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    Interprofessional education: the evidence base influencing policy and policy makers

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    Authors
    Glen, Sally
    Issue Date
    2004
    
    Metadata
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    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).
    Citation
    Nurse Education Today, 24 (3): 157-159
    Publisher
    Elsevier
    Journal
    Nurse Education Today
    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
    Type
    Journal article
    Language
    en
    ISSN
    02606917
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.nedt.2004.02.002
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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