Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/80809
Title: Interprofessional team-based learning : a revealing process for cultivating professional identity among nursing students
Authors: Chan, K 
Wong, FKY 
Chan, LK
Ganotice, FA
Keywords: Interprofessional
Nursing education
Communication
Professional roles
Reflection
Issue Date: Mar-2019
Publisher: Scientific Research
Source: Open journal of nursing, Mar. 2019, v. 9, no. 3, p. 249-267 How to cite?
Journal: Open journal of nursing 
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.
URI: http://hdl.handle.net/10397/80809
ISSN: 2162-5336
EISSN: 2162-5344
DOI: 10.4236/ojn.2019.93025
Rights: Copyright © 2019 by author(s) and Scientific Research Publishing Inc.This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). http://creativecommons.org/licenses/by/4.0/
The following publication Chan, K., Wong, F. K. Y., Chan, L. K., & Ganotice, F. A. (2019). Interprofessional team-based learning : a revealing process for cultivating professional identity among nursing students. Open Journal of Nursing, 9(3), 249-267 is available at https://dx.doi.org/10.4236/ojn.2019.93025
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