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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Critical Policy Studies in Education Research > Interprofessional education: the evidence base influencing policy and policy makers

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/25903
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Title: Interprofessional education: the evidence base influencing policy and policy makers
Authors: Glen, Sally
Citation: Nurse Education Today, 24 (3): 157-159
Publisher: Elsevier
Journal: Nurse Education Today
Issue Date: 2004
URI: http://hdl.handle.net/2436/25903
DOI: 10.1016/j.nedt.2004.02.002
Additional Links: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WNX-4BYRSMY-1&_user=1644469&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000054077&_version=1&_urlVersion=0&_userid=1644469&md5=0ede815942b4ab5fbd2661b2bb99d64a
Abstract: This article reports on the development of an Interprofessional Capability Framework that articulates the learning outcomes that students need to achieve and continue to develop in order to become capable interprofessional workers. Although there tends to be general agreement around the subject matter to be included under the rubric of interprofessional learning, little information is available regarding the learning outcomes students need to achieve in order to become effective interprofessional workers. The Interprofessional Capability Framework defines capabilities that underpin interprofessional working and are relevant to all health and social care professions. The categories of the Framework were generated utilising grounded theory strategies in the analysis of the Quality Assurance Agency benchmark statements that inform the undergraduate curricula of all health and social care courses in the United Kingdom. This resulted in the conceptualisation of four key domains in which capabilities and learning levels have been articulated: Knowledge in Practice, Ethical Practice, Interprofessional Working and Reflection (learning).
Type: Article
Language: en
Keywords: Capability
Interprofessional learning
Interprofessional working
Practice-based learning
Interprofessional education
ISSN: 02606917
Appears in Collections: Critical Policy Studies in Education Research

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