The university/community partnership: transdisciplinary course development.
This paper describes the process of expanding the knowledge base and clinical practice for students in professional preparation programs in social work, nursing and education. Through a partnership of university faculty and administrators of a private school for students with learning and behavior p...
| Published in: | Journal of Interprofessional Care Vol. 22; no. 5; pp. 461 - 475 |
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| Main Authors: | , , , , , , |
| Format: | research Journal Article |
| Published: |
Taylor & Francis Ltd
Oct2008
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105599771&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105599771 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Oct2008 vid: 22 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 105599771 2010137316 10.1080/13561820802355615 105599771 ppf: 461 ppct: 14 formats: fmt: @attributes: type: P tig: atl: The university/community partnership: transdisciplinary course development. aug: au: Tourse RWC Mooney JF Shindul-Rothschild J Prince J Pulcini JA Platt S Savransky H sug: subj: Collaboration Community-Institutional Relations Curriculum Development Professional Development Case Studies Communication Skills Course Content Exploratory Research Massachusetts Reflection Human ab: This paper describes the process of expanding the knowledge base and clinical practice for students in professional preparation programs in social work, nursing and education. Through a partnership of university faculty and administrators of a private school for students with learning and behavior problems, a transdisciplinary course was designed to address the need for providing future professionals an opportunity to understand multiple perspectives in the design of clinical interventions. The process of defining the course content, identifying appropriate required reading, and building connections to field work was a collaborative effort and less problematic than the logistics of implementation. Negotiating the administrative barriers to interprofessional collaboration involving curriculum innovation was more challenging. Discussion also includes the need for a shared vision and responsibility for improving practice, the practical implications of university funding and the benefits and challenges of transforming current treatment paradigms into one focused on interprofessional care. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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