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Showing 1251 - 1260 of 1999 for Education & Learning

Leading Research and Evaluation in Interprofessional Education and Collaborative Practice

Expanding upon Leadership Development for Interprofessional Education and Collaborative Practice and Leadership and Collaboration, the third installment to this original and innovative collection of books considers a variety of research models and theories. Emphasizing research and evaluation in leadership aspects, Leading Research and Evaluation in Interprofessional Education and Collaborative Practiceshowcases examples from around the globe in various multicultural contexts.

Interprofessional education creates effective teams.

Interview with Madeline Schmitt published in NURSE.com, p. 36, May, 2015.

Interprofessional education pioneer Madeline Schmitt, PhD, RN, FAAN, FNAP, nursing professor emerita at the University of Rochester in New York and a founding board member of the American Interprofessional Health Collaborative, has focused on processes and outcomes of teamwork in healthcare and IPE since the 1970s. She shares her insight on ways healthcare professionals can collaborate more closely.

 

Evaluating an interprofessional education curriculum: A theory-informed approach

Abstract

Background: This paper retrospectively reports on an evaluation framework applied to a local interprofessional education (IPE) curriculum design. The theoretically informed IPE curriculum spans the undergraduate health and social care programmes of over 10 professions as a curriculum theme. The teaching design and its impact were informed by psycho-social and learning theories.

Aims: This meta-analysis is presented to share the importance of longitudinal IPE, whole curriculum evaluation for comparisons and to advance our understandings of what works and why.

Views of the United States healthcare system: Findings from documentary analysis of an interprofessional education course

ABSTRACT As the healthcare system of the United States becomes more complex, collaboration among health professionals is becoming an essential aspect in improving the health of individuals and populations. An interprofessional education course entitled “Health Care System and Health Promotion” was developed to allow health profession students to work and learn together about issues related to healthcare delivery, health promotion, and the effect of policy issues on key stakeholders in the system.

Attitudes Toward Interprofessional Education: Comparing Physician Assistant and Other Health Care Professions Students

: Since the release of the 1988 World Health Organization report on the need for interprofessional education (IPE) programs, various forms of IPE curricula have been implemented within institutions of higher education. The purpose of this paper is to describe results of a study using the Readiness for Interprofessional Learning Scale (RIPLS) to compare physician assistant (PA) students with other health professions students. The RIPLS survey was completed by 158 health professions graduate students, including 71 PA students, at a small northeastern university in the fall of 2010.
Susan Sterrett - Sep 02, 2016

Interprofessional Learning as a Third Space: Rethinking Health Profession Students’ Development and Identity through the Concepts of Homi Bhabha

Homi K. Bhabha is a post-colonial and cultural theorist who describes the emergence of new cultural forms from multiculturalism. When health profession students enculturated into their profession discuss patient care in an interprofessional group, their unilateral view is challenged. The students are in that ambiguous area, or Third Space, where statements of their profession’s view of the patient enmesh and an interprofessional identity begins to form.

Susan Sterrett - Sep 02, 2016

Assessing Self-Reported Interprofessional Competency in Health-Care Education: Impact of New Curriculum

Purpose: The Interprofessional Education Collaborative Expert Panel (IPEC) has identified four competencies essential for interprofessional functioning in the health professions. Those four competencies are (a) values/ethics for interprofessional practice, (b) roles/responsibilities, (c) interprofessional communication, and (d) teams and teamwork. Design of effective curricula to develop competence in these skills will improve interprofessional functioning in healthcare.

Susan Sterrett - Sep 02, 2016

Developing Communities of Interprofessional Practice Using a Communities of Practice Framework for Interprofessional Education

ABSTRACT: Development of interprofessional education programs that meet new Interprofessional Education Collaborative competencies is a challenge for faculty and administrators. This article describes a curricular design that places students in learning communities over a 2-year period with a plan for 5 learning sessions. Communities of practice is the theoretical framework of the curricular design, creating interprofessional clinicians capable of effective collaborative practice. Full-text Article · Dec 2015 · Nurse Educator

Susan Sterrett - Sep 02, 2016