Abstract: Many adolescents experience difficulties with social interaction, which can contribute to fewer friendships and increased feelings of isolation, anxiety, and depression. While there are existing interventions that address social communication and engagement, these approaches often do not effectively generalize to unstructured environments, and they frequently overlook measuring social validity. An interprofessional collaboration between speech-language pathologists (SLPs) and recreational therapists (RTs) may offer a promising way to address these shortcomings. However, no established models currently demonstrate how SLPs and RTs work together in practice. This clinical focus article introduces a model for SLP–RT collaboration that incorporates prosocial activities within therapeutic contexts and illustrates the model with a descriptive case study. 

Abstract: While professionals within the recreational therapy/therapeutic recreation field have known that education about our profession and collaboration with other disciplines can maximize the outcomes of those we serve, Interprofessional Education and Collaborative Practice (IPECP) research documents the importance of such practices. The purpose of this brief report is to summarize the history and progress of recreational therapy's contribution to the advancement of IPECP; to report on the activities of other healthcare professional organizations to promote IPECP, and to provide recommendations for the American Therapeutic Recreation Association (ATRA) and the RT/TR profession, as it relates to IPECP. The ATRA IPECP Task Force examined how other professions are utilizing IPECP and determined that, whether or not part of a formal Interprofessional Education (IPE) organization, there are a number of contributions that RT/TR and ATRA can make to advance IPECP, to improve the health of the populations we serve, reduce the cost of care, enhance the client experience, and improve client satisfaction. Recommendations suggest potential actions of ATRA, the profession, educators, and researchers to address interprofessional initiatives.

This article explores the collaborative dynamics between RT, exercise physiology, and athletic training within the context of adaptive sports programs. The methodology involves a descriptive analysis of interprofessional collaborative practices (IPCP) and the specific competencies required for successful team-based interventions. The findings emphasize that such collaborations maximize health outcomes and improve the quality of life for participants in adaptive sports [22]. 

URL: https://js.sagamorepub.com/index.php/trj/article/view/1134 

The authors present the SHOW framework, an innovative model for community-engaged IPE that places RT students in a student-led clinic serving vulnerable populations. The methodology focuses on experiential learning where students must collaborate across disciplines to address complex social and health needs. Findings suggest that this framework enhances student self-efficacy in interprofessional roles and provides a scalable model for other RT programs 2[22]. 

URL: https://js.sagamorepub.com/index.php/trj/article/view/1134 

Abstract

Interprofessional education (IPE) is critical to the development of a collaborative practice-ready workforce, yet implementation of high-quality IPE that is meaningful to students is recognized as challenging. The use of IPE tracks as part of a larger IPE program can be an effective approach to navigating implementation barriers. As the Therapeutic Recreation/Recreational Therapy (TR/RT) profession looks to identify best practices in IPE, scholars have noted that documentation and evaluation of existing programs is critical. This project documented and evaluated a Transitions of Care IPE track offered at one university as part of a larger IPE program. To provide a comprehensive overview of this IPE experience, it was documented in terms of three key elements:(a) the Transitions of Care IPE structure, (b) administrative supports and IPE infrastructure, and (c) use in undergraduate and graduate RT curriculums. It was evaluated in terms of (a) student attitudes toward IPE following the experience, and (b) RT faculty perspectives.

URL: https://js.sagamorepub.com/index.php/trj/article/view/1134

Interprofessional education (IPE) prepares professionals and students in pre-professional training with the knowledge and skills to provide collaborative comprehensive person-centered care. Students who engage in IPE interactive learning activities learn from, with, and about various professions and have a greater appreciation for and understanding of the benefits and challenges of interprofessional collaborative practice (IPCP). With an increase in the aging population, there is a high demand for effective service delivery to maintain social connections to thrive socially, physically, and psychologically, particularly in long-term care (LTC) settings. In this practice perspectives paper, we provide a practical guideline implementing best practice models of IPE between recreational therapy and speech-language pathology students during pre-service training. We illustrate the four-phase model of IPE employed in our curriculum, consisting of a didactic component, a service learning component, and an experiential learning opportunity through a community partnership with local LTC centers. Through an integrated and experiential learning approach, recreational therapy and speech-language pathology students expanded their siloed views of clinical practice while deepening their understanding of interprofessional service delivery. The interprofessional approach to person-centered care for the social engagement of residents in the LTC setting applies to clients across the lifespan and multiple work settings. The overall experience contributed to the students' professional growth to serve as positive members of an IPCP team.

URL: https://js.sagamorepub.com/index.php/trj/article/view/12600 

Interprofessional collaboration (IPC) in an experiential learning setting can provide undergraduate and graduate students opportunities to learn about other professional practices, address patient/individual needs, and learn to work in a team setting that is respective of many disciplines. The current study examined the impact of an interprofessional summer camp, Camp Maverick: Rec N’ Read, on undergraduate and graduate students’ perceptions of their learning. The students participated in focus groups after the IPC experience to reflect on their learning throughout the camp. Our findings suggest that a camp setting, outside of clinical practice, can provide a unique learning experience for individuals in a variety of disciplines related to health, especially those in recreation and leisure sciences. We conclude that additional IPC learning experiences are needed to bring students the opportunity to learn professional practices in clinical sciences, humanities, and education. It will better prepare students for professional practice.

