Taxonomy Display

Taxonomy › Taxonomy Display
    Refine by

    Content type

    Subject

    Format

    Focus

    Showing 2861 - 2870 of 13805

    Interprofessional Attitudes Scale (IPAS)

    Advancing›Assessment Evaluation›
    National Center for Interprofessional Practice and Education - Sep 06, 2016

    Team Development Measure (TDM)

    Advancing›Assessment Evaluation›
    National Center for Interprofessional Practice and Education - Sep 06, 2016

    Safety Organizing Scale (SOS)

    Advancing›Assessment Evaluation›
    National Center for Interprofessional Practice and Education - Sep 06, 2016

    Metric for the Observation of Decision-Making (MODe)

    Advancing›Assessment Evaluation›
    National Center for Interprofessional Practice and Education - Sep 06, 2016

    Intensive Care Unit Nurse-Physician Questionnaires (ICU-NPQ)

    Advancing›Assessment Evaluation›
    National Center for Interprofessional Practice and Education - Sep 06, 2016

    Team Evaluation and Assessment Measure (TEAM)

    Advancing›Assessment Evaluation›
    National Center for Interprofessional Practice and Education - Sep 06, 2016

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

    Informing›Resource Center›
    : 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

    Informing›Resource Center›

    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

    Informing›Resource Center›

    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

    Perceptions of Interprofessional Collaborative Practice and the Correlation with Patient/Family Satisfaction Scores

    Informing›Resource Center›
    Perceptions of Interprofessional Collaborative Practice and the Correlation with Patient and Family Satisfaction Scores Effective interprofessional collaboration is viewed as an essential component for the delivery of quality patient care in increasingly complex clinical environments. Various groups of professionals may have worked as a team on a project, however are perceptions of interprofessional clinicians viewed as collaborative? Moving forward in establishing a model for interprofessional collaboration requires identifying elements of achievement on high functioning patient care units.
    Susan Sterrett - Sep 02, 2016