Community Resources: Dementia Friendly Toolkit
ACT on Alzheimer's® Dementia Friendly Community Toolkit provides tools and resources to guide communities in adopting dementia-friendly practices. The toolkit is divided into four phases: Convene, Assess, Analyze and ACT Together.
Source: ACT on Alzheimer's.
https://actonalz.org/
Transition to practice: can rural interprofessional education make a difference?
This study investigated student learning experiences over the first two complete years of the programme, comparing responses from participating students with those from a cohort of non-participating peers. This study finds that if multiple learning objectives can be met concurrently in well supported rural IPE programmes, learning outcomes can be maximised for a wide range of health professional students in ways that are sustainable and beneficial for local communities.
Interprofessional education in a rural clinical setting: case study
An interprofessional programme, with cohorts of students from six different health professions, was developed from an initial business case and implemented as one of two parallel rural sites. First-year results indicate significant community commitment and very positive student feedback in relation to local hospitality, feeling part of the healthcare team, learning from students of other disciplines and much greater appreciation of the rural health environment. Students report greatly increased confidence in working with Maˉori, and enjoy producing their community projects.
Interprofessional learning: The solution to collaborative practice in primary care
This paper outlines the basis of interprofessional education, its relationship to interdisciplinary teamwork in primary care clinical practice, and describes a New Zealand model of postgraduate interprofessional education. Barriers to the implementation of interprofessional education in NZ were identified as well as possible solutions. In NZ, despite health authorities advocating clinical teamwork and interprofessional education, a variety of structural and attitudinal barriers challenge the development and practice of interprofessional education.
Interprofessional education gets big boost in rural communities
For the first time [from 2012], New Zealand nursing, medical, physiotherapy, pharmacy and dental students have a chance to participate in a purpose-built interprofessional programme of clinically-based learning as one component of their final year courses.
Five years on: Influences on early-career health professionals from an IPE program
This longitudinal study aimed to ascertain former students' perceptions of and influences from a final-year pre-registration, rurally-located, clinically-based, 5-week interprofessional program on their subsequent work and career in the health professions. The study found that this work reports positive influences on subsequent careers among respondents who had previously participated as final-year students in the IPE program, particularly with respect to interprofessional working, rural health, and contextual and cultural influences.
Substance Use Disorder and Older Adults
A ten-minute video and an accompanying discussion guide were developed to present to clinical faculty and students participating in an interprofessional care coordination wellness clinic servicing low-income older adults living independently in the community setting. The video was designed to highlight stigma and ageism facing older adults with SUD and serve as the basis for discussion among learners. The process for creating and evaluating the video and discussion guide will be shared including the role of older adults with lived experience of SUD in the process.
Front Line Forces: Hand Hygiene
Front Line Forces training modules and resources cover topics developed with the direct care staff in mind, created for those working in long-term care and other health care settings. These short on-demand learning modules and resources are designed to: (1) Fit seamlessly into the routine of the day, without causing lengthy interruptions; (2) Empower and engage direct care staff in their work by building the confidence and skills they need to support quality care and a resident-centered approach; (3) Build on current knowledge; and (4) Promote best practices.
Front Line Forces: Substance Use Disorder
Front Line Forces training modules and resources cover topics developed with the direct care staff in mind, created for those working in long-term care and other health care settings. These short on-demand learning modules and resources are designed to: (1) Fit seamlessly into the routine of the day, without causing lengthy interruptions; (2) Empower and engage direct care staff in their work by building the confidence and skills they need to support quality care and a resident-centered approach; (3) Build on current knowledge; and (4) Promote best practices.
Front Line Forces: Preventing Falls and Injury from Falls
Front Line Forces training modules and resources cover topics developed with the direct care staff in mind, created for those working in long-term care and other health care settings. These short on-demand learning modules and resources are designed to: (1) Fit seamlessly into the routine of the day, without causing lengthy interruptions; (2) Empower and engage direct care staff in their work by building the confidence and skills they need to support quality care and a resident-centered approach; (3) Build on current knowledge; and (4) Promote best practices.