Development of client-centredness: perceptions of interprofessional healthcare students
| dc.contributor.author | Blanco, Denyse Dawn | |
| dc.contributor.examiningcommittee | Wener, Pam (Occupational Therapy) | en_US |
| dc.contributor.examiningcommittee | Ateah, Christine (Nursing) | en_US |
| dc.contributor.supervisor | Ripat, Jacquie (Occupational Therapy) | en_US |
| dc.date.accessioned | 2019-09-13T21:49:31Z | |
| dc.date.available | 2019-09-13T21:49:31Z | |
| dc.date.issued | 2019-08 | en_US |
| dc.date.submitted | 2019-08-13T14:04:06Z | en |
| dc.date.submitted | 2019-09-13T21:24:56Z | en |
| dc.degree.discipline | College of Rehabilitation Sciences | en_US |
| dc.degree.level | Master of Science (M.Sc.) | en_US |
| dc.description.abstract | Statement of the Problem It is essential to develop client-centred knowledge, skills, attitudes and values as healthcare providers strive to participate in interprofessional (IP) collaborative practice and provide high-quality health care (Canadian Interprofessional Health Collaborative, 2010). Limited research exists to help educators understand how to support healthcare student development of client-centredness. This study aimed to advance an understanding of the development of client-centredness from the perspective of pre-licensure healthcare students. Methods In this interpretive description study, six students from various professional health disciplines engaged in a series of three focus groups over the course of five months to explore students’ classroom and practice experiences with client-centredness. Focus groups were digitally audio-recorded and transcribed verbatim. Focus group data were inductively analysed using thematic analysis and findings were sent to participants for member-checking. Results This study revealed four themes which iteratively built upon each other. The themes were (a) scaffolding existing components of professional education programs form a base for client-centred development, (b) an evolutionary process to internalizing client-centredness, (c) IP discussion with stories enhances client-centred development, and (d) a reflective process to developing client-centredness. Conclusions Reflective healthcare students benefit from in-person, open discussion opportunities to learn with, from and about each other in an interprofessional education (IPE) context as they internalize client-centredness and move beyond the knowledge and skill-based foundations provided to them by their individual professional education programs. Knowledge gained in this study may help academic- and clinical-educators to better understand the client-centred development process so they can support graduates entering the health system as enhanced IP client-centred care providers. | en_US |
| dc.description.note | October 2019 | en_US |
| dc.identifier.citation | APA | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/34268 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Client-centredness | en_US |
| dc.subject | Interprofessional | en_US |
| dc.subject | Healthcare students | en_US |
| dc.title | Development of client-centredness: perceptions of interprofessional healthcare students | en_US |
| dc.type | master thesis | en_US |