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Literature Compendium Assessment/evaluation of IP program

Interprofessional education internships in schools: jump starting change

Interprofessional education internships in schools: jump starting change

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Placing our practicum students into an interprofessional education (IPE) practicum without prior course work is an unorthodox idea, however, it was discovered that the road to IPE success is not along a single pathway. This multi-case study explores the experience of seven cohorts of pre-service professionals from the faculties of Education, Nursing, Justice Studies, Kinesiology and Health Studies and Social Work who engaged in a 14-week, full-time interprofessional internship in inner-city schools.

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Rural professionals' perceptions of interprofessional continuing education in mental health

Rural professionals' perceptions of interprofessional continuing education in mental health

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

We describe the impact of an interprofessional education programme in mental health for professionals in six rural Canadian communities. The 10-session programme, offered primarily via videoconference, focussed on eight domains of mental health practice. One hundred and twenty-five professionals, representing 15 professions, attended at least some sessions, although attendance was variable. Data were collected between September 2006 and December 2007. The programme was evaluated using a mixed methods approach.

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Interprofessional primary care protocols: a strategy to promote an evidence-based approach to teamwork and the delivery of care

Interprofessional primary care protocols: a strategy to promote an evidence-based approach to teamwork and the delivery of care

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Primary care reform involving interprofessional team-based care is a global phenomenon. In Ontario, Canada, 150 Family Health Teams (FHTs) have been approved in the past few years. The transition to a FHT is complex involving many changes and the processes for collaborative teamwork are not clearly delineated. To support the transition to team-based care in FHTs, a project was undertaken to develop and implement a series of interprofessional protocols in four clinical areas.

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Interprofessional collaboration in family health teams: An Ontario-based study

Interprofessional collaboration in family health teams: An Ontario-based study

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

OBJECTIVE:

To examine family health team (FHT) members' perspectives and experiences of interprofessional collaboration and perceived benefits.

DESIGN:

Qualitative case study using semistructured interviews.

SETTING:

Fourteen FHTs in urban and rural Ontario.

PARTICIPANTS:

Purposeful sample of the members of 14 FHTs, including family physicians, nurse practitioners, nurses, dietitians, social workers, pharmacists, and managers.

METHODS:

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Students' reflections on shadowing interprofessional teamwork: a Norwegian case study

Students' reflections on shadowing interprofessional teamwork: a Norwegian case study

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

This article reports the students' reflections on interprofessional teamwork during brief exposures to real-life experiences in hospitals or home-based rehabilitation service. Each of the 10 interprofessional groups, comprising three students, followed a rehabilitation team for a day. The composition of each student group correlated with the rehabilitation team. Data were collected from interviews with the student groups and subjected to a thematic analysis.

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Workplace mentor support for Foundation degree students: a hermeneutic phenomenological study.

Workplace mentor support for Foundation degree students: a hermeneutic phenomenological study.

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

AIMS AND OBJECTIVES: This paper presents findings from a small piece of interpretive research into the lived experience of trained nurses who fulfilled the role of workplace mentors for Foundation degree students. The interprofessional landscape of workplace learning is also examined.

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Innovations in interprofessional education and collaboration in a West Australian community health organisation

Innovations in interprofessional education and collaboration in a West Australian community health organisation

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

This article is a short report that describes an initiative in interprofessional education (IPE) and collaboration in health practices in a community health organisation. Staff and students from nursing and allied health professions collaborate to implement a video feedback parenting programme. The results include an increased awareness of the benefits of both IPE and infant mental health principles, in particular the establishment of a common language across professions. Further systematic evaluations are required.

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Can sharing stories change practice? A qualitative study of an interprofessional narrative-based palliative care course

Can sharing stories change practice? A qualitative study of an interprofessional narrative-based palliative care course

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

A series of six interprofessional palliative care meetings used narrative, with participants sharing stories from their professional experience in facilitated small groups. The course was attended by doctors, nurses, social workers and emergency care practitioners. The course was evaluated by telephone interview with 19 of the 28 participants. Respondents reported effects including changed behaviours and benefit to patients. The use of narrative, as a starting point for shared learning, discussion and evaluation is unusual.

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