|
INTERNATIONAL JOURNAL OF SOCIAL SERVICE AND
RESEARCH |
Heni Nurhaeni, Ita Astit
Karmawati, Ita Yulita, Tarwoto, Dwi Tyastuti
Department of Nursing, Poltekkes Jakarta and Jakarta
State Islamic University, Indonesia
Email: [email protected], [email protected],
[email protected], [email protected], [email protected]
Abstract
Interprofessional Collaboration (IPE/C) is a form of developing health
services for all health workers. In the Jakarta I Poltekkes
environment since 2018, IPE/C-based learning has been developed to provide
opportunities for nursing, midwifery, orthotic prosthetics and dental students
to have direct experience in collaborating between professions (IPE/C) in
public health services. Implementation of collaborative practice models in
acute, primary, and community care. However, over time IPE/C activities were able
to improve the quality of health services by using 4 domains; Roles,
Communication, Norms/Values, Ethics, and Inter-Professional Communication.
Courses with a �people-centered care� approach have strategies/methods:
Demonstration, roleplay, discussion, and PBC, Tutorial, PBD/Independent, online
media (zoom) and Library Studies on the documentation system. And during the
Pandemic period, learning is carried out through online media with a maximum
meeting time of 90 minutes and alternate breaks to anticipate device
malfunctions with the link provided from Pusbangdik,
namely Join Zoom Meetings. During 2 weeks of online learning, the students'
achievements were obtained with an average score of 87.06, an increase of
56.7%, and 98% of students/lecturers stated that they were very satisfied with
the joint learning.
Keywords: Inter-Professional Collaboration, Learning,
Online, Domain IPE
Received 1
August 2021, Revised 20 August 2021, Accepted 29 August 2021
INTRODUCTION
Interprofessional Collaborative Learning is a
form of community-based health service as a pilot model to advance
interprofessional education and collaborative practice in Indonesia. According
to (Wagner, 2012)
At the Jakarta I Ministry of Health Polytechnic since 2018, we have developed
it by providing opportunities for nursing, midwifery, orthotic prosthetics and
dental health students to gain hands-on experience of Interprofessional
Collaborative Profession (IPE) in the community .
Interprofessional collaborative education and
practice (IPE) is an academic activity in the form of interprofessional
collaborative educational learning (IPE). IPE has long been introduced by
health organizations /�� WHO since the
1970s. And one of the earliest reports to highlight the concept of
collaboration and team-based healthcare practice was the 1972 report from the
Institute of Medicine (IO M, now National Academy of Science, Engineering, and
Medicine), Educating for the Health Team. The aim of the 1972 release was to
improve the overall quality of healthcare delivery and success to Clients
through the development and implementation of a coordinated healthcare team.
Implementation of the collaborative practice model in acute, primary, and
community care, was initially less effective and tended to provide
individualized services. However, over time, IPE/C activities were able to
improve the quality of health services by using 4 domains; Roles, Communication,
Norms/Values, Ethics, and Inter-Professional Communication. (Bridges,
Davidson, Soule Odegard, Maki, & Tomkowiak, 2011).
This course describes a more
comprehensive health care system, consisting of promotive, preventive curative
and rehabilitative aspects through a �people-centered care� approach.
Client-centered services, in this case not only in the form of services that
focus on the recipients of health services, as individuals, families and
communities, but in the end will be centered on health workers as health
service providers in order to provide quality, safe, effective services. and
efficient. The practice of IPE/C is a short service that can improve the
effectiveness and efficiency of health services and focuses on the
client/family and community. In order to carry out collaborative practice
between professions in the health care team, collaboration competencies between
professions are needed so that the team can be ready and provide services
according to the level of education known as Interprofessional Education (IPE)(Westberg,
2009).
The aims of this course are:
1.�� Mastering the concept of health.
2.�� Able to collect data rights, analyze and formulate
problems, plan, implement, and evaluate, document, present information about
health care.
