Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/80809
DC Field | Value | Language |
---|---|---|
dc.contributor | School of Nursing | - |
dc.creator | Chan, K | - |
dc.creator | Wong, FKY | - |
dc.creator | Chan, LK | - |
dc.creator | Ganotice, FA | - |
dc.date.accessioned | 2019-06-04T04:29:37Z | - |
dc.date.available | 2019-06-04T04:29:37Z | - |
dc.identifier.issn | 2162-5336 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/80809 | - |
dc.language.iso | en | en_US |
dc.publisher | Scientific Research | en_US |
dc.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/ | en_US |
dc.rights | 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 | en_US |
dc.subject | Interprofessional | en_US |
dc.subject | Nursing education | en_US |
dc.subject | Communication | en_US |
dc.subject | Professional roles | en_US |
dc.subject | Reflection | en_US |
dc.title | Interprofessional team-based learning : a revealing process for cultivating professional identity among nursing students | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 249 | en_US |
dc.identifier.epage | 267 | en_US |
dc.identifier.volume | 9 | en_US |
dc.identifier.issue | 3 | en_US |
dc.identifier.doi | 10.4236/ojn.2019.93025 | en_US |
dcterms.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. | - |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Open journal of nursing, Mar. 2019, v. 9, no. 3, p. 249-267 | - |
dcterms.isPartOf | Open journal of nursing | - |
dcterms.issued | 2019-03 | - |
dc.identifier.ros | 2018000106 | - |
dc.identifier.eissn | 2162-5344 | en_US |
dc.description.validate | 201906 bcrc | en_US |
dc.description.oa | Version of Record | en_US |
dc.identifier.FolderNumber | a0296-n02 | en_US |
dc.description.pubStatus | Published | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Chan_Interprofessional_Team-based_Learning.pdf | 386.67 kB | Adobe PDF | View/Open |
Page views
379
Last Week
1
1
Last month
Citations as of Apr 14, 2024
Downloads
263
Citations as of Apr 14, 2024
Google ScholarTM
Check
Altmetric
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.