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Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen
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| Zeitschriftentitel: | International Journal of Health Professions |
|---|---|
| Personen und Körperschaften: | , , |
| In: | International Journal of Health Professions, 3, 2016, 1, S. 47-56 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Walter de Gruyter GmbH
|
| author_facet |
Handgraaf, Marietta Dieterich, Sven Grüneberg, Christian Handgraaf, Marietta Dieterich, Sven Grüneberg, Christian |
|---|---|
| author |
Handgraaf, Marietta Dieterich, Sven Grüneberg, Christian |
| spellingShingle |
Handgraaf, Marietta Dieterich, Sven Grüneberg, Christian International Journal of Health Professions Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
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handgraaf, marietta |
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Handgraaf, Marietta Dieterich, Sven Grüneberg, Christian 2296-990X Walter de Gruyter GmbH http://dx.doi.org/10.1515/ijhp-2016-0005 <jats:title>Abstract</jats:title> <jats:p>After five years of experience in interprofessional education (IPE) in the Bachelor programs occupational therapy, midwifery, nursing, speech therapy, and physiotherapy at the University of Applied Sciences in Bochum (Germany), we have systematically evaluated and substantially revised our IPE concept in 2014/15. The structural and curricular embedding of IPE throughout the course of the five Bachelor programs requires the development and ongoing evolution of a binding concept for the interprofessional competence development. This concept needs to be based on a systematic reflection of current practice and sound scientific knowledge concerning interprofessional topics. Furthermore, it needs to address the promotion of competencies to act inter- and transprofessionally to enable a high quality of care (Wissenschaftsrat, 2012; Walkenhorst, 2012). Results of narrative literature reviews, structured internal discussions, interviews of experts and various internal and external evaluations have been incorporated into a new conceptual framework for IPE. It has been shown that a revision of the structure, the temporal sequences of modules and the framework to facilitate interprofessional practice are essential steps for continuous development of interprofessional education. In addition, barriers and challenges are identified and discussed. Overall, the process of development has been coordinated and accompanied continuously and successfully by an IPE committee involving different groups of representative members from the Department of Applied Health Sciences.</jats:p> Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen International Journal of Health Professions |
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Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
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Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
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Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
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Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
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Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title_short |
Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title_sort |
interprofessional education – structural and didactical challenges / interprofessionelles lehren, lernen und handeln – strukturelle und didaktische herausforderungen |
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http://dx.doi.org/10.1515/ijhp-2016-0005 |
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<jats:title>Abstract</jats:title>
<jats:p>After five years of experience in interprofessional education (IPE) in the Bachelor programs occupational therapy, midwifery, nursing, speech therapy, and physiotherapy at the University of Applied Sciences in Bochum (Germany), we have systematically evaluated and substantially revised our IPE concept in 2014/15. The structural and curricular embedding of IPE throughout the course of the five Bachelor programs requires the development and ongoing evolution of a binding concept for the interprofessional competence development. This concept needs to be based on a systematic reflection of current practice and sound scientific knowledge concerning interprofessional topics. Furthermore, it needs to address the promotion of competencies to act inter- and transprofessionally to enable a high quality of care (Wissenschaftsrat, 2012; Walkenhorst, 2012). Results of narrative literature reviews, structured internal discussions, interviews of experts and various internal and external evaluations have been incorporated into a new conceptual framework for IPE. It has been shown that a revision of the structure, the temporal sequences of modules and the framework to facilitate interprofessional practice are essential steps for continuous development of interprofessional education. In addition, barriers and challenges are identified and discussed. Overall, the process of development has been coordinated and accompanied continuously and successfully by an IPE committee involving different groups of representative members from the Department of Applied Health Sciences.</jats:p> |
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| author | Handgraaf, Marietta, Dieterich, Sven, Grüneberg, Christian |
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| description | <jats:title>Abstract</jats:title> <jats:p>After five years of experience in interprofessional education (IPE) in the Bachelor programs occupational therapy, midwifery, nursing, speech therapy, and physiotherapy at the University of Applied Sciences in Bochum (Germany), we have systematically evaluated and substantially revised our IPE concept in 2014/15. The structural and curricular embedding of IPE throughout the course of the five Bachelor programs requires the development and ongoing evolution of a binding concept for the interprofessional competence development. This concept needs to be based on a systematic reflection of current practice and sound scientific knowledge concerning interprofessional topics. Furthermore, it needs to address the promotion of competencies to act inter- and transprofessionally to enable a high quality of care (Wissenschaftsrat, 2012; Walkenhorst, 2012). Results of narrative literature reviews, structured internal discussions, interviews of experts and various internal and external evaluations have been incorporated into a new conceptual framework for IPE. It has been shown that a revision of the structure, the temporal sequences of modules and the framework to facilitate interprofessional practice are essential steps for continuous development of interprofessional education. In addition, barriers and challenges are identified and discussed. Overall, the process of development has been coordinated and accompanied continuously and successfully by an IPE committee involving different groups of representative members from the Department of Applied Health Sciences.</jats:p> |
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| spelling | Handgraaf, Marietta Dieterich, Sven Grüneberg, Christian 2296-990X Walter de Gruyter GmbH http://dx.doi.org/10.1515/ijhp-2016-0005 <jats:title>Abstract</jats:title> <jats:p>After five years of experience in interprofessional education (IPE) in the Bachelor programs occupational therapy, midwifery, nursing, speech therapy, and physiotherapy at the University of Applied Sciences in Bochum (Germany), we have systematically evaluated and substantially revised our IPE concept in 2014/15. The structural and curricular embedding of IPE throughout the course of the five Bachelor programs requires the development and ongoing evolution of a binding concept for the interprofessional competence development. This concept needs to be based on a systematic reflection of current practice and sound scientific knowledge concerning interprofessional topics. Furthermore, it needs to address the promotion of competencies to act inter- and transprofessionally to enable a high quality of care (Wissenschaftsrat, 2012; Walkenhorst, 2012). Results of narrative literature reviews, structured internal discussions, interviews of experts and various internal and external evaluations have been incorporated into a new conceptual framework for IPE. It has been shown that a revision of the structure, the temporal sequences of modules and the framework to facilitate interprofessional practice are essential steps for continuous development of interprofessional education. In addition, barriers and challenges are identified and discussed. Overall, the process of development has been coordinated and accompanied continuously and successfully by an IPE committee involving different groups of representative members from the Department of Applied Health Sciences.</jats:p> Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen International Journal of Health Professions |
| spellingShingle | Handgraaf, Marietta, Dieterich, Sven, Grüneberg, Christian, International Journal of Health Professions, Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title | Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title_full | Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title_fullStr | Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title_full_unstemmed | Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title_short | Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| title_sort | interprofessional education – structural and didactical challenges / interprofessionelles lehren, lernen und handeln – strukturelle und didaktische herausforderungen |
| title_unstemmed | Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen |
| url | http://dx.doi.org/10.1515/ijhp-2016-0005 |