Search

Interprofessional collaboration (IPC) is important for shaping healthcare to meet the increasing demands of the health care system. Interprofessional (IP) training approaches are increasingly being pursued in the education of healthcare professionals (HCPs). The Zurich interprofessional clinical training ward (ZIPAS®) is implementing this approach in HCP’s education. This study is part of the evaluation and explores fostering factors for perspective taking among students during ZIPAS®-internships.

Für eine zukunftsfähige, flächendeckende und wohnortnahe Patientenversorgung muss die interprofessionelle Zusammenarbeit zwischen Ärzt:innen und anderen Gesundheitsprofessionen sowie Gesundheitsfachberufen gestärkt werden. Inzwischen existieren eine Reihe akademisierter arztentlastender Gesundheitsberufe – ein Zielbild für die neuen Professionen ist jedoch offen.

The complexity and diversity of healthcare conditions, as well as the financial and personnel challenges requires effective interdisciplinary collaboration (IDC) among various healthcare professionals (Robert-Bosch-Stiftung, 2011; Robert Koch Institute, 2015). In contrast to the inpatient practice, IDC has not established yet in primary care settings. There is a lack of concrete solutions that illustrate how IDC can be implemented in outpatient practice (Schmitz, Atzeni & Berchtold, 2020).

The quality of care for the chronically ill is to be improved through interprofessional cooperation (IPC). To date, evaluation projects on IPC have mostly focused on the inpatient sector. The aim was to use a multiple case study design to investigate forms of IPC in primary care and to identify facilitating and inhibiting factors. Factors that facilitated the implementation of IPC included having a responsible person employed to provide the service, supportive training, and the introduction of evidence-based interventions. There appeared to be insufficient incentives to implement IPC and the needs of the chronically ill were poorly integrated. More systematic evaluation of IPC initiatives is needed to demonstrate their added value. Greater integration of patient needs is key. [ABSTRACT FROM AUTHOR]

Interprofessional collaboration is a strategy to meet the challenges of increasing complexity in the health system. The basis for cooperation in professional life must already be established in the context of interprofessional education (IPE). Students’ attitude towards IPE is a crucial factor in the development of interprofessional competences.

Background: While patient care often involves interprofessional collaboration, interprofessional teaching formats with participants from medical and physiotherapy fields are still rare. Furthermore, interprofessional education often takes place as separate courses and is not integrated into the clinical curriculum. Therefore, the goal of this project was to develop and implement interprofessional content into bedside teaching. Course development: The clinical subject of the course was "Parkinson's disease", as this condition allowed for the exemplary demonstration of interprofessional teamwork and different competencies. Through interprofessional bedside teaching and a specific clinical context, interprofessionalism was intended to be integrated and experienced as natural part of clinical practice. The bedside teaching was complemented with work in break-out groups and a lecture. Evaluation: The course was first conducted in the winter semester 2021/22. Participants were medical and physiotherapy students. Teaching teams were also interprofessional. A concurrent evaluation was carried out using the University of the West of England Interprofessional Questionnaire (UWE-IP) before and after course participation. UWE-IP scores in all sub-scales indicated a positive attitude, except for the "Interprofessional Learning" scale among physiotherapy students, which reflected a neutral attitude. Significant group differences were observed in the same scale at the pre-course time point between medical and physiotherapy students (p<0.01) and among medical students before and after course participation (p=0.02). Conclusion: The course proved to be well-suited for integrating interprofessional content into clinical education and can serve as a model for future teaching units. The evaluation reflected a positive attitude toward interprofessional learning. [ABSTRACT FROM AUTHOR]

