9,361 research outputs found

    Curriculum renewal for interprofessional education in health

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    In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

    A guiding framework for the development of a trans-disciplinary community mental health student teaching and learning platform

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    Establishing a trans-disciplinary mental health platform could contribute to outreach and service training agendas in a higher educational context. The purpose of the platform described in the article provides an opportunity for students to learn from each other, with each other and about each other, across a variety of disciplines in one university, while also effectively addressing the needs of the surrounding community. This article records the background to the establishment of a unique multi-disciplinary university-community collaborative initiative in South Africa by using a self-reflective, action research approach. It also identifies lessons learnt and creates a guiding framework for the establishment of similar projects in other communities. It contributes firstly, to provide a framework to guide and encourage future establishments of similar university-community collaborative engagement endeavors and, secondly, to highlight the requirements for sustaining services to communities when senior students exit their university programmes, while new students enter

    Institutionalizing an interprofessional simulation education program: an organizational case study using a model of strategic change

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    Initiatives to implement interprofessional simulation education programs (ISEP) often fail due to lack of support, resources from management or proper integration into the organization system. This paper aims to identify factors that ensure the successful implementation of an ISEP. Further, the study explores the potential effects an ISEP can have on organizational processes and culture. The case study describes the implementation process of an ISEP in a non-academic community hospital using interviews, participative observations and archival data over six years. A thematic approach has been used to analyze the data guided by Kotter's 8-step model for organizational change. Strategies for a successful implementation of an ISEP include: 1) make a case for interprofessional simulation-based education (SBE), 2) search for healthcare champions, 3) define where the ISEP will lead the organization, 4) spread the word about interprofessional SBE, 5) ensure that structures, skills and supervisors align with the change effort, 6) win over smaller entities, 7) enable peer feedback and create more change, 8) institutionalize the ISEP. Indicators of how the ISEP impacted hospital culture are presented and discussed. ISEPs - if implemented effectively - provide powerful opportunities to span boundaries between professional groups, foster interprofessional collaboration, and eventually improve patient care

    John A. Hartford Foundation - 2007 Annual Report

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    Contains mission statement, board chair's message, program information and profiles, grants list, application guidelines, financial statements, and lists of board members and staff

    GW Nursing, Fall 2016

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    https://hsrc.himmelfarb.gwu.edu/son_gwnursmag/1002/thumbnail.jp

    Transformative learning in nursing education: a concept analysis

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    Abstract : Objective: There is vast literature on transformative learning, which is an important aspect of nursing education, but its meaning remains unclear. It is therefore important to clarify the meaning of transformative learning, identify its attributes, antecedents and consequences to increase its use in nursing education, practice and research. Methods: Walker and Avant’s method was used, and the process provided a structured way to analyse the concept of ‘transformative learning’. Nursing education dictionaries, encyclopaedias, conference papers, research articles, dissertations, theses, journal articles, thesauri and relevant books through the database library and internet searches were reviewed. One hundred and two literature sources were reviewed, and data saturation was reached. Results: The results of the concept analysis of transformative learning within the context of nursing education identified three categories, namely, 1)Antecedents as cognitive and affective perspective, democratic education principles and inspiration; 2)Process through three phases, namely i) awareness through self-reflection, ii) the meaningful interactive, integrative and democratic construction process, and iii) metacognitive reasoning abilities; and 3)Outcomes. A theoretical definition of transformative learning was formulated. Theoretical validity was ensured. Conclusion: The results of the concept analysis of transformative learning were used to describe a model to facilitate transformative learning within the context of nursing education
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