF tools. It is based on the MAGPIED rehabilitation process: Meet, Assess, Goal set, Plan, Implement, Evaluate, and Document. Even though the material follows the rehabilitation model, it can be used by any professionals who uses the ICF. The idea of the material is to offer a short theoretical background, examples, and tools as well as examples of assignments for the reader. It can be used by any professionals as an inspiring package of ICF tools or supporting material when educating the usage of ICF in higher education institutions. For the lectures, the material includes a supplement PowerPoint presentation for the Assess and Plan phases.

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Jaana Paltamaa, Anu Myllyharju-Puikkonen

November 22, 2023

INPRO Competency Framework: User's Guide

The INPRO CF (Competency Framework) User's Guide is a comprehensive resource designed to assist users in effectively navigating and utilizing the INPRO CF. This guide aims to provide clear instructions, tips, and insights for a smooth and successful experience with the framework. Whether you are a student, a professional, a manager, or an educator, this user's guide will support you in understanding and making the most of the INPRO CF. This manual specifically targets individuals who wish to utilize interprofessional competencies, not only within educational institutes but also in practical settings. It aligns with the objective of the INPRO project, making it suitable for both education and practice contexts.

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Ingrid Aerts, Claudia de Weerdt

November 6, 2023

Development of a Digital Escape Room

This document gives insight into the background, functions, and possible use of a developed digital escape room. The room was created as an assignment for the completion of the ICF Facilitator course, offered by the WHO. Transforming content from a PPT format into a Google website was inspired by Adrijana Krebs (EDUdig project). Design and content were inspired by a student project group, which had developed the escape game WEscape. This 50-minute game is developed to improve person-centred, interprofessional collaboration based on ICF. It consists of four quizzes, which start with background knowledge and exploring ICF codes in the ICF browser. A case of a 10-year-old girl with cerebral palsy serves as a basis for a role-play, in which shared-decision making shall be exercised. Information shall be sorted per ICF domain and additional information can be invented. Finally, a broader view of the ICF framework is established, before the learners access a code to exit the room. Find the game here: https://sites.google.com/view/escape4health - Consider time to introduce and feedback!

Document

Anita Kidritsch

November 6, 2023

A Video of a Team Meeting

This video material was developed inspired by design thinking workshops between the INPRO project partners. There was a need for practical examples of ICF usage in practical settings for learning professionals or students. Link to the video material (in German, with English subtitles): https://www.youtube.com/watch?v=415JX0avgxQ This 12-minute video material is intended for rehabilitation workers and students as part of their training. For example, the assignment could be given to summarise the discussed case in an ICF documentation sheet. Also, role-play of one's variations in native language could be applied, as well as being recorded for further use. This was explored by German students after visiting Moorheilbad Harbach Health and Rehabilitation Centre, where they worked on paper cases with the four actors from the presented video. Variations for team meetings could be, e.g. at rehabilitation onset, before dismissal, with the patient participating and as a family group conference.

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Anita Kidritsch, Christian Freisleben-Teutscher, Susanne Schulner-Weiss

November 1, 2023

INPRO Student-Run Interprofessional Learning Ward (SR-IPLW)

In 2019, an SR-IPLW was started in the rehabilitation centre “Revalidatie Friesland” (RF) in The Netherlands. This was a collaboration between RF and Hanze University of Applied Sciences (HUAS). The starting point of the SR-IPLW was that students are 'in the lead' and to create an innovative climate in which we continuously work on improvements for patients, students, lecturers, and health care professionals through interprofessional collaboration. We work based on practice-based evidence. This document describes the current situation at the SR-IPLW. In the future, we hope to further optimize the SR-IPLW based on the described principles.

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J.J.S. Hurkmans, Katrien Colman, Line Atsma, E. van Lingen, P. Tammeling

November 1, 2023

INPRO Student-Run Interprofessional Learning Ward (SR-IPLW)

This social business case describes the motivation to develop a Student-Run Interprofessional Learning Ward (SR-IPLW), where patients, students, lecturers, and professionals learn and work together. Students are in the lead of SR-IPLW together with professionals and lecturers on the basis of patients' needs. Coaching and supporting the lecturers and professionals. Everyone learns and continues learning, which means that the SR-IPLW is constantly evolving. Innovation and Research support this process. The business case makes clear that with a modest financial investment, an extensive (organization-wide) commitment, and solid (organization-exceeding) cooperation, an SR-IPLW can be realized with a fundamental social impact. A new way of education, and a different approach of treatment resulting in a permanent influx of interprofessional educated young talented professionals.

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P. Tammeling, J.J.S. Hurkmans

October 31, 2023

Perceptions and experiences of the ICF: a report on the ICF needs focus groups.

The aim of the study was to collect the perceptions and experiences of lecturers in universities of applied sciences and professionals of rehabilitation centers on the needs, challenges, and opportunities of the ICF to facilitate the use of the ICF as an interprofessional and person-centered tool for education and practice. Focus groups collected the data in June 2021. A total of 228 statements were identified from 51 participants from 4 countries. The qualitative content analysis was carried out using the New World Kirkpatrick Model. Based on this the distribution of the statements was as follows: Level 1 (Reaction) 8%, Level 2 (Learning) 27%, Level 3 (Behavior) 41%, and Level 4 (Results) 24%. Resulting in recommendations to education, professionals, and organizations. It is important to focus on Level 3 that looks if they are utilizing what they learned at work (e.g., change in behaviors). It would lead to improving collaboration and quality of care. Level 4 (Result) should be the primary goal of all learning. It determines if the learning had a sustainable, positive impact on the organization.

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I. Aerts, Jaana Paltamaa, Jaana Ritsilä, Michaela Neubauer, Ursula Hemetek, Claudia de Weerdt, E. van Lingen, Sandra Jorna-Lakke

October 1, 2023

Renewed-Interprofessional Skills Day

The student works within a team of 5 that comprises at least 3 different professions (at the Hanze: physiotherapist, dietetics, speech therapists, occupational therapy, and nursing). Based on the metamodel of interprofessional development (Jan Jaap Reinders, 2022) the student prepares the R-ISDs by home tasks at level 0 ‘to get to know each other’ and level 1 ‘to learn about stereotypes of each other's profession’.

Document

Roos Dieleman, Sandra Jorna-Lakke, Jan-Jaap Reinders

September 27, 2023

ICF-based Tools and Practices to promote the use of ICF

The International Classification of Functioning, Disability, and Health (ICF) is a linking framework for interprofessional collaboration and structuring the needs of a client. The need for practical training for professionals and the need for applications and tools to implement the ICF in clinical practice has been recognized. In total, 18 of the 20 planned development actions were completed. Four themes emerged: ICF training in the workplace (n=8), ICF videos (n=4), ICF tools (n=4), and ICF documentation (n=2). Bridging the gap between higher education and the work field was one of the ultimate objectives of the INPRO project. Much has been done, but it is clear that this work needs to continue in the future, in partnership with higher education institutions and working life. This report provides insight into how the developments were done and what the ICF-based tools and practices are.

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Jaana Paltamaa, L. Mutanen, E. van Lingen, Christine Haumer, Anita Kidritsch, Ingrid Aerts, Susanne Schulner-Weiss