Copyright of Medizinische Klinik: Intensivmedizin & Notfallmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The health professions in the German-speaking region of Germany, Austria and Switzerland, the so-called D-A-CH area, are in dynamic phases of their professionalization due to their shift towards education at universities. In addition, the needs of current and future health care require all health professionals (HPs) to have collaborative competencies and a willingness to work together. This willingness and the challenge of co-creation of health systems by all health professionals is a good starting point for the evolution of the professions. So what must professional profiles, role beliefs - in short, modern professionalization strategies - be like so that, at the beginning of the 21st century, education and professional practice do not remain stuck in old thought structures and templates and in monodisciplinary „silo thinking.” What does it mean in concrete terms for the professionalization of professions that health care professions must (be able to) increasingly work together? Doesn’t professionalization so far tend to mean exclusivity and isn’t a stronger demarcation between the professions then the consequence? Against the background of professionalization through academization, do university studies not tend to aim at a stronger demarcation from other disciplines and professions? Professionalization includes exclusive competencies and specialized methods against the background of one's own profession-related action sciences. At the three-country meeting of the VFWG in Bern on 5–6 May 2022, this area of tension was put up for discussion in a World Café based on four theses. The following article documents the results of the individual discussion rounds and aims to stimulate a critical discourse

Viele Hoffnungen werden an das Thema «Interprofessionalität» geknüpft. Eine genaue Definition des Begriffs fehlt jedoch, wie in einigen gesundheitswissenschaftlichen Arbeiten bereits festgestellt wurde. Linguistische Analysen, die sich dem Begriff der Interprofessionalität und dessen Verwendung widmen, liegen bisher nicht vor. Diese Lücke geht die vorliegende Analyse an. Konkret wurden die Begriffe «Interprofessionalität», «interprofessionell» und «interprofessionelle Zusammenarbeit» in Texten aus zwei linguistischen Korpora quantitativ erfasst. In einem zweiten Arbeitsschritt wurde die Begriffsverwendung qualitativ analysiert. In einem kurzen Fazit werden die Ergebnisse reflektiert und diskutiert. Die linguistische Analyse zeigte einen erheblichen Anstieg der Verwendung aller drei Begriffe, eine Beschränkung auf fachmedizinische Publikationen, einen Fokus auf die interprofessionelle Zusammenarbeit zwischen Ärzten und Ärztinnen und dem Pflegepersonal, ein Fehlen der Patient/-innenperspektive sowie eine typische Relation mit entwicklungsfokussierten Schlagworten, die darauf hinweisen, dass die Schärfung des Begriffsfeldes «Interprofessionalität» noch nicht abgeschlossen ist.

Background: Practice-oriented phases, such as the mandatory clinical traineeships and the final clinical internship, are of great importance in the teaching curriculum and skilful learning of medical students. Aim: With respect to the practical phases, such as clinical clerkship and medical internship, the concept of two innovative courses to prepare and evaluate these crucial training sections is presented including initial experiences from teaching practice. Method: A narrative review is given. Results: A common aim of facultatively initiated lectures is a better qualification of medical students to fulfil the requirements of clerkship and the last practical year of the study of human medicine to facilitate taking first steps towards professional work as a clinical physician, in particular, the self-confidence of the medical students is to be substantially increased. The experiences obtained during clerkship and the last practical year influence interest, motivation and final choice for a certain medical speciality. In that respect, this period is of great importance for the whole professional career. The content of the preparation courses for the first medical clerkships and the final clinical internship provide a valuable contribution to prepare for challenging clinical work as a physician with sole responsibility. In particular, they aim to introduce students to the concept of a multiprofessional and extensive patient care. Taking into account the different practical experiences obtained in previous study sections, students are taught according to the overall aim to achieve an interdisciplinary competence in clinical care. Conclusion: The improvement of teaching and optimized preparation for practical phases in medical studies promotes a more successful learning process during the clerkship and last practical year. [ABSTRACT FROM AUTHOR]

With a shift in healthcare from diagnosis-centered to human- and interprofessional-centered work, allied health professionals (AHPs) may encounter dilemmas in daily work because of discrepancies between values of learned professional protocols and their personal values, the latter being a component of the personal dimension. The personal dimension can be defined as a set of personal components that have a substantial impact on professional identity. In this study, we aim to improve the understanding of the role played by the personal dimension, by answering the following research question: What is known about the personal dimension of the professional identity of AHPs in (allied) health literature?

