Kimberly D Helms, Leigh Ann Keith, Laura Pruitt Walker
Evaluating Student Learning Through Collaborative Testing in a Psychiatric Mental Health Course
Journal of doctoral nursing practice
interprofessional education aiming providing competencies require evaluation order ensure outcomes match needs ambitions health professionals today need broad range skills competencies order provide high quality care including interprofessional competence linkping university pioneer interprofessional learning decades study provides one example curriculum revision carried aim study study intentions outcomes revised interprofessional learning curriculum health professions education programs qualitative study including documents n 143 complementary interviews key individuals n 4 data included syllabuses study guides educational program plans supervisor guides interview transcripts qualitative document analysis content analysis directed approach used applying theoretical framework curriculum development guided analysis analysis resulted one overarching theme named planned lived attended curriculum including four main categories inspired theoretical framework findings demonstrate variety aspects relating curriculum revision introduction programme director interprofessional learning mandate equal respective program directors seemed contribute legitimacy partnership university healthcare sector impact curriculum revision healthcare say revision regarding suggestions implement expectations teachers involved high although clear support structures seemed lacking study identified important links teachers organizational prerequisites healthcare revising existing fully integrated curriculum interprofessional learning health professions education programs aim curriculum revision legitimize provide education date current healthcare needs provide students competencies collaborate teams ensure patient safety redesigning curriculum seems fine balance pedagogical innovation pragmatism study identified links provided organizational support structures expectations teachers aligned