Developing sharedlearning in multiprofessional health care education: for whose benefit?

Atkins, J.; Walsh, Rosemary

doi:10.1016/s0260-6917(97)80063-9

Cited by 33 publications

(24 citation statements)

References 4 publications

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“…Collaboration between different professions and agencies is considered to be an important element in improving service quality ( Atkins & Walsh 1997). It is said to facilitate a more holistic approach, ensuring that clients with complex care needs have access to an appropriate range of professionals.…”

Section: Rationalementioning

confidence: 99%

Community nurses and social workers learning together: a report of an interprofessional education initiative in South Wales

Fowler

Hannigan

Northway

2000

Health &Amp; Social Care in the Community

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Collaboration between different professional groups and agencies is an essential element in the provision of high quality community care for people with complex health and social needs. There are, however, a number of barriers to effective interprofessional working. These include: the differing structures and operational philosophies of organizations; the differing languages and values of professional groups; professional and agency rivalries; and the fact that professional groups are, still, largely educated and trained in isolation. Interprofessional learning has been advocated as a possible solution to some of these problems. In this paper the rationale, planning, delivery and evaluation of one interprofessional education initiative are presented. Twelve months of planning between a team of three university teachers working in South Wales, United Kingdom, led to a combined group of community nursing and social work students following post-qualifying courses at undergraduate diploma and first degree level participating in two shared learning sessions. Using an interactive approach the student group explored, first, professional roles and responsibilities and secondly, engaged in group work focused on the discussion of case studies. Student evaluation of the sessions indicated an overwhelming appreciation of the importance of interprofessional education in unidisciplinary education programmes.

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Section: Rationalementioning

confidence: 99%

Community nurses and social workers learning together: a report of an interprofessional education initiative in South Wales

Fowler

Hannigan

Northway

2000

Health &Amp; Social Care in the Community

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“…Expected outcomes from using shared learning in programmes include the willingness of participants to contribute towards an enhanced understanding of each other's roles and perceptions 24,25 . One of the benefits of shared learning is building an ethos of cooperation between disciplines 26 .…”

Section: Eclecticismmentioning

confidence: 99%

Shaping the Future of Nursing Education in Ireland

Joyce¹

2002

Nurse Educator

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“…Such an important com ponent of m ultiprofessional training is often emphasized, m eaning that a multiprofessional approach is useful when developing respect for the professional autonomy of participants (Atkins & Walsh, 1997).…”

Section: U Nderstanding the Skills Of Other Professionals (Hypothesismentioning

confidence: 99%

Student attitudes towards the goals of an inter-professional training ward

Fallsberg

Wijma²

1999

Medical Teacher

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For some years, a 14-day practice period in an inter-professional, integrated training ward has been a compulsory element for students in six programmes at the Faculty of Health Sciences (FHS) in Linkoping, Sweden.The main purposes of the training are to enable students to collaborate in teams and to understand the competences and skills of the other students, to recognize the needs of the patients and to practise and develop their own professional role. A process evaluation of the first year of this training ward focused on students' attitudes towards the goals of the integrated learning activity.Results show that students from all programmes, generally speaking, entered the training with high expectations and that these expectations changed very little, i.e.their expectations were satisfied.The ability to 'understand other competences and skills' had an impact as a result of the training and was the only goal showing a measurable change in a positive direction. As regards programmes, the student nurses were the most positive group. It seems that students representing caring professions, who will cooperate closely in the future, have the highest expectations of teamwork and development of their own professional role and that these expectations are satisfied. Students from medicine and the paramedical programmes were less positive regarding the goal of developing their own professional role. A possible goal conflict between teamwork and practising one's own professional role is discussed.

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Developing sharedlearning in multiprofessional health care education: for whose benefit?

Cited by 33 publications

References 4 publications

Community nurses and social workers learning together: a report of an interprofessional education initiative in South Wales

Community nurses and social workers learning together: a report of an interprofessional education initiative in South Wales

Shaping the Future of Nursing Education in Ireland

Student attitudes towards the goals of an inter-professional training ward

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