#Nvivo 12 selecting text in pdf professional#9 Likewise, intraprofessional and interprofessional learning play an enduring part in studies on developing healthcare organisations and professional competence from a work-integrated learning perspective 10 whose area of interest is the relationship between working life and learning. 8 Feller and Berendonk stated that in the daily work within healthcare, both intraprofessional and interprofessional impacts have a certain bearing on performance and learning. 1 Although IPC in education and practice often refers to becoming healthcare professionals, we still need more knowledge about its impact on healthcare professionals already in operation, particularly in the area of disabilities, where learning and knowledge are identified as highly essential. 7 IPE is nowadays proposed as a necessary component of every healthcare professional’s education. 6 IPE defines in 1997 by Centre for the Advancement of IPE as occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care. 1 IPE as phenomenon has been studied and discussed since the 1960s and became acknowledged and established as a concept when two reports from the WHO were published in the late 1980s. 5 As a necessary step in preparing a collaborative practice WHO pinpointed interprofessional education (IPE). 4 IPC also describes as a tool to counteract poor coordination across departments, insufficient collaboration and little shared work experience among professionals in healthcare delivery. 3 IPC defines as a process by which different health and social care professionals collaborate to positively impact care providing. 2 Ohta et al stressed IPC as vital in successful healthcare especially when it comes to people with complex health problems related to both medical and psychosocial issues. Therefore, develop knowledge about the intraprofessional and interprofessional learning processes initiated by an educational-intervention and the factors influencing this process may contribute to educational-intervention research, which is also the aim of the forthcoming study.įor the global health and education agenda, WHO has highlighted the role of interprofessional collaboration (IPC) in education and practice as a basic premise for providing the best patient care 1 as collaboration is considered a crucial part of healthcare. The learning process is complex and is normally influenced by several factors. Earlier studies on intraprofessional and interprofessional learning have often focused on the learning outcome, whereas the learning process remains unexplored. Educational-intervention research has become significant, which may indicate challenges the healthcare, for example, the area of disabilities is confronting. Likewise, from the perspective of work-integrated learning, intraprofessional and interprofessional learning play an enduring part in studies about the development of healthcare organisations and professional competence. Both the intraprofessional and interprofessional impacts have bearing on healthcare professionals’ performance and learning. Introduction Interprofessional collaboration in education and practice has been highlighted as a premise for providing good care.
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