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Schutt, Hannah. "An investigation of the relationship between interprofessional education, interprofessional attitudes, and interprofessional practice". Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/62383/.
Pełny tekst źródłaBlackwelder, Reid B. "Interprofessional Care". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6973.
Pełny tekst źródłaMargison, Judith. "Interactional dynamics of interprofessional collaboration". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86894.
Pełny tekst źródłaLe but de la présente thèse est d'investiguer la dynamique interactive se produisant lorsque des professionnels de la santé collaborent dans un dossier médical. La théorie de l'échange social et la littérature sur la collaboration et le travail en équipe a servi de base théorique à partir de laquelle l'interaction a été investiguée. Treize professionnels de la santé ainsi qu'un patient ont participé à cette étude. Ces participants ont collaboré à établir un programme de soins interprofessionnels durant deux séances de travail. Leur interaction a été filmée et enregistrée. Les enregistrements vidéos et audio ont été retranscrits et analysés à l'aide du système d'analyse des interactions de Roter (RIAS), une méthode très usitée afin de développer une méthode pour analyser la dynamique des relations entre patient et docteur. Les données ont été analysées grâce à la méthode standardisée khi carré. La recherche a montré que, même si le RIAS demeure utile, les catégories initiales du RIAS exigeaient de vastes suppléments avec des items répondant spécifiquement à l'interaction interprofessionnelle. Un examen des catégories comportant des variables indique que la majorité des interactions était liée aux tâches et que les schémas des réponses variaient selon que les catégories étaient groupées en fonction du participant, des ateliers de groupes, ou de la profession. Cette étude a démontré qu'il est possible de déterminer le niveau d'interprofessionnalisme dans les interactions en utilisant un scénario qui est plus valide écologiquement que celui offert dans des questionnaires d'attitude complétés individuellement. La thèse offre une méthodologie permettant de tenir compte de la croissance de l'interprofessionnalisme dans la communication entre professionnels de la santé ou d'autres secteurs dans le cadre de leur travail.
Blackwelder, Reid B. "Interprofessional Education and Learning Successes". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6936.
Pełny tekst źródłaBarr, Hugh. "Grounding interprofessional education in scholarship". Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/8537/.
Pełny tekst źródłaProctor-Williams, Kerry. "Interprofessional Practice: A Pediatric Perspective". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1820.
Pełny tekst źródłaMcHenry, Kristen L. "Interprofessional Opportunities in Sleep Practice". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2540.
Pełny tekst źródłaErnawati, Desak Ketut. "Medication safety in Indonesia: Expanding pharmacists’ role through Interprofessional Education (IPE) and Interprofessional Practice (IPP)". Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2047.
Pełny tekst źródłaAndersson, Elinor. "Vad är speciellt med handledare vid klinisk undervisningsavdelning (KUA)?-En kvalitativ studie". Thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-116537.
Pełny tekst źródłaSupervising students in a clinical training ward (CTW) has been used for some 20 years. Studies show that interprofessional learning gives students an opportunity to get a comprehensive view of a particular patient’s health-care needs, as well as an increased and mutual understanding of their colleague’s position and knowledge. Only a few studies have focused on the supervisor’s view of his or her own role within the activity of the CTW. The purpose of the study was to describe the CTW supervisor and his or her own perception of her role as an interprofessional supervisor as well as to describe interprofessional learning on its own at the CTW. A qualitative method was used, and 19 interprofessional supervisors from and within occupational therapy, along with physicians, physiotherapists, and nurses, were interviewed. The texts were content-analysed. Three categories were identified: ‘the supervisor’, ‘the supervision’, and ‘the concept of CTW’. It turned out that the interprofessional supervisor has a genuine interest and commitment to supervise, to work pedagogically, to collaborate, and to work with students. The supervisors all used different strategies, and they worked with the team in focus, partly for the benefit of the students but also to show the team’s importance in relation to the patient’s health care situation. The CTW concept requires lots of time and dedication from the supervisor, but it is perceived as a good concept where students can develop interprofessional collaboration. The supervisor’s understanding and approach to student learning makes a huge difference in the process of supervision. Being an interprofessional supervisor requires a pedagogical knowledge and understanding of a group and of the group process. The student’s team knowledge influences the CTW, which affects the supervision. The concept of the CTW has a positive impact on the supervisors, and the interprofessional supervision is perceived to be stimulating and challenging.
Calhoun, McKenzie L., L. Brian Cross, D. Byrd i L. Calhoun. "International Masterclass as a Catalyst to Expand Interprofessional Learning (IPL) and Interprofessional Practice (IPP) in Ireland". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6895.
Pełny tekst źródłaSmith, S. K., April Stidham, Sarah Melton, M. Lee i Christine M. Mullins. "Building Capacity for the Interprofessional Management of Multiple Chronic Conditions: The Role of Interprofessional Student Clinics". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7136.
Pełny tekst źródłaStephens, T., Jodi Polaha i Leonard B. Cross. "Creating an Interprofessional Code of Ethics". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6565.
Pełny tekst źródłaCalhoun, McKenzie L. "Discussion on Interprofessional Education and Practice". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6886.
Pełny tekst źródłaBlackwelder, Reid B., i Brian Cross. "Interprofessional Education and Learning in Action". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6935.
Pełny tekst źródłaHacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.
Pełny tekst źródłaWeeks, Susan Mace, i David Farmer. "Institutional Collaboration to Accelerate Interprofessional Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/2.
Pełny tekst źródłaMurray, Davis Elizabeth. "Becoming an interprofessional practitioner : exploring the application of pre-qualification interprofessional education in the professional practice of midwives". Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/10347/.
Pełny tekst źródłaWilhelmsson, Margaretha. "Developing Interprofessional Competence : Theoretical and Empirical Contributions". Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69603.
Pełny tekst źródłaHood, Rick. "Complexity and interprofessional working in children's services". Thesis, Royal Holloway, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577994.
Pełny tekst źródłaQuinlan, Amy. "Attitudes of nurse practitioners toward interprofessional collaboration". Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680893.
Pełny tekst źródłaEffective interprofessional collaboration between nurse practitioners and physicians is imperative to meet the health care needs of all Americans. This project measures attitudes of nurse practitioners to determine the barriers to effective interprofessional collaboration with their physician colleagues. It was hypothesized that there is a positive relationship between nurse practitioner attitudes and interprofessional collaboration and a positive relationship between years in practice and interprofessional collaboration. Sixty-three nurse practitioners participated by completing the Collaborative Practice Scale and Jefferson Scale of Attitudes toward Physician and Nurse Collaboration. The Core Competencies for Interprofessional Collaborative Practice served as the framework for this project. Findings of this project revealed nurse practitioners are overall accountable for their patient care and report high levels of interprofessional collaboration. These results are a foundation for future inquiry in providing and evaluating programs to enhance interprofessional collaboration.
Redford, Morag. "Interprofessional communication in education : a case study". Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13177.
Pełny tekst źródłaMullins, Christine M. "ANEP Grant Orientation: Student-led Interprofessional Clinic". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7140.
Pełny tekst źródłaHegarty, Kelly, i Cydney Marrs. "Perspectives on Interprofessional Education: Communication and Culture". The University of Arizona, 2010. http://hdl.handle.net/10150/623881.
Pełny tekst źródłaOBJECTIVES: To examine the potential differences in attitudes between the colleges of pharmacy, nursing, medicine, and social work relating to the “Culture and Communication” IPE activity at the University of Arizona in 2007. METHODS: This was a retrospective study comparing the opinions and attitudes of different groups of healthcare students concerning the IPE activity “Culture and Communication” at the University of Arizona. The independent variable in this study was academic discipline: medicine, pharmacy, nursing, law, or social work. The dependent variables were the attitudes and opinions of the effectiveness of this IPE activity on Culture and Communication. RESULTS: A total of 589 questionnaires (medicine=119, pharmacy=89, nursing=77, social work=21) were completed and included in 2007. Overall, students felt the Culture and Communication IPE activity improved their knowledge of how to identify barriers to communication and reduce the likelihood of miscommunication with other healthcare professionals. The percent of students who believed they had a very high understanding of the barriers to effective communication among health care providers increased from 11.3% before the IPE activity to 34.5% after. The percent of students who believed they had a very high knowledge of how to reduce the likelihood of miscommunication increased from 6.6% before the IPE activity to 37.4% after. There were differences between the groups relating to the different questions that the questionnaire focused on. CONCLUSIONS: There were significant differences between the various healthcare professionals relating to the usefulness and effectiveness of the Culture and Communication IPE activities at the University of Arizona. Overall, students seemed to benefit from and enjoy the IPE activity and would recommend having future students participate in the activities. The majority of students felt the Culture and Communication IPE activity was benificial and allowed for the improvement of relationships and attitudes between the health care professions. There were similar responses between the medicine, nursing, pharmacy, and social work students.
Frey, Nicolette. "Interprofessional Practice (IPP): from Text to Context". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367261.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Services and Social Work
Griffith Health
Full Text
Parker-Tomlin, Michelle. "Clinical Decision Making for Interprofessional Collaborative Practice". Thesis, Griffith University, 2019. http://hdl.handle.net/10072/387381.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
Full Text
McIntosh, Nathalie. "Intra- and interprofessional coordination in inpatient medicine". Thesis, Boston University, 2013. https://hdl.handle.net/2144/12818.
Pełny tekst źródłaHospitals are increasingly providing services for more medically complicated patients who require the care of multiple providers. This results in complex interdependent work relationships that require coordination to optimize patient care. Consequently, coordination-- especially between nurses and physicians who constitute the main providers of care-- may play an increasingly important role in the provision of quality care to hospitalized patients. Three studies were done to examine the role of intra- and interprofessional coordination of nurses and physicians in inpatient medical care. All were cross-sectional, descriptive studies using multivariate linear regression methodology, with data aggregated and analyzed at the facility level. Both primary data obtained from surveys of nurse managers, attending physicians and chiefs of medicine, and secondary data obtained from surveys of staff nurses and administrative data sources were used. Study One: The impact of provider coordination on provider perceptions of patient care and job satisfaction in inpatient medicine examined the association between intra- and interprofessional coordination and provider perceptions of the quality of patient care, and provider job satisfaction and intent to leave. Study Two: Organizational predictors of provider perceptions of coordination in inpatient medicine examined the association between organizational factors and provider perceptions of inpatient coordination. Study Three: The impact of provider coordination on patient outcomes examined the association between perceptions of intra- and interprofessional coordination and patient satisfaction; in-hospital fall, pressure ulcer, readmission and mortality rates; hospital costs; and lengths of stay. These studies contribute to the literature by assessing the impact of perceived coordination on patient and provider outcomes, and by identifying the organizational factors associated with perceptions of coordination. Results indicated that greater intra- and/ or interprofessional coordination may be associated with: better provider perceptions of patient care, patient satisfaction, and physician job satisfaction; higher hospital costs; and lower provider intent to leave and mortality rates. An organization's explicit commitment to patient care, to resources that enable providers to do their jobs, and to strategies that enhance communication between providers may improve coordination. Some factors, such as appropriate staffing, may be pre-requisites before coordination can have an impact on some patient outcomes.
Foreman, Rabia, Lacey Harris, Kathryn McGuire, Kerry Proctor-Williams i Katie Baker. "Students’ Attitudes and Perceptions Toward Interprofessional Education". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1833.
Pełny tekst źródłaFagelson, Marc A. "Traumatic Exposures and Interprofessional Management of Tinnitus". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1656.
Pełny tekst źródłaMusick, J., A. Forrester, L. Green, R. Jones, Kerry Proctor-Williams i Katie Baker. "Faculty Attitudes & Perceptions Toward Interprofessional Education". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1836.
Pełny tekst źródłaHagaman, Angela M., i Stephanie M. Mathis. "Interprofessional Working Group Addresses Prescription Drug Abuse". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3198.
Pełny tekst źródłaCrouch, Michael A., Leonard Brian Cross, Stacy D. Brown, Larry D. Calhoun i Wilsie S. Bishop. "Expanding Interprofessional Education Through a Graduation Requirement". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5288.
Pełny tekst źródłaMcEwen, Lynn Ann. "Interprofessional Collaborative Care Educational Program for Nurses". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4463.
