Developing common learning: the new generation project undergraduate curriculum model

O’Halloran, Cath; Hean, Sarah; Humphris, Debra; J, Macleod-Clark

doi:10.1080/13561820500471854

Cited by 72 publications

(44 citation statements)

References 16 publications

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“…The role of the facilitator in IPE has been regarded by many as essential to its success (Barr, 1996;Lindqvist and Reeves, 2007;Oandason and Reeves, 2005;O'Halloran et al, 2006). Glennie (2007), in an article about inter-agency training for Local Safeguarding Children Boards, suggests that facilitation maximises participation and enables individuals to explore their contribution within specific relationship to others.…”

Section: Role Of the Facilitatormentioning

confidence: 96%

Report on the implementation and evaluation of an interprofessional learning programme for inter‐agency child protection teams

Watkin

Lindqvist

Black³

et al. 2009

Child Abuse Review

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Effective collaborative working between the different professions and agencies working to safeguard children is essential. Lack of knowledge of others' roles, perceived differences in status and expertise, and negative stereotypes are examples of why this can be difficult to achieve. A facilitated interprofessional learning (IPL) programme was implemented to assess if such an intervention could overcome some of the barriers to effective interprofessional and inter-agency team working. Six teams based in primary and secondary care trusts took part with participants from health, education, police and social services. Quantitative and qualitative data were collected from individual participants using a pre-validated team climate inventory and reflective statements. Findings from this study demonstrate statistically significant changes in five out of six categories in the inventory. Reflective statements suggested that overall the programme offered a positive learning experience at both an individual and team level. The importance of outside facilitation to maintain the team's momentum was acknowledged, as was the difficulty of maintaining a good level of activity once the programme had ended. Nevertheless, the IPL programme provided a timely opportunity to reflect upon the interprofessional and inter-agency team working needed within Children's Trusts and the implications for staff involved with regard to skills development.

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Section: Role Of the Facilitatormentioning

confidence: 96%

Report on the implementation and evaluation of an interprofessional learning programme for inter‐agency child protection teams

Watkin

Lindqvist

Black³

et al. 2009

Child Abuse Review

View full text Add to dashboard Cite

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“…In these curriculum students from different professions learn together (Barrett et al, 2003;O'Halloran et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Early interprofessional interactions: Does student age matter?

Anderson

Thorpe

2008

Journal of Interprofessional Care

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In this mixed-method evaluation we report on student responses to an introductory interprofessional learning event, accessed by ten professions within six months of commencing their chosen professional curricula. Of 898 students, 754 (84%) completed pre and post course questionnaires, and 81 took part in uni-professional focus groups. Student responses were compared with those of 14 facilitators. Younger students entering straight from school achieved more learning outcomes and were more positive about the learning than older students (e.g., undergraduate medics, range p = 0.001-0.011; graduate medics, range p = 0.001-0.819). Mature entrants valued interprofessional education, but preferred to interact with students of a similar age demanding a more challenging and relevant set of learning resources, sensitive to their prior life experience. Positive and negative stereotyping was differently constructed between younger and older students. The views of facilitators endorsed the lack of engagement of mature learners compared to their younger counterparts. The study highlights the need to consider age when bringing together large numbers of different professions for their first taste of interprofessional education.

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“…The process of engaging in reflective practice enables the development of both personal and professional skills, and leads to an integration of knowledge, personal experience, academic theory and professional experience (Donaghy and Morss 2007;McMullan 2006;Thorpe 2004). Further, this newly integrated and formed knowledge can then be applied to future professional outcomes and experiences (O'Halloran et al 2006).…”

Section: Reflectionmentioning

confidence: 99%

E-portfolios support continuing professional development for librarians

Hampe

Lewis

2013

The Australian Library Journal

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The current professional requirements within the Australian health context for evidential mandatory professional development provided the impetus for a small health library to implement an e-portfolio platform for library staff. The primary objective of the project -to provide staff with a tool to record, store evidence of, and reflect on continuing professional development activities -has been achieved. The most challenging aspect of the project was the requirement for staff to engage in reflective practice. The e-portfolio will also be used for the performance review process with the aim of more closely aligning individual professional and career development with the library's goals and the strategic direction of the parent organisation. While the context of this project was a health library, the findings and implications for practice are applicable to the wider library profession.

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Developing common learning: the new generation project undergraduate curriculum model

Cited by 72 publications

References 16 publications

Report on the implementation and evaluation of an interprofessional learning programme for inter‐agency child protection teams

Report on the implementation and evaluation of an interprofessional learning programme for inter‐agency child protection teams

Early interprofessional interactions: Does student age matter?

E-portfolios support continuing professional development for librarians

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