IMPROVING HEALTH CARE QUALITY THROUGH EDUCATION, RESEARCH, AND INTERPROFESSIONAL COLLABORATION IN MIDWIFERY SERVICES
WERNA NONTJI MIDWIFERY DEPARTEMENT FACULTY OF MEDICINE HASANUDDIN UNIVERSITY, INDONESIA
SUB-TOPIC • Background 1
2
• The benefits of collaboration and integrated systems
3
• Implementation of interprofessional education through research collaboration
Background
Background
IPE occurs when two or more multidisciplinary to improve cooperation and quality of health services of concern (Barr, 2002).
• Evidence suggests that the formation of the team interprofesional: • Improved patient care, • Reducing the amount of health costs, • Shortening the period of hospitalization, • Lowering the number of medical errors (medical errors).
• Understanding Integrated is an integral, coherent, attached, integrated, accommodated, integrated. • Good cooperation between students and educators There are three things need to be given attention, namely:
• Involvement in the process, planning, • Implementation of, • Monitoring and evaluation.
• Currently in Indonesia developed IPE,
Yet many institutions are implementing IPE in its curriculum and research roadmap.
Hasanuddin University School of Medicine have: - 5 undergraduate courses - 3 Master program (Nursing, Midwifery, and Biomedicine) The School of Public Health (nutrition) and the faculty of pharmacy that this gives the opportunity to create interprofesional activities.
Implementation of the IPE at the Department of Midwifery for students of Master of Midwifery and Master of Nutrition.
However, inter-professional practice refers to the roadmap has not yet tried to conduct collaborative research study began in 2013 to present, which have a positive impact.
BENEFITS INTEGRATED SYSTEM
1. Provide clarity in the role of student interact between health profesoi
2. Improve student cohesiveness with other professional students 3. Providing quality health care by combining the unique expertise perofesional
4. Maximizing productivity and the effectiveness and efficiency of resources.
IPE APPLICATION THROUGH RESEARCH
In Principle Application IPE
Curriculum Integration
Integrated Modules
Implementati on of learning that facilitate the integration
Teamwork strong
Interprofessional Model Student Profession Program (Pappes Kiefer, and Levstik, 1995) Curriculum Integration Model Integrated Learning Model In The Cross Several Courses Integrated Learning Model In The Crosslearners
Integration Learning Models • Accommodate the needs of the Immersed students will see what he had learned from their own interests Model and experiences
• Create a network with others who have the expertise of a job that is Networked more implementable. Model
Integrated Learning Model In The Cross-learners; Networked Models Health Professions Student Program Module / Roadmap study
Competence to be achieved
Consultation to mentor each profession
Assessment Mentor and examiners
Selection of cases / title set together - the same mentor
Students profession do the assessment, perencenaan, implementation and evaluation or preparation of proposals
Research and preparation of case reports together profession
. Presentation of the case together together or proposal
THE RESULTS ACHIEVED IN COLLABORATIVE RESEARCH No
Years
Departement
1
2013 (4+2 student)
Midwefery Nutrition
2
2014 (2 + 2 Student)
Midwefery Nutrition
Intervensi
Target
Output
Examination haemoglobin, hematokrit
Adolescent girls, pregnant women
Increase in hemoglobin and hematocrit
Balanced nutrition
pregnant women
Increase in hemoglobin and hematocrit
History of pregnancy with a high risk of causing Maternal Mortality
pregnant women with and anemia
Nutritional Status balance Pregnancy outcome
Moringa leaf extract supplements (Suplement ekstrak daun kelor)
Pregnant women with anemia and passive smokers
Increased hemoglobin, hematocrit and birth weight infants
The hight Hb, Ht and dan berat badan lahir bayi
Examination hemoglobin, hematocrit Pregnancy outcome
Increased hemoglobin, hematocrit and birth weight infants
Curiculum Vitae Identitas
Kegiatan
Nama
Dr.Werna Nontji, SKp.M.Kep
Asal
Soppeng
HP/Email
081342297009/
[email protected]
Pendidikan
Pendidikan Bidan ........................................Makassar....1970 Pendidikan D3 Keperawatan /Guru Bidan ...Bandung ...1974 S1 Keperawatan ........................................... UI Jakarta... 1991
Midwefery Edvanced D.IV ...........................Inggeris.......1995 S2 Keperawatan ........................................... UI jakarta ....2000 S3 Kedokteran .............................................. Unhas .........2011
Curiculum Vitae Identitas
Kegiatan
Pengalaman Kerja
Puskesmas Jumpandang Baru Dinkes Kota Makassar ......1971-1973 Seksi KIA Dinkes Kota Makassar ...................................... 1976-1980 Staf Pengajar Akper Tidung
......................................... 1981-1999
Direktur Akper Banta-bantaeng ....................................... 2000-2002
Ketua PS Keperawatan Poltekkes Makassar ......................2002-2003 Sekretaris PS Keperawatan FK Unhas ..............................2003-2010 Ketua PS Keperawatan FK Unhas ......................................2010-2015 Ketua PS Magister Kebidanan ...........................................2013-2015
Kepala Bidang Keperawatan RS Unhas .........................2014-ss
Curiculum Vitae Identitas
Pelatihan
Kegiatan
Pelatihan penyusunan proposal .................... Unhas Pelatihan penyusunan Roadmap penelitian .....Unhas Pelatihan penyusunan jurnal ............................. Unhas
MOT Community Health Nursing ..........University of Hyogo . Kobe Jepang 1996 MOT Disaster Nursing ..........University of Hyogo . Kobe Jepang 1999 Pelatihan Jenjang karir Perawat .......Red Cross University KitaKyushu Jepang 2012 Edvanced jenjang karir Perawat ...... Red Cross University KitaKyushu Jepang 2015 Assessor Internak Akreditasi RS ..........Malang 2015
