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Bernadette Klapper

Bio: Bernadette Klapper is an academic researcher from Robert Bosch Stiftung. The author has contributed to research in topics: Interdisciplinary Placement. The author has an hindex of 2, co-authored 3 publications receiving 16 citations.

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Journal ArticleDOI
TL;DR: In this article, the authors propose a konsequente implementierung interprofessioneller Lehrangebote findet sich z.B. in Schweden, Kanada, England and zuletzt in der Schweiz.
Abstract: Der gesellschaftliche Wandel und die daraus folgende zunehmende Komplexitat der Patientenversorgung stellen alle Akteure des Gesundheitswesens vor neue Herausforderungen, deren Bewaltigung nur in guter Zusammenarbeit gelingen kann. Eine gute Kooperation aller am Versorgungsprozess beteiligten Gesundheitsberufe erweist sich als sehr voraussetzungsvoll und sollte daher eine starkere Rolle im Ausbildungs- und Studienkontext spielen. Deswegen wird in den letzten Jahren der Aufbau von kooperativen Kompetenzen und Fahigkeiten im Medizinstudium in verschiedenen Landern verstarkt gefordert und umgesetzt. Eine konsequente Implementierung interprofessioneller Lehrangebote findet sich z. B. in Schweden, Kanada, England und zuletzt in der Schweiz. Die Entwicklung in Deutschland wird anhand ausgewahlter Projekte aus dem Forderprogramm „Operation Team“ der Robert Bosch Stiftung skizziert. Der bestehende Bedarf an interprofessionellen Qualifizierungs- und Weiterbildungsangeboten fur Lehrende, an Prufungsinhalten fur die mundlich-praktischen und schriftlichen medizinischen Staatsexamina sowie der notwendige Ausbau struktureller Rahmenbindungen und Forschungsstrukturen im Bereich interprofessioneller Ausbildung und Kompetenzentwicklung werden formuliert und diskutiert.

20 citations

Journal ArticleDOI
TL;DR: The objective of this support is to disrupt the “monoprofessional” training culture and to implement a structural anchor of interprofessional training opportunities of substantial scope and quality, as well as to establish inter professional training as an integral element in the training portfolio of the health care sector.
Abstract: Today, anyone who chooses a career in the health care sector in Germany, Austria, and Switzerland usually stays among their peers – both during their studies as well as their professional training. To date, study courses in the fields of medicine and care, health care and nursing training, and studies and training in the therapeutic professions such as physiotherapy or speech therapy, as well as the medical-technical careers, almost entirely focus on one profession. However, in light of the increase in chronic diseases and the growing importance of multiple morbidities and dementia – also in regards to demographic changes – interprofessionally coordinated care is becoming more and more important. These demographic and epidemiological changes are resulting in increasingly complex situations and processes for care, the handling of which – in terms of the health, safety, and quality of life of the patient – can only be successful through sound collaboration. An awareness of the tasks, competencies, and responsibilities of the other career fields is fundamental for collaboration in ensuring highquality care for the patients. However, acquisition of these interprofessional skills, abilities, and expertise, as well as knowledge of the intersections between and transition from one health care profession to another, is hardly been supported. Training in the areas of communicative and social skills in interprofessional settings with regard to successful instances of collaboration is also only found sporadically in various curricula. Collaborative learning can foster the development of these skills and combat the formation of barriers and misconceptions about the other job categories. Interprofessional collaboration alone will most likely not be able to solve all future problems and challenges in patient care. However, it is a necessity to be able to meet today’s requirements and to take on new challenges professionally. This includes – for all job categories – awareness of and reflection on one’s own role, tasks, and responsibilities, as well as those of the other job categories when working together. The chances of success for collaboration are much higher if it is learned during a training or study course and continuously trained and practiced via professional development. Exactly this was the impetus for the Robert Bosch Stiftung to launch the Operation Team– Interprofessional Training in Health Care Professions program. The objective of this support is to disrupt the “monoprofessional” training culture and to implement a structural anchor of interprofessional training opportunities of substantial scope and quality, as well as to establish interprofessional training as an integral element in the training portfolio of the health care sector. This objective is ambitious, and the path will be long and arduous. The current conditions seem to indicate that the time is now for this integration of interprofessional training elements: the very positive response to all advertisements of the Operation Team and the impressively high number of submissions are indications of this. Over the past few years, several projects have been initiated at various locations in Germany, Austria, and Switzerland, and a number of ideas for interprofessional learning and teaching have been carried out. Many different curricular measures and projects in training and professional development have already been initiated, and experience has been gathered on topics ranging from structuring the content of interprofessional training courses to various constellations of target groups and institutional connections. A significant intention – and the next logical step – was therefore to record these experiences, describing the respective projects, achieving harmony between the level of research regarding inter-

6 citations

Journal ArticleDOI
TL;DR: Das Programm „Operation Team – Interprofessionelle Fortbildungen“ der Robert Bosch Stiftung bietet eine Möglichkeit, kultursensible Lerneinheiten in multiprofessionellen Lern- and Weiterbildingsssettings zu etablieren.

1 citations


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Journal ArticleDOI
TL;DR: Results indicate that interprofessional education in a clinical setting positively influences the participants' perception of interprofessional socialization and teamwork, which may possibly lead to improved interprofessional collaboration in their further career.
Abstract: Complex learning strategies, like interprofessional training wards in which students work autonomously in interprofessional collaboration, can support the development of interprofessional competenc...

21 citations

Journal ArticleDOI
TL;DR: Germany´s first interprofessional training wards can be established and run in the German health care system even in a complex clinical setting and the early involvement of all professions in a steering group seems to be key to success.
Abstract: Background: Deficits in care and impaired patient-safety have been linked to inefficient interprofessional collaborative practice. Interprofessional training wards (IPTW) are an interprofessional educational intervention which aim to enable students and trainees from different health professions to work self-responsibly in order to manage the medical treatment and rehabilitation of real-life patients together as an interprofessional team. We aimed to develop and implement Germany´s first IPTW at the department of Surgery at Heidelberg University Hospital. Methods: The Kern cycle was used to develop an ITPW curriculum. Practical as well as theoretical considerations guided the design of the IPTW. Common project management tools including blueprinting and RASCI (Responsibility, Approval, Support, Consultation, Information) matrix were applied. Results: Since April 2017, 7 cohorts of students and trainees have had four-week long placements on HIPSTA. They run the IPTW in early and late shifts. Nursing and medical facilitators are supporting the IP team as needed. Learning objectives are operationalized as EPAs (entrustable professional activities) and interprofessional learning goals. Since initiation only minor modifications to the curriculum have been necessary and satisfaction of students/trainees, facilitators and patients is high. Conclusion: IPTWs can be established and run in the German health care system even in a complex clinical setting. The early involvement of all professions in a steering group seems to be key to success. Nursing and medical facilitators are of utmost importance for daily routine. The experiences outlined here could help others aiming to implement IPTWs at their sites. IPTWs might address a number of hitherto unaddressed educational needs. Trial registration: Not applicable.

21 citations

Journal ArticleDOI
TL;DR: It is difficult to find appropriate instruments for the evaluation of interprofessional education in German because most instruments have been developed in English but their psychometrics were not always reported rigorously and only very few instruments are available in German.
Abstract: Background: More and more institutions worldwide and in German-speaking countries are developing and establishing interprofessional seminars in undergraduate education of health professions. In order to evaluate the different didactic approaches and different outcomes regarding the anticipated interprofessional competencies, it is necessary to apply appropriate instruments. Cross-cultural instruments are particularly helpful for international comparability. The Interprofessional Education working group of the German Medical Association (GMA) aims at identifying existing instruments for the evaluation of interprofessional education in order to make recommendations for German-speaking countries. Methods: Systematic literature research was performed on the websites of international interprofessional organisations (CAIPE, EIPEN, AIPEN), as well as in the PubMed and Cinahl databases. Reviews focusing on quantitative instruments to evaluate competencies according to the modified Kirkpatrick competency levels were searched for. Psychometrics, language/country and setting, in which the instrument was applied, were recorded. Results: Six reviews out of 73 literature research hits were included. A large number of instruments were identified; however, their psychometrics and the applied setting were very heterogeneous. The instruments can mainly be assigned to Kirkpatrick levels 1, 2a & 2b. Most instruments have been developed in English but their psychometrics were not always reported rigorously. Only very few instruments are available in German. Conclusion: It is difficult to find appropriate instruments in German. Internationally, there are different approaches and objectives in the measurement and evaluation of interprofessional competencies. The question arises whether it makes sense to translate existing instruments or to go through the lengthy process of developing new ones. The evaluation of interprofessional seminars with quantitative instruments remains mainly on Kirkpatrick levels 1 and 2. Levels 3 and 4 can probably only be assessed with qualitative or mixed methods. German language instruments are necessary.