3.�� Prepare reports on results and work processes
accurately and validly, communicate effectively to other parties in need.
4.�� Document, store, secure, and retrieve data to
ensure validity and prevent plagiarism.
METHOD
Laboratory learning is carried out through
strategies/methods, including; demonstrations, roleplays, discussions, and
lectures, tutorials, independent assignments, online media (zoom) and
literature studies on the documentation system. And during the COVID-19
pandemic, the Team carried out through online learning media with a maximum of
90 minutes of meetings and interspersed breaks to anticipate electronic device
malfunctions, as well as network links provided from the PolkesJasa
Education Development Center, namely Join with Zoom Meetings and Google Meet
and occasionally via WhatsApp.
The tasks that students are obliged to give to academics
are; Students must be present at least 80% during lectures, and laboratory
practice activities must be 100% active. If the student is not present, the
student replaces the hours left by completing the task according to the
material when the student does not enter, where the report will be directly
evaluated by the lecturer who is the tutor.
The results of the assessment of learning activities
found that all students from 4 groups (departments);
1.
Attended
100%, totaling 209 people (77 Nursing students, 37 Dental Health students, 78
Midwifery students, 19 Prosthetic Orthotic students).
2.
Achievement
of student scores on average 87.06
3.
The
obstacles encountered during the implementation of learning, are;
a.�� Signal
interference is still encountered at the location of students/supervisors
during learning and guidance.
b.�� There are
still supervisors who cannot take PBM overall, because he got another
assignment.
c.��� Due to
the increase in COVID-19 cases, the planned offline/offline IPE/C practice is
abolished. However, Deputy Director II has planned to facilitate the
examination of SWAB antigens.
The learning process
is facilitated through the Google Class Room and attendance is made using a
google form. Learning activities are carried out with lecture theory
activities, discussions, and independent assignments. However, two weeks later,
it was followed up with seminars, and practices from 24 to 28 May 2021. The
study materials were: basic concepts of inter-professional education, benefits
of inter-professional education, principles of inter-professional education,
core competencies of inter-professional education, factors that influence
inter-professional education, Professional Competence: Nurses, Midwives, Dental
Health, and Prosthetic Orthotics, and Ministry of Health's Institutional
Competencies, namely Healthy and Independent Indonesia.
Table 1
Evaluation result
|
Variable |
Score |
|
Pre Test |
52.91 |
|
Laboratory |
88.09 |
|
Test Post |
93.17 |
|
Average P increase |
56.79% |
Table 1. It was
found that there was an�� increase in
cognitive, behavioral, and
psychomotor
abilities in the entire series of inter-professional collaborative
learning, showing an
increase in the average score in the four major groups
During the learning process, students are divided
into 8 groups and have 4 mentors. Every day after classical lectures,
students/supervisors enter the breakoutroom in a zoom
meeting. Similarly, during discussions, laboratory practices, role playing,
making leaflets, including when practicing with the assisted families who are
the family of one of the student members. (Tyastuti,
Onishi, Ekayanti, & Kitamura, 2013).
Student evaluation of the implementation of IPE/C
learning, found an average of 2% said they were satisfied and 98% said they
were very satisfied with learning together, making them understand the
differences in health professions, the duties of each profession, codes of
ethics that need to be respected by fellow professions, improving communication
between members, and able to play roles including being a leader according to
cognitive abilities, educational background, personal strengths (Setiawan,
2015).
CONCLUSION
Collaborative Learning between
professions that has 2 credits of learning with learning outcomes that improve
the implementation of health services with four pillars, namely Norms, Codes of
Ethics/Value, Roles, and Interpersonal Communication. Therefore, the ability to
learn interdisciplinary professions from the beginning needs to be applied in a
collaborative way to students with other professional friends, including
lecturers or supervisors. The implementation of Inter-Professional Collaboration
learning does not have a conflict of interest, but is the development of
learning competencies and is based on the Decree of the Director of Poltekkes Jakarta I, number DL.02.02/I/2689/2021.
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