Fizyoterapi ve Rehabilitasyon Öğrencilerinde Geriatri Alanında Ekip Çalışmasına Yatkınlık ve Mesleki Bilgi

Year 2025, Volume: 10 Issue: 1, 31 - 36, 31.01.2025

Senem Demirdel , Ertuğrul Demirdel , Necmiye Ün Yıldırım

Abstract

Amaç: Bu çalışmanın amacı, fizyoterapi ve rehabilitasyon öğrencilerinde geriatri alanında ekip çalışmasına yatkınlık ve mesleki bilgi düzeylerini değerlendirmektir.
Gereç ve Yöntem: Çalışmaya fizyoterapi ve rehabilitasyon lisans öğrencileri dahil edildi. Demografik bilgiler kaydedildikten sonra yazarlar tarafından geliştirilen Geriatri Alanında Ekip Çalışmasına Yatkınlık ve Mesleki Bilgi Anketi çevrimiçi form vasıtasıyla uygulandı. Geriatrik rehabilitasyon ile ilgili ders veya geriatri alanında ekip çalışmasıyla ilgili eğitim alanlarla almayanların anket skorları karşılaştırıldı.
Bulgular: Yaş ortalaması 21,17±1,57 yıl olan 281 kadın ve 39 erkek olmak üzere 320 öğrenci değerlendirildi. Geriatri Alanında Ekip Çalışmasına Yatkınlık ve Mesleki Bilgi Anketi puan ortalamaları 103,32±10,63 puan idi. Öğrencilerin %35’i geriatrik rehabilitasyon dersi ve/ veya geriatri alanında ekip çalışması ve mesleki uygulamalar konusunda eğitim aldığını belirtti. Geriatrik rehabilitasyon alanında eğitim veya ders alan ve almayanların puanları arasında anlamlı fark bulundu (p<0,05).
Sonuç: Artan yaşlı nüfusun ihtiyaçlarının karşılanmasında önemli bir rol oynayacakları için geriatrik rehabilitasyon alanında alınacak eğitimler fizyoterapi ve rehabilitasyon öğrencilerinin eğitiminin önemli bir parçasıdır.

Keywords

Öğrenciler, yaşlılar, fizyoterapi, rehabilitasyon

Supporting Institution

yok

Project Number

yok

Aptitude for Teamwork and Professional Knowledge in the Field of Geriatrics of Physiotherapy and Rehabilitation Students

Abstract

Objective: The objective of this study was to evaluate the aptitude for teamwork and professional knowledge in the field of geriatrics of physiotherapy and rehabilitation students.
Material and Methods: The study included physiotherapy and rehabilitation undergraduate students. Demographic information was recorded, then the Aptitude for Teamwork and Professional Knowledge in the Field of Geriatrics Questionnaire, developed by the authors, was completed online. The questionnaire scores were compared between groups of students who had and had not taken a course in geriatric rehabilitation or training on teamwork in geriatrics.
Results: Evaluation was made of 320 students, comprising 281 females and 39 males with a mean age of 21.17±1.57 years. The average score of the Aptitude for Teamwork in the Field of Geriatrics and Vocational Knowledge Questionnaire scores was 103.32±10.63 points. Lessons on geriatric rehabilitation and/or training on teamwork and professional practices in the field of geriatrics were stated to have been taken by 35% of the students. A significant difference was found between the scores of those who had and had not received lessons or training in geriatric rehabilitation (p<0.05).
Conclusion: Training in geriatric rehabilitation is an important part of the education of physiotherapy and rehabilitation students, as they will play an important role in meeting the needs of the increasing elderly population.

