The HEIPS framework: Scaffolding interprofessional education starts with health professional educators

Stanley, Karen; Stanley, David

doi:10.1016/j.nepr.2018.11.004

Cited by 17 publications

(14 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(Murdoch ym. 2017;Stanley & Stanley 2019. ) Moniammatillista oppimista voidaan toteuttaa eri tavoin, esimerkiksi yhteisillä luennoilla, ryhmätöillä, kliinisellä harjoittelulla, moniammatillisilla keskusteluilla ja simulaatioilla (Herrmann ym.…”

Section: Moniammatillinen Simulaatio-oppiminenunclassified

“…2016). Opettajilla on oltava myös myönteinen näkemys moniammatillisesta työstä ja sen merkityksestä eri alojen välisenä oppimistavoitteena (Stanley & Stanley 2019).…”

Section: Moniammatillinen Simulaatio-oppiminenunclassified

“…Vaikeuksia voi aiheuttaa myös se, miten simulaatiot integroidaan osaksi erilaisia opetussuunnitelmia tai miten moniammatillisten oppimista-pahtumien suunnitteluun ja ohjaamiseen tarvittava työ voidaan jakaa tasapuolisesti eri ammattialojen kesken (Foronda ym. 2016;Stanley & Stanley 2019). Monitieteisessä opetuksessa valmistelu tuleekin aloittaa hyvissä ajoin, jotta opetussuunnitelmien aikataulut saadaan sovitettua yhteen.…”

Section: Moniammatillinen Simulaatio-oppiminenunclassified

See 2 more Smart Citations

Moniammatillinen suursimulaatio opiskelijoiden oppimisen näkökulmasta

Kekoni

Mönkkönen

Silén-Lipponen

et al. 2021

Janus

View full text Add to dashboard Cite

Artikkelissa tarkastellaan uuden simulaatio-oppimisen menetelmän –suursimulaation– merkitystä sosiaalityön ja sosiaalipsykologian opiskelijoiden oppimisen näkökulmasta. Etsimme vastauksia seuraaviin tutkimuskysymyksiin: mitä opiskelijat oppivat moniammatillisesta työskentelystä suursimulaatiota seuratessaan ja sitä jälkeenpäin oppimistehtävissä reflektoidessaan sekä millaisia havaintoja opiskelijat tekevät suursimulaatioon osallistuttuaan simulaatio-oppimisesta. Suursimulaatiolla tarkoitetaan draamaperustaisesti, näyttelijöiden ja eri alojen ammattilaisten avustuksella toteutettua simulaatioharjoitusta, jota voi olla seuraamassa satoja eri alojen opiskelijoita ja ammattilaisia yhtä aikaa. Artikkelin aineistona olivat yhteiskuntatieteiden opiskelijoiden oppimisreflektiot kahdesta moniammatillisesta suursimulaatiosta, ja ne analysoitiin aineistolähtöisen sisällönanalyysin menetelmällä. Tutkimuksen tuloksena esitetään, että suursimulaatio on hyvä moniammatillisuuden opetus- ja oppimismenetelmä, sillä havainnoinnin keinoin voi oppia paljon moniammatillisuuden käytännöistä ja merkityksistä. Oppimiskokemukset kiinnittyvät sisällöllisesti moniammatillisuuden vaatimuksien ja sen tuottamien hyötyjen havaitsemiseen ja oppimiskokemuksen reflektoinnin näkökulmasta suursimulaation pedagogisten vahvuuksien pohtimiseen.

show abstract

Section: Moniammatillinen Simulaatio-oppiminenunclassified

“…2016). Opettajilla on oltava myös myönteinen näkemys moniammatillisesta työstä ja sen merkityksestä eri alojen välisenä oppimistavoitteena (Stanley & Stanley 2019).…”

Section: Moniammatillinen Simulaatio-oppiminenunclassified

See 1 more Smart Citation

Moniammatillinen suursimulaatio opiskelijoiden oppimisen näkökulmasta

Kekoni

Mönkkönen

Silén-Lipponen

et al. 2021

Janus

View full text Add to dashboard Cite

show abstract

“…8 Research in undergraduate higher education suggests that the scaffolding of educational activities focused on meeting key competencies throughout a curriculum results in improved learning. 9,10 However the investigation of scaffolding in graduate education, specifically the education of nurse practitioners, is largely unexplored. Guraya postulates a model for students in graduate medical education programs to learn clinical reasoning skills using a scaffolded approach whereby learners are empowered and move from being collectors and reporters of information to being interpreters of knowledge.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding Role Development and Clinical Reasoning for Online AG-ACNP Students

Buterakos¹,

Keiser²

2021

The Journal for Nurse Practitioners

View full text Add to dashboard Cite

Scaffolding is a common strategy in undergraduate nursing education; however, scaffolding education for nurse practitioner students is largely unexplored. Adult-Geriatric Acute Care Nurse Practitioner (AG-ACNP) students need activities to maximize improvement and opportunities for repeated practice and feedback on core skills and competencies. An on-campus residency experience was developed to scaffold skill development for AG-ACNP students and enable assessment by faculty. Each semester of their clinical sequence, students came to campus to participate in activities to improve their clinical reasoning skills and prepare for their future roles. Scaffolding of skills for AG-ACNP students results in improved clinical reasoning and role development.

show abstract

“…There is a great demand for educators to find effective ways of bringing social and healthcare students into closer contact during their education in order to encourage future collaboration between social and healthcare professionals (Khalili et al, 2013). Joint CPD programmes for social and healthcare educators were recommended as one way of encouraging such outcomes because of their potential to promote collaborative practices and mutual understanding (Stanley & Stanley, 2019). A precondition for the success of such joint educational programmes is to identify the different elements of professional development and the relationships between them.…”

mentioning

confidence: 99%

An empirical model of social and healthcare educators' continuing professional development in Finland

Koskimäki

Mikkonen

Kääriäinen

et al. 2021

Health Social Care Comm

View full text Add to dashboard Cite

The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross‐sectional survey study design was adopted, and a total of 422 part‐time and full‐time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.

show abstract

The HEIPS framework: Scaffolding interprofessional education starts with health professional educators

Cited by 17 publications

References 26 publications

Moniammatillinen suursimulaatio opiskelijoiden oppimisen näkökulmasta

Moniammatillinen suursimulaatio opiskelijoiden oppimisen näkökulmasta

Scaffolding Role Development and Clinical Reasoning for Online AG-ACNP Students

An empirical model of social and healthcare educators' continuing professional development in Finland

Contact Info

Product

Resources

About