Factors to consider in planning a tailored undergraduate interprofessional education and collaborative practice curriculum: A scoping review.
Background: Heath care students need to be practice-ready at qualification. Increased interest in and drive towards more collaborative practice necessitate consideration of teaching and learning factors unique to learning settings, to plan a tailored interprofessional education and collaborative pra...
| Publicado en: | South African Journal of Occupational Therapy Vol. 52; no. 1; pp. 78 - 92 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Occupational Therapy Association of South Africa
Apr2022
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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=156771583&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156771583 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00382337 25J6 jtl: South African Journal of Occupational Therapy issn: 00382337 maglogo: N pubinfo: dt: Apr2022 vid: 52 iid: 1 pid: 30274 pub: Occupational Therapy Association of South Africa artinfo: ui: 156771583 156771583 156771583 10.17159/2310-3833/2022/vol52no1a9 156771583 ppf: 78 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Factors to consider in planning a tailored undergraduate interprofessional education and collaborative practice curriculum: A scoping review. aug: au: Pitout, Hanlie Adams, Fasloen Casteleijn, Daleen du Toit, Sanetta Henrietta Johanna affil: Lecturer, Occupational Therapy School of Health Care Sciences, Sefako Makgatho Health Sciences University, South Africa sug: subj: Education, Interdisciplinary Students, Undergraduate Education, Nursing Curriculum Development Human Systematic Review PubMed Medline CINAHL Database Scoping Review Models, Educational Competency Assessment ab: Background: Heath care students need to be practice-ready at qualification. Increased interest in and drive towards more collaborative practice necessitate consideration of teaching and learning factors unique to learning settings, to plan a tailored interprofessional education and collaborative practice curriculum, based on empirical findings. Method: The Joanna Briggs Institute's scoping review methodology guided this study. Eight online databases were searched, with 72 articles included for full review. Charted data, analysed quantitatively, included year, context, study design and population. The four-dimensional curriculum framework model, consisting of future health care needs, interprofessional competencies, methods of teaching and institutional support, directed the deductive analysis. Results: Interprofessional education is best presented as a tailored curriculum, i.e. fitting the specific institution's needs, based on formal rather than a voluntary participation and presented longitudinally. Buy-in from institutional management assists in overcoming barriers related to resourcing and staff participation. Conclusion: Successful interprofessional education and collaborative practice curricula are dependent on an interplay of various factors such as specific professions involved, future healthcare needs of the country, expected capabilities and competencies of graduates, content and teaching methods, and available resources. Facilitators, as well as policymakers of academic and clinical institutions, could benefit from the synthesized evidence. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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