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dc.contributor.authorMitchell, Marionen_US
dc.contributor.authorGroves, Micheleen_US
dc.contributor.authorMitchell, Charlesen_US
dc.contributor.authorBatkin, Judyen_US
dc.date.accessioned2017-04-24T12:10:48Z
dc.date.available2017-04-24T12:10:48Z
dc.date.issued2010en_US
dc.date.modified2011-06-22T06:49:53Z
dc.identifier.issn14715953en_US
dc.identifier.doi10.1016/j.nepr.2010.05.008en_AU
dc.identifier.urihttp://hdl.handle.net/10072/35715
dc.description.abstractInter-professional education (IPE) is recognised as a major way of introducing students in the health professions to the importance of teamwork and communication in the delivery of excellent healthcare. This pilot project evaluated mixed versus single discipline group tutorials of nursing and medical students as a way to promote IPE and understanding of communication. Four tutorial sessions were video-recorded and analysed using a video analysis coding grid. Additional data were drawn from student evaluations and assessment of group participation and were subjected to quantitative and qualitative analysis. The case study as portrayed in the DVD was thought to provide an effective learning tool by both sets of students. Medical students rated the need for mixed group tutorials significantly lower than the nursing students who thought the tutorial activity helped with an appreciation of the importance of communication to effective teamwork. However, medical students in the single discipline group did not understand the nursing role. The resources fostered reflection on student's own professional role as well as others; however, the importance of communication within the nursing role needs to be recognised by nursing students and curriculum designers.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent96642 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherElsevieren_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom379en_US
dc.relation.ispartofpageto384en_US
dc.relation.ispartofissue6en_US
dc.relation.ispartofjournalNurse Education in Practiceen_US
dc.relation.ispartofvolume10en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classifieden_US
dc.subject.fieldofresearchcode130299en_US
dc.titleInnovation in learning – An inter-professional approach to improving communicationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Nursing and Midwiferyen_US
gro.rights.copyrightCopyright 2010 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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