Development of Interprofessional Healthcare Leadership Modules for Undergraduate Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/616122
Category:
Full-text
Type:
Presentation
Title:
Development of Interprofessional Healthcare Leadership Modules for Undergraduate Students
Other Titles:
Improving Nursing Through Communication and Leadership
Author(s):
Maree, Carin
Lead Author STTI Affiliation:
Chi Xi
Author Details:
Carin Maree, RN, RM, RNN, FANSA, carin.maree@up.ac.za
Abstract:
Session presented on Thursday, July 21, 2016: Interprofessional education developed as a strategy to utilise interprofessional teamwork to meet the communities? needs while addressing the shortage of healthcare professionals. The focus thereof is on healthcare professionals from different disciplines who are learning from each other, while sharing common responsibilities to the benefit of the patients and communities. In order to instill a sense of interprofessional teamwork, modules have been developed by the School of Healthcare Sciences for undergraduate healthcare students in integrated healthcare leadership. Aspects that are addressed include professionalism, ethics, communication and conflict management in teams, community health models, health education literacy, project development and management in community health and leadership. These modules are developed for one semester per year of the first three academic years of the bachelor?s degree programmes in nursing science, human nutrition, occupational therapy, physiotherapy, radiography, speech therapy and audiology. During the alternative semesters complementary discipline-specific modules are presented in integrated healthcare leadership. Action research was used to develop the curriculum as described by Riding, Fowell and Levy (1995)'by a team of healthcare educators representing the various disciplines. The steps included identification of the problem, review of the knowledge and adapting knowledge to the local context. Exit level outcomes of the various disciplines were assessed to identify shared outcomes, as well as discipline-specific outcomes related to integrated healthcare leadership. The shared outcomes were further analysed for gradual sequential progression and plotted over the first three years of the programmes according to the National Qualification Framework. The outcomes were synthesised and assessment criteria, assessment techniques and teaching strategies were derived from it. Logistical planning for implementation followed. This was the first cycle of the action research, followed by the cycles of implementation and evaluation. Burch, V. 2014. Editorial: Interprofessional education ? is it ?chakalaka? medicine?. African Journal of Health Professions Education. 6(1): 2.DOI:10.7196/AJHPE. 'Frenk, J., Lincoln, C., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H. et al. 2010. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756): 1923-1958. Viewed 31 March 2015 from http://www.thelancet.com 'Riding P, Fowell S, Levy P. 1995. An action research approach to curriculum development.' Information Research 1995;1(1). http://InformationR.net/ir/1-1/paper2.html (accessed 19 June 2014)'WHO Health Professions Network Nursing and Midwifery Office, Department of Human Resources for Health. 2010. Framework for action on interprofessional education and collaborative' practice. http://www.who.int/hrh/nursing_midwifery/en/
Keywords:
Interprofessional education; Curriculum development; Integrated healthcare leadership
Repository Posting Date:
13-Jul-2016
Date of Publication:
13-Jul-2016 ; 13-Jul-2016
Other Identifiers:
INRC16C11; INRC16C11
Conference Date:
2016
Conference Name:
27th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Cape Town, South Africa
Description:
Theme: Leading Global Research: Advancing Practice, Advocacy, and Policy

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleDevelopment of Interprofessional Healthcare Leadership Modules for Undergraduate Studentsen
dc.title.alternativeImproving Nursing Through Communication and Leadershipen
dc.contributor.authorMaree, Carinen
dc.contributor.departmentChi Xien
dc.author.detailsCarin Maree, RN, RM, RNN, FANSA, carin.maree@up.ac.zaen
dc.identifier.urihttp://hdl.handle.net/10755/616122-
dc.description.abstractSession presented on Thursday, July 21, 2016: Interprofessional education developed as a strategy to utilise interprofessional teamwork to meet the communities? needs while addressing the shortage of healthcare professionals. The focus thereof is on healthcare professionals from different disciplines who are learning from each other, while sharing common responsibilities to the benefit of the patients and communities. In order to instill a sense of interprofessional teamwork, modules have been developed by the School of Healthcare Sciences for undergraduate healthcare students in integrated healthcare leadership. Aspects that are addressed include professionalism, ethics, communication and conflict management in teams, community health models, health education literacy, project development and management in community health and leadership. These modules are developed for one semester per year of the first three academic years of the bachelor?s degree programmes in nursing science, human nutrition, occupational therapy, physiotherapy, radiography, speech therapy and audiology. During the alternative semesters complementary discipline-specific modules are presented in integrated healthcare leadership. Action research was used to develop the curriculum as described by Riding, Fowell and Levy (1995)'by a team of healthcare educators representing the various disciplines. The steps included identification of the problem, review of the knowledge and adapting knowledge to the local context. Exit level outcomes of the various disciplines were assessed to identify shared outcomes, as well as discipline-specific outcomes related to integrated healthcare leadership. The shared outcomes were further analysed for gradual sequential progression and plotted over the first three years of the programmes according to the National Qualification Framework. The outcomes were synthesised and assessment criteria, assessment techniques and teaching strategies were derived from it. Logistical planning for implementation followed. This was the first cycle of the action research, followed by the cycles of implementation and evaluation. Burch, V. 2014. Editorial: Interprofessional education ? is it ?chakalaka? medicine?. African Journal of Health Professions Education. 6(1): 2.DOI:10.7196/AJHPE. 'Frenk, J., Lincoln, C., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H. et al. 2010. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756): 1923-1958. Viewed 31 March 2015 from http://www.thelancet.com 'Riding P, Fowell S, Levy P. 1995. An action research approach to curriculum development.' Information Research 1995;1(1). http://InformationR.net/ir/1-1/paper2.html (accessed 19 June 2014)'WHO Health Professions Network Nursing and Midwifery Office, Department of Human Resources for Health. 2010. Framework for action on interprofessional education and collaborative' practice. http://www.who.int/hrh/nursing_midwifery/en/en
dc.subjectInterprofessional educationen
dc.subjectCurriculum developmenten
dc.subjectIntegrated healthcare leadershipen
dc.date.available2016-07-13T11:04:56Z-
dc.date.issued2016-07-13-
dc.date.issued2016-07-13en
dc.date.accessioned2016-07-13T11:04:56Z-
dc.conference.date2016en
dc.conference.name27th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationCape Town, South Africaen
dc.descriptionTheme: Leading Global Research: Advancing Practice, Advocacy, and Policyen
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