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How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?

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How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?. / O'Carroll, Veronica; Braid, Margaret; Ker, Jean; Jackson, Cathy.

In: Journal of Interprofessional Care, Vol. 26, No. 6, 2012, p. 508-510.

Research output: Contribution to journalArticle

Harvard

O'Carroll, V, Braid, M, Ker, J & Jackson, C 2012, 'How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?' Journal of Interprofessional Care, vol 26, no. 6, pp. 508-510.

APA

O'Carroll, V., Braid, M., Ker, J., & Jackson, C. (2012). How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?. Journal of Interprofessional Care, 26(6), 508-510doi: 10.3109/13561820.2012.709202

Vancouver

O'Carroll V, Braid M, Ker J, Jackson C. How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?. Journal of Interprofessional Care. 2012;26(6):508-510.

Author

O'Carroll, Veronica; Braid, Margaret; Ker, Jean; Jackson, Cathy / How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?.

In: Journal of Interprofessional Care, Vol. 26, No. 6, 2012, p. 508-510.

Research output: Contribution to journalArticle

Bibtex - Download

@article{b993b302848f4895adc512048424ab59,
title = "How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?",
author = "Veronica O'Carroll and Margaret Braid and Jean Ker and Cathy Jackson",
year = "2012",
volume = "26",
number = "6",
pages = "508--510",
journal = "Journal of Interprofessional Care",
issn = "1356-1820",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting?

A1 - O'Carroll,Veronica

A1 - Braid,Margaret

A1 - Ker,Jean

A1 - Jackson,Cathy

AU - O'Carroll,Veronica

AU - Braid,Margaret

AU - Ker,Jean

AU - Jackson,Cathy

PY - 2012

Y1 - 2012

N2 - The practice placement setting offers opportunities and challenges for engaging students in high-quality interprofessional learning. The Fife Interprofessional Clinical Skills Model for Education was established to develop structured interprofessional learning opportunities for students during their clinical attachments in NHS Fife. This short report describes the delivery and evaluation of the model, which was piloted with students from the nursing, medicine and allied health professions. Scheduled workshops were delivered within primary and secondary care locations. The learning activities involved exploring and comparing their professional identities, discussing roles and responsibilities within the healthcare team and practicing nontechnical clinical skills. Students who participated in the workshops reported that they developed a better understanding of each other's roles and responsibilities and also identified that this would be transferable knowledge to their future practice. Exploring the student experience has assisted in developing relevant and accessible interprofessional learning opportunities within the practice placement setting. © 2012 Informa UK, Ltd.

AB - The practice placement setting offers opportunities and challenges for engaging students in high-quality interprofessional learning. The Fife Interprofessional Clinical Skills Model for Education was established to develop structured interprofessional learning opportunities for students during their clinical attachments in NHS Fife. This short report describes the delivery and evaluation of the model, which was piloted with students from the nursing, medicine and allied health professions. Scheduled workshops were delivered within primary and secondary care locations. The learning activities involved exploring and comparing their professional identities, discussing roles and responsibilities within the healthcare team and practicing nontechnical clinical skills. Students who participated in the workshops reported that they developed a better understanding of each other's roles and responsibilities and also identified that this would be transferable knowledge to their future practice. Exploring the student experience has assisted in developing relevant and accessible interprofessional learning opportunities within the practice placement setting. © 2012 Informa UK, Ltd.

KW - Qualitative method

KW - Interprofessional education

KW - interprofessional evaluation

KW - interprofessional learning

KW - interprofessional outcomes

KW - work-based learning

UR - http://www.scopus.com/inward/record.url?partnerID=yv4JPVwI&eid=2-s2.0-84867834448&md5=f4693682605166828a5029ce79d0290b

U2 - 10.3109/13561820.2012.709202

DO - 10.3109/13561820.2012.709202

M1 - Article

JO - Journal of Interprofessional Care

JF - Journal of Interprofessional Care

SN - 1356-1820

IS - 6

VL - 26

SP - 508

EP - 510

ER -

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