目标:在主流学校中,语言病理学家(SLP)和课堂教师(CT)之间需要跨专业实践(IPP)来支持学生的成绩。此混合方法系统综述旨在综合现有文献,以描述主流学校SLP和CT之间的IPP经验。
方法:使用系统综述方案对六个数据库进行了全面搜索(PubMedCentral,EMBASE,科克伦图书馆,CINAHLEBSCO,ERIC,和ProQuest学位论文和论文全球)使用与研究问题相关的关键词。共检索到1,876项独特研究。其中,18项研究被确定为与研究问题相关,正如他们描述了SLP和CT之间IPP的经验。采用专题分析法对定量和定性研究进行分析。
结果:确定了描述IPP经验的六个主要主题:(1)您将什么带入协作表?(2)将价值放在协作中,(3)分享就是合作,(4)合作的性质各不相同,(5)教育背景问题,(6)对专业控制之外的协作的影响。
结论:SLP和CT之间的IPP是复杂的,在教育背景下出现了各种促进者和IPP的障碍。SLP和CT的能力与有共同的理解,充分的沟通,与彼此建立关系有助于支持学校的IPP。SLP和CT之间以关系为中心的护理方法的利用对于培养和支持学生的成绩也很重要。
背景:https://doi.org/10.23641/asha.24018732。
There is an important need for interprofessional practice (IPP) between speech-language
pathologists (SLPs) and classroom teachers (CTs) in mainstream schools to support student outcomes. This mixed methods systematic
review aimed to synthesize existing literature to describe the experiences of IPP between SLPs and CTs in mainstream schools.
A systematic
review protocol was utilized to conduct a comprehensive search of six databases (PubMed Central, EMBASE, Cochrane Library, CINAHL EBSCO, ERIC, and ProQuest Dissertations & Theses Global) using key words related to the research question. A total of 1,876 unique studies were retrieved. Of these, 18 studies were identified as relevant to the research question, as they described the experiences of IPP between SLPs and CTs. Thematic analysis was used to analyze the quantitative and qualitative studies.
Six main themes describing IPP experiences were identified: (1) what are you bringing to the collaboration table? (2) putting the value in collaboration, (3) sharing is collaborating, (4) the nature of collaboration varies, (5) the educational context matters, and (6) influences to collaboration beyond professional control.
IPP between SLPs and CTs is complex, with various facilitators and barriers to IPP emerging within the education context. Competencies for SLPs and CTs related to having a shared understanding, adequate communication, and building relationships with each other help support IPP in schools. The utilization of a relationship-centered care approach between SLPs and CTs is also important to foster and support student outcomes.
https://doi.org/10.23641/asha.24018732.