Launching first-year health sciences students into collaborative practice: Highlighting institutional enablers and barriers to success.
Developing and sustaining a comprehensive interprofessional education (IPE) curriculum infused throughout health science programmes at large post-secondary institutions requires not only champions within each program but also collaboration across professional programmes and strong support at an inst...
| Publicado en: | Journal of Interprofessional Care Vol. 31; no. 3; pp. 386 - 394 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=122386715&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 122386715 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: May2017 vid: 31 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 122386715 122386715 122386715 10.1080/13561820.2016.1256870 122386715 ppf: 386 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Launching first-year health sciences students into collaborative practice: Highlighting institutional enablers and barriers to success. aug: au: King, Sharla Hall, Mark McFarlane, Lu-Anne Paslawski, Teresa Sommerfeldt, Susan Hatch, Tara Schmitz, Cori Bates, Heidi Taylor, Elizabeth Norton, Barbara affil: Health Sciences Education and Research Commons, University of Alberta, Edmonton, Alberta, Canada sug: subj: Education, Interdisciplinary Education, Health Sciences Collaboration Human Quantitative Studies Success Licensure Curriculum Case Studies ab: Developing and sustaining a comprehensive interprofessional education (IPE) curriculum infused throughout health science programmes at large post-secondary institutions requires not only champions within each program but also collaboration across professional programmes and strong support at an institutional level. The purpose of this article is twofold. First, it reports on the development of an interprofessional learning pathway, an institutional curricular model, and the pathway launch, an introductory learning experience within the context of a large post-secondary institution. The interprofessional curricular model provides a framework to connect the IPE that was previously fragmented across faculties and professional programmes into a scaffolded coherent pathway. The launch exposes students to the principles and competencies of collaborative practice. Second, it explores the dual role of enablers and barriers to IPE within the context of one institution’s 20-year experience of developing and delivering. In examining the elements that have sustained the institution’s IPE programming, it is highlighted how the seemingly positive elements (e.g., IPE champions and strong university support from central administration) have also served as hindrances within the academy potentially threatening the sustainability and institutionalisation of IPE. We anticipate that this curricular model and learning experiences will provide mechanisms to sustain and foster IPE. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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