Facilitating Collaborative Capabilities for Future Work: What Can Be Learnt from Interprofessional Fieldwork in Health

Autor/inn/en	Brewer, Margo; Flavell, Helen
Titel	Facilitating Collaborative Capabilities for Future Work: What Can Be Learnt from Interprofessional Fieldwork in Health
Quelle	In: International Journal of Work-Integrated Learning, 19 (2018) 2, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2538-1032
Schlagwörter	Interprofessional Relationship; Field Experience Programs; Interdisciplinary Approach; Teamwork; Team Training; Cooperative Programs; Health Education; Capacity Building; Case Studies; Interviews; Hypothesis Testing; Semi Structured Interviews; Speech Language Pathology; Counseling Psychology; Nursing Education; Occupational Therapy; Social Work; Student Placement; Holistic Approach; Group Dynamics; Supervisor Supervisee Relationship; Time on Task; Space Utilization; College Programs; Student Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teamcoaching; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Hypothesenprüfung; Hypothesentest; Counselling psychology; Beratungspsychologie; Pflegepädagogik; Beschäftigungstherapie; Soziale Arbeit; Schülerpraktikum; Holistischer Ansatz; Gruppendynamik; Zeitaufwand; Raumnutzung; Studienprogramm; Schülerverhalten; Ausland; Australien
Abstract	There is growing pressure in higher education to develop graduates with the capabilities to work effectively in collaborative, interdisciplinary teams to solve the key issues facing humankind. For many years, health has been pioneering interprofessional education as the means to deliver professionals with capacity to work together to deliver high quality, cost-effective, client-centered care. This paper reports on an explorative case study where interviews were undertaken with ten students from different professions who had experienced interprofessional education at three different community sites. The learning was informed by an adapted version of contact hypothesis for use in interprofessional education combined with adult learning principles. Four interrelated metathemes were identified: space and time, informality and independence, which resulted in a more holistic approach to practice. Results suggest that the contact hypothesis, with consideration of contact variables, has the potential to improve the quality of interdisciplinary group interaction. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01