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BACKGROUND:

Benefits of online learning in the health sector have been demonstrated in previous studies. We examined the potential benefits of a joint web-based curriculum on atopic eczema for health personnel.

METHODS:

Enrolled doctors and nurses had access to the curriculum for 8 weeks. After the course learners completed a questionnaire. Two dermatologists rated the quality of the submitted homework assignments. Based on data from the project's budget and the Norwegian Medical Association, we estimated the saved travel expenses.

RESULTS:

Learning in clinical education can be understood as a process of becoming a legitimate participant in the relevant context. Interprofessional training wards (IPTWs) are designed to give students from educational programmes in health and social care a realistic experience of collaboration for the purpose of developing teamwork skills. IPTWs have been found to be appreciated by the students and to influence students' understanding of each other's professions.

Promoting teamwork in health and social care requires an understanding of the interface between interprofessional practice (IPP) and interprofessional education (IPE). A study with two parts, one qualitative and one quantitative, examined this interface in Norway. The first used focus groups to assess IPP rewards, barriers, and facilitating factors among practitioners in clinical settings. The second utilized an online survey to measure IPE attitudes, barriers, and facilitating factors among senior administrators in the educational system.

BACKGROUND: The need for interprofessional education has been apparent for decades and in 2004, we established the first Interprofessional Training Unit (ITU) in Denmark. Nursing, occupational therapy and physiotherapy students were in the ITU for its first 2 years and in 2006, medical students joined in. The students in collaboration run a ward with eight beds under the supervision of trained personnel.

OBJECTIVE:

To evaluate one ethics rounds model by describing nurses' and doctors' experiences of the rounds.

METHODS:

A pioneering and ground-breaking effort to organize interprofessional education (IPE) was initiated in 1986 at the Faculty of Health Sciences at Linkoping University in Sweden. The so-called "Linkoping IPE model" has now yielded practical experience and development of curricula for over 20 years. The basic idea of this model is that it is favorable for the development of students' own professional identity to meet other health and social professions already into their undergraduate studies.

This paper explores some core features of interprofessional learning (IPL) and provides an example from the Swedish context. At Linköping university IPL was made an integral part of the problem based learning (PBL) programs that were implemented in 1986 at the Faculty of health sciences. A description of how the IPL strand is designed and some conclusions from evaluation studies are as well provided.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20369439

Interprofessional care may provide some answers to the challenge of scarce healthcare resources, through the utilization of the expertise of various professionals to improve evidence-based care. This was a two-year programme in primary care, where doctor and nurse pairs acted as intrinsic facilitators creating and implementing local guidelines and encouraging multiprofessional teamwork. The effect of implementation was studied by auditing professional opinion change, blood pressure, serum lipid and HbA1C levels.

BACKGROUND:

AIM:

To extract meaning from registered nurses' lived experiences in their professional collaboration with orthopaedic surgeons.

BACKGROUND:

Interprofessional collaboration between registered nurses and orthopaedic surgeons faces challenges on many levels. The literature offers theories on collaboration, but reality seems to be in conflict with theory, especially in somatic hospitals. Little empirical research on lived experience has been conducted in these settings.

METHOD: