Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/80809
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dc.contributor.authorChan, Ken_US
dc.contributor.authorWong, FKYen_US
dc.contributor.authorChan, LKen_US
dc.contributor.authorGanotice, FAen_US
dc.date.accessioned2019-06-04T04:29:37Z-
dc.date.available2019-06-04T04:29:37Z-
dc.date.issued2019-03-
dc.identifier.citationOpen journal of nursing, Mar. 2019, v. 9, no. 3, p. 249-267en_US
dc.identifier.issn2162-5336en_US
dc.identifier.urihttp://hdl.handle.net/10397/80809-
dc.description.abstractBackground: 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.en_US
dc.description.sponsorshipSchool of Nursingen_US
dc.language.isoenen_US
dc.publisherScientific Researchen_US
dc.relation.ispartofOpen journal of nursingen_US
dc.rightsCopyright © 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.rightsThe 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.2019.93025en_US
dc.subjectInterprofessionalen_US
dc.subjectNursing educationen_US
dc.subjectCommunicationen_US
dc.subjectProfessional rolesen_US
dc.subjectReflectionen_US
dc.titleInterprofessional team-based learning : a revealing process for cultivating professional identity among nursing studentsen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage249en_US
dc.identifier.epage267en_US
dc.identifier.volume9en_US
dc.identifier.issue3en_US
dc.identifier.doi10.4236/ojn.2019.93025en_US
dc.identifier.ros2018000106-
dc.identifier.eissn2162-5344en_US
dc.description.validate201906 bcrcen_US
dc.description.oapublished_finalen_US
Appears in Collections:Journal/Magazine Article
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