Interprofessional learning: Health and allied health students in a community context

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Author(s)
Stewart, Victoria
Betts, Helen
Chee, Phyllis
Ingamells, Ann
Griffith University Author(s)
Year published
2015
Metadata
Show full item recordAbstract
There is a current focus within healthcare on interprofessional collaboration as an important tool in optimising health outcomes through effective, team-based care. Within higher education, interprofessional education is increasingly being incorporated into undergraduate health and allied health curricula. This article reports the implementation of a community-based, interprofessional student learning opportunity for undergraduate health and allied health students. Qualitative data were collected from the student and academic participants with a number of key themes identified. From the student perspective, aspects such as ...
View more >There is a current focus within healthcare on interprofessional collaboration as an important tool in optimising health outcomes through effective, team-based care. Within higher education, interprofessional education is increasingly being incorporated into undergraduate health and allied health curricula. This article reports the implementation of a community-based, interprofessional student learning opportunity for undergraduate health and allied health students. Qualitative data were collected from the student and academic participants with a number of key themes identified. From the student perspective, aspects such as discipline identity, managing interprofessional dynamics and the importance of work-integrated learning were identified. Academic staff articulated issues concerning organising and implementing interprofessional learning opportunities and skills needed to adequately facilitate and support students participating in community-based activities. This article provides insight into the potential benefits of community-based interprofessional learning as well as some of the complications experienced by both students and academic staff. The objective is to encourage undergraduate health curriculum development to include opportunities for students to participate in interprofessional, community-based, realworld experiences as a basis for deepening their understanding of their own professional role, as well as those of other disciplines, working within, and with communities.
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View more >There is a current focus within healthcare on interprofessional collaboration as an important tool in optimising health outcomes through effective, team-based care. Within higher education, interprofessional education is increasingly being incorporated into undergraduate health and allied health curricula. This article reports the implementation of a community-based, interprofessional student learning opportunity for undergraduate health and allied health students. Qualitative data were collected from the student and academic participants with a number of key themes identified. From the student perspective, aspects such as discipline identity, managing interprofessional dynamics and the importance of work-integrated learning were identified. Academic staff articulated issues concerning organising and implementing interprofessional learning opportunities and skills needed to adequately facilitate and support students participating in community-based activities. This article provides insight into the potential benefits of community-based interprofessional learning as well as some of the complications experienced by both students and academic staff. The objective is to encourage undergraduate health curriculum development to include opportunities for students to participate in interprofessional, community-based, realworld experiences as a basis for deepening their understanding of their own professional role, as well as those of other disciplines, working within, and with communities.
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Journal Title
Advances in Social Work and Welfare Education
Volume
17
Issue
2
Copyright Statement
© 2015 Advances in Social Work and Welfare Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Social Work not elsewhere classified
Social Work