Effective Interprofessional Education: Argument, Assumption and Evidence (Promoting Partnership for Health)John Wiley & Sons, 15 เม.ย. 2008 - 208 หน้า This volume presents a systematic review of interprofessional education in health and social care. This is accompanied by a wider-ranging critique of interprofessional education, grounded by experience, and informed by sources beyond the evaluations that qualified for inclusion in the review. Synthesising the evidence base for interprofessional education nevertheless remains central, with 353 studies surveyed in the first instance, from which 107 studies form the basis for the final analysis.
The book does much more than amass evidence. It revisits conventional wisdom; setting an agenda to help interested parties perform better by applying lessons learned, remedying weaknesses and renewing efforts to address unanswered questions. The first three chapters set the scene for the systematic review and its findings. The middle section of the book articulates the findings of the review. Finally, the closing chapters consider values and attitudes, theoretical perspectives and offer conclusions.
Arguments, assumptions and evidence in this publication are presented to inform policy making, programme planning, teaching and research. |
จากด้านในหนังสือ
ผลการค้นหา 1 - 5 จาก 48
หน้า iii
... patients in hospice care Facing up to child abuse Learning how to protect children Learning to work together with ... patient's perspective vi viii xi xv xx xxi 10 29 40 58 74 95 105 120 139 12 13 14 16 17 19 21 22 25 30 53 53 55 5.1 ...
... patients in hospice care Facing up to child abuse Learning how to protect children Learning to work together with ... patient's perspective vi viii xi xv xx xxi 10 29 40 58 74 95 105 120 139 12 13 14 16 17 19 21 22 25 30 53 53 55 5.1 ...
หน้า x
... patients, families and communities. 'If education is part of the problem, it must also be part of the solution', as Hugh Barr and his co-authors assert in the opening chapter of this book. Fragile though it may be, interprofessional ...
... patients, families and communities. 'If education is part of the problem, it must also be part of the solution', as Hugh Barr and his co-authors assert in the opening chapter of this book. Fragile though it may be, interprofessional ...
หน้า xi
... heath care. These were patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement and informatics. The Committee noted that these are interrelated areas and adopted Foreword by Madeline Schmitt.
... heath care. These were patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement and informatics. The Committee noted that these are interrelated areas and adopted Foreword by Madeline Schmitt.
หน้า xii
... patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics' (p. 3). The Committee noted that in the US: . there is a major disconnect between ...
... patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics' (p. 3). The Committee noted that in the US: . there is a major disconnect between ...
หน้า xxi
... . Client is the single preferred term to cover individuals, families and communities in receipt of health and social care services rather than 'patient', which refers only to an individual and carries a narrowly medical Glossary.
... . Client is the single preferred term to cover individuals, families and communities in receipt of health and social care services rather than 'patient', which refers only to an individual and carries a narrowly medical Glossary.
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คำและวลีที่พบบ่อย
   action research adult learning agencies assessment attitudes Barr behaviour CAIPE Chapter CINAHL clients clinical clinical audit collaborative practice college-led curricula delivery discourse discussion education and practice ethics evidence example experience focus Freeth health and social health care identified implementation included individuals initiatives inter interactive learning interdisciplinary interprofes interprofessional course interprofessional learning Journal of Interprofessional knowledge learners learning methods level 4b London Medicine Medline multiprofessional education nursing occupational therapy outcomes palliative care participants patients placement post-qualifying practitioners pre-qualifying interprofessional education problems profes professional education quality improvement Reeves reinforce relations response roles Scott Reeves sessions shared learning sional education skills social care professions staff strategies study reporting systematic review teachers teaching teamwork theory tion Total Quality Management understanding uniprofessional University of Westminster values workers