University teachers' views of interprofessional learning and their role in achieving outcomes - a qualitative study.
Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise...
| Publicado en: | Journal of Interprofessional Care Vol. 33; no. 2; pp. 190 - 200 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar/Apr2019
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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=134919107&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134919107 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Mar/Apr2019 vid: 33 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 134919107 134919107 134919107 10.1080/13561820.2018.1534809 134919107 ppf: 190 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: University teachers' views of interprofessional learning and their role in achieving outcomes - a qualitative study. aug: au: Lindqvist, Susanne Vasset, Frøydis Iversen, Hans Petter Hofseth Almås, Synnøve Willumsen, Elizabeth Ødegård, Atle affil: University of East Anglia, Norwich, UK sug: subj: Faculty Attitudes Education, Interdisciplinary Psychosocial Factors Learning Faculty Role Outcomes of Education Faculty-Student Relations Human Qualitative Studies Teaching Methods, Clinical Norway England Patient Care Focus Groups Conversation Leadership ab: Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers' views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients' care pathway were purposively invited to join focus groups. Data collected from the teachers' conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is "worth the struggle," which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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