Nachdem in Teil 1 des Beitrags im vorigen Heft ein deutlicher Bedarf für einen kohärenten, interprofessionellen und metakonzeptionellen Rahmen für die osteopathische Versorgung nachgewiesen wurde, wird im 2. Teil des Hypothesenpapiers die Integrale Theorie (IT) als ein ganzheitlicher, evidenzbasierter, multimodaler, selbstreflexiver klinischer Argumentationsprozess vorgeschlagen und aufgezeigt, wie die verschiedenen osteopathischen Versorgungsmodelle in das Vier-Quadranten-Modell der IT eingefügt werden können. Die Integrale Theorie findet beispielsweise im Rahmen der psychosomatischen Osteopathie ihre Anwendung, bei der auch die spirituelle Komponente des Seins beleuchtet wird, um Patient*innen innerhalb ihres gesamten Lebenskontexts zu behandeln. So können beim Menschen in jedem dieser – von der Befruchtung bis zum Tod reichenden – Entwicklungsschritte und Morphodynamiken mögliche schädliche oder belastende externe oder interne Einflüsse auftreten, die zu Befindensstörungen, Symptomen und zu somatisch-energetisch-psychischen Dysfunktionsmustern führen können. Having demonstrated a clear need for a coherent, interprofessional, and metaconceptual framework for osteopathic care in part 1 in the previous issue, part 2 of this hypothesis paper proposes Integral Theory (IT) as a holistic, evidence-based, multimodal, self-reflexive clinical reasoning process and shows how the different osteopathic models of care can be integrated into the 4-quadrant model of IT. This is used, for example, in the context of psychosomatic osteopathy, where the spiritual component of being is also taken into account in order to treat patients within their whole life context. Thus, in humans, in each of these developmental steps and morphodynamics – from conception to death – possibly harmful or stressful external or internal influences may occur, which can lead to disorders of well-being, symptoms and to somatic-energetic-psychic dysfunctional patterns. [ABSTRACT FROM AUTHOR]

Objective: Interprofessional education (IPE) is when two or more students from different professions learn with, from, and about each other to improve collaboration and quality of healthcare. In October 2019, a first interprofessional education (IPE) day was held in the canton of Zurich with the aim of teaching interprofessional skills to participating students. Methodology: The IPE day was developed by an interprofessional team of students. After a short introduction, the roles and tasks of the professional groups involved were discussed. This was followed by two case studies with simulation persons and reflection rounds. For the evaluation of the day, 15 semi-structured interviews with students and lecturers were conducted and qualitatively evaluated by means of thematic analysis. Results: The students and lecturers had a very positive experience of the IPE day. Especially the participation of medical and pharmacy students, the practical case studies with simulation persons and the informal exchange during the breaks were appreciated. There was room for improvement in the development of role models. Through an open attitude and good communication, the students learned to know and appreciate the competencies of the other professional groups. All those interviewed wished for more interprofessional teaching opportunities and the students felt encouraged to apply what they had learned in their later professional practice. Conclusion: The IPE day could be carried out successfully and the didactic concept worked largely well. The evaluation provided subjective evidence that the students were able to improve the interprofessional competencies of teamwork, communication, openness, appreciation and reflectiveness. In the future, the IPE day should be anchored in the curricula. [ABSTRACT FROM AUTHOR]

Das Konzept der fünf osteopathischen Modelle (biomechanisch, neurologisch, zirkulatorisch-respiratorisch, metabolisch und psychisch) wurde auf der Grundlage der Prinzipien der Osteopathie entwickelt und wird gegenwärtig von vielen Osteo-path*innen als Basis für die klinische Anwendung der osteopathischen Prinzipien genutzt. Dennoch wird innerhalb der osteopathischen Gemeinschaft nach einem Konsens über einen theoretischen Metarahmen für die osteopathische Versorgung gesucht. Innerhalb dieser Debatte werden biopsychosoziale und biomechanisch-strukturelle Ansätze postuliert, welche häufig als gegensätzlich und nicht komplementär verstanden werden. Daraus zeichnet sich ein deutlicher Bedarf für einen kohärenten, interprofessionellen und metakonzeptionellen Rahmen für die osteopathische Versorgung ab. Im 2. Teil im kommenden Heft wird die Inte-grale Theorie (IT) als ein ganzheitlicher, evidenz-basierter, multimodaler, selbstreflexiver klinischer Argumentationsprozess vorgestellt und diskutiert. The concept of the five osteopathic models was developed on the basis of the principles of osteopathy and is currently used by many osteopaths as a basis for the clinical application of osteopathic principles. However, a consensus on a theoretical meta-framework for osteopathic care is being sought within the osteopathic community. Within this debate, biopsychosocial and biomechanical-structural approaches are postulated, which are often understood as opposing and not complementary. From this, a clear need for a coherent, interprofessional and metaconceptual framework for osteopathic care emerges. In part 2 in the upcoming issue, Integral Theory (IT) will be presented and discussed as a holistic, evidence-based, multimodal, self-reflexive clinical reasoning process. [ABSTRACT FROM AUTHOR]

