Frances Gordon, Fiona Wilson, Tim Hunt, Michelle Marshall and Claire Walsh
This paper describes work with patients/service users, students and educators, resulting in the identification of key issues to be addressed when planning patient/service user…
Abstract
This paper describes work with patients/service users, students and educators, resulting in the identification of key issues to be addressed when planning patient/service user participation in interprofessional student learning. Preparation, communication, support and debriefing for both students and lay participants were revealed as essential for successful patient/service user involvement in education.
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Frances Gordon, Claire Walsh, Michelle Marshall, Fiona Wilson and Tim Hunt
The modernisation agenda in health and social care is concerned with providing an integrated service for patients/clients and their carers. This paper focuses on the nature of…
Abstract
The modernisation agenda in health and social care is concerned with providing an integrated service for patients/clients and their carers. This paper focuses on the nature of practice‐based learning environments that support the development of students as effective interprofessional practitioners for the modernised health and social care services.
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Michelle Marshall and Frances Gordon
The current emphasis on the development of an interprofessional workforce in health and social care puts interprofessional learning at the heart of undergraduate curricula. This…
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The current emphasis on the development of an interprofessional workforce in health and social care puts interprofessional learning at the heart of undergraduate curricula. This paper explores the concept of interprofessional mentorship and considers how this role might be developed in order to facilitate interprofessional learning in the practice placement.
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This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an…
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This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an exemplar, but the teaching strategies described can be equally employed in facilitating reflections on practice in real‐life multiprofessional teams.
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Frances Gordon and Claire Walsh
Modernised health and social care services require that qualifying practitioners have the necessary skills for them to practise collaboratively. The nature of interprofessional…
Abstract
Modernised health and social care services require that qualifying practitioners have the necessary skills for them to practise collaboratively. The nature of interprofessional working is, however, poorly understood. This article describes the development of learning outcomes regarding interprofessional working that are relevant to all professions.