10 citations

Journal ArticleDOI
TL;DR: Even though IPC is commonly reported in nurses and physicians working at a large pediatric university hospital there is a lack of structured IPE and a focus should be on IPE for nurses and Physicians to enable them to effectively collaborate together.
Abstract: Interprofessional education (IPE) is deemed essential for interprofessional collaboration (IPC) in healthcare systems IPC has positive effects for both patients and healthcare professionals Especially in pediatrics, IPC is paramount for adequate care of patients and their families though there is a lack of data on the attitudes towards IPE and IPC and acquisition of respective competences in pediatric nursing and medical staff Frequencies of interactions and attitudes towards IPE and IPC, with a focus on acquisition of competences for IPE and IPC, of nurses (N = 79) and physicians (N = 70) in a large pediatric university hospital were evaluated with an online questionnaire All participants worked as part of interprofessional teams, mostly consisting of nurses and physicians The majority (949% (n = 75) of nurses and 100% (n = 70) of physicians) highly valued IPC Medical doctors acquired most competences important for IPC during day-to-day work and reported a substantial lack of IPE Nursing staff on the other hand did report significant interprofessional education during their training as well as ongoing interprofessional learning during day-to-day work Nurses also appreciated IPE more Even though IPC is commonly reported in nurses and physicians working at a large pediatric university hospital there is a lack of structured IPE A focus should be on IPE for nurses and physicians to enable them to effectively collaborate together Political and local initiatives for IPE are gaining momentum but still need to be established nationally and internationally

10 citations

Journal ArticleDOI
TL;DR: Placements on IP training wards in the education of health care professionals can be a good preparation for practising optimal patient care in the future.
Abstract: Project description: In Germany there is great interest in better preparing learners in the health care professions for interprofessional (IP) collaboration on IP training wards. On the MIA, Mannheim's interprofessional training ward, medical students, nursing apprentices and physiotherapy (PT) trainees learn and practise real patient care in a team under supervision. The concept of the MIA, its implementation and the first evaluation results are reported. During the 2017/18 academic year, 201 medical students, 72 nursing apprentices and 33 PT trainees completed their mandatory placements on the MIA, which they evaluated online at the end of the placement (questions on the organisation of the MIA placement, learning gains, supervision, participant satisfaction, personal insights). The data was analysed according to frequency for each health care profession separately using the Kruskal-Wallis test for comparing the evaluation data between the three participant groups. Results: The response rate was 45% (104 medical students, 16 nursing apprentices, 19 PT trainees). 64% of the medical students considered the placement too short. For 70% of the nursing apprentices, the number of patients to be treated was too high. The supervision by the facilitators was adequate. There were often IP contacts. Professional and IP learning gains were rated high. IP learning took place mainly in personal conversations and on IP ward rounds. IP communication/collaboration was mentioned most often as an important insight gained from the placement. Discussion: The implementation of the MIA concept is considered successful. The learning objectives were achieved. The structured daily routine on the ward with its IP elements promotes IP collaboration and helps to minimise difficulties in the clinical placement, which - often for the first time - demands that the participants manage patient care in an accountable manner. Conclusion: Placements on IP training wards in the education of health care professionals can be a good preparation for practising optimal patient care in the future.

7 citations