Copyright of Ethik in der Medizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Komplexe Krankheitsbilder, die Vernetzung der Berufsgruppen sowie die Digitalisierung des Gesundheitswesens stellen hohe Anforderungen an die Gesundheitsberufe in Deutschland, insbesondere in Hinblick auf die Umsetzung von interprofessioneller Zusammenarbeit. Ziel der Studie ist, die Bedarfe, Erwartungen, Barrieren und Wünsche bezüglich einer digital unterstützten interprofessionellen Zusammenarbeit ambulanter Praxen der Ergotherapie, Logopädie und Physiotherapie (ELP) zu untersuchen, um diese Herausforderungen zu adressieren. Mittels qualitativer Methoden wurden Therapeuten/-innen in zwei Fokusgruppen hinsichtlich ihrer Ansichten zur Interprofessionalität und dem aktuellen Einsatz von digitalen Medien befragt und darauf aufbauend Wünsche und Anforderungen an ein digitales Medium zur Unterstützung der interprofessionellen Zusammenarbeit (IZ) gesammelt. Mittels der qualitativen Inhaltsanalyse nach Kuckartz wurden die Kernaussagen entlang von Hauptkategorien wie „Berufliches Selbstverständnis ELP“, „Barrieren IZ“ und „Wünsche an ein digitales Medium“ zusammengefasst und die Kategorien in einer Concept-Map eingeordnet. Das Ergebnis umfasst eine erste Definition der „Digitalen Interprofessionalität“. Diese beschreibt eine berufsgruppenübergreifende Arbeitsweise, unterstützt durch ein digitales Medium zur Verbesserung der Kommunikation und der Patientenversorgung. Außerdem konnte aus den Aussagen der Teilnehmenden ein Framework generiert werden, welches zum einen Rahmenbedingungen zur Nutzung, wie Abrechnungsmöglichkeiten und Datenschutzregelungen, beinhaltet. Zum anderen sind gewünschte Funktionen sowie Gestaltungsideen abgebildet, beispielsweise ein Forum und intuitives Design. Die Ergebnisse der Studie bestätigen in der Literatur angeführte Barrieren der IZ, vor allem durch die Heilmittelrichtlinien, und verdeutlichen die Diskrepanz von Wünschen und Möglichkeiten. Mit der vorgeschlagenen Definition von digitaler Interprofessionalität wird, unter Einbezug der Digitalisierung, eine neue Perspektive auf IZ zwischen ELP eröffnet. Das Framework bietet Kriterien, welche in die Entwicklung eines ersten Prototypens einfließen können.

