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Article: Interprofessional team-based learning: a revealing process for cultivating professional identity among nursing students
Title | Interprofessional team-based learning: a revealing process for cultivating professional identity among nursing students |
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Authors | |
Keywords | Interprofessional Nursing Education Communication Professional Roles Reflection |
Issue Date | 2019 |
Publisher | Scientific Research Publishing, Inc. The Journal's web site is located at http://www.scirp.org/journal/ojn/ |
Citation | Open Journal of Nursing, 2019, v. 9 n. 3, p. 249-267 How to Cite? |
Abstract | Background: Nurses are significant healthcare team members. It is vital to examine their gains in an interprofessional education (IPE). Purpose: We aimed to examine the perceived benefits of interprofessional team-based learning (IPTBL) on the entry level nursing students. Methods: Content analysis was adopted to identify categories in the reflections of the entry-level undergraduate nursing student IPTBL experiences. Results: There were 205 (male = 34) undergraduate nursing students (response rate 82.2%) participating in the present study. In line with the Interprofessional Education Collaborative Report (IPEC) core competencies, four categories were identified: 1) Values/Ethics for Interprofessional Practice, 2) Roles/Responsibilities, 3) Interprofessional Communication, and 4) Teams and Teamwork. A new category emerged—individual learning outcomes. Conclusion: Through IP interactions and the expectation of the IP team, the nursing students had built confidence and defined the nurses’ roles. |
Persistent Identifier | http://hdl.handle.net/10722/287223 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | Chan, K | - |
dc.contributor.author | Wong, FKY | - |
dc.contributor.author | Chan, LK | - |
dc.contributor.author | Ganotice, FA | - |
dc.date.accessioned | 2020-09-22T02:57:42Z | - |
dc.date.available | 2020-09-22T02:57:42Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Open Journal of Nursing, 2019, v. 9 n. 3, p. 249-267 | - |
dc.identifier.issn | 2162-5336 | - |
dc.identifier.uri | http://hdl.handle.net/10722/287223 | - |
dc.description.abstract | Background: Nurses are significant healthcare team members. It is vital to examine their gains in an interprofessional education (IPE). Purpose: We aimed to examine the perceived benefits of interprofessional team-based learning (IPTBL) on the entry level nursing students. Methods: Content analysis was adopted to identify categories in the reflections of the entry-level undergraduate nursing student IPTBL experiences. Results: There were 205 (male = 34) undergraduate nursing students (response rate 82.2%) participating in the present study. In line with the Interprofessional Education Collaborative Report (IPEC) core competencies, four categories were identified: 1) Values/Ethics for Interprofessional Practice, 2) Roles/Responsibilities, 3) Interprofessional Communication, and 4) Teams and Teamwork. A new category emerged—individual learning outcomes. Conclusion: Through IP interactions and the expectation of the IP team, the nursing students had built confidence and defined the nurses’ roles. | - |
dc.language | eng | - |
dc.publisher | Scientific Research Publishing, Inc. The Journal's web site is located at http://www.scirp.org/journal/ojn/ | - |
dc.relation.ispartof | Open Journal of Nursing | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Interprofessional | - |
dc.subject | Nursing Education | - |
dc.subject | Communication | - |
dc.subject | Professional Roles | - |
dc.subject | Reflection | - |
dc.title | Interprofessional team-based learning: a revealing process for cultivating professional identity among nursing students | - |
dc.type | Article | - |
dc.identifier.email | Chan, LK: lapki@hkucc.hku.hk | - |
dc.identifier.email | Ganotice, FJA: ganotc75@hku.hk | - |
dc.identifier.authority | Chan, LK=rp00536 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.4236/ojn.2019.93025 | - |
dc.identifier.hkuros | 314557 | - |
dc.identifier.volume | 9 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 249 | - |
dc.identifier.epage | 267 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 2162-5336 | - |