Browsing by Author "Filies, Gerard C."

Now showing 1 - 5 of 5
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    Moving from conversation to commitment: Optimising school-based health promotion in the Western Cape, South Africa
    (Health and Medical Publishing Group (HMPG), 2013) Waggie, Firdouza; Laattoe, N.; Filies, Gerard C.
    Background: Recent evaluation of the Interdisciplinary Health Promotion (IHP) course offered by the University of the Western Cape (UWC) at schools revealed that the needs expressed by the schools had not changed in the last five years. Objectives: This paper describes the process that was undertaken to identify specific interventions that would have an impact on the schools and, in turn, the broader community, and provides an overview of the interventions conducted in 2011 - 2012. Methods: A stakeholder dialogue explored notions of partnership between the university and the schools, sustainability of health promotion programmes in the schools, and social responsiveness of the university. An action research design was followed using the nominal group technique to gain consensus among the stakeholders as to which interventions are needed, most appropriate and sustainable. Results: A comprehensive plan of action for promoting health in schools was formulated and implemented based on the outcome of the stakeholder dialogue. Conclusion: The study's findings reiterate that an ongoing dialogue between schools and higher education institutions is imperative in building sustainable partnerships to respond to health promotion needs of the school community.
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    Reflection on an interprofessional community-based participatory research project
    (Health and Medical Publishing Group, 2016) Frantz, Jose M.; Filies, Gerard C.; Jooste, Karien; Keim, Marion; Mlenzana, Nondwe; Laattoe, N.; Roman, Nicolette V.; Schenck, Catherina (Rinie); Waggie, Firdouza; Rhoda, Anthea
    BACKGROUND. A collaborative interprofessional research project that involved community members was beneficial to community development. OBJECTIVE. To draw upon the experiences of academics relating to their involvement in an interprofessional community-based participatory research (CBPR) project. METHODS. A Delphi study was applied as a self-reflective evaluation process to reach consensus on the lessons learnt from participation in a CBPR project. Round one of the Delphi employed closed-ended questions and the responses were analysed descriptively using Microsoft Excel (USA). The second round consisted mainly of open-ended questions and responses, and was analysed qualitatively. Ethical clearance was obtained from the University of the Western Cape research committee. RESULTS. Based on round one of the Delphi study, it became evident that recognition of the community as a unit of identity, addressing health from physical, emotional and social perspectives and formation of long-term commitments were the CBPR principles most applied. Disseminating information to all partners and facilitation of the collaborative equitable involvement of all partners in all phases of the research were the principles least applied. Themes that emerged from the second round of the Delphi included the identification of clear objectives based on the needs of the community, a shift from identification of the needs of the community to the implementation of strategies, and the creation of capacity-building opportunities for all stakeholders. CONCLUSION. In a reflection on the research process, the interprofessional team of academics found that the basics of CBPR should be attended to first. A focus on clear objectives, implementation strategies and capacity building is important in CBPR.
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    Students’ views of learning about an interprofessional world café method
    (Health and Medical Publishing Group, 2016) Filies, Gerard C.; Yassin, Zeenat; Frantz, Jose M.
    BACKGROUND. Interprofessional education (IPE) and practice were conceived as a means to improve quality of care by bringing together the health and social professions to learn and work collaboratively in teams. This collaboration in turn would assist in overcoming negative stereotypes, and promote an understanding and value of the roles of the different professions. OBJECTIVE. To highlight a specific methodology to advance the interprofessional learning of senior students across five disciplines. By sharing the views of students engaged in a world café model of IPE, the authors highlight this strategy as a new concept in instilling core competencies in students. This in turn may assist other higher education institutions in their own processes of creating interprofessional curricula opportunities. METHODS. The participants included senior students from university departments of physiotherapy, oral health, social work, pharmacy and nursing. At the conclusion of the world café sessions, students evaluated the process by means of a questionnaire, using associative group analysis methodology. The responses were analysed into themes according to questions posed to students in an evaluation questionnaire. RESULTS. It was evident that students understood the terminology of IPE and learnt from others in terms of their roles and responsibilities within a team. Overall, students valued the experience; however, they emphasised the need for additional authentic learning opportunities throughout their student training. CONCLUSION. It is evident that although higher education institutions create opportunities for interprofessional learning, similar opportunities need to be provided in the practice setting.
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    Towards interdisciplinary practice: A shared community-based practice experience
    (University of the Western Cape, 2007) Filies, Gerard C.; Mlenzana, Nondwe; Khondowe, Oswell
    INTRODUCTION: Service-learning is an educational approach that allows for a structured learning experience for students, combining community service with preparation and reflection. Through service learning, students not only provide community service but also learn about the context in which the service is provided. METHODS: Shared Community-Based Practice (SCBP) is a pioneering service-learning initiative of the University of the Western Cape (UWC) for all health and welfare disciplines located within a community setting. It is unique in the sense that it affords students from discipline-specific domains, an opportunity to practice interdisciplinary in a structured and coordinated manner. SCBP was designed to meet discipline-specific, multidisciplinary and personal goals through the development and implementation of an intervention care plan. Four centres in Nyanga and Mitchelll's Plain were targeted for placement of students in the Community and Health Sciences Faculty at UWC. Focus group discussions were held with the centres personnel and the needs of the centres were identified. Interventions were designed based on these needs. RESULTS: The main themes identified included the need for training, awareness and lack of resources. Implementation of the projects had its challenges but students were able to overcome them. CONCLUSION: Shared community based practice is an initiative that can be used effectively in communities in an interdisciplinary manner.
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    Using operative models (ICF and CBR) within an interprofessional context to address community needs : short report - Interprofessional education, practice and research supplement
    (Health and Medical Publishing Group, 2016) Rhoda, Anthea; Waggie, Firdouza; Filies, Gerard C.; Frantz, Jose M.
    BACKGROUND: The use of conceptual frameworks has been advocated when implementing interprofessional initiatives. OBJECTIVE: To present the use of the International Classification of Functioning Disability and Health (ICF) and the community-based rehabilitation (CBR) matrix for identifying and addressing the health needs of the community. METHODS: The ICF care plan and the CBR matrix were used to conduct a retrospective document analysis. The documents were completed by interprofessional groups of students who were involved in an interprofessional community-based intervention. Data were captured on a sheet and analysed descriptively using the domains of the ICF and the CBR matrix. Ethical clearance was obtained from the University of the Western Cape, Cape Town, South Africa. RESULTS: A total of 30 senior nursing, physiotherapy and biokinetics students were divided into groups and interacted with five community-based groups. Each group of students completed one ICF care plan and one CBR matrix. The needs documented in the ICF care plans included impairments, activity limitations, participation restrictions and environmental challenges. Impairments included sensory, motor and psychological impairments, while activity limitations included limitations in activities of daily living and mobility. Limited social interaction and physical environment were identified as experienced environmental challenges. The interventions documented to address these needs included health promotion, prevention, medical care, skills development and facilitation of access to justice. CONCLUSION: The ICF and CBR matrix can be used to facilitate students' identification of the needs of communities and the implementation of interventions to address these needs in an interprofessional manner.