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: This project carried out in cooperation between the University of Applied Sciences for Health Professions Upper Austria (UASHPUA) and the Medical Faculty of Johannes Kepler University Linz (MFJKUL), describes the feasibility, i.e., the planning and implementation, and presents selected results of an inter-university lecture on interprofessional cooperation. Methodology: The lecture "Grundlagen zu interprofessioneller Zusammenarbeit im Gesundheitswesen (IPZ3I)"/"Introduction to interprofessional cooperation in health care (IPZ3I)" as well as an interprofessional job shadowing were designed. The pilot lecture started in the winter semester (WS) 2019/20. An evaluation of IPZ3I was undertaken by means of a questionnaire. Results: IPZ3I was held in the WS 2019/20 for 296 students from nine different health care professions and included a specialist lecture, the presentation of the professions, and interprofessional case processing. In the evaluation approx. 80% of the students described a better understanding of the interprofessional collaboration. More than 70% regard interprofessional courses in education as important or very important. The majority of respondents indicate that after completing the lecture they can make recommendations for action for interprofessional cooperation. Conclusions: The joint lecture IPZ3I will be maintained at both universities. The process of evaluation and adaptation of curricula at UASHPUA is currently underway. This includes, for instance, consultations with the curriculum officers at MFJKUL, and the exploration of further possibilities to identify and to implement joint interprofessional teaching aspects in the curricula. This shall be achieved by considering the existing resources, increasing student numbers at MFJKUL as of 2023, planned curricula revisions as well as using possible synergies aiming at an extension of the existing cooperation. [ABSTRACT FROM AUTHOR]

The hallmark of medical action in geriatrics is the interprofessional treatment of the patient by a multi-professional team consisting of doctors, nurses and therapists with the aim of treating the patients primarily in a way that preserves their function and thereby enabling them to live as independently as possible. Therefore, at the beginning of every geriatric treatment, there is amultiprofessional geriatric assessment of functional abilities. With regard to successful medical action, this necessarily requires all health professions involved to understand geriatric patients and their limitations. Under ideal circumstances, their competencies overlap. From the point of view of the related disciplines, thismeans to teach working together with the other professions -- interprofessionally -- and learning from one another in order to effectively collaborate. After comparing the existing education in geriatrics within the Medical Curriculum Munich (MeCuM) with the European catalog of learning objectives for geriatricians (UEMS-GMS), a deficit with regard to geriatric assessment was recognized in the field ofmulti-professional training. Therefore, the existing geriatric curriculum of the Ludwig Maximilians University (LMU) in Munich should be expanded to include an interprofessional course on geriatric assessment. This project report aims to show the development and implementation of this course. For this purpose, the model for curriculum development according to Kern was used by the planners to establish an interprofessional briefing. Due to its innovative character, the course received public recognition and is the basis for the expansion of interprofessionalism in the sense of professional cooperation in geriatrics. Establishing interprofessionalism in other disciplines and locations is welcome. [ABSTRACT FROM AUTHOR]

Psychotic disorders in the elderly cover a wide range of causes and manifestations. They often occur as part of a depression, dementia, substance abuse or delirium. While psychosis can occur with a first manifestation in advanced age, many patients with chronic psychotic disorders reach a high age. Many elderly individuals are also affected by cognitive impairment and somatic conditions, making a third-party history most relevant. The associated changes in life and the complexity of the individual situation needs to be integrated into the diagnosis and treatment. The presented recommendations have been developed under the lead of the Swiss Society of Old Age Psychiatry (SGAP) in collaboration with the Swiss Association of Nurses (SBK) and the subcommittees for gerontological and psychiatric nursing of the association of nursing science (VFP) as well as further professional societies. We aim to make current knowledge concerning diagnosis and treatment available to the interprofessional teams working in in- and outpatients' settings. [ABSTRACT FROM AUTHOR]

In der inklusiven Grundschule arbeiten zunehmend verschiedene Professionen, wie bspw. Lehrer*innen, Sonderpädagog*innen oder Schulsozialarbeiter*innen, interprofessionell zusammen. Dieser Wandel in schulischen Arbeitskontexten geht mit veränderten Professionalisierungsanforderungen für die Lehr- und Fachkräfte einher (vgl. Kleina & Tan, 2019, S. 63). Die Praxis interprofessioneller Kooperation in der inklusiven Grundschule ist dabei bisher nur in Teilfragen erforscht (vgl. Moldenhauer, 2019), kaum aber mit Blick auf die Erfahrungen und Erwartungen der pädagogischen Lehr- und Fachkräfte selbst. Hierzu werden Ergebnisse einer quantitativen Bedarfserhebung (N=271), welche im Rahmen des vom BMBF geförderten Forschungs- und Entwicklungsprojektes InproKiG bei Lehrkräften und pädagogischen Fachkräften von Schulteams in Niedersachsen und Hessen durchgeführt wurde, vorgestellt. Die Ergebnisse geben Aufschluss über die Entwicklung und Gestaltung von Qualifizierungsmaßnahmen in diesem Bereich. Neben der Qualifizierung der bereits tätigen Lehr- und Fachkräfte, kann das InproKiG-Manual auch in der Lehrer*innenausbildung eingesetzt werden.

