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International Classification of Functioning, Disability and Health: Catalyst for Interprofessional Education and Collaborative Practice

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Leading Research and Evaluation in Interprofessional Education and Collaborative Practice

Abstract

Effective interprofessional communication is pivotal to a common understanding of service provider decisions, shared goal setting and outcomes reported by service users. How does one go about this if team members have different conceptual frameworks in approaching service users and are using different terms for describing the same thing? Students are often taught numerous, potentially contradicting approaches to service users and communities, which can serve as a barrier to interprofessional communication and a bio-psychosocial-spiritual approach to person-centred service provision (Snyman, Von Pressentin, & Clarke, 2015; Thistlethwaite et al., 2014).

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Author information

Authors and Affiliations

  1. Tygerberg, South Africa

    Stefanus Snyman, Maria van Zyl, Jana Müller & Maryke Geldenhuys

Authors
  1. Stefanus Snyman
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  2. Maria van Zyl
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  3. Jana Müller
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  4. Maryke Geldenhuys
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Editor information

Editors and Affiliations

  1. Curtin University, Sheffield, Australia

    Dawn Forman

  2. Auckland University of Technology, Auckland, New Zealand

    Marion Jones

  3. University of Technology Sydney, Sydney, Australia

    Jill Thistlethwaite

Appendix 1: Example of Structuring the Narrative of a Service User by Using ICF Codes

Appendix 1: Example of Structuring the Narrative of a Service User by Using ICF Codes

Linda struggled with all the deprecating comments her family members made about her son Erik during the celebrations on the long weekend. He did not eat as other kids his age, did not behave like them or play like them. Tired of all the ‘well-meant’ advice on how to educate and raise her child and not having a diagnosis to explain Erik’s differences to others, she visited the clinic. Here an interprofessional team helped Linda to start describing Erik’s strengths and struggles in order to share a description that might help others to better understand, accept and include him in future family gatherings.

This following short profile captures Erik’s difficulties and strengths. To illustrate how ICF could be used to describe and code the facets of this profile the corresponding terms and codes are listed below (used with permission of Snyman, Kraus de Camargo, et al., 2015).

The narrative

I am Erik. What works for me?

  • Give me time to talk. I may take longer but I have lots to say.

  • Let me eat what I can, when I can. I know what foods are safe for me, and forcing me to eat won’t help.

  • If I am acting poorly, let my mom deal with it.

  • If I get overwhelmed by sensory input (noise, sight, touch), my behaviour may look inappropriate, but it is my reaction to an overwhelming situation. Please give me time alone.

Things I am learning:

  • Learning to chew and swallow food; learning to talk clearly; learning to play well with my friends.

What I like doing:

  • Playing with my sister; staying close to mom; running around; pretend play with my toys; helping mom vacuum and clean.

What is important for me?

  • Good sensory regulation; proper nutrition with PediaSure®; people who are patient with me.

What people say about me?

  • Busy; adorable; smart; funny; hyper; small; doesn’t eat; hard to understand.

Structuring the narrative using ICF

Erik’s profile

ICF items

ICF codes*

Give me time to talk. I may take longer but I have lots to say

Articulation functions

b320

Let me eat what I can, when I can. I know what foods are safe for me, and forcing me to eat won’t help

Ingestion functions

b510

Swallowing

b5105

Individual attitudes of extended family members

e415

If I am acting poorly, let my mom deal with it.

Managing one's own behaviour

d250

Individual attitudes of immediate family members

e410

If I get overwhelmed by sensory input (noise, sight, touch), my behaviour may look inappropriate, but it is my reaction to an overwhelming situation. Please give me time alone.

Handling stress and other psychological demands

d240

Sound quality

e2501

Light

e240

Tactile perception

b1564

Auditory perception

b1560

Visual perception

b1561

Individual attitudes of extended family members

e415

Learning to chew and swallow food

Chewing

b5102

Swallowing

b5105

Learning to talk clearly

Articulation functions

b320

Learning to play well with my friends

Shared cooperative play

d8803

Playing with my sister

Shared cooperative play

d8803

Staying close to mom

Physical contact in relationships

d7105

Running around

Running

d4552

Helping mom vacuum and clean

Helping to do housework

d6406

Good sensory regulation

Perceptual functions

b156

Proper nutrition with PediaSure®

Food

e1100

People who are patient with me

Attitudes

e4

Busy

Energy and drive functions

b130

Adorable

Personal factor

Personal strength

Smart

Personal factor

Personal strength

Funny

Personal factor

Personal strength

Hyper

Energy and drive functions

b130

Small

Height

percentile

Doesn’t eat

Appetite

b1302

Hard to understand

Articulation functions

b320

  1. *b: body functions and structures; d: activities and participation; e: environmental factor

Based on the underlying ICF items Linda and the interprofessional team were not only able to get a useful picture to be shared with her relatives, but in a data model could reveal that there was another boy with similar issues living in the same town.

By using ICF the team were able to better articulate Erik’s needs and strengths and also make recommendations to Linda based on the functional profile of her son.

Appendix 2 Example of Assessment Rubric: Phase 1 (Year 3)
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Appendix 3 Assessment Rubric: Phase 2 (Year 4/5)
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Appendix 4 Assessment Rubric: Phase 3 (Year 5/6)
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Appendix 5 Interprofessional Referral Letter Based on ICF
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Snyman, S., van Zyl, M., Müller, J., Geldenhuys, M. (2016). International Classification of Functioning, Disability and Health: Catalyst for Interprofessional Education and Collaborative Practice. In: Forman, D., Jones, M., Thistlethwaite, J. (eds) Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53744-7_15

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