This paper examines the theoretical integration of experiential learning within therapeutic recreation curricula and its specific application to IPE. The author discusses the cognitive process of constructing meaning from real-life clinical experiences and how this prepares students for the collaborative nature of the healthcare workforce. The findings underscore the necessity of IPE in fostering a practice-ready professional identity within the TR field [3]. 

URL: https://www.trontario.org/files/TRPR/TRPR-V15-2021.pdf 

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy (RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits & impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution: https://ir.library.illinoisstate.edu/tlcsd/vol5/iss2/4/ 

Abstract: This study used an arts-based approach to explore the interprofessional education experiences of therapeutic recreation faculty in community colleges. With health education evolving to meet complex patient needs (Coady, 2013; English, 2012; Hill, 2016), interprofessional education prepares graduates to work safely and collaboratively (Canadian Interprofessional Health Collaborative [CIHC], 2010) now and in the potential future of transdisciplinary practice (Van Bewer, 2017). Eight faculty members from six colleges across Canada participated in an online collage workshop, designed to reflect on clinical experiences, elicit and identify interprofessional education opportunities, and conceptualize the future for therapeutic recreation in a transdisciplinary model. A key finding addressed the issue that therapeutic recreation is often misunderstood as a profession (Austin, 2011; DeVries et al., 2015). Educators voiced the need to prepare graduates to enter the profession well-equipped for role clarification and advocacy by demonstrating the effectiveness of therapeutic recreation intervention. For effective interdisciplinary team functioning, therapeutic recreation students need strong professional relationship-building skills. Interprofessional education can provide opportunities for learning and practice, with skilled faculty and institutional support (Lawlis, Anson, & Greenfield, 2014; Marrs et al., 2021). With the blurring of roles in a transdisciplinary care model, interprofessional education is identified as a hopeful remedy to an uncertain future for therapeutic recreation diploma graduates and programs.

Abstract: As health care organizations, accrediting bodies, and research support and promote interprofessional approaches for treatment programs, an introduction to interprofessional education and practice should occur during pre-professional education for this practice to become habit. This paper looks at applying these principles to pre-professional behavioral health student participants in nursing, recreation therapy, psychology, and social work through an interprofessional simulated group therapy experience. While the main objective of this project was to create an interprofessional experience for mental/behavioral health participants, the study also aimed to build an affinity for working within an interprofessional team and to develop empathy for individuals living with a mental/behavioral health diagnosis. All students acknowledged the benefits of empathy and collaborative affinity for both the team and consumers and expressed concern about the lack of interprofessional learning within pre-professional programs.

AIMS: Faculty in the healthcare professions are engaging their students in a variety of interprofessional education (IPE) experiences. One such experience is a one-time IPE event, performed over 2 consecutive years by 2 different cohorts, involving 342 students in occupational therapy, physical therapy, speech-language pathology, and therapeutic recreation. The aim was to provide students with the opportunity to learn about the impact of a stroke, the rehabilitation process, the rehabilitation team and their own profession, as well as incorporating the Core Competencies for Interprofessional Collaborative Practice. METHODS: The event had 3 separate components: a small group discussion on a pre-assigned case of a patient who had a stroke, a patient panel, and a clinician panel. RESULTS: All answers to the survey questions taken by students who attended the IPE event improved significantly at posttest (p<0.001). The IPE event was well received by the students (89.0% reported that the overall experience was good-excellent). CONCLUSION: This one-time event involving four health professions was successful in exposing the students to IPE. J Allied Health 2019; 48(3):167–171.

Interprofessional education (IPE) has been defined as two or more students or professionals from different disciplines learning from, with, and about each other. It is anticipated that through a collaborative environment of interprofessional education, professionals gain the proficiencies to assure improved patient safety and quality of care. The purpose of this manuscript is to introduce the concept of IPE and highlight IPE in therapeutic recreation/recreational therapy education. Three programs in Canada and the United States incorporate IPE in their programs: The Centre for Collaborative Health Professional Education at Memorial University in Canada, the University of New Hampshire College of Health and Human Services, and the Arizona State University Collaboratory on Central at the Westward Ho each offer students, faculty, and health-related colleagues collaborative learning and practice experiences. While these programs are grounded on the core competencies proposed by a panel of healthcare experts representing several peer professions, each of the selected sample programs has designed and implemented IPE in a unique way within their curriculum.

The work of occupational (OT), physical (PT), and recreational therapists (RT), and speech-language pathologists (SLP) is interrelated and benefits from effective teamwork and collaboration to optimize patient outcomes and satisfaction (Curran, Deacon, & Fleet, 2005). Yet, the literature shows that allied health professionals are ill-prepared to work in an interprofessional manner due to professional socialization, specific discipline cultures leading to separateness, and lack of cross-professional competence. Recreational therapists, specifically, comment about the lack of respect and recognition received from their therapy counterparts. Past recreational therapy research demonstrates this perception, as well as recent feedback from presentations and interactions with recreational therapists. What is not yet known is whether professionals from other allied health professions perceive this inequality or lack of value. This study seeks to identify if there are individual differences in the perceptions of OT, PT, RT, and SLP professionals (i.e., rehabilitation therapists) regarding their beliefs (ability), behaviors (comfort), and attitudes (value) towards interprofessional collaboration and valuing of collaboration with each discipline. Findings of this study indicate in this sample of rehabilitation therapists from Michigan that there are no significant differences in self-perceived ability, value, and comfort related to interprofessional collaboration. The rehabilitation therapists in this study indicated a collaborative attitude and equal valuing of the other therapy disciplines.