Interprofessional capability: A developing framework for interprofessional education

WALSH, Claire, GORDON, Frances, MARSHALL, Michelle, WILSON, Fiona and HUNT, Tim (2005). Interprofessional capability: A developing framework for interprofessional education. Nurse Education in Practice, 5 (4), 230-237.

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Link to published version:: https://doi.org/10.1016/j.nepr.2004.12.004
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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).

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Health and Social Care Research
    Departments - Does NOT include content added after October 2018: Health and Well-being > Department of Nursing and Midwifery
    Identification Number: https://doi.org/10.1016/j.nepr.2004.12.004
    Page Range: 230-237
    Depositing User: Claire Walsh
    Date Deposited: 23 Aug 2018 13:16
    Last Modified: 23 Aug 2018 13:16
    URI: http://shura.shu.ac.uk/id/eprint/22033

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