Pełny tekst źródłaO'Carroll, Veronica. "Practice mentors' attitudes and perspectives of interprofessional working, and interprofessional practice learning for students : a mixed-methods case study". Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10482.
Pełny tekst źródłaErenfeld, Holly E. "Perceptions of an Interprofessional Collaborative Course among Healthcare Professional Students". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554204314410169.
Pełny tekst źródłaCollins, Fiona. "Interprofessional working : cultures, identities and conceptualisations of practice". Thesis, University of Chichester, 2011. http://eprints.chi.ac.uk/806/.
Pełny tekst źródłaKaini, Bachchu Kailash. "Interprofessional working in hospitals : the case of Nepal". Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/18160/.
Pełny tekst źródłaLindmeier, Connie. "Associate Degree Nursing Faculty Experiences Implementing Interprofessional Education". Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861066.
Pełny tekst źródłaHealth care profession graduates, including associate degree nursing graduates, are required to care for clients with complex medical conditions and multiple comorbidities. The Accreditation Commission for Education in Nursing (ACEN) has mandated the addition of interprofessional education into health care curricula to improve communication, collaboration, and teamwork. Associate degree nursing programs, thus, must implement interprofessional education into their curricula. The goal is to improve patient safety and patient outcomes. There was a gap in the literature about what was known about how associate degree nursing faculty implement interprofessional education. The purpose of this study was to better understand the experiences of associate degree nursing faculty who worked to implement interprofessional education and interprofessional competencies into nursing curricula. The research design was a basic qualitative approach using purposive, nonprobability sampling. The target population for the study was associate degree nursing faculty. Eleven participants who held a minimum of a master’s degree and were employed full-time in an associate degree nursing program took part in semistructured interviews. Thematic analysis of the data followed four steps, and four themes emerged from the results of the analysis: lack of knowledge of interprofessional education, barriers to implementation of interprofessional education activities, faculty desire to learn, and improved student outcomes. The results showed none of the associate degree nurse faculty participants could identify the requisite four competencies for interprofessional collaborative practice. Approximately 30% of the participants could articulate ACEN interprofessional standards for accreditation. All 11 participants indicated they were motivated to learn more about interprofessional education if they had the opportunity, and they would participate in faculty development about interprofessional education. The results of the study supported the need for associate degree nursing faculty development about interprofessional education and accreditation standards to better prepare associate degree nursing graduates to practice in complex health care environments.
Lindh, Falk Annika. "Interprofessional Collaboration in Health Care : Education and Practice". Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-132962.
Pełny tekst źródłaSmithgall, S., McKenzie L. Calhoun, Jesse Gilbreath i Peter Blockhurst. "Interprofessional Transitional Care Clinic Influence on Readmission Rates". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6897.
Pełny tekst źródłaCoidakis-Barss, Christina. "INTERPROFESSIONAL TEAMS IN HEALTHCARE: A MIXED-METHODS STUDY". Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428068372.
Pełny tekst źródłaLow, Nicole, i Nicole Low. "An Interprofessional Approach to Reducing Clostridium Difficle Infections". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624577.
Pełny tekst źródłaFagelson, Marc A. "Interprofessional Practice and Student Education for Tinnitus Management". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1604.
Pełny tekst źródłaPrince-Clark, Lisa. "An Interprofessional Collaborative Approach to Fall Prevention Education". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6945.
Pełny tekst źródłaStephens, Jacqueline G. "Relationships Between Interprofessional Teamwork and Clinical Management of". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4565.
Pełny tekst źródłaMcHenry, Kristen L. "Interprofessional Team Based Care for Persons with ALS". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5441.
Pełny tekst źródłaHighsmith, McKenzie Calhoun, Jesse Gilreath, Peter Bockhorst, Kathleen White i Beth Bailey. "Evaluation of an Innovative Transitional Care Clinic in an Interprofessional Teaching Practice". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/ijhse/vol7/iss1/5.
Pełny tekst źródłaMaxwell, Barbara. "Mechanisms, contexts and outcomes of interprofessional education in a student-run interprofessional clinic : a realist evaluation approach to developing programme theory". Thesis, Bournemouth University, 2018. http://eprints.bournemouth.ac.uk/31107/.