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interprofessional cooperation is attributed a special significance in overcoming new challenges in the health system. For the educational system, this means the development of innovative teaching and learning formats that encourages interaction between students from different professions within healthcare. In Germany in the state of North Rhine-Westphalia (NRW), eleven model courses of study for healthcare and nursing professions have been developed and evaluated. Evaluation reports do not tell whether social interaction between students of different professions is promoted. The following study investigates to what extent interprofessionality is incorporated into the model courses of study for healthcare and nursing professions in NRW and to what extent the courses of study include social interaction between students of different professions. In addition, an analysis is made as to what extent structural and organisational conditions and the course management influence the (further) development of the courses with a view to interprofessionality. Structured expert interviews have been carried out with those responsible for the courses of study, for a total of seven model courses. These have then been evaluated using qualitative content analysis. The promotion of interprofessional expertise is incorporated into all model study courses that were considered and is generally governed by international standards. Six of the seven courses of study offer social interaction between students of different professions. Valuable hints for interprofessional education at colleges for health could be achieved.

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Interprofessional collaboration (IPC) in everyday clinical practice is a prerequisite for good patient care but currently this is not sufficiently anchored in the education of health care professionals. Project description: A course on child protection in the interprofessional and international domain was established at the Medical School, University of Freiburg. In this course, students of medicine, nursing science and social work acquire skills for successful interprofessional cooperation. Its participants learn across professional and national borders, not only with but also from and about each other. In this way, they deepen their insights into international IPC through a key topic that is relevant to many disciplines. The course is run as a one-day campus day. This paper presents the course setup and evaluation results. Methods: The evaluation was carried out online and in writing in a before and after format using the Freiburg Questionnaire for Interprofessional Learning Evaluation (FILE) in addition to oral feedback. Learning objectives for IPC and child protection were formulated and the participants were asked about their subjective achievements. Results: From summer semester (SuSe) 2017 to SuSe 2018, 39 participants took part in the course. It was rated as m=1.5 (using German school grades where 1=very good, 6=unsatisfactory). In 18 of the 26 FILE items, participants report a self-assessed increase in knowledge or skills/abilities. This growth in learning coincides with the learning objectives set. Discussion & conclusion: From the perspective of the participants, the course teaches interprofessional competencies in an international setting and is seen as an informative course offer. The continuation or expansion of such courses as a supplement to purely single-country interprofessional courses is desirable. [ABSTRACT FROM AUTHOR]

The academization of health professions is a complex process, whose progress is denoted by the parallelism of different processes. These include for example the setup of scientific disciplines as well as the development of higher education concepts. Meanwhile, entering interprofessional teaching and work processes is demanded. This requirement is a chance and often a concern of specialist development. In this article, interprofessionalism is defined as a social construct and distinct object of research that is a crucial requirement for the academisation of health professions. The engagement with other professions and disciplines as outlined with exemplary processes is relevant for the development of specialist profiles and should be supported.

Copyright of Coaching - Theorie & Praxis is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Im Zuge des gesellschaftlichen Wandels und der damit einhergehenden Herausforderungen für den Erhalt und die Weiterentwicklung einer hochwertigen Gesundheitsversorgung kommt einem in quantitativer und qualitativer Hinsicht adäquat qualifizierten Personal im Bereich der patientenbezogenen Dienstleistungsberufe eine Schlüsselrolle zu. Vor diesem Hintergrund gibt der Beitrag einen Einblick in einige aktuelle Entwicklungen und Trends im Wandel der gesundheitsberuflichen Bildung. [ABSTRACT FROM AUTHOR]

Copyright of Der Schmerz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)