Keywords

Students, geriatrics, physiotherapy, rehabilitation

Project Number

yok

References

• Bakirhan S, Özkeskin M, Aktar Reyhanioğlu D, Gülpınar D. Analysis of the Attitudes and Approaches of the Physiotherapy and Rehabilitation Students Towards the Elderly. Turk J Geriatr. 2017;20(2): 125-134.
• Türkiye İstatistik Kurumu [Internet]. İstatistiklerle Yaşlılar 2022 [cited 2023 July 28]. Available from: https://data.tuik.gov.tr/Bulten/ Index?p=İstatistiklerle-Yaşlılar-2022-49667&dil=1.
• Cho KH, Chung Y, Roh YK, Cho B, Kim CH, Lee HS. Health care for older persons: a country profile—Korea. J Am Geriatr Soc. 2004;52(7):1199- 204.
• Türgay A, Şahin S, Aykar FŞ, Sari D, Badir A, Özer ZC. Attitudes of Turkish nursing students toward elderly people. Eur Geriatr Med. 2015;6(3):267- 70.
• Ellis G, Sevdalis N. Understanding and improving multidisciplinary team working in geriatric medicine. Age Ageing. 2019;48(4):498-505.
• Anderson JE, Lavelle M, Reedy G. Understanding adaptive teamwork in health care: Progress and future directions. J Health Serv Res Policy. 2021;26(3):208-14.
• Valentine MA, Nembhard IM, Edmondson AC. Measuring teamwork in health care settings: a review of survey instruments. Med Care. 2015;53(4):e16-e30.
• Craddock D, O’Halloran C, Borthwick A, McPherson K. Interprofessional education in health and social care: fashion or informed practice? Learn Health Soc Care. 2006;5(4):220-42.
• Gilbert J, CAMP II R, COLE C, Bruce C, FIELDING D, STANTON S. Preparing students for interprofessional teamwork in health care. J Interprof Care. 2000;14(3):223-35.
• Mickan SM. Evaluating the effectiveness of health care teams. Aust Health Rev. 2005;29(2):211-7.
• Öhman A, Keisu B-I, Enberg B. Team social cohesion, professionalism, and patient-centeredness: Gendered care work, with special reference to elderly care–a mixed methods study. BMC Health Serv Res. 2017;17(1):1-12.
• Açikgöz A, Tuna H, Yildirim M, Acar S. Physiotherapy Students’ Attitudes Toward Ageism and Related Factors. Turk J Geriatr. 2020;23(2): 260-269.
• Saltz CC. The interdisciplinary team in geriatric rehabilitation. J Gerontol Soc Work. 1992;18(3-4):133-42.
• Curran VR, Sharpe D, Forristall J, Flynn K. Attitudes of health sciences students towards interprofessional teamwork and education. Learn Health Soc Care. 2008;7(3):146-56.
• White MJ, Gutierrez A, McLaughlin C, Eziakonwa C, Newman LS, White M, et al. A pilot for understanding interdisciplinary teams in rehabilitation practice. Rehabil Nurs. 2013;38(3):142-52.
• Alpar R. Spor bilimlerinde uygulamalı istatistik: Nobel; 2006.
• Hall P, Weaver L. Interdisciplinary education and teamwork: a long and winding road. Med Educ. 2001;35(9):867-75.
• Aziz Z, Teck LC, Yen PY. The attitudes of medical, nursing and pharmacy students to inter-professional learning. Procedia Soc Behav Sci. 2011;29:639-45.
• Dyess AL, Brown JS, Brown ND, Flautt KM, Barnes LJ. Impact of interprofessional education on students of the health professions: a systematic review. J Educ Evaluation Health Prof. 2019;16.
• Atwal A, Caldwell K. Do all health and social care professionals interact equally: a study of interactions in multidisciplinary teams in the United Kingdom. Scand J Caring Sci. 2005;19(3):268-73.
• Livingstone I, Hefele J, Nadash P, Barch D, Leland N. The relationship between quality of care, physical therapy, and occupational therapy staffing levels in nursing homes in 4 years' follow-up. J Am Med Dir Assoc. 2019;20(4):462-9.
• Hilton RW. Fragmentation within interprofessional work. A result of isolationism in health care professional education programmes and the preparation of students to function only in the confines of their own disciplines. J Interprof Care. 1995;9(1):33-40.
• Pellatt GC. Perceptions of interprofessional roles within the spinal cord injury rehabilitation team. Int J Ther Rehabil. 2005;12(4):143-50.
• Molyneux J. Interprofessional teamworking: what makes teams work well? J Interprof Care. 2001;15(1):29-35.