Pełny tekst źródłaBoynewicz, Kara, M. Davenport, Margaret A. Lowdermilk i N. Clark. "Effects of a Specific Interprofessional Education Experience with Physical Therapy and Physical Therapy Assistant Students Attitudes Towards Interprofessional Teamwork and Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8355.
Pełny tekst źródłaFilies, Gerard Charl. "Development of an interprofessional education model that aims to instil the core competencies of interprofessional collaborative practice in allied health students curriculum". University of the Western Cape, 2017. http://hdl.handle.net/11394/6108.
Pełny tekst źródłaHealth Professions Education has not prepared graduates to address the health challenges of the twenty first century, largely due to fragmented, outdated and static curricula. Interprofessional education (IPE) is a leading approach to facilitate student learning for future interprofessional teams in addressing the complex health needs of the community. To achieve this outcome, different core competencies need to be developed, including 1) interprofessional communication; 2) patient/client/family/community-centred care; 3) role clarification; 4) team functioning; 5) collaborative leadership and 6) interprofessional conflict resolution. This study aims to design an interprofessional education model that endeavours to instil the core competencies of interprofessional collaborative practice in allied health students. This study makes use of a mixed methods approach and included a systematic review; a readiness for interprofessional education survey; a Delphi study; curriculum mapping and model design aspects.. The data collection methods used included both quantitative and qualitative methods. The study population for the implementation phase incorporates students from the disciplines of Nursing, Physiotherapy, Occupational Therapy, Natural Medicine and Social Work registered for the 2015/2016 academic year. The methodological framework for this study was Designed Based Research (DBR).
Cohen, Julia, i Tobias Jakobsson. "Sjuksköterskestudenters uppfattning om interprofessionellt lärande". Thesis, Uppsala University, Department of Public Health and Caring Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-125575.
Pełny tekst źródłaAim: To evaluate nurse student’s apprehension of an interprofessional seminar as part of training. Method: A descriptive, qualitative study built on the analysis of 43 questionnaires and one group interview with nurse student’s who participated in the seminar. For the analysis of the collected material we used the method of analysis of contents as described by Graneheim and Lundman. Primary results: The analysis highlights five different categories which show the nurse student’s apprehension of the seminar. From the analysis of contents it was established that questions remained unanswered after the seminar and that there remained some uncertainty as for the carrying through of the seminar. It was however also established that the seminar helped the students to gain insight about the profession of physiotherapists and the importance of cooperation. All in all, the students apprehended interprofessional education as a valid part of training. Conclusion: An interprofessional seminar together with physiotherapists was a great initiative taken by the responsible for the nursing course. It is important, however, that the information and the tasks are well prepared, and that there is valid follow-up to any interprofessional seminar, in order to make it as successful as possible.
Syfte: Utvärdera sjuksköterskestudenters uppfattning av interprofessionellt seminarium som utbildningsmoment. Metod: Deskriptiv studie med kvalitativ ansats med enkäter och en fokusgruppintervju. 43 enkäter och en fokusgruppintervju med sjuksköterskestudenter som deltog i det interprofessionella seminariet analyserades med hjälp av Graneheim och Lundmans innehållsanalys. Huvudresultat: Utifrån analysen framkom fem kategorier som belyser hur sjuksköterskestudenterna uppfattade det interprofessionella seminariet. Ur innehållsanalysen framkom att sjuksköterskestudenterna hade kvarstående frågor efter seminariet och att det fanns otydligheter kring seminariets genomförande. Det framkom även att seminariet gav insikt i betydelsen av samarbete, förståelse för sjukgymnasternas profession samt att studenterna upplevde interprofessionell utbildning som ett bra utbildningsmoment. Slutsats: Att genomföra ett interprofessionellt seminarium tillsammans med sjukgymnaster var ett bra initiativ av ansvariga på sjuksköterskeprogrammet. Det är dock viktigt att förberedelserna, informationen och uppgifterna är väl förberedda och att det finns en bra uppföljning, detta för att den interprofessionella utbildningen ska bli så bra som möjlig.